簡易檢索 / 詳目顯示

研究生: 袁明城
YUAN MING CHENG
論文名稱: e世代青年帶領服務學習之敘說研究------以中原大學四位大學生為例
A Narrative Study on the Service Learning Leadership of e-generation Youth – A case of Four University Students in Chung Yuan Christian University
指導教授: 何英奇
學位類別: 碩士
Master
系所名稱: 公民教育與活動領導學系
Department of Civic Education and Leadership
論文出版年: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 220
中文關鍵詞: e世代服務學習敘說故事
英文關鍵詞: e-generation, service learning, narrative inquir
論文種類: 學術論文
相關次數: 點閱:141下載:30
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究主題在探究一群e世代青年學子如何經由課程實作機會,接觸社會服務,在服務中應用所學,投入社區服務與關懷,進而激發出後續自主服務學習方案。本研究針對下列五個問題進行研究:一、e世代青年參與服務學習的動機與價值改變為何?二、e世代青年如何籌組團隊及運作?三、e世代青年在服務學習過程中領導風格為何?四、e世代青年在團隊運作過程中,如何面對事件的衝突與因應?五、e世代青年參與服務學習對他們就業有哪些幫助?
    研究採質性敘說故事的方法,以立意取樣四位參與者,進行深度訪談,由杜威關於經驗理論中所衍生出來的觀點,以三度敘說探究空間,包括時間向度、人和社會向度及空間向度進行分析,對四位參與者進行內外探索,探索他們的內在情感認知與外在社會環境觀感;透過時間向度,探索他們在領導團體持續追求價值認同歷程中,認知朝向高層次的發展。
    研究後所得出的結論:這群青年在服務個案中歷經艱困與挑戰,逐步萃練出堅定的勇氣與抱負,憑藉著熱忱與理想,由鄰近社區的中小學數位教學服務、社區產業行銷數位服務,更走入泰緬邊境難民營協助數位教學服務。青年們已離開校園進入社會,他們仍憑藉理想與信念,持續帶領自己為追求社會公平與正義,深耕公益服務,善盡地球公民責任。
    他們的服務學習經驗是一個良好的典範,透過服務學習的體驗,演變對社會自主的貢獻,此一經驗歷程是青年學子學習的標竿,更是我們服務學習工作者努力邁進的方向。

    This paper researches the progress of four e-generation youths started social services by way of the practices from courses. Learning by implementing community services and getting involved in community service with concerns, then they even developed further autonomous programs afterwards. This project research aims to the five subjects below: 1. What are the motivations and value e-generation youth participate in service learning? 2. How does e-generation youth organize and run a team? 3. How’s the leadership style e-generation youth participating in service learning? 4. What should e-generation youth do while facing clashes the in the progress of running a team? 5. What does the experience of service learning help the e-generation youth in obtaining employment?
    In this research, narrative qualitative research method was used to record the four participants’ depth interviews. According and extension to Dewey’s(1938b) point of view about experiential education, explore space with three commonplaces of narrative inquiry: analyze temporality, human and sociality, and place. Take human and sociality analysis to explore the four participants, for understanding their inner emotional cognition and outer perception of the social environment. Exploring the story of how they pursued of value recognition process while leading the team, gradually towards to a higher level of cognitive development via temporality analysis.
    This is the conclusion for this research: After encountered obstacles and trials, the youths gained more courage and ambition on devoting providing services. With their enthusiasm and ideals, they started at the beginning from providing digital teaching and digital community industry marketing services to the elementary and junior high schools in the neighborhoods. Furthermore, they visited refugee camps in Thai-Myanmar border for providing digital teaching services to the victims. Even graduated from college, they keep their ideals and faith on pursuing social equity and justice by continuously charity welfare. Fulfill duties to the world as global citizens.
    The experience of the four participants is a fine standard. From participating in service learning to contributing to the society autonomously, this is exactly the criterion experience for students to emulate. And it’s also the destination for service learning workers to carry on.

