以正向心理學內涵融入服務學習課程之實踐

本研究之主要目的有二：一、以樂觀、正向意義、感恩知足、同理心等正向心理學核心價值融入服務學習之課程；二、以質性研究方式了解師生互動及學生學習歷程。研究對象為桃園縣某科大二技42名幼保系新生，學生接受為期13週，每週一次融入正向心理學之服務學習課程，並另外從事校外服務學習（12小時）。研究結果發現：樂觀方面，幫助學生面對問題時視困難是暫時的，努力解決問題；正向意義方面，學生覺得從事服務學習活動中，學到團隊合作的重要性，增進班級的團體凝聚力及自信心；同理心方面，學生透過服務學習不僅能認知同理心，並能進而站在對方的角度思考；感恩知足方面，學生了解不是只有金錢可以助人，付出心力去服務也是助人的方式，感受到「助人為快樂之本」的真諦。

關鍵字

正向心理學；同理心；服務學習

並列摘要

The purposes of this study were (1) to design a service-learning curriculum that could be combined with positive psychology (four teaching components: optimism, positive meaning, gratitude and content, and sympathy), and (2) to use the qualitative method to analyze the interaction between teachers and students and the learning process. The subjects of this study were 42 students from a university of science and technology in Taoyuan City. They participated in our curriculum for one session per week for 13 weeks. The teaching process included four components of character education and service-learning activities (12 hours). The results were as follows: In ＂optimism,＂ students treated difficulties as temporary and attempted to solve the problem. In ＂positive meaning,＂ students understood the importance of teamwork, and enhanced class cohesion and self-confidence. In ＂sympathy,＂ students gradually realized the meaning of sympathy and attempted to consider situations from their peers' perspectives. In ＂gratitude and content,＂ students gradually realized not only that money can help people but also that expending effort to help others is an effective strategy. In other words, they realized that ＂helping others is the foundation of happiness.＂