P. Freire的「對話式教學」在大學社會責任中社會實踐之應用：以嘉義縣布袋鎮新塭地區的北歐式健走運動班為例

The Application of Paulo Freire's ''Dialogical Pedagogy'' in the Social Practice of University Social Responsibility: A Case Study of the Nordic Walking Exercise Program in Xinwen, Budai Township, Chiayi County

本文以嘉義縣布袋新塭的北歐式健走運動班為案例，探討在大學社會責任精神下，運用Paulo Freire的「對話式教學」理念之實踐效應。研究方法包括針對四名學員及教練、助教兩名進行焦點團體訪談，並輔以參與式觀察。研究結果顯示五大面向：一、真誠與關懷營造出支持性的學習共同體；二、去中心化的權威角色促進平等互動；三、目標設定與信任建立提升持續參與動力；四、正向引導傳遞健康與社交改善的希望；五、批判性思維的引導促使學員反思健康、環境與社區公共議題。整體而言，對話式教學不僅增進了運動參與，也深化了社區學習與公民意識的培養。

This study takes the Nordic walking exercise program in Xinwen, Budai Township, Chiayi County as a case to explore the application of Paulo Freire’s concept of dialogical pedagogy within the framework of University Social Responsibility (USR). The research adopted a qualitative approach, conducting focus group interviews with four community participants, two instructors, and two teaching assistants, supplemented by participatory observation. The findings reveal five key dimensions: 1. sincerity and care fostered a supportive learning community; 2. the decentralization of authority roles encouraged equal interaction; 3. goal-setting and trust-building enhanced participants’sustained engagement; 4. positive guidance conveyed hope through improved health and social well-being; and 5. critical reflection prompted participants to reconsider the interconnection between health, environment, and local public issues. Overall, dialogical pedagogy not only facilitated active participation in exercise but also deepened community learning and the cultivation of civic consciousness.