    表目錄 v 圖目錄 vii 第一章 緒論 1 第一節 研究背景 2 第二節 研究動機 8 第三節 研究目的與問題 10 第二章 文獻探討 13 第一節 服務學習概述 13 第二節 服務學習相關理論 20 第三節 社會改變模式領導力發展 26 第三章 研究設計與實施步驟 29 第一節 研究設計 29 第二節 研究工具 37 第三節 研究流程各項工作 39 第四節 研究參與者 44 第五節 文本及資料分析 46 第六節 研究信實度 48 第七節 前導研究後的省思 51 第四章 故事的開始 53 第一節 我進入故事中 53 第二節 來了一群的小獅子 55 第三節 我們一起去服務學習 59 第五章 小洲的資料分析 63 第一節 小洲的經驗故事 63 第二節 小洲帶領服務學習發展歷程及相關因素 90 第三節 小洲改變社會模式領導力 97 第六章 小宗的故事 101 第一節 小宗的經驗故事 101 第二節 小宗帶領服務學習發展歷程及相關因素 122 第三節 小宗改變社會模式領導力 129 第七章 微笑的故事分析 133 第一節 微笑的經驗故事 133 第二節 微笑帶領服務學習發展歷程及相關因素 146 第三節 微笑改變社會模式領導力 152 第八章 志緯的故事分析 155 第一節 志緯的經驗故事 155 第二節 志緯帶領服務學習發展歷程及相關因素 166 第三節 志緯改變社會模式領導力 172 第九章 四位參與者生命故事之綜合歸納與討論 175 第一節 四位參與者之參與動機及其認知改變 175 第二節 如何籌組團隊 177 第三節 參與者的領導風格 178 第四節 服務過程中的衝突因應 179 第五節 服務學習對他們就業的幫助 180 第十章 結論與建議 183 第一節 結論 183 第二節 研究建議 188 研究者反思 191 參考文獻 195 中文部份 195 西文部份 198 附錄 204 附錄一 訪談同意書 204 附錄二 前導性訪談大綱 205 附錄四 訪談大綱 211 附錄五 研究參與者資料調查表 213 附錄七 研究檢核函 216 附錄八 –MBTI人格類型分析 217

    中文部份
    王美娟(2007)。不同世代員工的人格特質及其對工作滿足、組織承諾與離職
    傾向之影響。國立中山大學人力資源管理研究所碩士在職專班碩士論文。高雄市:未出版。
    內政部(2001)。廣結志工拓展社會福利工作─祥和計畫。台北市:未出版
    朱杜君、林奇賢(2000)。e世代的師生關係,師友,400期。
    李島鳳 (2003)。依戀愛情關係的女人之敘說研究。國立台灣師範大學教育心理與輔導論士論文。台北市:未出版。
    林淑玟(2001)。e 世代的「無障礙」觀。特殊教育季刊,78 期。
    林美珠(2000)。敘事研究:從生命故事出發。輔導季刊,36(4),27-34。
    林佩璇(1999)。學校本位課程發展的個案研究:臺北縣鄉土教學活動的課程發展。國立臺灣師範大學教育研究所博士論文。台北市,未出版
    吳芝儀、李鳳儒譯(1995)。質的評鑑與研究。台北市:桂冠。
    吳芝儀、廖梅花譯〈2001〉質性研究入門—紮根理論研究方法。嘉義市:濤石文化。
    吳慎慎(2003)。教師專業認同與終身學習:生命史敘說研究。,國立臺灣師範大學社會教育研究所博士論文。台北市:未出版。
    胡幼慧(1996)。質性研究。台北市:巨流。
    徐增圓(2001)。新世代工作者之工作價值觀、期望報酬類型暨兩者相關因素
    與組織承諾之關係。國立政治大學心理學系碩士論文。台北市:未出版。
    畢恆達(1996b)。物情物語。台北市:張老師出版社。
    張春興(2013)。教育心理學教育心理學-三化取向的理論與實踐 重修二版。台北:東華出版社
    黃玉(2002)。從服務中學習-服務學習的理論與實施。發表於東吳大學主辦:學校與社區活動教育研討會。台北:東吳大學。
    黃玉(2002)。服務與學習的連結—台灣師大公訓系「服務學習」課程設計理念與經驗分享。發表於輔仁大學法管學院發展委員會主辦:大學院校推動服務—學習(Service-Learning)之回顧與探討研討會,新莊區:輔仁大學。
    黃光雄譯。(Bogdan, R. C., & Biklen, S. K. 原著)。(2001)。質性教育研究:理
    論與方法。嘉義市:濤石。
    黃河醒(2003)。探索E 世代的秘密花園。學生輔導,89 期,32- 41。
    黃瑞琴(2004)。質的教育研究方法。台北:心理。
    黃蘭雯(2001)。網路人際印象,於國立政治大學心理學系主編《e 世代心理學》。台北:桂冠圖書。
    陳雅玲、張毅君、賀先惠(2005)。思考,深思考。商業周刊,943 期,128-134。
    陳向明(2002)。教師如何做質的研究。台北市:洪葉。
    陳伯璋(2000),葉重新(2001)。質性研究方法的理論基礎。中正大學教育研究所主編。質的研究方法(25-49頁)。高雄市:麗文。
    溫貴琳(1999)。公共服務教育-建國中學經驗談。訓育研究,38(3)37-38頁。
    蘇文彬(1999)。服務教育與青年志願服務~以長榮管理學院為例。訓育研究。38(3),31-36頁。
    董小英(1994)。再登巴比倫塔:巴赫金與對話理論。北京:三聯。
    陶蕃瀛(2004)。行動研究:一種增強權能的助人工作方法。應用心理研究,
    23期,33-48。
    教育部訓育委員會(2003)。大專校院社團活動指導手冊。台北市,未出版。
    教育部(2007)。大專校院服務學習方案。台北市,未出版。
    教育部服務學習網(2014)。tps://servicelearning.yda.gov.tw。
    臧聲遠(2008)。年輕世代出頭天,六、七年級生,你為何不生氣。檢索自Career就業情報330期雜誌。台北市:天化文化。
    蔡敏玲、余曉雯中譯(2003)。敘說探究-質性研究中的經驗與故事。台北:心理。

    西文部份
    Alt, M. A., & Medrich, E. A. (1994). Student outcomes from participation in community service. Paper prepared for the U.S. Department of Education Office of Research. Berkeley, CA: MPR Associates.
