相遇、相識、相珍惜—原鄉青少年參與大專生山地服務之經驗
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2015
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Abstract
本研究旨在了解原鄉青少年參與大專生山地服務之經驗與觀點，研究目的包括：（1）了解原鄉青少年參與大專生山地服務活動的歷程與經驗；（2）探討原鄉青少年與隊員的互動關係；（3）了解原鄉青少年對大專生舉辦山地服務的觀點；（4）探討原鄉青少年參與大專生山地服務之影響、觀點與建議。以立意取樣邀請六位曾參與過大專生山地服務活動的青少年接受半結構式訪談，以質性研究中的主題分析進行資料歸納與分析。
本研究的結果以四個部分呈現：
1. 呈現政大某服務社與花蓮角落國小的相遇與互動歷程：描繪政大某服務社之起源，及其在花蓮角落國小舉辦活動的歷程與形式規劃。
2. 呈現原鄉青少年活動參與歷程及經驗：將其參與活動之歷程分為三個部分：一是「新活動的第一次接觸」，包含（1）接收活動相關訊息、（2）參與活動的動機、及（3）參與活動決策的產生；二是「參與活動的經驗」，包含（1）印象中的活動內容、（2）對活動內容的觀感與偏好、與（3）對整體參與經驗的解讀；三是「舊活動的再續前緣」，包含：（1）參與活動的階段性、（2）再次參與活動的考量、（3）不同的參與型式、及（4）類似活動的出現與參與。
3. 原鄉青少年與大專生彼此生命的交會與互動關係分為四部分：一是「在說說笑笑中逐漸熟悉」，包含：（1）踏出互動的第一步、（2）多互動而變得熟悉；二是「視之為家人、手足的互動關係」，包含：（1）親近又熟悉的關係；（2）有些陌生的關係、（3）隊員眼中的自己、（4）因為關心、在乎而靠近、及（5）樂於接受管教；三是「有點近又不會太近的相處方式」，包含：（1）日常的互動與對話、（2）願意分享，同時仍保有自己；四是「說再見與再一次相會」，包含：（1）分離的難受與想念、（2）活動結束後的聯絡、（3）喜歡與珍惜再一次的相聚機會、與（4）在時光中移動的情誼變化。
4. 原鄉青少年參與大專生山地服務之影響、觀點與建議分成六個部分：一是「參與活動所帶來的影響與改變」，分為：（1）為生活增添加新的回憶與支持、（2）新事物與態度的學習、（3）自身的成長與變化、（4）嚮往成為大哥姊那樣的人、及（5）個人的生涯規劃；二是「孩子眼中的山地服務」，分為：（1）舉辦各種活動與服務、（2）有意義、讓孩子快樂的事情；三是「孩子所看見的大哥姊」，分為：（1）良善的個性、（2）和孩子互動時的樣子、及（3）看見大哥姊的辛苦；四是「沒說出口的想法」；五是「文化、族群的交流與教導」，分為：（1）一視同仁的相處與對待、（2）能有一些交流與互動、與（3）樂於教導隊員族語；及六「給大哥姊的建議與留言」，分為：（1）營隊的時間、（2）營隊的內容與隊員的態度、和（3）想對隊員說的話。
最後研究者依據結果進行討論，並針對山地服務、服務學習及未來研究提出建議。
The purpose of this study was to investigate the experiences of aboriginal adolescents when they encounter college volunteer groups for aborigines.The goals of this study were: (1) to explore aboriginal adolescents in course and experience of college volunteer groups for aborigines; (2) to explore the relationship between aboriginal adolescents and team members; (3) to understand the view that aboriginal adolescents hold ; (4) to investigate the effects of aboriginal adolescents in the college volunteer groups of service, and to understand expectation and suggestion that aboriginal adolescents serve to college volunteer groups. Six aboriginal adolescents were invited for semi-structured deep interview in this study.Thematic Analysis was used for data analysis.The results and discussions of the research included four parts: 1.The stories of college volunteers in NCCU developed relationship with aboriginal adolescents in Hualien. 2.The analysis results of the history and experience of aboriginal adolescents were presented as follows:"the first contact "includes (1) received information, (2) motivation to participate, and (3) decision-making; the second is "the experience of participation", included:(1) the impression of active content,(2) perceptions and preferences about activities,and (3) the overall experience ;the third is "old activities again ",comprised:(1) the stage of participation, (2) participate again, (3) the participation of different types, and (4) similar activities. 3.The relation between adolescents and team members were divide into four parts:first, "familiar with gradually chatting and laughing",included: (1) the first step to know each other, (2) interactive becomes more familiar; second,"regard it as family and siblings",included:(1) close relationship; (2) strange relation relationship (3) oneself in team member's eyes,(4) near because of caring, and (5) glad to accept discipline; third,"a little close but not too close",include: (1) daily dialogue,(2) would like to share,but still protect oneself;fourth,"say goodbye and meet again",included:(1) miss members, (2) contact after separation, (3) cherish meeting chance,and (4) the relationship moved during time. 4.The suggestions that aboriginal adolescents serve to college volunteer groups were divided into six parts:first,"participated in the influence of the activity", divided into:(1)new memory and support, (2)learn new things , (3)one's own growth and changing , (4)yearn for becoming person,and (5)the personal career plan；second , service in child's eyes",divided into:(1)hold various activity,(2)meaningful thing；third,"the team members in the eyes of children", were divided into:(1)kind character,(2)appearance for interactive,and (3)see the working hard of team members; fourth, "the idea not explained"; fifth,"cultural exchanges", divided into:(1) Treat equally without discrimination, (2)exchange and interdynamic, (3)glad to teach team language; sixth, "suggestions and message", divided into:(1) stay a little longer, (2)content and team members' attitude, and (3)want to say to members. Based on the results of the study, discussions and suggestions are proposed in the end.
