| Summary: | 碩士 === 國立暨南國際大學 === 社會政策與社會工作學系 === 95 === There are four models of service learning program in Taiwan: campus-service, community-service, department-driven , and profession-based service. The study aims to explore the performance of service learning program for the undergraduates of there four models. The study employed qualitative and quantitative approaches, and adopted focus groups and questionnaire survey for data collection.
The result indicates that universities of campus-service model have difficulties in preserving previous traditions, connecting with community resources and lack of manpower when they try to transform the curriculums. In comparison with the other three models, the participation levels of teachers are much less than teaching assistance. On the other hand, students of the profession-based model and community-service model show that teacher's enthusiasm will lead them studying will, the teaching contents are corresponded with the curriculum goals and mission. Students also can feel the teacher's passion and earnestness. Moreover, they do not only value the service-learning but also realize the curriculum goal set by teacher. As mentioned above, there are about 50% to 70% students who have positive feedback for the service learning. Furthermore, to encourage teachers committing the service-learning teaching, the better way are providing the substantive rewards, activating participation, finding the proper personalities, as well as reducing the teaching load.
Regarding on performance of service learning, the rank of learning performance from high to low is profession-based service model, community-service model, department-driven model and campus-service model. Students of the all four models have higher recognition in service experiences and personal growth. Students benefit from all on closing to the society, experiencing of life, forming the better living habits and life style, increasing their interpersonal relationship, and being familiar with campus.
In sum, the findings help us to understand the performances and difficulties of university service-learning in Taiwan, and simultaneously, highlight the significant effects of curriculum planning and the crucial influences of teacher’s involvement in the service-learning. Based on these findings, several suggestions for promotion of service-learning and future research are proposed.
|
|---|
