實踐關懷與多元文化的體驗－大專學生參與課程融入服務學習之經驗

Practicing Caring and Multicultural Experiences through Curriculum Employing Service-Learning

劉若蘭(Ruo-Lan Liu)

《通識教育與多元文化學報》 1期 (2009/07) Pp. 1-27

https://doi.org/10.30119/TSJYYDYWHXB.200907.0001

摘要

本研究目的在探討大專學生參與課程融入服務學習之實踐關懷與多元文化的體驗，以一所技術學院護理系一年級90 名新生為對象，在其必修「心理學」課程中，融入服務學習，並由學生每次服務後撰寫的反思日誌、訪談與期末心得報告，分析其成長與改變。研究結果可歸納為四方面：一、專業學習的體認更多，包括對心理學與護理專業的體認等；二、較能了解與欣賞不同的人，包括身心障礙人士、育幼院與生病的兒童、老人等；三、自我改變與人際互動的突破，包括價值觀與做事態度改變、人際互動的突破、自我覺察與肯定等；四、關懷素養的增強，包括學習如何關懷、感動的力量、產生服務的承諾等。研究並依據結果，提出規劃設計課程融入服務學習，增進學習與多元文化素養之建議。

關鍵字

反思 ； 多元文化 ； 服務學習融入課程 ； 關懷

並列摘要

The purpose of this study was to explore the learning experiences of curriculum employing service-learning for college students. The participants were 90 freshmen of nursing department at an institute of technology. They joined the class of Psychology and volunteered to do service-learning during the semester. The homework assignments consisted of writing reflection journal after every service and final report about what they have learned from the service-learning experiences. Small group discussions were arranged to deepen their reflections. Data analysis was based on the journal of reflections, interview and their final reports. The findings of what the students having gained from the service-learning in the curriculum includes: academic and professional learning (including understanding of Psychology and Nursing, feeling of self deficits), personal and interpersonal development (including the changing of value and attitudes, the break through of interpersonal relationship, self awareness and assertiveness, the confrontation of human nature ) and how to care for others (including the empathy to others, learning how to care, the power of affection, the commitment of services ). Finally, recommendations for future study and pedagogy design are presented.

並列關鍵字

Caring ； curriculum employing service-learning ； multicultural experiences ； reflection