透過服務學習培養(yǎng)學生正面價值觀和態(tài)度.ppt

透過服務學習培養(yǎng) 學生的正面價值觀和態(tài)度,甚麼是服務學習?,服務學習就是透過服務而獲得學習的果效 服務學習是一種學與教的理念與實踐方法，將社會服務融入課程中 讓學生透過籌劃、執(zhí)行、反思和評估他們的服務經(jīng)驗，從中學習及成長。,甚麼是服務學習?,反思,籌劃,服務,嘉許,評估,服務學習與價值觀和態(tài)度,基礎教育課程指引 各展所能、發(fā)揮 所長第三冊A德育及公民教育 五種首要的價值觀和態(tài)度：,國民身份認同,承擔精神,責任感,尊重他人,堅毅,學生感想(小五服務學習課),我覺得 很開心,我可以服務他人，很開心,我想快些出去做義工,高興、快樂、開心、有意義和很有趣,家長感想(小五服務學習課),一星期上堂一次太少,更多的服務學習能提升學生對責任的承擔,這段時間發(fā)覺子女在學習和功課上有改善,子女對服務學習的態(tài)度非常積極，希望他們對課本和功課也一樣,互相欣賞/接納異同,服務後，我對長者印象的反思:,同理心,假如我是長者希望,給我應有的生活保障，但絕不需要過份,可以多點人關心、問候,希望社會的人可以重視我們存在,我好有耐性,自我認識/了解,我竟然有話題 與婆婆傾,我勇於發(fā)言,自我認識/了解,老師的評估,Impact of Service Learning(SL),Impact on Students Social and Personal Development Increase in personal and social responsibility, communication and sense of educational competence (Weiler, et. al., 1998) Ranked responsibility as a more important value and reported a higher sense of responsibility to their school than comparison groups (Leming, 1998),Impact of Service Learning(SL),Better able to trust and be trusted, be reliable and accept responsibility (Stephen, 1995) More likely to develop bonds with more adults (Morgan and Streb, 1999) Showed greater empathy than comparison group (Courneya, 1994),Impact of Service Learning(SL),Impact on Civic Responsibility Increase in the awareness of community needs, believed they could make a difference and were committed to service now and later in life (Melchior, 1999; Berkas, 1997) Developed more sophisticated understandings of socio-historical contexts, were likely to think about politics and morality in society (Yates and Youniss, 1996;1998),Impact of Service Learning(SL),Impact on Academic Learning Showed moderate to strong positive gains on student achievement tests in language arts and/or reading, engagement in school, sense of educational accomplishment and homework completion (Weiler, et. al., 1998) Increased their grape point averages and test scores in reading/language arts and math and were less likely to drop out of school (Supik, 1996; Rolzinski, 1990),Impact of Service Learning(SL),Impact on Schools Increase in mutual respect (Weiler, et. al., 1998) Builds cohesiveness and more positive peer relations among students, among teachers and between teachers and students in a school (Weiler, et. al., 1998) More positive school climate through a feeling of greater connectedness to the school (Weiler, et. al., 1999),Public Attitudes Toward Education and Service-Learning,78% say that schools have a definite responsibility to teach students the academic skills they need 94% agree a good education is much more than just learning to read, write and do math 66% say that schools have a definite responsibility to teach students in ways that will get them excited about learning,Public Attitudes Toward Education and Service-Learning,68% say that schools have a definite responsibility to teach students the skills they need to succeed in the workplace 54% say that schools have a definite responsibility to encourage good citizenship 56% say that schools have a definite responsibility to help students develop their leadership skills,Public Attitudes Toward Education and Service-Learning,55% say that schools have a definite responsibility to teach students how to work with people who are different from themselves,相片,漫畫,統(tǒng)計 數(shù)字,新聞 撮寫,故事/個案,教案,服務中心分區(qū)名單,長者鄰舍中心 長者活動中心 長者日間護理中心 ,反思 題目,反思 活動,課程,公民責任,個人素質(zhì),前瞻,服務對象/參與人物,寫作活動,演講及 討論活動,多元化活動,教師觀察個別學生評估表 學生服務前問卷 學生服務後問卷 教師觀察學生整體表現(xiàn)評估表,籌劃 服務/活動 反思/評估 評鑑 培訓,學校示例,籌劃 課程綱要 計劃 書信及通告 服務/活動 活動