Practicing diversified services to enhance students’ pro...
The study targets included 25 professional classes' curriculum design and teacher’s reflective journal for the “service-learning”. The qualitative analysis is used as a main method. The student’s motivation for participation plays a key role in the service-learning curriculum. The challenges faced by the teachers involve how to induce students to actively learn, reduce the uncertainty and improve the self-identity and value. Service learning is a combination of “service” and “learning”. In addition to the spirit of volunteerism, it also attaches importance to the skills of solving problems, rethinking and cooperating with others. The concept of experiential learning stems from John Dewey’s concept of “learning by doing”. Let the “service” be able to be “learned”. Moreover, teachers can use the multi-curricular model to guide the reflection.
Keywords: Service-Learning, reflection, APRCSL, Taiwan, Fu Jen Catholic University, Kolb, professional course, motivation.
By: CHWO Miao Ju, KUNG I Min, CHIU Hui Ming.
Source:7th Asia-Pacific Regional Conference on Service-Learning, Singapore, June 2019