【摘要】：服務(wù)學習源于上個世紀60年代的美國,自90年代開始逐漸地發(fā)展成了全國性的教育運動,并受到世界各地的廣泛支持。服務(wù)學習是一種教育理念,它把學術(shù)學習與社區(qū)服務(wù)相結(jié)合,使學生在社區(qū)服務(wù)中培養(yǎng)自己的公民責任。服務(wù)學習是一種教學方法,他強調(diào)學生的主體性,也強調(diào)教師和學生的互動。服務(wù)學習還是一種實踐模式,它能夠推動社區(qū)進步和學校發(fā)展。為了豐富我國的教育理論,本文對美國中小學服務(wù)學習進行研究。本文在全面地敘述服務(wù)學習基本概念的基礎(chǔ)上,對美國中小學服務(wù)學習的理論基礎(chǔ)和歷史沿革進行梳理。服務(wù)學習的理論基礎(chǔ)主要包括教育學基礎(chǔ)、心理學基礎(chǔ)以及社會學基礎(chǔ)。本文總結(jié)出了美國中小學服務(wù)學習的類型的劃分方式,即按服務(wù)學習的性質(zhì)劃分;按服務(wù)學習的水平劃分;按服務(wù)學習的模式劃分。本文還歸納出了服務(wù)學習的特征,主要表現(xiàn)為:以學習為基礎(chǔ);培養(yǎng)公民意識;學校與社區(qū)合作互惠;強調(diào)多元化;注重反思的作用。美國中小學服務(wù)學習的具體實施過程,即從準備到行動、反思、評價,缺一不可。本文還以馬薩諸塞州的中小學服務(wù)學習為案例進行研究,探索出該州中小學服務(wù)學習順利實施的保障體系;實施的過程及實施后取得的效果和學生們的反饋。美國中小學服務(wù)學習給我國帶來的啟示主要包括:建立家庭、學校、社區(qū)三方合作的教育模式;建立新型師生關(guān)系,重視培養(yǎng)學生個性和創(chuàng)新能力;充分利用社區(qū)資源,開發(fā)校本課程;建立科學的教育評價機制。
[Abstract]:Service learning originated from the United States in the 1960s. It has gradually developed into a national education movement since the 1990s and has been widely supported around the world. Service learning is an educational concept, which combines academic learning with community service and enables students to cultivate their civic responsibility in community service. Service learning is a teaching method which emphasizes the subjectivity of students as well as the interaction between teachers and students. Service learning is also a practical model that can promote community progress and school development. In order to enrich our educational theory, this paper studies service learning in American primary and secondary schools. Based on a comprehensive description of the basic concepts of service learning, this paper combs the theoretical basis and historical evolution of service learning in American primary and secondary schools. The theoretical basis of service learning mainly includes pedagogy, psychology and sociology. This paper summarizes the classification of the types of service learning in American primary and secondary schools, that is, according to the nature of service learning, according to the level of service learning, according to the mode of service learning. This paper also summarizes the characteristics of service learning, mainly as follows: learning as the basis; fostering civic awareness; cooperation and reciprocity between schools and communities; emphasis on diversity; focus on the role of reflection. The implementation process of service learning in American primary and secondary schools is from preparation to action, reflection and evaluation. This paper also takes the primary and secondary school service learning in Massachusetts as a case study to explore the guarantee system for the successful implementation of service learning in primary and secondary schools in the state, the process of implementation, the results obtained after the implementation and the feedback from students. The enlightenment of service learning in American primary and secondary schools mainly includes: establishing the educational model of family, school and community cooperation, establishing a new teacher-student relationship, paying attention to the cultivation of students' personality and innovative ability; Make full use of community resources, develop school-based curriculum, and establish a scientific educational evaluation mechanism.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G639.712

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