臺北縣服務學習績優學校課程設計與推動問題之研究

Abstract

摘 要 本研究旨在探討臺北縣服務學習績優學校課程設計現況、推動困境、及其遭遇困境時所採取因應方式情形。以提出適當之因應策略提供教育單位、推動人員、學校參考。 採問卷調查及質性訪談方法，以服務學習績優學校的推動教師為研究對象。調查資料經描述性統計、獨立樣本t考驗、單因子變異數分析、訪談法後，獲得下列結論： 一、 達百分百的推動比例 二、以社團活動、學習領域方式推動服務學習比例最高 三、課程設計狀況 （一）規劃階段：在課程設計時考量服務項目、達到生活教育的目標、落實學生尊重、關懷與團隊合作的能力。主要的設計人員為校內的行政人員，以教師的意見為主要考量，服務項目為社區環境清潔，在進行服務前做的定向訓練為加強對服務的認知。 （二）服務階段：以八年級學生為主，每次1-2小時的服務。 （三）反思階段：透過書寫學習單進行反思活動，反思項目為服務活動是否與生活經驗連結；教師需要了解學生能力，給予學生鼓勵和支持，增進學生互助合作的精神。 （四）成果分享慶賀階段：透過成果發表會展現服務成果；課程的評鑑著重課程是否符合學生能力；在服務機構的部分考量服務機構是否安全。 四、推動問題，在「不同社區資源」、「不同研習次數」、「是否接受補助」上達到顯著差異。 五、因應策略部分：個人專業能力上，以尋求有經驗教師協助為主；時間困境上，改採社團活動方式進行；學校支援上為請校長協助推動；社區資源上，請家長協助提供資訊。 依據研究結論，提出以下具體建議： 一、 對臺北縣國民中學服務學習推動教師方面 （一）積極參與進修，充實服務學習專業知能 （二）重視服務經驗之輔導與傳承 （三）鼓勵教師行動研究，解決困境問題 （四）設計不同的服務類型課程，提升學生服務機會 二、對服務學習績優學校方面 （一）重視推動教師的需求，提供課程設計上協助 （二）建立完善輔導制度，便於經驗傳承與分享 （三）與鄰近學校合作，建立資源共享的機制 三、對服務學習非績優學校方面 （一）向服務學習績優學校看齊 （二）成立服務學習相關社團 （三）多元化方式推動服務學習 （四）與績優學校建立並強化服務學習伙伴關係，可使服務學習推動更順利 肆、對師資培育機構方面 （一）開設服務學習課程設計及實施課程 （二）配合推動教師需求，多提供進修或研習活動 （三）理論研究和學校實務結合 四、對教育行政機關方面 （一）規劃辦理專業進修與績優學校經驗研習分享機會 （二）建立鼓勵性質的辦法，激勵教師推動 （三）協助偏遠地區學校找尋可服務的資源 五、進一步研究方面 （一）增加其他縣市或學校層級之研究對象 （二）研究內容增加課程設計差異之探討 （三）統計運算增加交叉分析項目之討論Abstract The study aims at discussing the current status and difficulties of promoting curriculum designs of the service learning performance schools in Taipei and the coping ways carried out when confronting such difficulties, so as to provide the right coping strategies as references for the educational institutions, promotion personnel and schools. Applying questionnaire and qualitative interview, the study has elected the promotion teachers of those schools with eminent performance on service study as its study objects. Through the descriptive analysis of the research data, independent t-test, one-way ANOVA and interview method, the followings conclusions have been made. 1. The promotion proportion reaches 100%. 2. The method of community activity to promote service learning accounts for the highest proportion among all the means. 3. Status of Curriculum Design: A. Planning stage: In order to gain the goals of life education and exercise students’ abilities to respect, care for and cooperate with others, service items have been considered when designing the curriculums. The major designers are administrative personnel in the schools. The designs will be mainly checked and measured with the suggestions from the teachers. The service item is to clean communities’ environment. The orientation trainings before the services are applied to enhance service awareness. B. Service stage: The students in Grade Eight are the major ones to provide such service, with 1-2 hours each time. C. Reflection stage: The reflection activities are conducted by writing a learning sheet, reflecting if the service activities are connected with life experience. The teachers need to know the abilities of the students, as well as encourage and support them to enhance their awareness in helping and cooperating with each other. D. Sharing and celebrating stage: The service results are demonstrated through achievement presentation meetings. The reviews of the curriculums focus on if these curriculums are right for abilities of the students. The schools shall consider if service institutions are safe for the students. 4. Difficulty in promotion: There are significant differences in “different community resources,” “different study times” and “whether accepting subsidy or not.” 5. Coping strategies: Seeking for help from the experienced teachers is the major way in individual professional ability; adopting community activities is the way to improve time difficulty; asking the principals to help promotion is the way to search for school support; asking the families of the students to provide information is the way to obtain community resources. According to the conclusions, the specific suggestions below are given. A. As for the service learning promotion teachers of the junior high schools in Taipei County, (1). Participating into further education positively and learning more knowledge and skills about service learning; (2). Putting emphasis on tutoring and handing over service experience; (3). Encouraging the teachers to do an action research and settling problems when confronting promotion difficulties; (4).Designing curriculums for different services and getting more service opportunities for the students. B. As for the junior high schools, (1). Emphasizing on the requirements of the promotion teachers and providing help in curriculum design; (2). Establishing and improving the tutorship systems to make the handover and sharing of service experience easy; (3). Establishing a resource sharing system by cooperating with neighbor schools. C. As for teacher training institutions, (1). Offering the curriculums of designing and carrying out service learning curriculum; (2). Sponsoring more further education and study activities according to the demands of the promotion teachers; (3). Combining theory study with school affairs. D. As for educational administrative organs, (1). Planning and approving professional further education and performance schools’ experience study and sharing activities; (2). Encouraging the teachers to promote service learning by establishing an encouraging system; (3). Assisting the schools located in remote areas in looking for available resources. E. As for further education, (1). Adding other towns and cities or schools levels as the study objects; (2). Adding discussions about the curriculum design differences into the study contents; (3). Adding the discussions about the cross analysis items into the statistics ability.