大手攜小手‧讓愛跟著走~服務學習融入綜合活動之研究

“Hand in Hand, Go with Love”: The Study on the Integration of Service-learning into the Integrative Activity Curriculum.

陳瑜芳(Yu-Fang Chen)

指導教授 ： 張景媛 ； 吳昭容

國立臺灣師範大學/教育學院/教育心理與輔導學系在職進修碩士班/碩士(2007年)

摘要

本研究採融入式教學設計，將服務學習主題，以分散且長期性的學習方式，融入原有的綜合活動課程中，並探討方案實施後，國中生利社會行為表現情形與在服務歷程中獲得的經驗與想法。本研究以行動研究為主，量化資料與內容分析為輔，研究對象為大有國中一年級學生35人，透過錄影、訪談、學習單、調查表、省思記錄等方式蒐集資料，經整理與分析後，得到以下研究結論：

一、服務學習融入綜合活動方案方面：本研究為融入式課程，強調服務與學習同等重要，拓展學習的場域，內涵利社會行為四個向度，具有催化利社會行為產生的歷程。

二、服務學習融入綜合活動方案實施歷程方面：教師運用多元的教學及評量方式，鼓勵學生從做中學，激發學生合作的精神，覺察自己的成長，也懂得欣賞他人的表現。

三、服務學習融入綜合活動方案實施結果方面：1.學生在助人、合作、關懷行為表現上些許增長，但在志願服務行為表現沒有改變。2.學生在服務歷程中獲得的經驗與想法，包括體會服務的意義、了解如何關心與體察老人的需要、破除對老人的刻板印象、增進同儕間的合作、懂得感恩惜福、激發助人的意念、促進社會服務意願、學會分享的能力等。

四、研究者反思方面：1.持續性的反思有助於提升課程設計的專業成長。2.加強延續性服務活動的設計。3.透過多元教學與評量方式，提供學生個別化發展。4.強化教師引導反思的能力。

五、研究限制方面：1.校內缺乏服務學習的共識。2.升學壓力仍是學生的負擔。3.學生的服務時數、對象、內容及方式不夠多元化。4.服務中難達到真正的「社會正義為焦點」原則。5.服務機構未能協助建立服務學習的價值觀。

關鍵字

綜合活動學習領域 ； 服務學習 ； 利社會行為 ； 行動研究 ； 融入式課程

並列摘要

The study aims to integrate the service-learning program into the existing Integrative Activity Curriculum on the one hand. On the other, it evaluates the effects, and assesses the prosocial behavior and performance of the junior high school students, their experience and thoughts gained through the program. The study is mainly based on the activity research. In the meantime, quantitative method and content analysis research method are adopted as well. 35 7th-grade students were recruited into the program. Research data was collected via video recording, interviewing, learning evaluation form and reflection record. Major research findings are summarized as follows:

1.Emergence of prosocial behaviors can be stimulated by integrating service-learning program into courses, emphasizing the importance of learning and service, and broadening the field of study.
2.It is advised that teachers adopt multiple teaching methods, encourage students to learn from “doing,” stimulate their team cooperation spirit, evaluate self-development, and appreciate the performance of others.
3.Outcomes of the program indicate that students demonstrate more commitment in helping, cooperating with, and caring for others. However, there is no significant change in their performance of prosocial behaviors. In the meantime, students have comprehended the meaning of social service, understood the need of the senior people, broken their stereotype of the senior people, and enhanced their collaboration with friends. Furthermore, they also know how to cherish and share with others.
4.Continuing reflection helps the enhancement of professional course design. Design of service activities should be continued. Individual development for the students should be provided through multiple teaching and evaluation methods. Teacher’s ability in reflection should be strengthened.
5.The lack of the consensus on service-learning on campus, academic pressure, conservative requirements for the students on service, lack of the focus on social justice, and the inability to establish the proper values all together limit the implementation of this study.

並列關鍵字

Integrative Activity Curriculum ； Service-learning ； Prosocial behavior ； Activity research ； Integrative course

參考文獻

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