探討園藝系學生參與校內服務學習對其專業認同之影響

Exploring the Influence of the Oncampus Service-Learning on the Professional Identification of Students in the Department of Horticultural Science

黃竣暉(Jyun-Huei Huang)；李亭頤(Ting-I Lee)

造園教育 ； 學習成效 ； 花壇 ； 實習課程 ； landscape education ； learning effect ； flower bed ； practical class

造園景觀學報

21卷3期（2016 / 10 / 01）

69 - 90

繁體中文

大學是形塑專業認同的關鍵時刻。在邁向專業者的旅途中，學生透過對專業知識、行為、價值、角色的瞭解形成專業認同感，產生投身該行業的承諾。且專業認同能在實際應用時獲得強化。以國立嘉義大學園藝系師生負責的校慶花壇布置為例，提供了一種強化專業認同的服務學習。本研究旨在探討學生協助校方布置花壇美化校園，對其專業認同上的影響。校慶布置花壇的傳統已行之有年，每年動員全系師生完成從花壇設計、植栽採購、施工種植、維護管理之程序。採參與式行動研究，在真實情境中取得深度資料。結果發現高年級和低年級學生表達出的專業認同面向和深度不一致，主要和參與程度有關。建議未來研究可量化測量學生專業認同程度與參與程度之間的關係。

College is a crucial phase for students to develop their professional identification. In their journey towards a professional, students develop sense of professional identification through understanding the knowledge, behavior, values and roles about a profession. Their commitments to the career can be formed and their professional identification can be reinforced by applying what they have learnt. For example, the parterre installation for annual celebration of National Chiayi University is a type of service-learning, which can strengthen students' professional identification. Thus, this paper explores how the parterre installation by the Department of Horticulture can affect the professional identification of students who participated in the work. The installation has a tradition of which students and faculties of the department complete the work within a few months: from parterre design, procurement, planting to maintenance. To gain abundant and in-depth data in the real world, this study employs participatory action research. It finds that due to the level of students' participation, their expressed professional identification has difference in aspects and depth between the senior students and junior students.

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