服務－學習模式之探究：意義、發展與建構

An Exploration of Models for Service-Learning: Definition%2C History%2C and Construction

近年來我國各級學校積極推動服務－學習，相關研究也相當多，惟在理論建構方面仍屬初期階段。而欲建構服務－學習本身的獨特理論，應先從建構模式開始。本文之目的為探討服務－學習模式的意義、追溯其歷史發展與釐清其構成要素，進而建構一個服務－學習模式，希望能夠對服務－學習的理論與實施有所貢獻。本文採用文獻分析方法，廣泛蒐集與評析中外有關服務－學習模式之文獻，釐清服務－學習模式之意義，並介紹四個較為符合嚴謹定義的服務－學習模式，包括一個內容模式與三個歷程模式，特別探討了其中較具代表性的「系列服務－學習歷程模式」各種版本的歷史發展，並加以比較，根據研究發現與分析提出建議，並建構一個服務－學習模式。本文指出具備嚴謹意義的服務－學習模式應該是「一套具有密切關係、能夠描述或指引服務－學習進行的要素，這些要素之間的關係則通常是時間順序或彼此互動。許多有關服務－學習的文獻中提到的「模式」，可視為有別於廣義的模式，有別於狹義的、嚴謹的模式。本文所介紹的四個服務－學習模式，分別從不同角度描述服務－學習方案運作情形，也涵蓋不同的要素，對服務－學習的發展各有其助益。根據發現與分析，本文對服務－學習的研究提出以下建議：(一)服務－學習模式分成廣狹二義；(二)重建服務－學習模式的注意原則：1.服務－學習模式的構成要素之間應具有程序性或互動性關係；2.服務－學習模式應包含反思與承諾以及各階段評量；3.參與者的內在心理變化值得探究；4.應重視模式中的行動階段。最後，本文建構一個服務－學習模式，以就教於先進方家。

Service-learning programs are widely implemented in schools around Taiwan， and plenty of studies on service-learning have been conducted. However， when it comes to the development of theory， more work in this area is needed. To lay the groundwork for the development of theory， it’s essential to construct the models for service-learning. The purposes of the present paper were to explore the definition of the model for service-learning， to trace its history， to sort out its elements， and to construct a model for service-learning， with a view to contributing to theory and practice in this area. Literature analyses were conducted to collect and examine the literature concerning models for service-learning in Taiwan and abroad， by which the definition of the model for service-learning was clarified， and four models for service-learning were introduced， including a series of process models for service-learning.The present paper pointed out that a narrow definition of a model for service-learning is “a set of elements that are closely related， which is used to describe or guide service-learning; normally， the relationship among these elements is sequent or interactive.” According to this definition， a lot of “models for service-learning，” which are actually categorizations of models for service-learning， may be regarded as models for service-learning in a broad sense. Each of the four models the present paper explored， consisting of various elements and describing the practices of service-learning from different perspectives， is beneficial to the development of service-learning in general. Based on the findings and analyses， some recommendations were provided for further research: 1) the term “model for service-learning” may be used in a broad or narrow sense; 2) researchers and practitioners may try to re-construct models for service-learning; 3) the relationship among the elements of a model for service-learning should be sequent or interactive; 4) reflection， commitment， and evaluation are integral to the model for service-learning; 5) further exploration of participants’ mental state is necessary; 6) more emphasis should be placed on the action stage in the model; 7) based on the above-mentioned recommendations， the present paper proposed a model for service-learning.