大學教育服務學習之歷程及利他心態之研究──以經驗學習模式為例   免費試閱

Exploring the Process of Service Learning and the Cultivation of Altruism with Kolb’s Model of Experience Learning in Higher Education

服務學習是許多大專院校推動的必修課程， 提供多元背景的學生達成增進自我認識、實踐所學與解決問題能力等方面的需求。學者Kolb也在1984年提出經驗學習模式理論，這個理論透過四個面向的學習週期，幫助我們探究經驗為什麼可以帶來學習，透過服務的具體經驗以及反思的過程，一步步達成設定的學習目標。過去服務學習的相關研究雖然豐富，但多以量化的方式來關注此議題，較少關注參與的歷程性以及人的多樣性，而以參與服務學習的歷程與Kolb理論對話的部分也較為有限。因此，本研究旨在分析服務學習的特性與型態，將服務學習參與者的歷程對照Kolb經驗模式理論，探究服務學習參與者的歷程與反思，以及參與歷程與利他心態的關係與轉變，進而發展利他的服務心態等，並對應到Kolb經驗學習模式理論的模式圖，重新檢驗這個理論的循環模式。本研究獲致下列幾項結論：一、於真實且多元的生活情境中服務與學習，提升跨領域的敏覺力；二、服務學習需引發參與者之意義感；三、服務學習能夠促進參與者體會服務價值與利他心態。基於上述研究結論，研究者建議大學服務學習課程應加強具有系統性的反思內容，並提升服務與學習之連結，以使未來更多服務學習課程設計者與參與者能具備更好的規劃脈絡與發展。

Service learning is a compulsory course promoted by many universities. It provides students with diverse backgrounds to meet their needs for self-awareness, practical learning and problem-solving skills. Service learning combines the concepts of “service” and “learning” to promote empirical teaching or activities to enhance students’ attitudes, skills and values needed to obtain citizenship. Kolb (1984) also proposed the theory of empirical learning patterns. This theory helps us to explore why learning can bring about learning through four-oriented learning cycles. Through the specific experience of service and the process of reflection, we gradually achieve the set learning goals. Although the research on service learning in the past is rich, most of them were conducted in quantitative methods, they pay less attention to the experiences of participation and the diversity of people, and the discussions on the relationship between learning process of participants in service learning and Kolb theory is limited. Therefore, this study aims to analyze the characteristics and patterns of service learning, and to compare the experiences and process of service learning participants with Kolb’s empirical model theory. Moreover, this study explored the process and reflections of service learning participants and the transformation to altruism. Corresponding to the pattern diagram of Kolb’s empirical learning model theory, the researcher re-examined the cyclical model of this theory. This study has reached the following conclusions: 1. Serve and learn in a real and diverse life situation, and enhance the sensitivity of cross-disciplinary. 2. Service learning needs to trigger the sense of meaning of the participants: 3. Service learning can promote participants to experience service value and altruism. Based on the above research conclusions, the researchers suggests that the curriculum should strengthen the systematic reflection content and improve the link between service and learning to help service learning course designers and participants in the future, with better planning and development reference.