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題 名 | 阻礙大學生通過必修服務學習課程成因之探討:亞洲大學服務學習發展歷程與反思=A Study on Obstruction of Students Participating in the Required Service Learning Course: A Reflection on Asia University Service Learning Development Process |
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作 者 | 羅淑真; 廖淑娟; 蕭至邦; | 書刊名 | 靜宜人文社會學報 |
卷 期 | 8:2 2014.07[民103.07] |
頁 次 | 頁253-281 |
分類號 | 521.12、521.12 |
關鍵詞 | 阻礙參與服務學習因素; 必修服務學習; 學生學習成效; 學生主動參與; Required service learning course; Obstruction of participating in the service learning course; Students learning outcomes; Students’ active participation; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究團隊以大一沒有通過服務學習課程,直到大四才重修完畢的學生為研究對象,運用質性分析,了解阻礙學生參與必修服務學習課程的原因,同時檢視大四學生補修課程後的實質改變,做為亞洲大學未來規劃必修服務學習課程之參考,並嘗試建構亞洲大學理想的服務學習課程實施之模式。本研究結果得出,學生可以接受必修服務學習課程,然而阻礙學生參與必修服務學習課程的原因有三:分別是時間太早、沒有興趣、與你丟我掃/心灰意懶。在畢業前修習通過的學生有三點實質改變,學生學習到1.溝通與合作,2.同理心,以及3.自省能力與工作態度。學生建議學校調整必修服務學習課程的上課時間和改變服務學習內容。本研究結論指出,建構亞洲大學理想的服務學習課程實施之模式,在作法上必須尊重學生的意願,並且改善課程實施的方法,讓參與的同學明瞭,維護校園的整潔不只是大家共同的責任,也是亞洲大學大家庭每一份子的榮耀。在技巧上必須讓參與的同學有互動的機會。在時間的運用上,可以更彈性的規劃服務的時程。在服務方式上,服務學習課程可以更多樣化,比方,將部分課程轉化為當地社區的服務工作。總之,學校必須提供學生多元參與的機會和賦予學生自主決定的權利,激發學生參與服務學習的熱忱。 |
英文摘要 | The research team took Asia University (AU) senior students, who did not pass the freshmen required service learning course only completed until the last year, as subjects. We used qualitative analysis to understand students' obstruction of participating in the required service learning course. We then investigated students’ learning outcomes after they complete the course. The aim is to better plan future service learning courses at AU as well as construct an ideal model for the required service learning course. The results of this study shows that students can accept the required service learning course. Obstructing freshmen to participate in the required service learning course is three-fold: too early, lack of interest, and no motivation. Those who completed the course until graduation showed learning outcomes as follows: 1.communication and cooperation, 2.empathy, and 3.introspective ability and better attitude. Students suggested the university adjust class time and change the service content. The study concludes that constructing an ideal model for the required service learning course at AU needs to include students’ voices in terms of methods, contents and time of services. In doing so, students would have motivation to involve themselves to the required service learning course and show their responsibility. The university must provide students with the opportunities to actively participate in the campus services. Furthermore, AU should give students the right of self-determination to stimulate the enthusiasm of students’ participating in the service learning course. |
本系統中英文摘要資訊取自各篇刊載內容。