服務學習融入服裝專業課程實施與成效之研究

Implementation and Learning Outcomes of Service-Learning Integrating into Fashion Curriculum

鄭靜宜(Ching-Yi Cheng)

《服務學習與社會連結學刊》 3期 (2020/04) Pp. 15-38

https://doi.org/10.6865/JSLSE.202004_(3).0002

摘要

本研究的目的在於檢視具服務學習內涵之服裝專業理論課程設計與實施，探索學生的服務學習經驗與成效，以及發現促使學生改變的契機。依據服務學習課程和學習成效評估的理論架構，規劃創新的課程設計與教學策略，引導學生與社區民眾關切永續時尚議題，以學生3次反思回饋、期末自評報告與反思觀察作為資料收集的來源，透過內容分析，檢視62位某私立大學生參與連結「服裝與人生發展－老化」的服務學習課程，對其教學模式學習經驗與學習成效進行探討。研究結果顯示參與學生，在人際成長方面的反思最多，其次依序是幸福感、個人成長、公民責任、智能成長和感恩。在服務學習的過程中，學生透過有計畫的課程設計和媒合帶領、專業實務應用、互動接觸、情感連結、走出舒適圈和反思產生改變的契機，並體驗到服務和學習的利他和雙方互惠的核心價值。具服務學習內涵之服裝專業理論課程除了可以讓參與學生有個人的增能賦權外，也可是高等服裝教育實踐大學社會責任和朝向永續發展目標可努力的教學策略。

關鍵字

服裝教育 ； 服務學習 ； 教學實踐 ； 大學社會責任 ； 增能賦權

並列摘要

The purpose of this research is to examine the implementation of the theoretical courses of fashion professional integrated with service-learning project, to investigate students' service-learning experience and outcomes, and to discover the turning points that cause students to change. The curriculum design and implementation process based on the pedagogical framework and principals of service-learning courses with learning outcomes evaluated were planned for guiding students and community residents to pay attention to the issues of sustainable fashion. The research subjects were 62 private college students participating in the service-learning project linked with the topic of ＂Dress and Human Development: Aging.＂ The qualitative data of students' three-time reflective feedback, final self-assessment report and reflective observation was analyzed through content analysis for exploring the students' experience towards teaching model as well as learning experience and reflection. Research results show that participating students have the most reflections on interpersonal growth, followed by happiness, personal growth, civic responsibility, intellectual growth and gratitude. Participating students considered that their transformations were triggered through well-planned curriculum design and teaching practice, professional practice applications, interactive contacts and emotional connections with the community partners in the process of service-learning project, which enabled them to step out of the comfort zone and gain reflections, as well as to learn and experience the core values of altruistic nature and reciprocity of service-learning. In addition to ensuring student participants with psychological empowerment, the service-learning integrated course is also a valuable teaching pedagogy for higher fashion education practice in pursuing university social responsibility and fulfilling the sustainable development goal.

並列關鍵字

fashion pedagogy ； service-learning ； teaching practice ； university social responsibility ； empowerment

參考文獻

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