運用因子分析法篩選大專生適合的社區關懷服務

Screening suitable factors for college students on community care services

大專生透過社會奉獻，提升社會參與層面，透過社區體驗型服務學習或實習課程，已經成為大專生必經之學習經歷。本研究依據後現代主義教育哲學理論，採用「身體經驗」的影像和口述資訊，試圖建構後現代教育研究取徑。採用協作民族誌的方式，在2015年進行選取社區記錄片拍攝、社區舞蹈教學，與社區文物資料庫建檔，並透過訪談建立研究之實際服務活動。研究中蒐集國內外常見之社區服務項目，並解析各項社區服務項目需要投入之資源，運用因子分析法，解析社區服務項目之性質分群，俾利建議大專生可進行之社區服務項目。研究結果顯示，從國內外常見之59種社區服務項目解析之類別為：（1）固定場地、（2）物資、（3）金錢、（4）人力、（5）專業知識、（6）專業器材、（7）耐心，以及（8）高度愛心等八種項目，萃取因子之後，可得到三個因子成因，並依序命名為，因子一：勞力服務因子；因子二：高資源服務因子；因子三：專業性服務因子，篩選適合大專生的社區關懷服務進行實際執行，並獲致良好回響。研究結果認為認同社區服務價值，推動後現代主義教育哲學社會規範，社區正義與環境正義才得以彰顯。

College students, dedicated to enhance their experiences on social participation, community-based service learning experience, and internship programs, have become their learning experiences recently. In this study, we used a post-modern education approach to adopt photo-voice/video elicitation to learn “physical experience”. We collected collaborative ethnography on some community dances based on databases and archives, established the actual art-based research. The factor analysis has been determined that necessary resources have been requested to be involved for college students in most domestic and foreign projects on communities. The results demonstrated that 59 necessary contents of community services have been categorized to be listed respectively: (1) venues, (2) supplies, (3) money, (4) manpower, (5) professional knowledge, (6) professional equipment, (7) patience, and (8) deep love. Three dominances have also extracted and determined, such as Factor I: labor service; Factor II: high-quality resource service; and Factor III: professional services, respectively. Final results suggest that the community justice and environmental justice would be able to demonstrate through the emphasizing on the importance of community service value and social norms through post-modernism educational philosophy.