專責單位主導之“服務－學習”課程－以輔仁大學為例

"Service-Learning" Curriculum under University Responsibility-The Case of Fu Jen University

尹美琪(Mei-Chi Yin)

《通識教育季刊》 9卷3期 (2002/09) Pp. 35-72

https://doi.org/10.6745/JGE.200209_9(3).0002

摘要

服務－學習(Service-Learning)乃是一種結合「專業知識」與「情意」教育，以及「人文教育」與「社會關懷」的新式教學法，鼓勵學生在「做」中「學」並關懷弱勢。輔仁大學以專責單位主導之模式，借鏡國外推動「服務－學習」課程成功個案之經驗，推展「學習」與「服務」並重，以「反省」使兩者相互增強的服務－學習課程。經數年之適應，近年發展出符合本校教育宗旨與目標的五種類型－全人教育課程型、專業學科與服務結合型、服務專題型、非營利組織學程型和彈性服務型－之服務－學習課程。
本文旨在闡明輔仁大學服務－學習之理念、五種課程類型及其舉例，以及在師生和社區或所服務機構之間的推廣過程，陳述實踐之成果，並對實施之課程做初步的評估提出改善建議。由本校之經驗可以看到服務－學習有利於教師革新教學方式，改善學生的學習歷程，走向全人教育的理想。又因服務－學習看重人與人之間的「平等、互惠」在為社區及弱勢人群服務時，可與他們共同發現改善社會制度之道，肯定人性尊嚴、促進社會正義。
藉彙總及回顧本校在服務－學習課程方面已有的經驗，期望服務－學習課程能成為本校表達使命與特色的一部份，並能與台灣高等教育界互相切磋，彼此勉勵。輔仁大學所推展的五種類型服務－學習課程，其中之全人教育課程型及服務專題型，類似或等同某些大學的通識教育課程，服務－學習亦為通識教育教學之優良方法與工具。

關鍵字

服務－學習 ； 全人教育 ； 高等教育 ； 通識教育

並列摘要

”Service-Learning” combines the acquisition of ”professional knowledge” with ”affective education.” As a new method of pedagogy integrating ”humanist education” and ”social concern,” it encourages students to learn by doing and to relate with marginalized people. After consulting the experience of successful cases in the U.S.A., Fu Jen University as an institution has decided to take the initiative to promote equally both the ”Learning” and ”Serving” components of this curriculum, by using ”reflection” to strengthen the interaction between learning and serving.
After a few years of experimentation, this process has developed into five types of curricula, which are all in accordance with the educational mission and goals of the university. The five types are as follows: a) Holistic Education Courses with Service Component; b) Professional Courses with Service Component; c) General Education Courses with Focus on Service d) Curriculum on Non-Profit Organizations; e) Flexible Service Experience without Academic Credit.
The purpose of this paper is (1) to explain the theory of ”service-learning;” (2) to provide examples of the five types of courses; (3) to describe the process of promoting service-learning with and between teachers, students, and the community or institutions to be served; (4) to display the results; (5) to make an initial evaluation of the program; (6) and to provide suggestions for further improvement.
From the experience of Fu Jen, one can see that service-learning provides teachers with a method to renovate their pedagogy, improves the learning process of students, and moves towards the ideal of holistic education. And since the method of service-learning stresses human ”equality” and ”reciprocity” while serving marginalized people and the community, it may lead the participants to discover new ways to improve the social system, to affirm human dignity, and to advance social justice.
By collecting the experience that our university has gained so far, and by reflecting on such experience, we hope that service-learning will become an integrated part of our university's mission and character, and will also enrich the higher education system in Taiwan, through mutual exchange and encouragement. Two of the five types of service-learning courses that we have developed (the Holistic Education Course with Service-Learning Component and the General Education Course with Focus on Service) are similar or equivalent to the concept of general education in several other universities. We believe that service-learning is an excellent method and instrument for general education.

並列關鍵字

Service-Learning ； Holistic Education ； Higher Education ； General Education