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題名 臺北市高級中學服務學習實施現況與成效之研究
The Research of the Current Status and Outcomes of Service Learning in High Schools作者 蕭穗珍
Hsiao, Sui Chen貢獻者 張奕華
Chang, I Hua
蕭穗珍
Hsiao, Sui Chen關鍵詞 服務學習
服務學習方案
服務學習成效
service learning
service learning program
service learning outcomes日期 2009 上傳時間 4-Sep-2013 16:06:55 (UTC+8) 摘要 服務學習是一個將整個社會資源轉變為學生學習場域的教學方法,它豐富學生學習的對象、及學習內涵的深度與廣度,也使得學生學習成效從單純的理論知識提升到全人生命的發展。近年來,眾多學者及專家努力地傳揚服務學習理念,以及無數教師多年默默地堅持為學生的學習與成長,甘之如飴的付出心力。因此,當看到教育部能夠重視服務學習、了解其對學生、學校、及社會可能產生的重大影響力、開始推展服務學習理念時,相信這群大力鼓吹、或默默推行的先鋒者一定感到非常欣慰與振奮。然而,更大的責任是將此理念推動到全國高中的教師、學生及家長,並期望能提供具體與實際的作法說明。本研究之主要目的,係為了解臺北市各高中推動服務學習的現況與成效、教師專業知能與自我效能,以及不同之背景變項(人口及學校變項)對於推動服務學習之困境影響因素與因應。本研究為達上述之研究目的,採取文獻分析法與問卷調查法進行實證研究。本研究在問卷調查之外,另行輔以訪談、焦點座談、文件分析等方式,以補充量化問卷所無法得取之資料。基於此目的,本研究在實施問卷調查研究後,為使研究更深化,透過半結構式訪談方法、以焦點座談的模式,邀請臺北市推動服務學習卓有成效的績優學校做深度對話,且輔以纸筆方式提供各校的推動經驗、規劃理念、執行過程的困境與收穫等。老師、學生及家長均不吝分享,使本研究更具體展現服務學習方案的實施成果。本研究之主要發現如下:一、臺北市高中推動服務學習的現況與實施成效尚可。二、臺北市高中教師或行政人員對服務學習有正確的認知。三、教師知覺臺北市高中服務學習之服務知能、自我效能、及困境因應的成效不同。四、不同性別教師是影響教師推動服務學習的重要因素。五、不同學校背景並非影響教師推動服務學習的重要因素。六、經費、時間及資源不足是推動服務學習的困境七、服務學習績優學校的共同意象:(一)新思維、新願景、新行動。(二)品味生活、品質生命、創意生涯。(三)有活力、具魅力、展光華。依據文獻探討與統計分析結果,提出本研究之建議如下:‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t y2一、對中央主管機關的建議(一)落實執行服務學習的良善政策。(二)與高中綜合活動課程作適度的結合。二、對教育行政主管機關的建議(一)提供經費挹助及資源支援。(二)建置服務學習資訊網絡與對話平台。(三)提供專業進修機會,培訓服務學習種子教師。(四)結合志願服務法,建立服務學習獎勵政策。(五)規劃完善的服務學習相關課程。三、對學校單位的建議(一)增進社區資源增加與社區(機構)的互動。(二)加強服務學習之推展且需長時間規劃。(三)深化教師專業能力、培養教師自我效能及學習統整的教學法。(四)重視學生的生活主體,結合綜合活動課程實施服務學習教學。(五)激發學生服務學習動機。(六)爭取家長的認同及參與,強化支持體系。四、對後續研究的建議(一)研究方法方面:質量並重。(二)研究範圍方面:擴大研究區域。(三)研究對象方面:擴及家長、學生、社區等之服務者、被服務者及參與者。(四)研究領域方面:延長研究時間、增加研究項目、發展研究工具。(五)研究變項方面:進行質化研究、整合研究變項、向度或層面上加強。
Service learning is a teaching program that provides students a rich platform of learning that is basednot only on the campus but on the entire social resources. Students who participate in this programmeet more people as their learning models. They also expand the depth and scope in the knowledgeand skills learned. Moreover, students’ learning results indicate that they are more able to lift a simpletheory and knowledge into a holistic life development aspect. In recent years, scholars and expertshave been putting lots of effort on promoting the service learning concept, not mentioning about thestriving of supportive teachers who are always looking upon students’ best interest. Seeing that thegovernment now understands the significant impact of this program to students, schools and even tothe entire society and starts to promote this program is no doubt a most encouraging event to itspioneer supporters. However, the task doesn’t just end here. It carries out a bigger responsibility tointroduce this program to all the teachers, students and parents in high schools nationwide, andprovide them with specific and practical instructions.The objective of this research is to find out the problems and difficulties that eventually affect thepromotion of service learning. By obtaining the information of current situations and results fromhigh schools in Taipei City that are now enrolling in this program, this research aims to conclude asolution to those problems. Factors observed in this research also include teacher professionalknowledge, self efficiency, and background