高等教育中的服務學習－靜宜大學「服務－學習」課程之研究

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Title:	高等教育中的服務學習－靜宜大學「服務－學習」課程之研究
Other Titles:	Service Learning in Higher Education---The Study of ‘Service-Learning’ curriculum in Providence University
Authors:	陳倩玉 Chen, Chien-Yu
Contributors:	趙長寧 Chao, Chang-Ning 東海大學教育研究所
Keywords:	高等教育;服務學習;「服務－學習」課程 Higher Education;Service Learning;‘Service-Learning’ curriculum
Date:	2006
Issue Date:	2011-04-07T06:00:08Z (UTC)
Abstract:	本研究旨在探討靜宜大學「服務學習發展中心」的行政人員以及「服務－學習」課程授課教師的觀點，探究靜宜大學「服務－學習」課程的運作情形、實施過程以及團隊成員的感動與反思。本研究的研究目的如下：一、探討靜宜大學「服務－學習」課程團隊運作情形。二、瞭解靜宜大學開設「服務－學習」課程教師執行的流程。三、探討靜宜大學開設「服務－學習」課程教師帶領學生進行反思的過程。四、探究靜宜大學開設「服務－學習」課程所遭遇的困難。五、探求靜宜大學「服務－學習」課程團隊成員的感動與想法。為了達到上述的目的，本研究採用質性研究方法，針對三位「服務學習發展中心」的行政人員以及八位「服務－學習」課程授課教師進行訪談，並輔以教室觀察，得到以下結論：一、在靜宜大學「服務－學習」課程團隊運作模式方面，行政團隊人員的背景包括社工專業以及課程設計專長；教師團隊人員參與的方式來自多個不同的面向，且會定期召開月座談會以及培訓課程。二、靜宜大學「服務－學習」課程教師執行流程包括行政人員和授課教師在學生進入服務前的準備工作、反思的進行、慶賀的形式以及評量的方式。三、行政人員所遭遇的困難包括：（一）教師團隊成員各系分配不均；（二）行政人力的配置不足；（三）執行班級數量眾多；（四）投入交通往返的費用和時間多，安全堪慮；（五）與機構合作的問題；（六）和導師制度結合有困難（七）推展專業服務學習課程的時機不成熟；而教師團隊所遭遇的困難包括：（一）部分學生面對課程的態度不佳；（二）部分學生對課程的接受度不高；（三）學生的專業能力及人際關係不足、不容易找到適當服務的時間以及外務多；（四）機構督導無法參與慶賀活動；（五）教師無法親自掌握學生的服務狀況。四、行政人員的感動來自學生的改變、機構的認同、授課教師的付出以及其他行政同仁的熱忱；授課教師的感動大多來自學生課堂上或課堂後的改變，使得他們恢復對服務的熱忱以及克服授課的障礙。五、靜宜大學「服務－學習」課程推動的特色包括：（一）課程運作具制度化；（二）學校理念的支持；（三）專業的專職人員負責推動；（四）行政和教師團隊人員的付出；（五）教師的特質及授課的理念；（六）月座談會的實施；（七）部分授課教師到服務現場瞭解學生服務狀況或主動和機構聯繫。六、提升「服務－學習」課程成效包括：（一）月座談會上教學部分的分享；（二）彼此交流，提升學習參與動機的策略；（三）老師實地經歷服務的歷程；（四）觀摩他人帶領方式。七、「服務－學習」課程對學生、學校、社會以及機構都具有正面的意義。八、「服務－學習」課程在學分的有無方面老師表示學生傾向於希望有學分，而受訪的教師則有四種不同的觀點。九、「服務－學習」課程在必選修方面受訪的教師大多持必修的觀點，而在受訪教師的班級學生有的贊成必修，而有的贊成選修。十、行政人員對「志工靜宜」口號之未來規劃著重於擴大服務的對象以及從事服務的人數。十一、行政人員對「服務－學習」課程之未來規劃著重在五個面向，分別是：（一）透過e化的協助來解決學生的問題；（二）增加對校內外的宣傳互動；（三）和機構建立友善的關係；（四）服務學習發展中心志工招募；（五）結合校內行政、教學以及研究資源，發展專業的服務學習課程。在建議部分，研究者提出對教育有關單位、高等教育機構以及後續研究者幾點建議以供參考。 The main purpose of this research is to confer the perspectives of administrators in the “service learning development center” and the teachers’ viewpoints of “Service Learning” curriculum in Providence University. The study explores the operation of “Service-Learning” curriculum, the implemented course and the affection which the team members in Providence University reflect themselves. The purposes of this study are as following:1. To confer the operation of the service learning curriculum team in Providence University.2. To understand the procedure about the execution of the service learning curriculum teachers in Providence University.3. To confer the process of students’ reflection that the teachers conduct in service learning curriculum in Providence University.4. To explore the straits of service learning curriculum in Providence University.5. To seek the affection and the opinion of team members in service learning curriculum in Providence University.In order to accomplish the goals listed above- a qualitative study method was adopted in this research. Three administrators of service learning development center and 8 teachers of “Service-Learning” curriculum were interviewed. Researcher uses observation in class as an auxiliary. The results were as below:1. The team operation model of service learning curriculum in Providence University includes: professional specialty of social work and curriculum design of administrators. Teachers team staffs’ participation way comes from different fields, convening on a regular time schedule and curriculum training.2. Executing procedures of the teachers in “Service-Learning” curriculum in Providence University include the beforehand works of the administrators and teachers for