國立臺灣師範大學從98學年度起經過四年服務學習的推廣，也重新檢視服務學習課程推動型態，依循國內外服務學習發展趨勢建構創新的歷程模式，包括計劃準備、行動服務、引導反思、慶賀分享、服務承諾以及成效評量與研究發展。並進行服務學習課程品質與成效評量，歸納結果得知，服務學習課程（一）知能講座學生滿意度與學習成效良好。課程品質方面，共計268位學生填答問卷，服務學習課程（二）、（三）課程品質方面，「服務承諾」得分均最高，學習成果表現最佳為「觀點轉換」。另外，課程品質中的服務承諾對於所有學習成果均有顯著正向的直接效果，而行動服務對於人際互動與校園認同亦有顯著正向的直接效果，所有課程品質對於學習成果的解釋力介於.56～.65。

Since the 2009 academic year, the National Taiwan Normal University has promoted service-learning curricula based on a process model comprising preparation, service, reflection, and celebration. In 2013, the service-learning curriculum system model was readjusted. In this study, the promotion experience at the National Taiwan Normal University was used in conjunction with domestic and foreign literature to construct a service-learning curriculum process model matching the university’s context; a questionnaire was also designed to evaluate model effectiveness. The results of this study indicated that 1,020 students participated in the service-learning Curriculum 1 (knowledge, skill, ability) seminar; the students expressed their satisfaction with the curriculum and showed satisfactory learning results. To assess the curriculum quality, 268 students were requested to complete a questionnaire, revealing that the highest scores were in the service commitment item in service-learning Curricula 2 and 3. In terms of learning achievement, the students displayed the best results in Item “perspective transformation,” which was taught in the service-learning Curricula 2 and 3. Additionally, the service commitment item significantly influenced all learning achievements, whereas the action-based service item significantly influenced students’ interpersonal interactions and school recognition. All curriculum quality items explained 56%–65% of the learning achievement outcomes.