透過(guò)服務(wù)學(xué)習(xí)培養(yǎng)學(xué)生正面價(jià)值觀和態(tài)度.ppt

透過(guò)服務(wù)學(xué)習(xí)培養(yǎng) 學(xué)生的正面價(jià)值觀和態(tài)度,甚麼是服務(wù)學(xué)習(xí)?,服務(wù)學(xué)習(xí)就是透過(guò)服務(wù)而獲得學(xué)習(xí)的果效 服務(wù)學(xué)習(xí)是一種學(xué)與教的理念與實(shí)踐方法，將社會(huì)服務(wù)融入課程中 讓學(xué)生透過(guò)籌劃、執(zhí)行、反思和評(píng)估他們的服務(wù)經(jīng)驗(yàn)，從中學(xué)習(xí)及成長(zhǎng)。,甚麼是服務(wù)學(xué)習(xí)?,反思,籌劃,服務(wù),嘉許,評(píng)估,服務(wù)學(xué)習(xí)與價(jià)值觀和態(tài)度,基礎(chǔ)教育課程指引 各展所能、發(fā)揮 所長(zhǎng)第三冊(cè)A德育及公民教育 五種首要的價(jià)值觀和態(tài)度：,國(guó)民身份認(rèn)同,承擔(dān)精神,責(zé)任感,尊重他人,堅(jiān)毅,學(xué)生感想(小五服務(wù)學(xué)習(xí)課),我覺(jué)得 很開(kāi)心,我可以服務(wù)他人，很開(kāi)心,我想快些出去做義工,高興、快樂(lè)、開(kāi)心、有意義和很有趣,家長(zhǎng)感想(小五服務(wù)學(xué)習(xí)課),一星期上堂一次太少,更多的服務(wù)學(xué)習(xí)能提升學(xué)生對(duì)責(zé)任的承擔(dān),這段時(shí)間發(fā)覺(jué)子女在學(xué)習(xí)和功課上有改善,子女對(duì)服務(wù)學(xué)習(xí)的態(tài)度非常積極，希望他們對(duì)課本和功課也一樣,互相欣賞/接納異同,服務(wù)後，我對(duì)長(zhǎng)者印象的反思:,同理心,假如我是長(zhǎng)者希望,給我應(yīng)有的生活保障，但絕不需要過(guò)份,可以多點(diǎn)人關(guān)心、問(wèn)候,希望社會(huì)的人可以重視我們存在,我好有耐性,自我認(rèn)識(shí)/了解,我竟然有話題 與婆婆傾,我勇於發(fā)言,自我認(rèn)識(shí)/了解,老師的評(píng)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(huà),統(tǒng)計(jì) 數(shù)字,新聞 撮寫(xiě),故事/個(gè)案,教案,服務(wù)中心分區(qū)名單,長(zhǎng)者鄰舍中心 長(zhǎng)者活動(dòng)中心 長(zhǎng)者日間護(hù)理中心 ,反思 題目,反思 活動(dòng),課程,公民責(zé)任,個(gè)人素質(zhì),前瞻,服務(wù)對(duì)象/參與人物,寫(xiě)作活動(dòng),演講及 討論活動(dòng),多元化活動(dòng),教師觀察個(gè)別學(xué)生評(píng)估表 學(xué)生服務(wù)前問(wèn)卷 學(xué)生服務(wù)後問(wèn)卷 教師觀察學(xué)生整體表現(xiàn)評(píng)估表,籌劃 服務(wù)/活動(dòng) 反思/評(píng)估 評(píng)鑑 培訓(xùn),學(xué)校示例,籌劃 課程綱要 計(jì)劃 書(shū)信及通告 服務(wù)/活動(dòng) 活動(dòng)