資優生在服務活動中展現的學習

The learning process of gifted students during service activities

楊翠凌(Tsui-Ling Yang)

指導教授 ： 陳美芳

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2005年)

摘要

這是個關於資優生在服務過程中展現學習的研究。為了探究資優生參與服務學習活動時的學習狀況、在服務學習中的轉變與成長及服務行動中延伸出的學習議題。我與觀察員透過現場參與及觀察學生的互動討論與省思回饋，輔以課堂觀察紀錄、學生省思札記、學習單、訪談等多元豐富的描述性訊息來瞭解學生在服務情境的脈絡與變化。
服務學習課程的形成主要來自學生，透過他們在服務行動中的問題分享與省思回饋，討論的焦點就在團體課與小組課之間形成。從一開始服務本質的討論、尋找服務任務、執行服務任務、回饋分享與議題討論，服務學習就以學生的分享討論做中心主軸。老師與觀察員的討論意見則環繞著這個主軸作擴展延伸與聚焦，因此學生在課堂討論與服務情境中有充分時間來回感受、省思沉澱，落實服務學習。
透過四位學生的服務過程分析，可以發現他們不斷在服務的歷程中產生許多服務觀點，也在利他與自利之間形成不同的拉鋸。資優生各種特質也在過程中一一展現，特別是對服務的理想與堅持、服務的省思與自我對話、創意札記風格等。服務學習帶給學生不同的展現舞台，也讓他們對服務本質有深刻的體悟。
學生在過程中分享各種執行服務任務的困難與問題，形成許多學習問題解決的起點，透過這些真實的問題情境，學習界定問題、腦力激盪、評估與選擇解決策略，最後解決問題，並在解決服務困境的過程中培養問題解決能力。此外，在服務的過程中，學生也自然流露出自己的情緒感覺、洞察人際交流的細膩關係，因而延伸出包括自我情緒的認識與因應、與服務對象的人際互動與同理心等學習議題。整體而言，學生在服務學習活動中，除了理性的解決問題之外，有很多時候需要老師給予即時的情意教學與支援，因此在認知與情意上的學習更為統整與豐富。

關鍵字

資優生 ； 服務學習

並列摘要

This thesis is about how gifted students show their learning in the process of service. In order to understand the condition and conversion of learning, and the topics extended from the service-learning, I participated and observed students’ discussion and introspection. Class observational records, students’ introspection notes (feedback), learning sheets, and interviews were used as supplements to comprehend the students’ thread of thought during service process.
Students played the main role in the construction of service-learning curriculums. Through their action and introspection, the topics of discussion were produced. In the beginning, they discussed the essence of service, then found out and implemented the service mission, and shared their learning experiences finally. Students’ discussion was the heart of the matter, with suggestions from teacher and observer going around. So students had enough time to feel, to introspect and carry out the service learning between discussions and actions.
Analyzing the service process of four students, I found that they produced many ideas about service continually; however, they standed in the dilemma between altruism and egoism. All kinds of gifted characteristics were shown in the service, especially the pursuit of the ideal and insistence, introspection and self-dialogue. Students also displayed creativity in their notes. Service-learning let students not only demonstrated different abilities, but also deeply realized the essence of service.
In the service process, students shared with each other the difficulties and problems they faced with. It opens the gate to problem-solving learning. Through those real problem situations, they learned how to identify proplems, to brainstorm, to evaluate, to choose tactics, and eventually to solve problems. Students cultivated problem-solving ability in this process. Besides, they revealed natural feelings and perceived delicate relationships with other people. It brought them more emotional and empathy themes to learn. As a whole, apart from rationally solving problems, most times students needed immediate support from teacher in the process, therefore, service-learning integrates and enriches the learning in cognition and affection.

並列關鍵字

gifted student ； service-learning

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