國中資優生參與服務學習之研究
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Date
2017
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Abstract
本研究採用質性研究取向的個案研究法，研究對象為參與國教署服務學習方案的70名國中資優生，旨在探討資優生參與服務學習方案之服務經驗和學習影響，以學生的服務日誌與參與心得為主要蒐集資料與分析，分別從人際互動、小隊合作、服務對象與文化嚮導任務四個面向展現學生的活動表現與反思樣貌，研究發現國中資優生參與服務學習在自我能力成長方面、個人知識學習方面、社會公民責任方面與服務學習知能方面均有所影響。
配合研究目的，本研究探討國中資優生參與服務學習的經驗，得到研究結論如下：
一、本研究服務學習方案促進國中資優生人際關係發展。
二、本研究服務學習方案加強國中資優生團隊合作能力。
三、本研究服務學習方案拓展國中資優生學識能力與尊重多元文化。
四、本研究服務學習方案提升國中資優生服務學習知能與參與服務意願。
研究者依據研究發現與結論，對服務學習課程設計以及未來研究提出相關建議。
The study reports on case studies exploring the service-learning experience and personal growth of gifted and talented junior high school students. Subjects were 70 gifted and talented junior high school students who had participated in one of the summer camp programs specifically geared toward service learning, hosted by K-12 Education Administration, Ministry of Education, Taiwan and organized by National Taiwan Normal University. Data were gathered through student reflections in journals daily and were analyzed using inductive approach. Positive changes were found in personal growth, knowledge, social responsibility, and interpersonal relationship. Most participated students believed that such opportunities to engage in service learning helped them improve their interpersonal relationship, teamwork and collaboration, as well as increase their attention to international perspectives and motivation to volunteer. It is expected this study can contribute to future work in curriculum design of service-learning.
The study reports on case studies exploring the service-learning experience and personal growth of gifted and talented junior high school students. Subjects were 70 gifted and talented junior high school students who had participated in one of the summer camp programs specifically geared toward service learning, hosted by K-12 Education Administration, Ministry of Education, Taiwan and organized by National Taiwan Normal University. Data were gathered through student reflections in journals daily and were analyzed using inductive approach. Positive changes were found in personal growth, knowledge, social responsibility, and interpersonal relationship. Most participated students believed that such opportunities to engage in service learning helped them improve their interpersonal relationship, teamwork and collaboration, as well as increase their attention to international perspectives and motivation to volunteer. It is expected this study can contribute to future work in curriculum design of service-learning.
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服務學習, 服務學習方案, 反思, 資優生, 情意教育, service-learning, service-learning program, reflection, gifted students, affective education