青少年師徒制豐富學生學習及表現之新思維

New Thinking for Youth Mentoring Enriching Student Learning and Performance

10.6249/SE.2011.62.3.07

陳嘉彌(Jia-Mi Chen)

青少年學習 ； 師徒制 ； 學徒制 ； 課外活動方案 ； youth learning ； youth mentoring ； youth apprenticeship ； extra-curriculum activity

中等教育

62卷3期（2011 / 09 / 01）

132 - 144

繁體中文

「青少年師徒制」(Youth Mentoring or Youth Apprenticeship)，係由「師徒相傳」的概念衍生而來。它是利用一個父母（或監護人）之外的成人師傅來「陪伴」青少年學習一段時間，幫助青少年適應不同的轉換時期，並順利地進入到成人的前期階段。晚近，學校教育或社會公益團體已發覺利用青少年師徒制策略既可以幫助一般學生的正常學習，而且也是輔導弱勢青少年學習的有效方法之一。目前國內在許多實施與青少年輔導或學習的相關措施上，有類似青少年師徒制的精神或影子，但實際上，對有關「青少年師徒制」的概念及實務應用，並不十分清楚，以致它能發揮的更大效能受到限制。本文旨在提供研究者及質踐者一個有關背少年師徒制的清晰圖像，內容包括：(1)何謂青少年師徒制；(2)「青少年師徒制」是重要的輔助學習策略；(3)多樣化的方案設計；(4)當前國內實施仍待突破的瓶頸；及(5)結論，將對研究與發展青少年學習輔導的工作有所貢獻。

The concept of Youth Mentoring (or Youth Apprenticeship) comes from ”passing on from generation to generation.” The idea is to have an adult, other than parents or their legal guardians, to accompany teenagers through the transition period from adolescence into early adulthood. Recently, schools and nonprofit organizations have recognized such a strategy not only helped students' learning, but also assisted disadvantaged youth's learning effectively.However, while many programs have some mentoring elements incorporated, the institutions lack a thorough understanding of concepts of Youth Mentoring and its applications, thus the effectiveness of mentoring programs was limited. The purpose of this paper is to provide researchers and executors with a clear framework of Youth Mentoring, of which contents: (1) Understanding Youth Mentoring; (2) Youth Mentoring as an essential learning aid; (3) A multi-facet project design examples; (4) The challenges in Youth Mentoring; (5) Conclusion.

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