服務學習融入技專校院通識課程教學設計之質性研究

The Service-Learning Teaching Design of General Education in Taiwan’s Technological and Vocational Colleges

邱筱琪(Hsiao-Chi Chiu)

《學生事務與輔導》 56卷3期 (2017/12) Pp. 25-41

https://doi.org/10.6506/SAGC.2017.5603.04

摘要

本研究旨在探討服務學習融入技專校院通識課程之教學設計。研究問題包括：一、瞭解技專校院教師通識課程融入服務學習教學法之開課方式；二、探究技專校院教師通識課程融入服務學習教學法之教學理念與課程設計；三、綜合研究發現，提出精進技專校院通識課程融入服務學習教學法之建議。為達研究目的，本研究採取質性研究法，以立意取樣方式，選取共計四位研究參與者，依據半結構式訪談大綱進行訪談。以三角檢正、參與者檢核、同儕審視、與研究參與者建立信任關係、選擇訪談地點和研究者自我角色與主觀意識省察建立信實度。本研究結果發現：一、技專校院通識課程教師，透過結合教師個人專長領域、善用政府計畫補助、運用跨領域課群模式，以融入服務學習教學法；二、技專校院通識課程融入服務學習教學法之教師，運用學校行政單位資源，使課程活潑化以提昇學生學習動機；三、為精進技專校院通識課程融入服務學習教學法，建議可由有經驗者帶領，以團隊合作方式進行、教師應於與服務機構建立關係，並提供學生多元選擇、學生小組人數不宜過多，讓學生能各司其職。

關鍵字

技專校院 ； 通識課程 ； 教學設計 ； 服務學習

並列摘要

The purpose of this study is to explore the teaching design of general education courses that are embedded in service-learning pedagogy. The research questions include: A. What were the starting methods of general education courses that were engaged in service-learning pedagogy of technological and vocational colleges? B. What were the ideas and designs of general education courses that were engaged in service-learning pedagogy of technological and vocational colleges? C. What are the recommendations to the development of general education in technological and vocational colleges? By using purposive sampling, four faculty members of technological and vocational colleges are selected as the qualitative participants. Data were collected through semi-structured and in-depth interviews. The research themes included: the concepts and process of course design, the contents and related factors of service-learning courses, the driving forces and restraining forces, and the recommendations for general education in technological and vocational colleges. The trustworthiness is established by triangulation, member check, peer debriefing, developing trust relationship with participants, choosing where to interview, and self-reflectivity. The major findings of this study are summarized as following: A. The faculty in technological and vocational colleges combined their individual areas of expertise, made use of government subsidies, and applied cross-disciplinary class-group models to integrate the service-learning teaching approach in general education courses; B. Courses were made livelier by using resources of school administrative units in order to enhance students’ learning motivation; C. To refine the service-learning teaching model of general education courses in technological and vocational colleges, we recommend that they should be led by experienced teachers and implemented through teamwork. Furthermore, faculty members should establish relationships with community organizations to provide students with more diverse choices. Moreover, the size of student groups should not be too big, so that each student will be able to perform his or her duties.

並列關鍵字

technological and vocational colleges ； general education course ； teaching design ； service-learning

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