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按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,*,*,透過,服,務,學,習,培養,學生的正面價值觀和態度,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、執行、反思和評估他們的服務經驗，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,態度,基礎教育課程指引 各展所能、發揮所長第三册,A,德育及公民教育,五種首要的價值觀和態度：,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,這段時間發覺子女在學習和功課上有改善,子女對服務學習的態度非常積極，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:,服務前,服務後,覺得老人是社會負累,知道他們都曾為社會出過一分力，好應該安享晚年,有點煩、長氣、固執,佢地好好笑，係我意料之外,好惡死，成日都無病呻吟,好友善、好健談,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,我勇於發言,自我認識/了解,特質,分數,學會承擔責任，並盡力完成自己的任務。,7.32,更懂得關懷及幫助他人。,7.44,更會尊重和接納別人。,7.60,體會團隊精神和合作的重要性。,7.72,體會到施比受更為有福的意義。,7.56,改善了自己的人際關係。,6.92,增進了自信心。,6.82,老師的評估,特質,當義工前,當義工後,責任感,3.41,4.08,熱心助人,3.31,3.96,對人態度,3.33,4.06,主動性,3.08,3.92,溝通能力,3.22,4.00,尊重師長,3.69,4.22,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,統計,數字,新聞,撮寫,故事/個案,教案,服務中心分區名單,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,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,活動花絮,反思/評估,課後感,學生自評表,學生互評表,家長問卷,自尊感測量問卷,服務記錄表,服務報告,評鑑,課後檢討記錄,意見調查,培訓,簡報,培訓計劃時間表,校,內,校外,學習領域,服務學習與國民身份認同,服務學習與賣旗,服務學習研討會(小學),26/1/2005,2:00-5:00,p.m.,九龍彌敦道345號宏利公積金大廈,11樓九龍區域教育服務處,多謝!,
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