教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31271
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Item 國際志願服務與學習之探究：以心理基模理論為基礎(行政院國家科學委員會, 2011-07-31) 張媁雯國際志願服務與學習之探究：以心理基模理論為基礎 摘要 在全球化的今日，國際服務已日益受到教育者的重視，用以幫助參與者提昇專業能 力及促進個人成長。相對的，隨著國際社會中各國互依程度的提高，許多國家所面對的 重大挑戰（例如：人道危機援助、緊急災難救助、醫療照護、教育系統建立等等），均 需依賴國際人才共同合作才能予以緩解。因應著這樣的需求，許多青年也選擇加入國際 志願服務，一方面貢獻所學，另一方面增加跨文化經驗以期自我學習與成長。有鑑於服 務對學習之重要性，本研究之目的即是探討國際服務對學習的影響。 目前，已有文獻指出國際服務有助於增加參與者的跨文化知能、語言能力、及文化 容忍性等，因此，許多研究認為國際服務在本質上具有能改變參與者、產生轉化性的學 習的特性。然而，雖然這些文獻已指出人員參與後的轉變，但卻較少有研究再繼續探究 另一個根本的問題：何以國際服務能帶來轉變？從「參與」至「轉變」的發生之間，在 個人心理認知層面，是什麼因素促使改變發生？ 對這個歷程的認識，有助於對國際服 務學習的本質有更深入的瞭解。 為了達到這樣的研究目的，本研究選擇以社會心理領域的「基模理論」作為主要之 理論架構，並以台灣從事國際志願服務之青年為對象，了解服務經驗，並探究促進轉化 學習的因素。除了文獻探討，本研究以半結構訪談、文件分析、參與觀察等方式進行資 料蒐集。在資料分析之後，本研究將依研究發現對國際服務學習的方案規劃提出建議， 以作為相關教育工作者及參與人員之參考。Item International service and learning: a perspective of schema adjustment(2010-03-10) Chang, Wei-Wen; Huang, Yu-Fu.; Yuan, Yu-HisToday, in the field of education, international service has been suggested as an active means to enhance participants’ learning in professional and personal aspects. While the globalization increases the interdependency among countries, many challenges, such as humanitarian care, disaster relief, medical assistance, or education system development, rely on collaboration by international talents from various areas. As such needs increase, more and more young people choose to participate in international voluntary service in the hope to contribute their time and knowledge for local community while obtaining cross-cultural experience for personal growth. In literature, empirical studies have found that participation in international service increases learners’ intercultural competence, language skills, appreciation of cultural difference and tolerance for ambiguity. It is often suggested that international service learning programs are potentially transformative in nature. However, while the previous studies reported the transformational outcomes from international service participation, they provided limited information regarding another critical question: Why transformational outcomes happen through international service experiences? Without a deeper examination of participants’ cognitive process, the transformative process for learning would remain as an un-opened mystery box. A closer examination of the cognitive and psychological processes is necessary to develop a thorough understanding regarding the learning. Therefore, the purpose of this study is to examine, from a cognitive perspective, what are factors that encourage participants to transform. To respond to such an inquiry, schema theory in the field of social psychology is utilized as a framework to examine participants’ international service experiences. To reach this purpose, this study utilized three methods to collect data, including observation, interview, and document review. The interview data was collected from 10 young international volunteers from Taiwan (age 24-35). The participants included 5 females and 5 males who all had gone abroad for their international assignments. The areas of their international assignments included Brazil, Belgium, England, Germany, Iceland, Panama, and Thailand. Their work content included adolescent education assistance, community service for people with disabilities, computer education, English education, school administration, and medical care assistance. In this study, all participants mentioned that, through international service experience, they learned and changed to some degree. They adjusted their schema in order to more appropriately respond to the work or life demands in the new environment. When they faced new experiences, several important factors in cognitive level have been identified that helped to enhance their transformation in a cross-cultural setting. The factors included: (a) sharp contrast in experiences, (b) things beyond the existing frame, (c) hidden self released and revealed, (d) a new mental map that relocates self in the world. These four components in cognitive process serve as catalysts that encourage individuals to extend and adjust their existing schema. While the schema moves, perspectives change, and therefore, the transformational learning occurs. Based on the findings, this study provides implications for educators and participants of international service learning.Item Exploring the Unknown: International Service and Individual Transformation(SAGE Publications, 2011-03-15) Chang, W.-W; Chen, C. L.; Huang,Y. F.; Yuan, Y. H.Empirical studies have found that participation in international service increases learners’ intercultural competence, language skills, appreciation of cultural differences, and tolerance for ambiguity. While previous studies suggest that international service experience is potentially transformative in nature, the present study examined international service experience and explored the factors that encourage transformation. Based on transformative learning and social psychology, the theoretical framework of the present study included three perspectives: environment–person interaction, schema adjustment, and the Johari Window. Data were obtained from 10 international service participants by observation, semistructured interviews, and written documents. Analysis of the data identified three components that enhanced transformation through environment–person interaction in cross-cultural settings: exploring the unknown world, relearning from the basic levels, and the unknown self revealed.