師資生參與服務學習對學習態度影響之研究—以國立臺北藝術大學為例

A Study on the Influence of Service-Learning on Students' Learning Attitude of Teacher Education：An Example of Taipei National University of the Arts

陳泓霖(Hung-Lin Chen)

指導教授 ： 林劭仁

國立臺北藝術大學/文化資源學院/藝術與人文教育研究所/碩士(2009年)

https://doi.org/10.6835/TNUA.2009.00108

摘要

本研究旨在探討師資生參與服務學習對其學習態度的影響。研究以量化兼採質化資料的方式，探究師資生參與服務學習之後對教育學程科目學習態度之影響。在量化部份，採用自編「國立臺北藝術大學師資培育學生學習態度問卷」來蒐集資料，以了解國立臺北藝術大學修習教育學程之師資生參與藝術教育服務隊之後，於教育學程科目學習態度與認知上的轉變。質性研究部分，由研究者自行設計之開放式訪談大綱，以國立臺北藝術大學第四屆藝術教育服務隊師資生為訪談對象。在深入訪談過程中，以藝術教育服務隊員參與營隊過程中學習態度的轉變，探討隊員們經歷藝術教育服務隊研習課程與正式出隊實地教學後，對於教育學程課程學習態度上的差異，對教育學程課程想法的轉變、對出隊學校環境、設施與學生看法的轉變、對教育學程同儕看法的轉變、對教育熱誠與自信的轉變，以了解師資生參與服務學習之後，本身對於修習教育學程課程時態度上的轉變與影響改變的主要因素。

本研究結論如下：
一、服務學習有助於培養師資生修習教育學程課程良好學習態度。
二、服務學習顯著提升師資生對實際教學情境的體認。
三、服務學習經驗讓師資生重新檢視教育學程課程、同儕、修習想法與學習態度。
四、服務學習經驗改變師資生從事教育的熱誠與自信。
根據研究結論，提出具體建議提供師資培育單位、師培中心教師及後續研究者參考。

關鍵字

服務學習 ； 學習態度 ； 師資生

並列摘要

The purpose of this study was to explore the influence teacher education students’ participation in service learning had on their learning attitudes. Quantitative and qualitative research methods were both utilized to achieve this goal. For quantitative data, the researcher conducted a survey with the self-composed “Questionnaire on Learning Attitudes of Teacher Education Students at Taipei National University of the Arts” to understand how students of teacher education had changed their learning attitudes towards and their perceptions of teacher education after they participated in the Arts Education Service Team (AEST). For qualitative data, the researcher prepared an outline of an open interview and interviewed members of the Fourth Year AEST of Taipei National University of the Arts. During the in-depth interviews, the changes of their learning attitudes taken place while they were in the camp were used to examine the transformation of their learning attitudes towards teacher education courses before and after they had taken pre-camp training and officially journeyed to someplace for field teaching, in addition to the changes in how they viewed the teacher education, their peer, the environment, facilities and students of the school which they serviced, and the changes occurred to their self-confidence and enthusiasm for teaching, so that changes of these students’ attitudes towards their studying teacher education after service learning as well as the main factors that led to these changes were understood.

The findings of this study are as follows:
1.Service learning helps teacher education students develop good learning attitudes towards teacher education courses.
2.Service learning noticeably enhances teacher education students’ understanding of actual teaching environment.
3.The experience of service learning allows teacher education students to re-examine their learning attitudes as well as their thoughts on teacher education courses, their peer and how they study.
4.The experience of service learning affects teacher education students’ enthusiasm and self-confidence.
Based on the findings, concrete suggestions are provided to teacher education units, teacher education students and future researchers for reference.

並列關鍵字

Service Learning ； Learning Attitude ； Teacher Education Student

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