服務學習課程對國中學生服務知能及社會關懷力影響之研究-以新竹市某國中為例

Abstract

本研究的主要目的在探討新竹市某校國中生參與服務學習課程對其服務知能及社會關懷力的影響。根據研究背景與動機，本研究以新竹市某國中九年級學生為研究對象，並設計為期八週共十個小時的服務學習課程。本研究使用問卷調查法，研究者針對授課班級學生進行前後測，透過問卷調查進行資料蒐集，再以平均數進行資料分析，並輔以質性訪談資料，了解研究參與者的想法意見及其經驗，進行較為完整的資訊分析。本研究之研究結果，分別敘述如下 :1. 服務知能:量化研究結果顯示，學生的服務知能整體上皆有提升，並達到顯著差異。其中以「互惠」面向的影響最為明顯，「平等合作」、「服務行動與承諾」的面向影響則比較小。質性研究顯示，學生理解了服務的價值，並破除對服務對象的刻板印象以及培養出同理心，同時也了解到服務學習彼此的關係是平等合作，達到服務互惠的效果，也承諾未來有機會願意繼續參與服務。2. 社會關懷能力:量化研究結果顯示，學生的社會關懷能力整體上皆有提升，並達到顯著差異。其中以「關懷他人」面向的影響最為明顯，「社會正義」、「社會參與」的面向影響則比較小。質性研究顯示，學生願意開始關注社會議題，關心社會事務，並將關懷的情懷拓展至他人身上，願意主動幫助社會上的弱勢族群。3. 服務學習課程對於學生產生影響的因素包含：直接參與的服務情境、服務為參與者帶來的學習收穫、服務學習課程帶來思考上的刺激。The primary purpose of this research was to explore the influence of junior high school student's participation in the service-learning curriculum on their service competence and social caring ability in a school in Hsinchu City. According to the research background and motivation, this research took ninth-grade students from a junior high school in Hsinchu City as the research object and designed a service-learning curriculum for ten hours within eight weeks. This study proceeded through data analysis and questionnaire investigation. First, the researcher conducted pre-tests and post-tests for the students through questionnaires and analyzed the averages. Further, the researcher conducted qualitative interviews to understand the research participants' thoughts, opinions, and experiences, which led to complete information analysis. The research results of this study were described as follows:

1. Service competence: Overall, quantitative research showed that students' service competence had improved. Among them, the influence of "reciprocity" was the most significant, while the influence of "equality cooperation" and " service action and commitment" was relatively small. In addition, qualitative research showed that the students understood the value of service, got rid of the service target's stereotype, and cultivated empathy. At the same time, the students also understood that the relationship between service-learning was equal cooperation to achieve the effect of mutual benefit. They also promised to continue to participate in the service in the future if there is an opportunity.

2. Social caring ability: Overall, quantitative research showed that students' social caring ability has improved. Among them, the influence of "caring for others" was the most significant, while theinfluence of "social justice" and "social participation" was relatively small. In addition, qualitative research showed that students were willing to pay attention to social issues and social affairs. They also started extending their caring feelings to others and willing to help the disadvantaged groups in society.

3. The factors that influenced students from the service-learning curriculum included: the service context in which they directly participate, the gains the service brought to learners, and the stimulation brought by the service-learning courses.