幼保系學生專業服務學習之成效──以幼兒園說故事活動為例

The Effectiveness of the Professional Service Learning for College Students of Department of Child Care & Education--Taking the Storytelling Activities in Preschool as an Example

本研究在探究幼保系學生至幼兒園說故事進行專業服務學習的成效，目的有學生對專業服務學習課程的意見、專業服務學習對學生專業學習的影響、學生專業學習的轉變歷程及幼兒園對課程實施的回饋。採取質量兼具的研究取向，藉由問卷調查法、焦點團體訪談、訪談及文件等蒐集資料，量化資料以SPSS進行分析，質化資料則以主題分析法進行分析。結果如下：一、學生對專業服務學習課程滿意度高，表示課程實施地點適當及說故事人數安排恰當，課程提供學生獨特學習經驗，提升學習興趣與動機，體會服務與學習的意義。二、專業服務學習提升學生說故事的能力。專業知識成長有瞭解幼兒能力與家庭、說故事前說明上課規則、說故事前的準備及掌握說故事結構。專業技能成長有運用聲音與肢體動作呈現故事內容、利用提問引起幼兒專注、累積自製教具經驗及培養隨機應變能力。專業態度成長有堅定幼保職涯選擇、體會身教對幼兒的影響、享受專業助人的快樂、體會說好故事，秩序自然好及反思說故事經驗。三、學生在專業服務學習過程，經歷驚恐失措期、探索嘗試期、穩定信心期等階段。四、幼兒園對課程回饋有服務學習支持推動閱讀活動、提供給缺乏閱讀經驗幼兒的聽故事機會、提升學校良好形象、引發教師的熱忱及建立互惠合作模式。根據結果，提供規劃課程、職前培育機構、幼保系學生及未來研究之建議。 This study is mainly to explore the effectiveness of the professional service learning which the students tell stories in the preschool. The research objectives include the students' opinions on the implementation of courses, the influence of professional service learning on students' professional learning, the transformation of professional learning during the students' professional servicelearning process and the feedback from the preschool on the implementation of this course. The questionnaires, focus group interviews, in-depth interviews, and related documents were used to collect the data. The quantitative data were collected by SPSS. The qualitative data is analyzed by subject analysis method. The research results are as follows: First, the satisfaction of professional servicelearning for students is at the upper-middle level. Students think that the implemental location is appropriate, and the number of children which tell stories to children is properly arranged. This course provides a unique learning experience, enhances their interest and motivation, as well as realizes the dual meaning of service and learning. Second, the courses help students to improve their storytelling skills. In terms of knowledge, students' learning growth includes understanding children's ability and family, telling the rules of the class before storytelling, preparing for storytelling, and mastering storytelling. In terms of skills, students use sound and body movements to present the content of the story, use the questions to cause the child to concentrate, accumulate the experience of selfmade teaching aids and develop the ability to adapt to the situation. In terms of attitude, students are determined to choose the career of child care, understand the influence of physical education on children, enjoy the joy of professional help, experience good stories, order naturally and reflect storytelling experience. Third, the transformation process of professional learning includes frightened period, exploration trial period, stable confidence period. Fourth, the preschool's feedback includes: courses support preschools to promote reading activities, providing the opportunities of listening to story for children who lack reading experience, improve the good image of preschools, motivate teachers to learn the passion of college students and establish a mutually beneficial cooperation model. Based on the above findings, appropriate recommendations are made for the planning of courses, pre-service institutions, students, and future research.