variables (both population and school).In order to accomplish the abovementioned objective, this research, basing on an empirical study,employs documentary analysis technique and questionnaire survey technique. In addition toquestionnaire investigation, the research also adopts techniques like interviews, seminars anddocument analysis to make up the insufficiency of the quantitative questionnaire. Moreover, in orderto deepen the research, well‐performed schools of this program in Taipei city were invited to theinterviews and seminars to go through a semi‐structured interview for deeper communication andunderstanding. Schools were encouraged to share their promotion experiences, concept of planning,problems and gains while implementing this program.The main finding of this research is as below:I. The service learning outcome and current situation of high schools in Taipei are acceptable.II. High school teachers and administrative staffs’ recognition to service learning is fairly good inTaipei.III. Teachers aware that the results of service learning respectively in fields of service knowledge,self efficiency and problem solving are different in high schools in Taipei.IV. Teacher’s gender is an important factor that affects the promotion of service learning.V. Differences school background doesn’t serve as an important factor that affect teachers’promoting service learning.VI. The problem of insufficient self‐efficiency in promoting service learning is generally observedamong high school teachers in Taipei.‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t yVII. Common visions about service learning in well performed schools:a. New thinking, new vision, new actionb. Experience life, make life well‐qualified and innovated.c. Energetic, attractive and bright.After documentary discussion and statistic analysis to this research, the suggestions are as below:I. Suggestions to the central government authority:a. Improve the policy in promoting and implementing service learning.b. Make appropriate links in between servicing learning to high school integrated activitylearning.II. Suggestions to the government education authority:a. Provide budget and resources supportb. Build a website and a communication platform for service learning.c. Offer in‐service training, and train seed teachers of service learning.d. Cooperate with the law of volunteer service, and establish a reward policy on servicelearning.e. Make good plans for service learning relating courses.III. Suggestions to schools:a. Enhance community resources, and increase the interaction with those communityinstitutions.b. Enhance the promotion of service learning on a long‐time plan base.c. Strengthen teachers’ professional ability. Train teachers for the methodology ofself‐efficiency and integration of learning.d. Take account of students’ daily life in order to combine service learning with integratedactivity courses.e. Motivate students for service learning.f. Obtain parents’ support and enhance the supporting organizations.IV. Suggestions to further studies:a. Research method: equal emphasis both on quality and quantity.b. Research scope: expand research scope.c. Research subject: expand to include parents, students, service providers, service receiversand all participants in the community.d. Research fields: expand research time, increase research items and develop research tools.e. 