The purpose of this study was to investigate the experiences of aboriginal adolescents when they encounter college volunteer groups for aborigines.The goals of this study were: (1) to explore aboriginal adolescents in course and experience of college volunteer groups for aborigines; (2) to explore the relationship between aboriginal adolescents and team members; (3) to understand the view that aboriginal adolescents hold ; (4) to investigate the effects of aboriginal adolescents in the college volunteer groups of service, and to understand expectation and suggestion that aboriginal adolescents serve to college volunteer groups. Six aboriginal adolescents were invited for semi-structured deep interview in this study.Thematic Analysis was used for data analysis.The results and discussions of the research included four parts: 1.The stories of college volunteers in NCCU developed relationship with aboriginal adolescents in Hualien. 2.The analysis results of the history and experience of aboriginal adolescents were presented as follows:"the first contact "includes (1) received information, (2) motivation to participate, and (3) decision-making; the second is "the experience of participation", included:(1) the impression of active content,(2) perceptions and preferences about activities,and (3) the overall experience ;the third is "old activities again ",comprised:(1) the stage of participation, (2) participate again, (3) the participation of different types, and (4) similar activities. 3.The relation between adolescents and team members were divide into four parts:first, "familiar with gradually chatting and laughing",included: (1) the first step to know each other, (2) interactive becomes more familiar; second,"regard it as family and siblings",included:(1) close relationship; (2) strange relation relationship (3) oneself in team member's eyes,(4) near because of caring, and (5) glad to accept discipline; third,"a little close but not too close",include: (1) daily dialogue,(2) would like to share,but still protect oneself;fourth,"say goodbye and meet again",included:(1) miss members, (2) contact after separation, (3) cherish meeting chance,and (4) the relationship moved during time. 4.The suggestions that aboriginal adolescents serve to college volunteer groups were divided into six parts:first,"participated in the influence of the activity", divided into:(1)new memory and support, (2)learn new things , (3)one's own growth and changing , (4)yearn for becoming person,and (5)the personal career plan；second , service in child's eyes",divided into:(1)hold various activity,(2)meaningful thing；third,"the team members in the eyes of children", were divided into:(1)kind character,(2)appearance for interactive,and (3)see the working hard of team members; fourth, "the idea not explained"; fifth,"cultural exchanges", divided into:(1) Treat equally without discrimination, (2)exchange and interdynamic, (3)glad to teach team language; sixth, "suggestions and message", divided into:(1) stay a little longer, (2)content and team members' attitude, and (3)want to say to members. Based on the results of the study, discussions and suggestions are proposed in the end.
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Keywords
山地服務, 服務學習, 教育優先區, education priority zone, Service-Learning, volunteer group for aborigines