一個教室、兩個世界－－社工系學生對高風險少年教育經驗差異的覺察與反思

One classroom, two world - analyzing social work majors' experiences in providing services to high-risk teenagers

本文為筆者在教育現場面對教學困境時，產生服務學習行動策略，試圖讓大學生透過理解跟詮釋自己與服務對象經驗差異後，產生對高風險少年處遇的不同視野與思考，以及對校園權力關係的批判性思考。本文素材源自於學生的主觀經驗以及經驗的再詮釋，透過筆者再詮釋學生的文本，從中覺察及反思教學的不足，做為未來教學策略的修正基礎。筆者分析了2011-2012年16位大三學生在學校社會工作課程服務學習報告，並在初步分析後，2014年邀請當年修課同學自願參與焦點團體，對於初步分析結果進行討論，總共分為三個焦點團體。研究的第一個問題發現社工系大學生對於義務教育的共同回憶，是升學主義文化結構下所產生的生命經驗，除自己受升學主義影響外，大學生在詮釋個案的生命故事時，選擇性的聚焦在關注案主「學業成就」，其實可能是專業工作者成長經驗及價值的複製及投射，顯示「升學至上」的社會建構教育核心視框，深深影響到義務教育現場，老師、課程、學校、家庭都是這個結構的成員。在未來課程服務學習規劃上，應該降低大學生與青少年成為「認輔者」與「受輔者」的角色關係，應該運用更多結構性的互動設計，從建立關係起，加強學生與青少年兩者的對話及互動性經驗的規劃，延長服務學習的時間，協助兩者之間生命脈絡理解的深度，讓青少年成為學生最好的老師。同時，在課程設計上，筆者應該強化服務學習後結構性教學反思的規劃，深化大學生在青少年生命經驗的覺察與反思。

Facing the dilemma of teaching in the education field, the author has developed an action strategy for service learning courses. The approach encourages social work majors to build critical thinking skills in dealing with high-risk teenagers' situations, and power relationship on the campus, to lead students to move forward with a new vision. In addition, integrating students' subjective experiences and years of personal experience, the author reinterprets students' feedbacks to detect deficiency of the environment. The result will serve as a basis for the revision of future teaching strategies. In this project, the author analyzed reports of 16 students in youth social work course from 2011 to 2012 and three focus groups in 2014, to explore the differences between social work majors and their teenage clients regarding their growing up experiences and compulsory education experiences after a 6-week service practice. The study indicated the first problem of high-risk clients, who were either 'study under pressure' or 'completely no intention to go to school.' was low academic achievement, which may be interpreted subjectively based on the life and educational experiences of social work majors. Also the author considered social workers were lack of critical thinking ability to school system and tended to conclude teenage problems on clients' personalities and negative peer relationship. In addition, social work majors tended to view the family issues from their own perspectives and concluded teenage problem on family dysfunction and low expectation for the teenagers. Results from the study indicated the training should reduce the reciprocal role expectations, focus more on arranging a learning plan with more structured interactive design, from the establishment of relationships, strengthening dialogue and interactive experience between students and young people. In conclusion, the author highlights the need for field educators to strengthen the structural teaching plan, to help students to gain a better understanding of present barriers, leading them to provide better support for the clients.