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In Delve, C.I., Mintz, S.D. & Stewart, G.M.(1990)(Eds.).Community service as values education. San Francisco:Jossey-Bass Inc.Terry, A. W. (2000). A case study of Community Action service learning onyoung, gifted adolescents and their community. Doctoral dissertation,University of Georgia.Waldstein, F. A., & Reiher, T. C. (2001). Service-learning and students`personal and civic development. Journal of Experiential Education, 24(1),7-14.Waterman, A. S. (1997). Service-learning: Applications from the research.Mahwah, NJ: Lawrence Erlbaum.Williams, F. M. (1997). Re-engineering a movement: reclaiming youth at risk.An assessment of selected outcomes of community service learningexperiences in an urban high school. Unpublished doctoral dissertation,University of Illionis at Urbana-Champaign. 描述 碩士
國立政治大學
學校行政碩士在職專班
94911014
98資料來源 http://thesis.lib.nccu.edu.tw/record/#G0949110141 資料類型 thesis dc.contributor.advisor 張奕華 zh_TW dc.contributor.advisor Chang, I Hua en_US dc.contributor.author (Authors) 蕭穗珍 zh_TW dc.contributor.author (Authors) Hsiao, Sui Chen en_US dc.creator (作者) 蕭穗珍 zh_TW dc.creator (作者) Hsiao, Sui Chen en_US dc.date (日期) 2009 en_US dc.date.accessioned 4-Sep-2013 16:06:55 (UTC+8) - dc.date.available 4-Sep-2013 16:06:55 (UTC+8) - dc.date.issued (上傳時間) 4-Sep-2013 16:06:55 (UTC+8) - dc.identifier (Other Identifiers) G0949110141 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60126 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 學校行政碩士在職專班 zh_TW dc.description (描述) 94911014 zh_TW dc.description (描述) 98 zh_TW dc.description.abstract (摘要) 服務學習是一個將整個社會資源轉變為學生學習場域的教學方法,它豐富學生學習的對象、及學習內涵的深度與廣度,也使得學生學習成效從單純的理論知識提升到全人生命的發展。近年來,眾多學者及專家努力地傳揚服務學習理念,以及無數教師多年默默地堅持為學生的學習與成長,甘之如飴的付出心力。因此,當看到教育部能夠重視服務學習、了解其對學生、學校、及社會可能產生的重大影響力、開始推展服務學習理念時,相信這群大力鼓吹、或默默推行的先鋒者一定感到非常欣慰與振奮。然而,更大的責任是將此理念推動到全國高中的教師、學生及家長,並期望能提供具體與實際的作法說明。本研究之主要目的,係為了解臺北市各高中推動服務學習的現況與成效、教師專業知能與自我效能,以及不同之背景變項(人口及學校變項)對於推動服務學習之困境影響因素與因應。本研究為達上述之研究目的,採取文獻分析法與問卷調查法進行實證研究。本研究在問卷調查之外,另行輔以訪談、焦點座談、文件分析等方式,以補充量化問卷所無法得取之資料。基於此目的,本研究在實施問卷調查研究後,為使研究更深化,透過半結構式訪談方法、以焦點座談的模式,邀請臺北市推動服務學習卓有成效的績優學校做深度對話,且輔以纸筆方式提供各校的推動經驗、規劃理念、執行過程的困境與收穫等。老師、學生及家長均不吝分享,使本研究更具體展現服務學習方案的實施成果。本研究之主要發現如下:一、臺北市高中推動服務學習的現況與實施成效尚可。二、臺北市高中教師或行政人員對服務學習有正確的認知。三、教師知覺臺北市高中服務學習之服務知能、自我效能、及困境因應的成效不同。四、不同性別教師是影響教師推動服務學習的重要因素。五、不同學校背景並非影響教師推動服務學習的重要因素。六、經費、時間及資源不足是推動服務學習的困境七、服務學習績優學校的共同意象:(一)新思維、新願景、新行動。(二)品味生活、品質生命、創意生涯。(三)有活力、具魅力、展光華。依據文獻探討與統計分析結果,提出本研究之建議如下:‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t y2一、對中央主管機關的建議(一)落實執行服務學習的良善政策。(二)與高中綜合活動課程作適度的結合。二、對教育行政主管機關的建議(一)提供經費挹助及資源支援。(二)建置服務學習資訊網絡與對話平台。(三)提供專業進修機會,培訓服務學習種子教師。(四)結合志願服務法,建立服務學習獎勵政策。(五)規劃完善的服務學習相關課程。三、對學校單位的建議(一)增進社區資源增加與社區(機構)的互動。(二)加強服務學習之推展且需長時間規劃。(三)深化教師專業能力、培養教師自我效能及學習統整的教學法。(四)重視學生的生活主體,結合綜合活動課程實施服務學習教學。(五)激發學生服務學習動機。(六)爭取家長的認同及參與,強化支持體系。四、對後續研究的建議(一)研究方法方面:質量並重。(二)研究範圍方面:擴大研究區域。(三)研究對象方面:擴及家長、學生、社區等之服務者、被服務者及參與者。(四)研究領域方面:延長研究時間、增加研究項目、發展研究工具。(五)研究變項方面:進行質化研究、整合研究變項、向度或層面上加強。 