大學生社團服務學習經驗與關懷道德發展歷程關係研究

Research on the relationship between the Experience of Service-Learning of Club Activities and the Process of Care-oriented Moral Development in College Students

10.6231/CME.2005(17)01

徐明(Ming Hsu)

學生事務 ； 關懷教育 ； 服務學習 ； 社團活動 ； 道德發展 ； student affairs ； care education ； service learning ； student club activities ； moral development

公民訓育學報

17期（2005 / 09 / 01）

1 - 22

繁體中文

美國的「服務學習」教學模式運用在增進大學生道德發展方面獲得豐富實證研究結果的支持，大學服務性社團具有「自願性」、「長期體驗」、及以「公益」為共同目標之特性，故為實踐「服務學習」的最佳途徑。高等教育承擔培養未來準公民之使命，應將「關懷教育」納入學生事務工作核心，重視服務性社團的輔導，掌握「服務學習」與「道德發展」的關係與要素，為公民品德教育建立紮實的基礎。本研究採質性研究方法，針對台北地區4所大專院校8位參與服務性社團的大學生，分別進行服務經驗的深入訪談及相關資料的收集分析。研究結果歸納出學生服務學習經驗促進道德發展歷程的10個主題：個人特質、服務帶來的感動、連結的關係、實踐服務的效能感、挑戰與支持的平衡、反思經驗意義、互惠成果、包含自己與他人的責任、避免傷害原則及承諾繼續服務。本研究結果希望有助於高等教育學生事務人員、老師，及政府相關單位、民間機構等規劃設計各類學生活動、社團活動及相關訓練課程之參考。

Centering higher education student affairs on ”care education” is conducive to fostering future citizens with virtue of ”care and responsibility”. Given the current difficult situation and chaotic phenomenon in our society, we are badly in need of citizens who have the ability and quality to contribute to the pursuance of public interests, promotion of ethnic consolidation, and establishment of common value. Bearing responsibility for the above missions, college student affairs need new ideas and new approaches. The ”service-learning” education model currently prevailing in the US has its basis of theory and empirical study in the promotion of student moral development. The voluntary student club activities, that share a common goal of pursuing ”public interests”, are the best way to implement ”service-learning”. With the guidance of student affairs staff, student clubs are likely to master the relation between and essence of the ”service-learning” and ”moral development” so as to lay a solid foundation for civic morality education. Using qualitative research method, this study individually interviewed 10 college students in Taipei area, who have participated in service clubs and service-learning courses, to collect information. The findings of this study can be concluded into 11 subjects concerning the process of student moral development: quality, affection, relationship, practice, challenge, support, introspection, mutual beneficiality, responsibility, harm avoidance, and commitment. Hopefully, the findings of this study can serve as a reference and be helpful to higher education student affairs staff, teachers, and related government units and civil institutions in their planning and designing of various college students activities, student club activities, and other related student club training courses.

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