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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:154下載:30
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  • 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

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