zh_TW dc.description.abstract (摘要) Service learning is a teaching program that provides students a rich platform of learning that is basednot only on the campus but on the entire social resources. Students who participate in this programmeet more people as their learning models. They also expand the depth and scope in the knowledgeand skills learned. Moreover, students’ learning results indicate that they are more able to lift a simpletheory and knowledge into a holistic life development aspect. In recent years, scholars and expertshave been putting lots of effort on promoting the service learning concept, not mentioning about thestriving of supportive teachers who are always looking upon students’ best interest. Seeing that thegovernment now understands the significant impact of this program to students, schools and even tothe entire society and starts to promote this program is no doubt a most encouraging event to itspioneer supporters. However, the task doesn’t just end here. It carries out a bigger responsibility tointroduce this program to all the teachers, students and parents in high schools nationwide, andprovide them with specific and practical instructions.The objective of this research is to find out the problems and difficulties that eventually affect thepromotion of service learning. By obtaining the information of current situations and results fromhigh schools in Taipei City that are now enrolling in this program, this research aims to conclude asolution to those problems. Factors observed in this research also include teacher professionalknowledge, self efficiency, and background variables (both population and school).In order to accomplish the abovementioned objective, this research, basing on an empirical study,employs documentary analysis technique and questionnaire survey technique. In addition toquestionnaire investigation, the research also adopts techniques like interviews, seminars anddocument analysis to make up the insufficiency of the quantitative questionnaire. Moreover, in orderto deepen the research, well‐performed schools of this program in Taipei city were invited to theinterviews and seminars to go through a semi‐structured interview for deeper communication andunderstanding. Schools were encouraged to share their promotion experiences, concept of planning,problems and gains while implementing this program.The main finding of this research is as below:I. The service learning outcome and current situation of high schools in Taipei are acceptable.II. High school teachers and administrative staffs’ recognition to service learning is fairly good inTaipei.III. Teachers aware that the results of service learning respectively in fields of service knowledge,self efficiency and problem solving are different in high schools in Taipei.IV. Teacher’s gender is an important factor that affects the promotion of service learning.V. Differences school background doesn’t serve as an important factor that affect teachers’promoting service learning.VI. The problem of insufficient self‐efficiency in promoting service learning is generally observedamong high school teachers in Taipei.‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t yVII. Common visions about service learning in well performed schools:a. New thinking, new vision, new actionb. Experience life, make life well‐qualified and innovated.c. Energetic, attractive and bright.After documentary discussion and statistic analysis to this research, the suggestions are as below:I. Suggestions to the central government authority:a. Improve the policy in promoting and implementing service learning.b. Make appropriate links in between servicing learning to high school integrated activitylearning.II. Suggestions to the government education authority:a. Provide budget and resources supportb. Build a website and a communication platform for service learning.c. Offer in‐service training, and train seed teachers of service learning.d. Cooperate with the law of volunteer service, and establish a reward policy on servicelearning.e. Make good plans for service learning relating courses.III. Suggestions to schools:a. Enhance community resources, and increase the interaction with those communityinstitutions.b. Enhance the promotion of service learning on a long‐time plan base.c. Strengthen teachers’ professional ability. Train teachers for the methodology ofself‐efficiency and integration of learning.d. Take account of students’ daily life in order to combine service learning with integratedactivity courses.e. Motivate students for service learning.f. Obtain parents’ support and enhance the supporting organizations.IV. Suggestions to further studies:a. Research method: equal emphasis both on quality and quantity.b. Research scope: expand research scope.c. Research subject: expand to include parents, students, service providers, service receiversand all participants in the community.d. Research fields: expand research time, increase research items and develop research tools.e. Research variables: conduct qualitative research; enhance and integrate variable researchboth vertically and horizontally.Key words: service learning, service learning program, service learning outcomes en_US dc.description.tableofcontents 第一章 緒論 …………………………………………………………… 1第一節 研究背景與動機 ………………………………………. 1第二節研究目的與待答問題 ………………………………….. 5第三節名詞釋義 ……………………………………………… 7第四節研究方法與步驟 ………………………………………. 8第五節研究範圍與限制 ………………………………………. 9第二章 文獻探討 ……………………………………………………… 11第一節 服務學習之起源與定義 ……………………………… 11第二節服務學習之基本理念 ………………………………... 21第三節服務學習的理論基礎 ………………………………... 29第四節學生服務學習的項目實施內涵 ……………………… 41第五節服務學習的相關研究 ………………………...……… 66第三章 研究設計與實施 ……………………………………………… 83第一節 研究架構 ………………………………………..……. 83第二節研究對象 ………………………………………..……. 84第三節研究工具 ………………………………………..……. 88第四節實施程序 ………………………………………..……. 96第五節資料處理與分析 ………………………………………. 97第四章 結果分析與討論 ……………………………………………… 99第一節 臺北市高級中學服務學習現況與分析 ……………… 99第二節不同人口變項在知覺高級中學服務學習現況與成效的差異分析……………… 106第三節不同學校變項在知覺高級中學服務學習現況與成效的差異分析……………… 120第四節臺北市服務學習績優學校之個案分析 ……………… 126‧第五章 結論與建議 ……………………………………………………… 157第一節 結論 ………………………………………………….. 157第二節建議 …………………………………………………... 161參考文獻 ………………………………………………………………… 167壹、中文部份 ………………………………………………… 167貳、外文部份………………………………………………… 170附錄 ……………………………………………………………………… 175附錄一 臺北市高中服務學習現況與成效問卷調查(問卷初稿) 175附錄二臺北市高中服務學習現況與成效問卷調查(正式問卷) 181 zh_TW dc.format.extent 1075587 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0949110141 en_US dc.subject (關鍵詞) 服務學習 zh_TW dc.subject (關鍵詞) 服務學習方案 zh_TW dc.subject (關鍵詞) 服務學習成效 zh_TW dc.subject (關鍵詞) service learning en_US dc.subject (關鍵詞) service learning program en_US dc.subject (關鍵詞) service learning outcomes en_US dc.title (題名) 臺北市高級中學服務學習實施現況與成效之研究 zh_TW dc.title (題名) The Research of the Current Status and Outcomes of Service Learning in High Schools en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 壹、中文部分王介廷、田壬志、趙志揚(2002)。