應用服務學習方案提升國中學生社區意識之行動研究

Abstract

本研究起因於研究者在教育現場感受到學生每天被孤立在校園中，缺乏與真實世界的互動，導致關懷社會、參與社會的意願低落，因此企圖運用服務學習方案擴大學生的學習場域，帶動學生投入社區，從中提升學生的社區意識，包含社區認知、社區關懷、社區參與三部分。 研究者考量社區需求後，與合作的機構夥伴及校內同僚共同規劃了以老人服務為主軸的《從我到我們》服務學習方案，並在實踐的過程中採取行動研究，分析服務學習在研究者校內能有效推展的因素，同時探討服務學習方案對學生社區意識養成的影響及對研究者本身教學專業的影響。 九場次的服務學習活動後，研究者從學生問卷及多元的質性資料中歸納出下列結論： 一、學生普遍肯定本研究之服務學習方案 二、本研究之服務學習方案具備六大關鍵使之能有效推展 (一)發展統整課程以增加服務學習著力點 (二)在平等互惠的基礎上行動 (三)教師以身教引導促進學生投入 (四)隨時確認學生皆在情境中 (五)陪伴學生反思以深化學生學習 (六)強調家長參與的意義 三、本研究之服務學習方案有助於開展學生的社區意識 (一)在社區認知方面能知覺社區內的老人問題 (二)在社區關懷方面建立起公民責任感及服務價值觀 (三)在社區參與方面培養出服務及規畫服務的能力 四、本研究之服務學習方案有助於學生對服務學習的瞭解 (一)對服務學習有新的詮釋 (二)參與的動機從外在動機提升為內在動機 (三)具有服務學習的敏感度 (四)將服務學習價值遷移至日常生活 五、推動本方案促使研究者審視個人專業，並從中獲得學習成長。

本研究的最後也針對欲推行服務學習的教師及後續研究者提出建議，盼望後人能在本研究的基礎上落實服務學習的價值，協助學生融入社區及社會生活，活出年輕人的影響力。

Students have less desire to concern and participate in society due to the fact that they are mostly isolated on the campus and lack of interaction with the real world. In order to lead students back into the community, this research has attempted to expand the learning field of students through introducing the service-learning program. It is expected to develop the senses of community, including community awareness, community care, and community participation among the students. The researcher has planned a service-learning program, titled as ‘Me to Us’ with cooperative partners and school colleagues. Considering the community needs, it is aimed at encouraging students to provide services to local elderly. Through this practical process, the researcher has conducted an action research to find out the factors of effective service-learning program promotion in school, and the influence on sense of community development among students, and the impact on teaching profession of researcher herself. From the analysis of questionnaires filled by student participants and multiple qualitative data during nine rounds of program activities, this research concluded that: 1.The students generally agree on the promotion of service-learning program. 2.The key factors of effective program promotions are: (1)Develop and integrate the curriculum of program to enhance the focal points. (2)Act on the basis of equality and reciprocity. (3)Encourage students through direct engagement and demonstration by teachers. (4)Make sure students are in the context all of time. (5)Guide students to reflect their thoughts for deeper understanding. (6)Emphasize the significance of parental involvement. 3.This program has the following effects on the sense of community development among secondary students: (1)Community awareness - students are able to perceive the problems of elderly in community. (2)Community care - students learn the civic responsibility and values of services. (3)Community participation - students raise the abilities of providing service and planning services activity.

4.This program helps students in understanding the significance of service-learning in the following terms. (1)Develop new perception for service-learning. (2)Shift from extrinsic to intrinsic motivation in providing services. (3)Develop the sensitivity in service-learning. (4)Incorporate the value of service-learning to daily life. 5.The program help researcher to reexamine personal teaching profession, and improve in teaching skills and experiences.

Finally, this research provide suggestion and recommendation to teachers and future researchers who are promoting service-learning, in the hope of they would realize the value of service-learning from this research basic, and guide students blend into the community and demonstrate the influence of young people.