重新感受自己的心，從心看見對方的新—研究生參與服務學習課程之多元文化觀點轉換歷程

Abstract

本研究主要探討研究所學生參與服務學習課程之多元文化觀點轉換歷程與重要影響因素。研究目的包括：一、了解研究生參與服務學習課程之多元文化觀點轉換歷程；二、探究影響研究生參與服務學習課程之多元文化觀點轉換的相關因素；三、歸納研究結果，提出服務學習課程擴展多元文化之建議。本研究設計為質性研究取向，研究參與者為台灣某公立大學研究所九十六學年度第二學期，選修服務學習研究課程之研究生，以半結構式訪談、服務日誌、服務卷宗、服務機構督導與任課教師訪談等方式收集資料，並以質性分析整理資料，且運用三角檢證法、研究參與者檢核、同儕檢核以及厚實敘寫增加研究信實度。 研究結果發現研究生於服務學習過程中，透過課程設計與多元族群的互動以及結構化反思，其多元文化觀點轉換歷程由「視而不見」、「侷限觀點」、「質疑現狀」到「跳脫框架」，而賦予適當的挑戰、觀點轉換的支持來源與個人背景與經驗為多元文化觀點轉換的重要影響因素。 最後，本研究建議應於服務學習課程中增加有意義的多元文化接觸經驗並與機構建立長期、持續性的夥伴關係，在進一步研究方面，建議擴大研究對象的範圍，並增加「行動研究」等多元的研究方法。This study focused primarily on how postgraduate students experienced multicultural perspective transformation and what important factors determined their experience while participating in service-learning curriculum. The aims of the study were as follows; firstly, to discover postgraduate students’ experience of multicultural perspective transformation in participating service-learning curriculum; secondly, to explore the relevant factors which determined postgraduate students’ experience of multicultural perspective transformation in participating service-learning curriculum; thirdly, to draw a conclusion of the study and to make suggestions for service-learning curriculum on multicultural expansion. The study adopted qualitative research methods with targeted participants who were postgraduate students from a public university in Taiwan taking service-learning curriculum as a selective course in the second semester in 2007. The data was then collected by means of semi-structured interviews, participants’ journals and portfolios of service and institution supervisors’ along with course teachers’ interviews and analyzed with qualitative methodology. In addition, triangulation, participants and peer examination and solid description were applied to improve the credibility of the research.

The study discovered postgraduate students’ experience of multicultural perspective transformation was advanced from turning a blind eye to it, having limited perspective, questioning the present situation to thinking outside the box in the duration of service-learning curriculum. Provided with proper challenge, the support of perspective transformation and personal background were important factors to determine the multicultural perspective transformation.

Finally, the study suggested that experience of meaningful multicultural contact should be included in service-learning curriculum and long-term and continuous partnership with institutions should be established. In advanced study, it is suggested that the scope of targeted participants should be expanded and other research methods such as action research should be considered as well.