緣起‧緣續‧看見‧反身─高中資優生服務學習方案之建構與實踐經驗

本研究的目的在於了解「北一女曲冰人文關懷學習營」的緣起、建構歷程以及轉變脈絡；並探究研究參與者參與「北一女曲冰人文關懷學習營」的實踐經驗，以了解其服務所見及反思情形。本研究採質性研究，針對七名研究參與者進行深度訪談，並蒐集相關文件，以持續比較法進行歸納與分析。北一女曲冰營隊的建構歷程為：緣起與草創、摸索、創新、轉變及固守等五個時期。北一女學生參與曲冰部落服務的實踐經驗，包含四個面向：一、我來了，所以我看見在營隊前雖做好萬全準備，但高一學生面對文化背景差異甚鉅的部落學生，突發狀況不斷，初次擔任老師角色備感壓力，於每日檢討會進行反思、改進，之後便漸漸找到定位─陪伴孩子。二、常常我想起那座山人社班學生看見部落孩子升學的困境，省思目前教育制度及原住民文化的傳承；也看見差異，反思不應只以自己的角度及價值觀出發，並對村民處境深同感受，使遺憾變成一種動力。三、家‧回家‧跑回家曲冰的人、事、物都讓人想念，也是北一女人社班的第二個「家」：第六屆人社班學生畢業後，便號召多元背景的大學生加入自辦暑期營隊；並維持聯繫、參與部落孩子的成長，讓部落小學老師深受感動。四、曲終不散，冰心一片曲冰營隊成為人社班的傳統活動，期盼學妹思考前往曲冰服務的意義；並觀察部落的需要，發揮己力，展開行動；而曲冰部落的服務學習經驗也賦予她們人生多重的意義。因此，論文名稱──緣起‧緣續‧看見‧反身──是我對於北一女人社班學生在曲冰部落服務學習方案的建構歷程與實踐經驗所下的註解：「緣起」是以盧志山先生發起了第一屆曲冰營隊，人社班學生與萬豐國小師生「緣續」十二年來的情誼，人社班學生在部落中「看見」差異、「看見」多元，並思考部落孩子的需求，進而「反身」來改變自己。最後，依研究結果提出對規劃服務學習方案者、從事服務學習學生的建議以及後續研究之建議。

關鍵字

高中資優生；服務學習；北一女曲冰人文關懷學習營

並列摘要

This research aims at understanding the origin, construction process and transformation context of ‘Chuping Humane Care Learning Camp held by Taipei First Girls High School (TFG)’, as well as exploring the practical experiences of the participants in the camp to understand what they have seen and reflected on during the service-learning. The research uses a qualitative research approach, conducts an in-depth interview with 7 participants, collects related documents and is generalized and analyzed by constant comparison method. The Chuping Humane Care Learning Camp held by TFG has a construction process involving five stages: origin and initiation, exploration, innovation, transformation, and maintenance. The students in TFG participating in the Chuping community service have practice experiences in these four aspects: 1. I came, and thus I saw Regardless of well preparation before the camp, sudden incidents kept occurring when high school freshmen were faced with students in the community under very different cultural contexts. As a first-time teacher, I felt pressure at first, but found my position as ‘staying with children’ after reflecting and improving in daily meetings. 2. Often I thought of that mountain Students from the advanced placement class of humanities and social sciences saw educational difficulties encountered by children in the community and thus reflected on present system of education and aboriginal culture inheritance. It was the perceived difference that made them realize they should not see things merely in their own perspectives and instead show empathy with the villagers’ situation to turn pity into motivation. 3. Home‧Go back home‧Run back home Everything about Chuping is worth missing, and Chuping is the second home for the advanced placement class of humanities and social sciences in TFG: After the students from class of 2012 graduated, they recruited college students from various backgrounds to join the preparation for the summer camp, and maintained contact with the children and accompanied them to grow, which deeply touched the school teachers in the community. 4. ‘Chu’ for a never ending journey and ‘Ping’ for a pure heart The camp has become the tradition of the advanced placement class of humanities and social sciences. I hope the students think about the meaning of joining the service, see the need of the community, do their best and take action. This service learning experience will give their lives much meaning. Therefore, my thesis topic, ‘Origin‧Sustainability‧Perception‧and Reflexivity’ is my explanation for the construction and practice experience of service-learning programs of the advanced placement class of humanities and social sciences in TFG in Chuping community. ‘Origin’ is for the camp initiator, Mr. Chi-Shan Lu. ‘Sustainability’ is for the ongoing 12-year relationship between the advanced placement class of humanities and social sciences and teachers and students in Wan-Fung Elementary School. ‘Perception’ is for the TFG students’ perception of difference and variety and consideration for the children’s needs, and ‘reflexivity’ is for changing themselves as a result. Finally, according to findings, recommendations for tribal service learning programs as well as recommendations for the students conducting tribal service learning are proposed.