史學敘事結合服務學習之課程設計與學習成效

Historical Narrative in Local Practice: A Case Studies on Service Learning Course- Theory and Application of Historical Demography

林嘉琪(Chia-Chi Lin) ； 何其芸(Chi-Yun Her) ； 林彥伶(Yen-Ling Lin)

《通識學刊：理念與實務》 11卷1期 (2023/03) Pp. 129-163+165-168

https://doi.org/10.6427/JGECP.202303_11(1).0004

摘要

本文以歷史學系選修課程「歷史人口學理論與應用」搭配「服務學習」授課方式，同時結合大學社會責任研究計畫－淡水好生活：建構學習型城鄉，進行史學敘事力的教學實踐研究。研究目的有三，一為探討史學敘事力能否結合服務學習與大學社會責任的學用合一，其次為探討學生選修走出教室外的史學課程之學習成效，最後發展史學服務學習課程規劃設計，作為史學類通識課程的教學參考。研究設計是以參與課程的學生（上學期29名、下學期15名）為研究對象，在專業課程訓練後，學生進入淡水老街區的店家服務學習，研究方法則是以學習回饋單六點式量表為量化分析、服務學習日誌與反思紀錄表為質性分析。本研究發現史學敘事結合服務學習的課程設計及教學可以藉由引導學生以在地多代傳承的店家做為服務學習對話場域，製作歷史繪本與店史連接淡水的過去與現在，不僅展現史學敘事能力，更為學生的服務學習帶來多元的成果，達到活歷史的再現。量化和質性研究均指出：學生參與史學敘事結合服務學習的課程得以提升其學習成效，並肯定自己學以致用的能力。

關鍵字

史學教育 ； 史學敘事力 ； 淡水 ； 歷史人口學

並列摘要

Based on the elective course "Theory and Application of Historical Demography" of the History department, along with the teaching method of "service learning", combined with the University Social Responsibility (USR) research project -- Tamsui Good Life: A Program for an Urban and Rural Construction via Life-long Learning, this paper studies the teaching practice of historical narrative. There are three research purposes, first is to discuss whether the power of historical narrative can be combined with service learning and university social responsibility. Secondly, to delve into the learning effect of elective history courses which is studying out of the classroom. Finally, to develop the planning and design of history service learning courses as a reference for the teaching of general history courses. This research takes the students (29 in the last semester and 15 in the next semester) who participated in the course as research subject. After professional course training, the students entered the stores in Tamsui old district for service learning.The research method is to use quantitative analysis of the Likert 6-point, and qualitative analysis of the service learning log and reflection record sheet. This study successfully explores whether historical narrative can be combined with service learning and university social responsibility as the performance of knowledge-action integration, and explores the learning effectiveness of outdoor elective history courses. The learning results are presented by "service learning questionnaire", "service learning log" and "reflection record sheet". The research results show that the historical narrative can be practiced outside the classroom, and through the process of service learning, students can understand and affirm their own historical narrative power specialty and the ability to respond to social needs, further achieve self-reflection and deepen the learning results. Although, a small number of students felt that the course load was too heavy or did not understand why service learning was needed in the History Department. However, most students who completed the course felt a high sense of accomplishment and were proud to have passed the course. Therefore, the history course outside the classroom is conducive to the students' application ability. Based on the research results and research objectives, this study puts forward two curriculum teaching recommendations, while future research can also discuss these change-oriented learning outcomes. First, when we add work presentations and discussion and practice of local issues in service learning course, we have to realize that this kind of multi-purpose teaching design takes more effort in the implementation than the traditional teaching method. The communication with students is also the prior task, which requires students to understand the teaching method and purpose of the course, so as to avoid the gap between students' expectations after choosing the course and the actual study. Secondly, while leading students to field study, teachers can have a consensus meeting with the stores in the practice field beforehand. Teachers will check and invite managers of suitable stores to the meeting and explain the spirit of service learning and social responsibility of the university for the store managers to consider whether they are willing to become a stationed service learning store. Later, when teaching the course, briefly mention a few stores, but allow students to visit and invite the stores themselves. In this way, we can preserve students' learning opportunities and maintain friendly relationship between the university and local community. It is hoped that the service learning curriculum planning and design of this history education course can provide a teaching reference for knowledge-action integration of history general courses with the past events and materials as the main content. To sum up, this study finds that historical narrative can be applied to local practice. Students connect the past and present of Tamsui with picture books and store history,and use local store as a dialogue field to reproduce living history, which not only shows the power of history, but also brings diversified results to students' service learning. Both quantitative and qualitative studies show that: combining historical narrative and service learning makes students affirm their ability to apply what they have learned. Research implications: Service learning is not only applicable to the professional courses of the department, but also to the general courses.This paper provides the results of teaching practice research for the reference of general education courses.

並列關鍵字

history education ； historical narrative ； Tamsui ； historical demography

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