The evaluation of service-learning course in Taipei''s high school and vocational school

• Main Authors: KAO, CHING-HSIEN, 高慶賢
• Other Authors: 范麗娟
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/25592693911460889362

碩士 === 慈濟大學 === 社會工作研究所 === 91 === Abstract Based on the article review, the ratio of volunteering services among Taiwan’s youths tended to be low in the past. In 1999, Taipei city government had implemented the Act of Advocating Public Services Education for Secondary School Students. The act required secondary school students to complete certain amount public service hours. Since then, Taiwan’s youths were gradually involved in the volunteering services. Few years later, the concept of service learning had been introduced into Taiwan. Taiwan’s youths are encouraged to participate in the community services. Students’ community caring awareness is expected to increase gradually. According to the related research results（Stephen, 1987; Serow,1990）,the service- learning program is useful to young students’ personal growth. This purpose of this thesis is to understand the effect of secondary school students’ public services in Taiwan based on the Service Learning Program of Taipei Senior High Schools and Vocational Schools. This research is aim to acquire a full understanding in four areas─the process of high school students’ involvement in the service- learning program, the factors affecting high school students’ participation in the program, the learning effects for high school students in the service learning program, and the factors of students’ personality or the involving process affecting students’ learning effects. In this research, students’ learning effects includes personal growth, interpersonal relationship, community awareness, and re-participation. The result of this research shows students’ learning effects are affected by gender, school (private/public, senior high/vocational high school), family (parents’ education background, parents’ support, family income), previous service experience, and program coordinator’s guidance. The learning effect has the highest score in personal growth and lowest in community awareness. In future research, students’ learning experience affected by schoolteachers, community, and social service agencies in the learning service program can be discussed more.