服務學習與志願服務比較及學校課程融入服務學習之研究

本研究旨在探究服務學習與志願服務之比較，並進一步研究我國各級學校於正式課程融入服務學習情形，採問卷調查法，發出4,047份問卷，回收有效問卷計2,046份，有效問卷回收率50.6%，以次數分配方法進行資料分析。本研究結果如下：一、服務學習為一種整合學科課程，增進學生個人成長及公民責任之教學方法。服務學習及志願服務雖有相似之處，惟兩者於法律依據、基本精神、服務者主動性、服務訓練規定、發展歷程階段、服務組織及項目、推動單位、服務方案、後續考核仍有所不同。二、應加強服務服務意義及特質宣導，增進學生、家長、教師、學校、社會大眾對服務學習之正確認知，釐清與志願服務差異，配合教育主管機關於升學制度變革，擴大服務學習成果。三、研究顯示，105學年度各級學校開設服務學習有關課程者為76%，大學校院開設服務學習課程者為96%，高中職為94%，國中為73%，國小為61%，可見多元與互惠的服務學習，成為各校改善教學品質之教學策略或教學法。四、105學年度大學校院大多於必修的校訂共同課程融入服務學習（佔61.7%），高中以綜合活動科目較多（佔57.2%），高職以專業科目較多（佔14.9%），國中小學以綜合活動科目較多（佔85.9%）。

關鍵字

服務學習；志願服務；大學校院

並列摘要

The purpose of this research was to explore the comparison between service learning and volunteer service and to examine the situation of integrating service learning into formal curriculum within different schools ranging from primary to higher education in Taiwan. In this research, we applied the questionnaire approach as the major data collection method. A total number of 4,047 questionnaires were distributed. 2,046 valid questionnaires were returned with a response rate at 50.6%. The results of this research as following: 1. Service learning is regarded as an integration of different school subjects. It is also considered an instructional method to enhance students' personal growth and civic responsibilities. Although service learning and volunteer service share some similarities in nature, they differentiated themselves in the aspects of legal basis, natural spirit, volunteer features, training requirements, developmental process stages, service organizations and projects, promoting units, service programs, and follow-up assessments. 2. For the education in Taiwan, schools as well as instructors should strengthen the significance of service learning and its benefits to the public. For example, education authorities can hold several seminars and workshops to help clarify the disparate between volunteer service and service learning. It will also enhance the perception of students, parents, teachers, schools and the public by providing an accurate understanding of service learning, expanding service learning tentacles. 3. The findings of this research showed that in 2016, 76% of participated schools in Taiwan offered service learning relevant to students' formal courses. The percentage in higher education is 96% for universities and colleges and 94% for senior high. Meanwhile, for junior high and elementary schools, the percentage is 73% and 61% respectively. These statistical data demonstrated that service learning becomes a teaching strategy for instructors to improve the quality of their instruction and a learning strategy for students in their learning development. 4. Meanwhile, from the data, it is found that for universities and colleges, service learning is a required course accounting for 61.7% for the existing course. Senior high schools (57.2%) blend service learning in comprehensive activities subjects; whereas, vocational high schools applied less (14%) and only existed in the professional courses. For 85.9% junior high schools and elementary schools, service learning is widely used in comprehensive activities classes.