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Title: 高雄市國中師生對服務學習看法之調查研究
An Investigation of Teachers’ and Students’ Perception of Service-Learning in Junior High Schools in Kaohsiung
Authors: 馮莉雅
Keywords: 服務學習
junior high school
Issue Date: 2014
Abstract: 本研究目的在於了解高雄市國中師生對服務學習之看法,將針對推動服務學習之行政人員、執行服務學習課程之教師及參與服務學習之學生進行問卷調查。透過問卷調查了解高雄市國中服務學習執行現況、高雄市國中師生對於服務學習的執行步驟、特質與成效的看法的差異,並瞭解服務學習反思活動之經驗對於服務學習的執行步驟、特質與成效的差異,以及瞭解服務學習執行步驟與服務學習特質的看法對於服務學習特質與成效看法的預測因素。 綜合上述文獻探討問卷調查所得之結果,採用描述性統計、獨立樣本T檢定、逐步多元迴歸等統計方式進行資料分析,提出以下結論與建議。 就高雄市國中師生對服務學習看法之現況而言:一、高雄市國中師生參與服務學習時數增加,但教師及行政人員服務知能略顯不足,推行的服務學習類型以「間接服務」為主;二、「以學習為基礎」特質不是學校推動服務學習時的考量因素;三、在「準備階段」、「服務階段」、「慶賀階段」各執行步驟中,高雄市國中師生對「慶賀階段」認同度最低,其中各執行步驟的反思活動皆不被重視;四、學生因為十二年國教的推行而參與服務學習,造成對服務學習「重要性價值」之認同度較低。 在不同身分別對服務學習看法之差異情況而言:一、高雄市國中學生、老師對服務學習「準備階段」、「服務階段」執行步驟的看法無顯著差異,但在「慶賀階段」執行步驟的看法有顯著差異;二、高雄市國中學生、老師對服務學習「合作與互惠」、「多元差異與社會正義」特質的看法無顯著差異,但在「以學習為基礎」特質的看法有顯著差異;三、高雄市國中學生、老師對服務學習成效的看法無顯著差異。在不同服務學習反思經驗者對服務學習看法之差異情況而言:一、有服務學習反思經驗者對服務學習執行步驟之看法高於無服務學習反思經驗者;二、有服務學習反思經驗者對服務學習特質之看法高於無服務學習反思經驗者;三、有服務學習反思經驗者對服務學習成效之看法高於無服務學習反思經驗者。 在高雄市國中師生對服務學習看法之預測情況而言:一、高雄市國中師生對「服務階段」執行步驟的看法最能有效預測對「合作與互惠」、「以學習為基礎」特質的看法;二、高雄市國中師生對「服務階段」執行步驟的看法最能有效預測對「人際互動」、「個人與社會發展」成效的看法;三、高雄市國中師生對「合作與互惠」、「以學習為基礎」、「以多元差異與社會正義」特質的看法依序最能有效預測「人際互動」、「個人與社會發展」、「重要性價值」成效的看法。 在研究建議方面,針對教育行政主管機關的建議:一、修正服務學習相關法令;二、加強服務學習資訊推廣;三、規劃完善的服務專業知能培訓課程;四、提供充足的經費及資源。對學校行政單位的建議:一、將服務學習納入學校固定活動及正式課程中實施;二、成立學校推動小組,並建立評鑑機制。對教師及行政人員的建議:一、服務地點宜由校內服務移至校外服務;二、服務類型宜由間接服務推廣至直接服務;三、依不同服務類型掌握服務學習執行步驟要點;四、加強服務學習設計與各階段反思活動,協助學生由外在參與動機轉化為內在參與動機。
The purpose of this study is to understand the views of teachers and students from junior school in Kaohsiung on Service-Learning. The questionnaire is made for the administrators who promoting Service-Learning, the teachers who execute Service-Learning and the students who participate in Service-Learning. The purpose of this questionnaire survey is to understand the status of implementation of Service-Learning in Kaohsiung junior high school; further realize the experience of reflection in Service-Learning on the differences of Service-Learning steps, characteristics and effectiveness, and also understand the views of Service-Learning steps and characteristics to the predicting factors of the characteristics and effectiveness of Service-Learning characteristics. To sum up the results of this questionnaire survey, it used descriptive statistics, independent samples T-test, stepwise multiple regression and other statistical methods for data analysis to propose the conclusions and recommendations as follow. The perception of present situation on Service-Learning to teachers and students, there are four findings: First of all, the hours of teachers’ and students’ participation in Service-Learning are increasing, however, the teachers and administrative staffs are slightly lack of knowledge. The type of Service-Learning implementation is based on "indirect services". Second, the quality of "learning-based" is not considered factors when schools promote Service-Learning. Third, in the three implementations of "preparatory phase", "service stage", and "celebration stage", the teachers and students of junior high school in Kaohsiung have the minimum recognition on "celebration stage". The various steps of reflection are not taken seriously. Finally, students participate in the Service-Learning because of the implementation of 12-year Compulsory Education, which made the less recognition need of the “importance of value" in Service-Learning. In the different perceptions of different identities about service learning, there are three points of views: First of all, there is no significant different perception about "preparatory phase" and "service stage" of Service-Learning among students and teachers in junior high school in Kaohsiung; however, it is significantly different on the viewpoint of "celebration stage". Second, there are no significant concepts on the characteristics of "collaboration and reciprocity" and "diversity and social justice focus" to students and teachers in Kaohsiung junior high school, but on the nature of "learning-based", the concepts have conspicuous difference. Third, on the viewpoint of the effeteness of service- learning is similar among students and teachers in Kaohsiung junior high school. There are three statuses in different viewpoints to reflection: Firstly, the viewpoints on the executive steps of Service-Learning have more feedback than those who do not. Secondly, the viewpoints on the characteristics of service learning -learning have more feedback than those who do not. And thirdly, the viewpoints on the effeteness of Service-Learning have more feedback than those who do not. The situation of prediction - learning of teachers and students, there are three different statements: First, the opinion on the executive step of “service stage “is the most effective factor to predict the characteristics of the "collaboration and reciprocity" and the “learning-based.” Second, the opinion on the step of “service stage” is the most effective factor to predict the effeteness of the “people interaction” and the “personal and social development.” Third, the opinion on the characteristics of “collaboration and reciprocity”, “learning-based”, and “diversity and social justice focus " is the most effective factor to predict the effeteness of “people interaction”, “personal and social development”, and “the importance of value “respectively. In terms of research proposals, the suggestions for educational administrative authorities are as followed. Firstly, amend the related regulation of Service-Learning. Secondly, enhance the promotion of Service-Learning. Third, plan a complete training course of Service-Learning. The last, provide enough budget and resource for Service-Learning projects. As for the suggestions for the administrative departments in schools are adopt Service-Learning projects into the regular activities and formal courses, and create a project promoting group along with the evaluation system. For the teachers and administrators, there are four suggestions. First, the venue of Service-Learning should be outside schools. Second, the type of Service-Learning should be direct instead of indirect. Third, different types of Service-Learning should apply different key points of executive ways. Fourth, enhance the design of Service-Learning and the reflection on different stages, and help students to transform the extrinsic motivation to intrinsic motivation.
Other Identifiers: GN0698070174
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