何英奇袁明城YUAN MING CHENG2019-08-282014-8-282019-08-282014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0095073101%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88344本研究主題在探究一群e世代青年學子如何經由課程實作機會，接觸社會服務，在服務中應用所學，投入社區服務與關懷，進而激發出後續自主服務學習方案。本研究針對下列五個問題進行研究：一、e世代青年參與服務學習的動機與價值改變為何？二、e世代青年如何籌組團隊及運作？三、e世代青年在服務學習過程中領導風格為何？四、e世代青年在團隊運作過程中，如何面對事件的衝突與因應？五、e世代青年參與服務學習對他們就業有哪些幫助？ 研究採質性敘說故事的方法，以立意取樣四位參與者，進行深度訪談，由杜威關於經驗理論中所衍生出來的觀點，以三度敘說探究空間，包括時間向度、人和社會向度及空間向度進行分析，對四位參與者進行內外探索，探索他們的內在情感認知與外在社會環境觀感；透過時間向度，探索他們在領導團體持續追求價值認同歷程中，認知朝向高層次的發展。 研究後所得出的結論：這群青年在服務個案中歷經艱困與挑戰，逐步萃練出堅定的勇氣與抱負，憑藉著熱忱與理想，由鄰近社區的中小學數位教學服務、社區產業行銷數位服務，更走入泰緬邊境難民營協助數位教學服務。青年們已離開校園進入社會，他們仍憑藉理想與信念，持續帶領自己為追求社會公平與正義，深耕公益服務，善盡地球公民責任。 他們的服務學習經驗是一個良好的典範，透過服務學習的體驗，演變對社會自主的貢獻，此一經驗歷程是青年學子學習的標竿，更是我們服務學習工作者努力邁進的方向。This paper researches the progress of four e-generation youths started social services by way of the practices from courses. Learning by implementing community services and getting involved in community service with concerns, then they even developed further autonomous programs afterwards. This project research aims to the five subjects below: 1. What are the motivations and value e-generation youth participate in service learning? 2. How does e-generation youth organize and run a team? 3. How’s the leadership style e-generation youth participating in service learning? 4. What should e-generation youth do while facing clashes the in the progress of running a team? 5. What does the experience of service learning help the e-generation youth in obtaining employment? In this research, narrative qualitative research method was used to record the four participants’ depth interviews. According and extension to Dewey’s(1938b) point of view about experiential education, explore space with three commonplaces of narrative inquiry: analyze temporality, human and sociality, and place. Take human and sociality analysis to explore the four participants, for understanding their inner emotional cognition and outer perception ofthe social environment. Exploring the story of how they pursued of value recognition process while leading the team, gradually towards to a higher level of cognitive development via temporality analysis. This is the conclusion for this research: After encountered obstacles and trials, the youths gained more courage and ambition on devoting providing services. With their enthusiasm and ideals, they started at the beginning from providing digital teaching and digital community industry marketing services to the elementary and junior high schools in the neighborhoods. Furthermore, they visited refugee camps in Thai-Myanmar border for providing digital teaching services to the victims. Even graduated from college, they keep their ideals and faith on pursuing social equity and justice by continuously charity welfare. Fulfill duties to the world as global citizens. The experience of the four participants is a fine standard. From participating in service learning to contributing to the society autonomously, this is exactly the criterion experience for students to emulate. And it’s also the destination for service learning workers to carry on.e世代服務學習敘說故事e-generationservice learningnarrative inquir