服务学习中大学生的特殊儿童融合观的变化:应用不同导向的反思支架

The Effects of Service-Learning on College Students' Concept of Inclusion of Children with Special Needs:Reflections Based on Different Orientations

为探讨服务学习中不同导向的反思对大学生的特殊儿童融合观的影响,研究选取96名大二学生参与服务特殊儿童的服务学习活动,并依反思支架的不同导向将学生随机分为社会问题导向组和研究设计导向组。量化与质性的分析结果表明,服务学习能促进大学生持有更积极的特殊儿童融合观;社会问题导向的反思更有助于大学生在特殊儿童的融合问题上进行全面、深刻而现实的思考,其态度改变更趋于理性。

This study aims to probe into the effects of college students＇ orientations-based reflections on their concept of inclusion of children with special needs in college students＇ service-learning,by selecting96 sophomores,who were told to participate in a service-learning project. A quantitative and qualitative analysis shows the following： service-learning helps the college students establish a positive concept of inclusion of children with special needs; their reflections based on orientations to social issues help them completely and penetratingly consider the inclusion of children with special needs.