再見家鄉‧再建家鄉—跨文化背景學生自組自籌團隊參與國際服務之學習歷程

Abstract

本研究以2008年「再見家鄉服務隊」緬甸服務方案為研究對象，探討學生參與國際服務之動機、歷程、挫折經驗與挑戰、參與服務的學習成長與影響以及建議。

本研究採質性訪談法進行研究，以參與該方案的六位學生志工為訪談對象。根據研究資料分析之發現，歸納結論如下：

一、台灣籍學生參與國際服務的動機以利己主義為主，利他主義為輔。 二、緬甸籍學生參與國際服務的動機以利他主義為主，利己主義為輔。 三、受訪學生參與國際服務的學習歷程可分服務前的準備階段、服務中的體驗學習、服務後的反思收穫三個階段、以及團體形成的歷程。服務前的學習歷程為社課研習與講座、教案設計與演練、經費規畫與籌募、風災評估與聯繫；服務中的學習歷程為文化體驗與學習、田野訪談與學習；服務後的學習歷程為服務撿討與反思、情感交流與互動；團體形成分為團體形成期、衝突摩合期、訂定規範期、服務執行期、曲終人不散。 四、受訪學生參與國際服務的挫折與挑戰為行程受阻的挑戰因應、教學狀況的危機處理 五、受訪學生參與國際服務的挑戰與轉折為服務帶來的蛻變與承諾 六、台灣籍學生參與國際服務的成長與改變為增進生涯探索與選擇、服務中的學習與成長、人生觀與世界觀的改變 七、緬甸籍學生參與國際服務的成長與改變為增進生涯探索與選擇、田野調查觸發反思與了解 八、受訪學生參與國際服務之建議為服務方案的規劃、以及對外來參與國際服務學生的建議。

最後根據文獻分析，研究發現與結論，就大學生參與國際服務、規畫服務方 案及未來研究三方面，提出建議，以供日後推行大學生自組自籌團隊參與國際服務之參考。

The research is based on 2008 Go to Myanmar service team in Myanmar as the research case to explore student’s motives, service processes, frustrations and challenges when participating the overseas service action; also to observe what they have learned and been affected by the service process. The corresponding suggestion followed. The research method is qualitative interview with six students in the 2008 Go to Myanmar service team. Based on the findings, the conclusions are as followed, 1.The primary motive for Taiwanese students to participate in overseas service was self-interest than altruism. 2.The primary motive for Burman students to participate in overseas service was altruism than self-interest. 3.Three main learning processes in 2008 Go to Myanmar service team were preparation (before service action), experiential learning (during the action) and reflection (after the service action); how to form a team was another part of their learning process. The 2008 Go to Myanmar service team held lectures, rehearsed teaching plan, set the budget, raised fund and did the disaster assessment as the preparation. Experiential learning were experienced and learned from the culture and did the field work. They reviewed the service process and interacted with each other as the reflection. There were five procedures of forming the team, which were beginning, conflict, standardization, execution and endless friendship. 4.The frustrations and challenges of these students were the response to the unexpected problem of the service timetable and the teaching plan. 5.The challenges of these students during the whole service process turned to be the positive commitment and change of the team. 6.The experience of overseas service provided the different perspective for Taiwanese students to their career path, learned from the service and opened up their mind. 7.The experience of overseas service also provided the different perspective for Burman students to their career path and through the field work allowed them to rethink. 8.The advice from these students provided a chance for service plan and served as suggestion for those future students who would take part in the overseas service. At last, based on literature analysis, research findings and conclusions, three aspects of the suggestions were: 1) college students in overseas service; 2) service plan design; and 3) future research.