大學生參與服務學習之轉化學習研究

The Transformative Learning Research on College Students’ Participation in Service Learning

洪慕倩(Mu-Chien Hung)

指導教授 ： 張菀珍

國立中正大學/教育學院/成人及繼續教育學系/碩士(2013年)

摘要

本研究主要探討大學生參與服務學習之轉化學習研究。主要研究目的有(一)瞭解大學生參與服務學習之轉化學習的歷程；(二)分析影響參與服務學習大學生之轉化學習的事件；(三)大學生參與服務學習後的轉變及成長。本研究以質性研究方法為取向，並以參與社科院VAV先導計畫之99學年度第2學期於心理系開課的心理志工19位大學生為研究對象，並個別透過半結構式的訪談來蒐集資料並加以分析，以瞭解大學生參與服務學習時轉化學習的影響事件與轉變成長之脈絡，並在研究結果的討論，提出結論與建議。

根據於研究結果發現，本研究將結論歸納如下:
一、大學生參與服務學習之轉化學習歷程可分為三階段，自我查核階段、反思建構實踐形成階段、建構實踐階段。
二、轉化歷程的階段不變其轉化的內容會依據不同服務機構而有所改變。
三、在轉化歷程中反省問題與解決問題是連續不可分為階段。
四、服務學習所抱持的正向思維與態度會激勵大學生的反思學習。
五、服務對象的負面生活經驗會觸發大學生的逆向思考。
六、服務學習遭遇的挫敗會促進大學生成長。
七、拋棄以往舊有的假設，以新的觀點和角色創造新的經歷。
八、學習從孩子的角度出發，並為當下的事情努力。
九、同理心的養成，會主動關心家人珍惜與家人的相處時間並且注意健康。
十、學會思考現實面的問題，認為機構瑣碎的事物是種磨練也是幫助。
十一、提升解決問題的能力，遇到事情不輕易放棄也較樂觀。
十二、感受生命的可貴意義和價值，對生命有更堅決的態度。
十三、珍惜並照顧自己勇於嘗試活在當下。
十四、學習以他人角度思考，較懂得察言觀色。
十五、學習珍惜與感恩的心，並在未來能掌握許多事感到幸福與滿足。
十六、學會不以當下的判斷做定論，處事態度更深思熟慮。
十七、學習溝通的技巧有利於未來與長者的溝通。
十八、未來會繼續參與服務並學習所需要的技能與考取證照。
十九、機構對大學生參與服務學習的情形以及服務對象的感受。
(一)學生富有創意且積極認真是小朋友學習的正向榜樣，也帶給高齡者快樂。
(二)由於學生們的陪伴使得被服務者產生溫馨與幸福感，時常洋溢著笑臉並對大學生念
念不忘。
最後，依據研究結論，本研究對於大學生參與服務學習、服務學習課程、機構對大學生參與服務學習、對服務機構以及未來研究提出建議。

關鍵字

大學生 ； 服務學習 ； 轉化學習

並列摘要

This study investigated the transformation of the university students to participate in service learning research. The goals of the study are as follows : 1.to understand college students’ learning process of the transformation in participating service learning ; 2.to analyze the events of impacting students’ transformative learning participation in service learning ; 3. the change and growth of college students’ participation in service learning. This study carried out the qualitative research method. The participants in the study were 19 college psychological volunteers who participate Academy of Social Sciences VAV pilot plan 99 year, the second semester pilot project in the Department of Psychology. For the purpose of understanding the impact of events and changes in the growth context of college students’ transformative learning, semi-structured individual interview was applied to collect the data. According to the data analysis, this study proposed the conclusions and recommendations in the discussion.

According to research results, the conclusions are summarized as followings:

1.College students’ learning transformed process in participating service learning were divided into three stages: self-checking stage, the reflection constructing practice formation stage and constructing practice stage.
2.The stage of transformational processes would not change. However, according to different service organizations, its transformation would vary.
3.The reflection problem and solve problem of the transformational process were continuous. It could not be divided in to stages.
4.The positive thoughts and attitude in service learning encouraged college students to have reflection learning.
5.To serve negative life experiences subjects aroused college students to have contrary reflection.
6.To encounter defeating in service learning promoted college students to grow.
7.To abandon the old assumptions and to create new perspectives and role creation of new experiences.
8.To learn seeing from the child’s point of view, and making efforts at the moment learning from the child's point of view, and for the moment things efforts.
9.To cultivate empathy which students can care for their family and cherish the time accomplishing with families and keep an eye on health.
10.To learn to think the reality problems that trivial things could also help.
11.To enhance the ability to solve problems, not easily to give up and be more optimistic.
12.To sense that the valuable and meaning of life and to have more resolute attitude toward Life.
13.To cherish and take care of their own and to be brave in living in the moment.
14.To learn to think on another person’s perspective, and to easily watch out other’s feeling.
15.To learn to cherish with grateful heart, and be able to master many things to feel happiness and satisfaction toward the unsure future.
16.To learn not to judge according to current decision, but to have more thoughtful attitude on everything.
17.To learn communication skills which are beneficial to future communication with the elderly.
18.To continue to participate in services, learn the needed skills and to obtain related licenses.
19.College students’ perceptions toward the institution and service participation during service learning.
(a)Students' creative and active not only play a positive role model for children to learn, but also bring happy to the elderly.
(b)Accompanied by students made the elder felt the warmth and happiness. Moreover, the elder are often filled with smiling faces and unforgettable to those serving students.

In conclusion, based on the research findings, the research devoted to report recommendations to future research in college students’ participation in service learning, service learning courses, institutions toward in college students service-learning and service agencies.

並列關鍵字

college students ； service learning ； transformative learning

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