幼保系學生幼兒園專業服務學習之研究

服務學習是近年來世界各國教育改革的政策之一，在台灣的高等教育也掀起風潮，並被廣泛地運用在師資培育的課程中。在本研究中，研究者透過專業課程結合服務學習，提供幼保靠學生實際運用課堂知識於服務學習的活動中，體現做中學的精神並培育學生成為有效的公民。參與服務學習者為北部某科技大學幼保系修習「幼兒學習環境設計」課程之學生，服務學習機構為新竹縣地處較偏離縣中心的兩所鄉間公立托兒所與新竹市區某一公立幼稚園，服務內容為提供與引導幼兒進入學習區參與活動。研究對象包括七名學生，資料收集內容包括參與學生之服務學習計畫、反思紀錄、自評表與訪談紀錄，以暸解服務學習對個人的助益、促進專業所學及學生對社會議題之思考。另一方面，提供服務學習的幼兒園所教師亦接受訪談，以暸解其對服務學習之觀感、相關安排之建議及夥伴互惠之效益。本研究有以下幾點發現：一、服務學習對個人之助益包括：帶來正向的感受、幫助學生察覺個人的不足、增進學生溝通技巧與問題解決能力、經由同儕觀摩與合作激發想法、以團隊進行帶來情感的支持、培養關懷他人知之能及有助於職涯的探索。二、專業服務學習有助於強化學生專業所學，像是改變舊有概念並產生新的想法及增進對教師角色的認知與獲得更寬廣的學習。三、服務學習中學生建立觀點轉換之能力，社會關注的議題包括：幼兒園教師素質、幼兒學習環境與教學品質及影響教育品質的生態因素。四、機構夥伴互惠效益包括：共同擬訂計畫可增進服務學習效益、豐富被服務幼兒之學習內容、提供機構教師在職進修的機會及給予有利於未來專業服務學習安排之參考。

關鍵字

專業服務學習；幼保系學生；公立幼稚園；公立托兒所

並列摘要

Pre-service learning has become one of the efforts of school reform around the world, this phenomenon occurs in Taiwan's higher education as well. It is also widely applied in teacher education. As an early childhood teacher educator, the researcher integrated academic learning with community service to provide college students the opportunity of learning through services so as to help them learn through doing and to cultivate them as good citizens. Students who took the course of ”Learning Environment for Young Children” finished service-learning project in three public early childhood programs in Hsinchu, one was a public kindergarten located in downtown Hsinchu city, the other two were public nursery schools in the countryside far away from the urban area. During the service-learning, students provided different learning materials for young children at classroom learning centers in early childhood programs. Among the students, seven volunteered to participate in the present study. Data collections include service-learning plans, reflection journals, self-evaluation scales, and interviews. These data allow the understanding of the benefits of service-learning to students personally and professionally, and students' reflections of social issues. In addition, four teachers from the early childhood programs were also interviewed to understand their perceptions about service-learning, their suggestions for the arrangement, and the benefits of reciprocity. The results of the study are as followed:1. The service-learning benefits students personally, which includes bringing in positive feelings about learning, helping students be aware of their shortages, enhancing their social and problem-solving skills, providing emotional support through team-group projects, cultivating students' competency of caring about others, and providing the opportunity for career exploration.2. Professional service-learning enhances students' course learning, which includes changing old perceptions and bringing in new concepts, understanding better about the role as a teacher, and acquiring wider and deeper learning.3. The social issues students reflected upon include the quality of early childhood educators, the environment of young children's learning, and the forces that influenced children's education.4. Reciprocal benefits include: enhancing students' learning effects, enriching young children's learning, providing in-service staff-development for classroom teachers, and supplying suggestions for future arrangement of professional service-learning.