大學社會責任實踐的看見與省思－以弱勢兒童體驗學習夏令營為例

本文旨在探討帶領學生參與大學社會責任實踐過程中的看見與省思，以2020年弱勢兒童體驗學習夏令營活動的規劃及發展歷程為例，描述辦理活動面臨的問題與因應，了解大學生在服務過程獲得的收穫和研究者反思，資料蒐集採質性研究之訪談法與觀察法。研究結果包括以下四點，最後提出研究者在社會實踐歷程中的看見與省思。一、弱勢兒童體驗學習夏令營活動規劃及發展歷程有其脈絡可循，且工作人員扮演重要角色，同時是溫暖的陪伴者與關懷者，也是敏銳的觀察者與調節者。二、面臨的問題：弱勢兒童方面包括身心障礙兒童在活動過程中釋放壓力、弱勢兒童的生活經驗與資源不足。工作人員角色衝突方面包括期待與現實之間的拉鋸戰、介入程度與時機的掌握。三、透過正向氛圍的營造、不斷滾動式調整以因應弱勢兒童體驗學習夏令營活動面臨的問題。其中滾動式調整包含了三個要素：專業的行前訓練與分工、隨機應變的活動帶領能力、檢討帶來改進的動力。四、大學生在活動中獲得實質與心理層面的收穫有四項：強化專業知能、以體驗學習方式做中學、加強心理韌性、增進人際溝通能力。

關鍵字

弱勢兒童；體驗學習；夏令營

並列摘要

This essay aims to discuss the process of leading university students into the practice of university social responsibility (USR) and further the observation as well as the reflection in the course. The example of Summer Camp 2020 will be taken into a close examination and analysis in the essay, since the USR practice, in this case, concerns both planning and launching the summer camp to engage the underprivileged children with the experiential learning. Moreover, this essay will also detail the challenges the research team as the camp planner has encountered and the solutions they have figured out in response. The participating students, under the guidance of their advisor, took the scientific methodology which featured both interviews and observation based on the gathered information, and finally reached the conclusions that reflected their in-depth perception and introspection. The agreed conclusions are listed as follows: 1. The process and progress can be mapped when it comes to planning and launching summer camp for the underprivileged children. The key to it regards highlighting the role of the planner. Apart from being camp planner, they are caregivers, companions, observers, and coordinators as well. 2. Challenges have come up occasionally. Due to the poverty and insufficiency, the underprivileged children, including those with physical or mental disabilities, found it hard to deal with pressure. Accordingly, the planner felt stressful when confronting the enlarging gap between expectation and reality, and meanwhile, struggling with the extent of meddling. 3. In response to the abovementioned challenges, the accordant solutions have been brought up. As planner, the research team created the positive atmosphere in summer camp, adjusted to the needs of those participating underprivileged children, and resonated to their learning experiences on the rolling basis. The success resided in three major components: the professional training and split-up of workload before the planning, the flexible and resilient leadership in the course of launching, and the thoughtful introspection and rekindling motivation afterwards. 4. With the full exposure to planning and launching the summer camp, the participants benefit in the following four aspects: professional proficiency, experiential learning through doing, consolidation of mental resilience, and competence in communication skills.

並列關鍵字

Underprivileged Children ； Experiential Learning ； Summer Camp

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