    Astin, Helen S. and Alexander W. Astin. (1996). A Social Change Model of Leadership Development Guidebook Version III. The National Clearinghouse of Leadership Programs,
    Astin, A. W., & Sax, L. J. (1998). How undergraduates are affected by service
    participation. Journal of College Student Development, 39(3), 251-263.
    Baxter Magolda, M. B.(1992). Knowing and Reasoning in College: Gender-Related Patterns in Students' Intellectual Development. Hardcover, NY.
    Belenky, M.F., B.M. Clinchy, N.R. Goldberger and J.M. Tarule.(1986). Women's Ways of Knowing. Basic Books, NY.
    Becker, G. (1997). Disrupted lives: How people create meaning in a chaotic word.
    Berkeley, CA: University of California Press.
    Becker, B. (1999). Narratives of pain in later life and conventions of storytelling,
    Journal of Aging Studies, 13;73-87.
    Bruner, J. (1992). N arrative construction of reality. In H. Beilin & P. Pufall (Eds. ).
    Byatt, A.S. (2000). On histories and stories: Selected essays. London: Chatto &
    Windus.
    Clandinin, D. J., & Con nelly, F. M.(2000). Narrative inquiry:Experience and story Inqualitative research .
    Clandinin, D. J. & Connelly, F. M. (1991). Narrative and story in practice and research. In D. Shon (Ed.), The reflective turn: Case studies in educational practice (pp. 258-81). New York: Teachers College Press
    Connelly, F. M., & Clandinin, D. J. (Eds.) (1999). Shaping a professional identity: Stories of educational practice. NY: Teachers College Press.
    Cress, C.M., Collier, P.J., Reitenauer, V.L., & Associates. (2005). Learning through serving: A student guidebook for service-learning across the disciplines. Sterling, Virginia: Stylus Publishing.
    Dewer, J. (1938b, 1963). Experience and education. N.Y.: Collier Books.
    Delve, C. I., Mintz , S. D. & Stewart , G. M. (eds.). (1990) Promoting values
    development through community service: A design. In C. I. Delve, S. D. Minty
    & G. M. Stewart (Eds.), Community service as value education.(pp. 7-29) San
    Francisco: Jossey-Bass.
    Delve, C. I., Mintz , S. D. & Stewart , G. M.(1990) “Promoting values
    development through community service: A design.” In C. I. Delve, S. D. Minty
    & G. M. Stewart (Eds.), Community service as value education. New Directions
    For Student Services, no.50. San Francisco: Jossey-Bass.
    Daloz Parks, L.A., Keen,C. H., Keen, J.P., & Parks Daloz, S.(1996).Common fire:
    Leading lives of commitment in a complex world. Boston: Beacon Press.
    Eyler, J., & D. E. Giles, J. (1999). Where's the Learning in Service-Learning? San Francisco: Jossey-Bass.
    Fertman, C. I., White, G. P. & White, L. J. (1996). Service Learning in Middle School: Building A Culture of Service. Columbus, Ohio: National Middle School Association.
    Freeman, M. (1993) Rewriting the Self: History, memory, narrative. New York:
    Howard(2001 summer). Michigan Journal of Community Service Learning: Service-Learning Course Design Workbook: The University of Michigan: OSCL Press. P.12.
    Howard, J.P.F., Gelman, S.B., & Giles, D.E.(2000).From yesterday to tomorrow: Stratgic directions for service-learning research. Michigan Journal of Community Service Learning, (Special Issue),(5-10).
    Higher Education Research Institute. (1996). A social change model of leadership
    development: Guidebook version III. College Park, MD: National Clearing-
    house for Leadership Programs.