如何將「服務-學習」的精神落實於我國高級中等教育。技術及職業教育,72,47-52。王雅菁(2002)。高中公民科服務學習效果之研究。國立臺灣師範大學公民教育與活動領導學系在職進修碩士班論文,未出版,臺北市。王錦雀(1998)。從檢視國中「公民與道德」教科書內容談民主內涵之建構。公民訓育學報,7,295-318。何軒盛(2003)。建構高中「服務-學習」課程之行動研究。輔仁大學教育領導與發展研究所碩士論文,未出版,臺北縣。吳明隆、涂金堂(2009)。SPSS 與統計應用分析。臺北市:五南。吳芝儀(2003)。服務學習融入中小學課程之研究。青輔會92 年度委託專題研究成果報告。吳香質(2004)。服務學習對低自我概念學生復原力建構之影響。國立彰化師範大學輔導與諮商學系碩士論文,未出版,彰化縣。李燕美(2004)。服務學習方案在大學服務性社團中實施及其學習成效之研究。國立臺灣師範大學公民教育與活動領導學系在職進修碩士班論文,未出版,臺北市。沈六(1999)。美國的「服務-學習」。訓育研究,38,91-103。房思平(1999)。什麼是「服務-學習」。美國教育新知選輯,3,16-17林生傳(2005)。教育社會學(四版)。臺北市:巨流。林明地(1990)。美國教育改革運動中的「參與」策略及其對我國教育改革的啟示。載於中華民國比較教育學會主編,新世紀的教育挑戰與各國因應策略。臺北市:揚智。林至善、林勝義(2002)。中等學校服務學習實用手冊。臺北市:行政院青年輔導委員會。林勝義(2003)。服務學習指導手冊。臺北市:行政院青年輔導委員會。林萬怡(2004)。臺北縣正德國中服務學習課程之探討。淡江大學教育政策與領導研究所碩士論文,未出版,臺北縣。‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t y168邱華慧、李宜賢(2000)。社會「服務-學習」與青少年道德發展及社會發展之相關研究。弘光技術學院學報,36,131-146。胡憶蓓(2003)。服務學習型態課程在師資培育機構應用之研究-以靜宜大學教育學程「課程設計」課程為例。第二屆「服務-學習」學術研討會與實務工作坊。臺北縣:輔仁大學。高熏芳、李麗君(2004)。專業服務學習在師資培育職前教育實施之研究(II):專業服務學習對於職前教師學習成果之影響。行政院國家科學委員會專題研究成果報告(報告編號:NSC 91-2413-H032-001)。高慶賢(2002)。青少年參與服務學習現況與學習成效評估-以北市高中、職為例。慈濟大學社會工作研究所碩士論文,未出版,花蓮縣。高薰芳、吳秀媛(2003)。國小推動「服務學習」之教學設計。教育研究月刊,111,131-142。張民杰(2006)。服務學習在師資培育應用之研究。臺北市:高等教育。張秀雄(1996)。各國公民教育。臺北市:師大書苑。張秀雄(1999)。建構適合臺灣社會的公民資格觀。通識教育季刊,12,40-49。張秀雄(2002)。九年一貫課程「社會學習領域」中的公民道德教育。公民訓育學報,11,39-52。張秀雄(2005)。民主與民主公民教育。公民訓育學報,16,113-138。許書維(2004)。國小童軍團水環境服務學習統整教學活動之研究。國立東華大學環境政策研究所碩士論文,未出版,花蓮縣。許蜜芳(2005)。慈濟社區志工參與國民小學品德教育課程服務學習經驗之研究-以臺中縣陽光國小大愛媽媽團體為例。國立暨南國際大學成人與繼續教育研究所碩士論文,未出版,南投縣。郭芳妙(1996)。美國中小學「服務-學習」之研究。國立臺灣師範大學教育學系碩士論文,未出版,臺北市。陳文俊、郭貞(1999)。臺灣地區中學生的政治態度與價值。理論與政策,51,113-136。陳光輝(1983)。公民教育的意義、內涵、目標與沿革-明日的公民教育。臺北市:幼獅。‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t y169陳秀英(2005)。天母國中綜合活動學習領域實施服務學習主題課程之行動研究。國立臺灣師範大學教育心理與輔導學系在職進修碩士班論文,未出版,臺北市。陳幸梅(2004)。成人參與服務學習動機及學習成效之研究-以印度垂死之家臺灣志工為例。國立K 校大學成人及繼續教育所碩士論文,未出版,嘉義縣。陳麗華、彭增龍、張益仁(2004)。課程發展與設計:社會行動取向。臺北市:五南。馮莉雅(2001)。「服務-學習」融入九年一貫課程之課程設計。訓育研究,40,49-55。黃玉(2000)。服務學習─公民教育的新教學法之一。載於臺灣師大公民訓育學系主編,二十一世紀公民與道德教育學術研討會論文集。臺北市:國立臺灣師範大學公民訓育學系。黃玉﹙2001﹚。服務學習-公民教育的具體實踐。人文及社會學科教學通訊,12(3),20-42。黃俊偉(1999)。國中中輟復學生科學學習之個案研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄市。黃姿滿(2004)。應用服務學習方案協助國中學生自我與社會發展之行動研究。國立中正大學犯罪防治所碩士論文,未出版,嘉義縣。黃景裕(1994)。臺北市高中職學生現代公民性及家庭因素之研究。國立臺灣師範大學公民訓育研究所碩士論文,未出版,臺北市。楊昌裕(2002)。以「服務-學習」的理念推展志願服務。學生事務,41,43-54。楊翠凌(2005)。資優生在服務活動中展現的學習。國立臺灣師範大學特殊教育學系碩士論文,未出版,臺北市。溫健蠶(1997)。大學生的「服務-學習」及學生發展之研究。國立臺灣師範大學公民訓育學系碩士論文,未出版,臺北市。葉祥洵(2006)。服務學習融入大學勞作教育課程及其實施成效之研究-以明新科技大學為例。國立臺灣師範大學公民教育與活動領導學系在職進修碩士班論文,未出版,臺北市。‧國立政治大學‧Na t i o na l Ch en gc h i U n i v e r s i t y170廖倚萱(2004)。環境「服務-學習」方案發展與學生學習成效之研究-以關渡青少年保育解說團為例。國立臺灣師範大學環境教育研究所碩士論文,未出版,臺北市。劉阿榮(2000)。公民教育與公民社會-以臺灣的威權轉型為指涉。載於臺灣師大公民訓育學系主編,二十一世紀公民與道德教育學術研討會論文集。臺北市:國立臺灣師範大學公民訓育學系。劉阿榮(2006)。多元文化與民主公民資質。輯於張秀雄、鄧毓浩主編,多元文化與民主公民教育。臺北市:公民與道德教育學會。劉美慧(2000)。學校公民課程的實施與公民資質觀點分析。臺灣教育,595,25-35。蕭揚基(2004)。形塑現代公民-高中學生公民意識發展與培育之研究。臺北縣:韋伯。簡成熙(2001)。亞洲儒家文化圈(地區)義務教育課程與新世紀公民資質建構之比較研究Ⅰ:臺灣義務教育課程與新世紀公民教育資質建構之研究。行政院國家科學委員會專題研究成果報告(報告編號NSC90-2413-H153-017-FE )。嚴秋蓮(2004)。中等學校實施服務學習成效之研究-以兩所中學為例。輔仁大學教育領導與發展研究所碩士論文,未出版,臺北市。蘇峰山(1996)。公民身分與公民教育的理論探討。國立編譯館通訊,9,19。蘇雅君(2003)。「服務-學習」在國中童軍社團推動與學生學習效果之研究。 國立臺灣師範大學公民教育與活動領導學系在職進修碩士班論文,未發表,臺北市。貳、外文部分Billig, S. 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