论“服务学习”

On Service-learning

服务学习有着将社区服务与学术课程结合起来的课程与教学取向。这一取向历久弥新,成为当今世界最主要的课程改革追求之一。服务学习最主要的特征包括:明确而真实的学习目标、适应真实的社区需要、儿童做决定以及分析性反思。时至今日,服务学习已经历三个历史时期,发展到制度化阶段。服务学习对学生的学术性学习成绩的提高、个性及社会性发展、公民责任感与职业意识的加强均有显著、积极的影响。而服务学习价值的体现,依赖于其高质量和创造性的实施。探讨服务学习对完善我国方兴未艾的“社区服务和社会实践”乃至整个综合实践活动课程具有不可替代的作用。

Service-learning is an orientation of curriculum and instruction which integrates community service with academic curriculum. This orientation is both old and new. Now it is one of the most principal pursuits of curriculum change in the world. The main characteristics of service-learning are： articulated and authentic learning goals, responsive to genuine community needs, children decision making, and analytic reflection. To date, service-learning has lasted for three historic stages, and developed into the stage of institutionalization. Service-learning gives strong positive influences on students＇ academic learning achievements, personal/social development, citizenship, and career awareness. In order to realize the values of service-learning, we should creatively implement high-quality service-learning. To investigate service-learning is very important for improving the ascendant curriculum orientation community service and social practice and the whole integrated curriculum of practical activity in our country.