    Hycner, R H (1985) "Some guidelines for the phenomenological analysis of interview data," Human Studies 8, 279-303
    Gilligan, C. (1982). In a different voice : psychological theory and women's. development. Cambridge, MA: Harvard University Press,
    Jacoby, B. & others. (1996). Services-Learining in Higher Education. San Francisco: Jossey-Bass.
    Jame kendall(1990). Service-Learning: A Catalyst for Constructing Democratic Progressive Communities(pp. 26)
    Kendall, J. C., and others (Eds.). (1990). Combining service and learning: A resource book for community and public service. Vol.1 Raleigh, N. C.: National Society for Experiential Education.
    Knefelkamp L, Widick, C. & Parker, C. A.(1978). Applying new developmental findings. New Directions for Student Services,4. San Francisco: Jossey Bass.
    Kupperschmidt, B. R.(2000)Multigeneration employees: Strategies for effective
    management. The Health Care Manager, 19(1), 65-76.
    Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. Om T. Lickona (Ed.), Moral development and behavior: Theory research and social lssues (pp.31-53). New York: Holt, Rinehart and Winston.
    Lincoln, Y. S. & Guba, E. G..(1985).Natualistic Inquiry .Beverly Hills: Sage.
    Lincoln, YS. & Guba, EG. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
    Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). A new model for classification of approaches to reading, analysis, and interpretation. In A. Lieblich, R. Tuval-Mashiach, & T. Zilber (Eds.),Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage.
    Murray, M. (1999) ‘The storied nature of health and illness’,in M. Murray and K.
    Chanberlain(eds), Qualitative Health Psychology:Theories and
    Methods.London:Sage. pp.47-63.
    Mannheim, K.(1997)The problem of generations. In Essays on the Sociology of
    knowledge, 276-332.
    Murray, M. (1999) ‘The storied nature of health and illness’,in M. Murray and K.
    Chanberlain(eds), Qualitative Health Psychology:Theories and
    Methods.London:Sage. pp.47-63.
    Maxwell, J.(1992), Understanding and Validity in Qualitative Research. Harvard
    Educational Review, 62, 279-300.
    Magolda, P. M. & Baxter Magolda, M. B. (Eds.) (2011). Contested issues in student
    affairs: Diverse perspectives and respectful dialogue. Sterling, VA: Stylus.
    Polkinghorne, D. (1996) ‘Narrative knowing and the study of human lives’, in J.C.
    Birren, G.M. Kenyou, J.-E. Ruth, J.J.F. Schroots and T. Svensson (eds), Aging
    and Biography. New York: Springer. pp. 77-99.
    Ricoeur, P.(1984) Time and Narrative. Vol. I. trans. K. McLaughlin and D. Pellauer.
    Chicago, IL: University of Chicago Press.
    Riessman, C. K. (ed.). (1993). Qualitative Studies in Social Work Research. Thousand Oaks, CA. : Sage Publications.
    Rossman, G. B. & Rallis, S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage
    Rhoads, R. & Howard, J. (Eds.)(1998). Academic service learning: A pedagogy of action and reflection. San Francisco: Jossey-Bass.
    Sarbin, T. (ed.)(1986) Narrative Psychology: The Storied Nature of Human Conduct.New York: Praeger.
    Schank, R. C., Berman, T. R. & Macperson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II) (pp. 161-181). Mahwah, NJ: Lawrence Erlbaum Associates.
    Taylor, S. J. & Bogdon, R. (1984) Introduction to Qualitative Research Methods.
    (2nd. Ed.) New York: Wiley.
    Van Maanen, J. (1988).Tales of the Field: On Writing Ethnography. Chicago &
    London: The University of Chicago Press.
    Viney, L. L. & Bousfield, L. (1991). Narrative Analysis: A Method of Psychosocial
    Research for Aids-Affected People. Social Science and Medicine. Vol. 32, No.
    7. pp. 757_765.
    Waterman, A.S. (1997). Service learning: Applications from research. New Jersey: Lawrence Erlbaum Associates.
    Williams S.W. C.(1998) Exxpanding Teacher Education through Service Learning Handbook. Washington, DCL American Association of Colleges for Teacher Education.
    Perry, William G., Jr. (1970), Forms of Intellectual and Ethical Development in the College Years: A Scheme (New York: Holt, Rinehart, and Winston).
    Woos, P.(1985)New Songs Played Skillfully: Creativity and Technique in Writing
    Up Qualitative Research. In Robert Burgess(Ed.).Issues in Educational Res-
    earch . Philadelphia: Palmer Press.
    Witherell, C., & Noddings, N. (1991). Stories lives tell: Narrative and dialogue in education. New York, NY: Teachers College Press.

    下載圖示
    QR CODE