students before they enter service, the proceeding of reflection, the type of congratulation and the way of assessment.3. The difficulties for administrators include: (1) the teachers’ member distribution is unbalanced (2) the disposition of administrators is insufficient (3) the executive class amount is large (4) the traffic of time and expenses are too much (5) the cooperating with organization have problems (6) combining hierophant system with “Service-Learning” curriculum have difficulties (7) the moment for introducing professed service learning curriculum is callowness. The difficulties for teachers include: (1) the attitudes of some students are not good (2) the acceptance for the course is not high (3) the insufficient of students' professed ability and interpersonal relationship（4）the appropriate service time is not easy to find（5）students have many other things out of their schoolwork (6) the organization supervises can’t participate in gratulatory activity (7) the teachers are unable to grasp students' service state in person.4. The affection of administrators includes identification form organization, devotion by teachers and the other administrative personnel's zeal. The affection of teachers includes the changes of students in the classroom or after classroom, enabling them to recover zeal for service and overcome teaching obstacles. 5. The features of “Service-Learning” curriculum in Providence University include: (1) the course is institutionalized in operation (2) the logos of school is friendly (3) professed full-time staffs promote “Service-Learning” curriculum (4) the administrators and teachers' group devote themselves to “Service-Learning” curriculum (5) there are teachers' characteristic and ideas of giving lessons (6) there are monthly forum (7) some teachers go service organization to understand students’ service situation or get in touch with organization voluntarily. 6. To advance the outcomes of “Service-Learning” curriculum include: (1) the teachers share teaching in monthly forum (2) the teachers interchange experience with each other, and promote the tactics of learning participation motion (3) teachers come through the track of service by themselves (4) the teachers view and emulate another teachers’ guide way。7. “Service-Learning” curriculum has right meanings with students, school, social and institution.8. The teachers indicate that students hope to constitute credit, and the teachers have four different viewpoints in “Service-Learning” curriculum. 9. Most teachers agree with prescribed, some of the students in participative teachers’ class agree with prescribed, and the others agree with elective in “Service-Learning” curriculum.10. The administrators will enlarge ministrant target and the person who concerned in service as future plans about “Volunteer Providence University”. 11. The plans of “Service-Learning” curriculum will lay stress on five sections: (1) the administrators solve students' problem through computers (2) the administrators increase advertisement and interaction (in school and out of school) (3) there has friendly relations with organizations; (4) there has volunteer recruiting in “service learning development center” (5) the administration, teaching and research resources in Providence University combine with each other, and develope a professed “Service-Learning” curriculum. In proposition, researcher offers some suggestions to relevant educational units, higher education and follow-up researchers.
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