大專院校服務學習課程學生學習成效分析：實踐社群觀點   免費試閱

Analyzing the Student’s Effectiveness of University Service-Learning Courses from a Communities of Practice Perspective

自2007年教育部以「大專校院服務學習方案」推動高等教育服務學習課程後，服務學習已為現今大專院校極力推動之教學方式。在服務過程中，大學生改變傳統被動學習模式，以親身參與社會過程進行學習。本研究以某國立大學學生參與服務學習歷程為研究範圍，以實踐社群理論為觀點，透過學生服務學習心得反思紀錄進行內容分析，進而探究服務學習課程成效。研究發現，以「參與社會實務」及「實踐中學習的結構性資源」成效最大，其中分別以「建立社群成員間關係」、「以關係性觀點建構知識與能力」及「透過交流瞭解服務單位其他成員」三項最為顯著。本研究除結合質化與量化，具體呈現課程成效的各面向差異外，更進一步印證服務學習課程設計對學生學習成效有相當程度之影響。

The Taiwan Ministry of Education began promoting higher education service-learning courses through the University Service-Learning Program in 2007. Service learning has now been widely adopted by universities. This study focused on the experiences of students of a public university participating in such courses. In the process of service learning, university students shift their conventional learning approach to learning more within social processes. This study combined the qualitative and quantitative approaches to highlight the differences among which factors influenced class outcomes. Students’ participation experiences were recorded and analyzed to better understand and examine the outcomes of student service learning during service-learning courses. The research results show that, “participation in social practice” and “structuring resources for learning in practice” affected outcomes. Specifically, the effects of the aforementioned factors, such as “establishing relationships among members of the community,” “constructing knowledge and abilities from relationships with others” and “understanding the other members from the process of service-learning” had the most significant influence on students’ experiences.