服務學習融入國文教學之實踐─以大一國文《史記》選讀為例

Integrating Service Learning into Chinese Teaching in Practice: A Case Study of “Selections from the Records of the Grand Historian”

教育部於2007 年開始推行大專校院服務學習方案，鼓勵將服務學習融入課程中，經由「服務」與「學習」結合的「做中學」學習模式，並以「反思」與「互惠」作為核心要素，藉以提升學生學習意願和興趣、強化學生團隊合作與溝通協調能力，以及培養學生公民責任等。本文即以「準備、服務、反思、慶賀」之服務學習方案之設計歷程融入國文教學，透過採訪大同大學資深教師之實作，轉化課堂中所習得之知識，應用於服務學習當中，並藉由反思學習單的書寫，歸納學生在服務學習融入史記選讀課程中的轉變為：國語文課程之改觀、提升語文表達能力、建立校園認同意識、促進校園典範學習、強化團隊合作能力、構築未來發展連結等六項，且通過影片之成果分享與票選獎勵，呈現其學習成效。總結而言，融入服務學習教學方法的國文課程，為具體可行且能具備效益的嘗試。

The Ministry of Education carried out a service learning project at universities in 2007, encouraging integration of service learning into the curriculum. Through the learning model of “learning by doing” combined “service” and “learning”, using “reflection” and “reciprocity”" as key factors, this project attempted to increase students learning motivation and interest, enhance teamwork and communication ability, and promote civic responsibility among students. This article explores the integration of the service learning project with “preparation, service, reflection and celebration” in Chinese teaching. By interviewing experienced teachers at Tatung University, we assess the application of knowledge learned in class to service learning, the writing of reflective papers, and the integration of service learning into “Selections from the Records of the Grand Historian.” In total, this study explores six items, including “changing Chinese curriculum”, “raising up ability of spoken and written expression”, “building awareness of campus identity”, “promoting models of learning on campus”, “strengthening the teamwork ability”, “building for future development.” The learning outcomes are further revealed through videos made by students sharing their accomplishments and rewards. In conclusion, integrating service learning into Chinese curriculum offers significant benefits.