國小幼女童軍社團服務-學習方案發展之行動研究

An action research on elementary school girl scouts' Service-Learning

鄧涵方(Han-Fang Deng)

指導教授 ： 田耐青

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2012年)

摘要

本研究以助人國小(化名)幼女童軍社團為研究對象，透過「小『資』女『童』」服務-學習方案，進行對同校資源班學生的社交技巧服務，目的在探討服務者在實施服務-學習方案後的學習成效，以及被服務者在接受服務-學習教方案後的學習成效。並且紀錄研究者在發展服務-學習方案後的反思與成長。
本研究採行動研究取向，研究過程中，研究者就是行動者，研究者透過不斷的計畫、行動、觀察、反省、再計畫的過程，不斷聚焦問題，進而解決問題。透過質性研究中的訪談、觀察紀錄、省思札記與量化之社交技巧檢核表等資料，以暸解並分析服務者、受服務者與研究者之改變。期待透過行動研究，提升教師個人與專業上的成就，增進教學職能，改善課程與教學上缺失，解決實務教育問題。
本服務學習方案與幼女童軍社團活動相結合，在團集會的時間，引導幼女童軍將這些能力轉化於服務資源班學生的服務-學習中，並透過這些服務-學習的體驗活動，引導被服務者幼女童軍在服務中學習公民取向行動能力，在學習中服務，並在學習過程中不斷省思內容，轉化產生個人意義，產生公民行動。並同時提升被服務者資源班學生的社交技巧能力。
本研究之研究步驟，從準備期的確立行動研究主題、分析學生特性與需求，到發展期的發展評量工具、「小『資』女『童』」服務-學習方案，至行動期的計畫、行動、觀察與反省、慶賀與延伸，最後的彙整期，撰寫研究結果、歸納結論並提出建議。
研究發現，國小發展服務-學習方案，可採行「賦權型」服務-學習方案發展模式。經服務-學習方案實施後，幼女童軍展現認知、情意與技能及公民行動力學習成效。經服務-學習方案實施後，特殊生在社交技巧上獲提升。經服務-學習方案後，研究者透過行動研究與教師專業交流，學習服務-學習專業知能，受幼女童軍的服務行動而感動，並學會以同理心實踐服務內涵，持續推動社團式服務-學習。基於研究發現，研究者在教育現場與未來研究，提出建議。

關鍵字

服務-學習 ； 社交技巧

並列摘要

This study selected the girl scouts of an elementary school as the study subject and designed a service-learning project for girl scouts to extend social skill practice services to the resource class in the same school. The learning effects of both service-providers and service-receivers after the implementation of this service-learning project were studied. The reflection and growth of the researcher during the study was also recorded.
This study adopted the action research approach, in which the researcher was the agent. In the process of making plans, taking actions, observation, reflection, and making plans again, the researcher kept focusing on the problem and attempting to solve it. In order to collect and analyze the change experienced by the service-provider, the service-receiver and the researcher, qualitative interviews, observation records, reflection journals and the quantitative data generated from the social skill checklist were used to gather data. It was the researcher’s hope that the action research may be beneficial in terms of increasing her professional competency and achievement and solving practical educational issues.
This service-learning project was integrated into girl scout club activities . During the assembly time, girl scouts were taught the concept of service-learning and were encouraged to help students of resource classes. In the activities of service-learning, these girl scouts were inspired to learn civic action when serving others. Moreover, they were required to reflect their learning in the process to make the learning meaningful. While the service-receivers obtained the opportunity to practice their social skills.
There were four phases in this study: preparation, development, action and compilation. The preparation phase was concerning the decision of action research topic and students’ characteristics and needs analysis, while the development phase was concerning the design of evaluation tool and the creation of service-learning project. Moreover, the action phase was concerning making plans, taking actions, observation and reflection, celebration and extension, while the compilation phase was about drafting the study result, conclusion, and proposing suggestions.
Study found that, to develop a service-learning project in elementary school, one can use the “empowering” service-learning model. After the service-learning project, girl scouts show improvement in cognitive, affective, skill and civic action domains. The students of resource class improved their social skills as well. Researcher gained professional development on service-learning. The researcher was deeply moved by this service-learning experience, and learned to use empathy to practice service. She will continue to support service-learning in her future teacher career.Based upon the above findings, the researcher proposed several recommendations for education practice and future research.

並列關鍵字

Service-Learning ； social skills

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