社區工作課程融入服務學習之教學實務研究

A Study on the Teaching Practice of Incorporating Community Work Courses into Service Learning

本研究主要在探討學生們在社區工作課程中之專業知能、實作技能以及情意態度之學習成效。研究結果發現學生們的學習成效，一、在量化成效指標方面：（一）在社區工作專業知能的學習成效依序為理解社區工作基本概念、角色、要素與價值；（二）在社區工作實作技能的學習成效依序為學生會整理社區基本資訊、能進一步認識特定社區、會執行方案活動；（三）在社區工作情意態度的學習成效依序為學習站在他人角度替人著想、以得體有禮的方式與人互動、傾聽他人想法。二、在質性指標方面，以「集體校外教學」與「社區服務學習小組」為兩項主要教學策略融入服務學習計畫，並加之以反思作業，有助於引導學生更加認知理解社區特色、執行方案活動以及服務學習之溝通與尊重態度的實踐。研究建議教師在教學設計中有加強：一、善用「集體校外教學」與「社區服務學習小組」的教學實務策略。二、強化提問與反思以有助於學生社區服務的經驗學習。三、連結鄰近社區以維持協同合作的互惠性。

The objective of the present study was to examine students' learning effectiveness in acquiring professional knowledge, practical skills, and affective attitude towards community work. The results indicated the following quantified effectiveness measures. (1) Students' levels of learning effectiveness regarding professional knowledge of community work were ranked sequentially as follows: understanding the basic concepts, roles, elements, and values of community work. Students' levels of learning effectiveness in terms of the practical skills of community work were ranked sequentially as follows: ability to organize basic community information, ability to further understand specific communities, and ability to execute programs and activities. Students' levels of learning effectiveness concerning affective attitudes towards community work were ranked sequentially as follows: learning to think from the perspective of others, interacting with others in a proper manner, and listening to what others think. (2) Regarding quality measures, “group excursions” and “community service learning groups” were two primary teaching strategies that were incorporated in service learning programs. Combined with reflective assignments, these teaching strategies facilitated students to develop better cognition and greater understanding of community specialties, executing programs and activities, communication during service learning, and the development of a respectful attitude. The present study recommends (1) continuous enhancements of the practical teaching strategies of “group excursions” and “community service learning groups”; (2) cultivating effective teachers that employ reflective teaching; and (3) keeping the reciprocity tocollaborate with the community .”