美国高校服务学习的组织与实施

On General Process of Organizing and Implementing Service Learning in American HEIs

美国高校服务学习分课内和课外,其组织与实施分为课内过程和课外过程。密歇根州立大学课内服务学习组织与实施过程调查、准备、参与、反思与联系、评估、展示与庆祝等六个步骤的分析显示,高校服务学习理念整合了大学三大职能,服务学习教学职能通过课程体现;服务学习科研职能通过服务学习项目体现;服务学习社会服务职能通过满足社区真实需求促进社区发展实现。将服务学习作为教学方法融入课程,要强调服务与学习并重。高校向应用型转型一定程度可借鉴美国高校服务学习的理念和方法。

Service learning in American HEIs is divided into curricular and extracurricular, and its organization and implementation are divided into curricular and extracurricular processes. The six-step analysis of the organization and implementation process of curricular service learning at Michigan State University, including investigation, preparation, engagement, reflection and connection, evaluation, demonstrationand celebration, shows that the concept of university service learning integrates the three major functions of the university, and the teaching function of service learning is embodied by curriculum;the scientific research function of service learning is embodied by service learning projects;the social service function of service learning is to meet the real needs of the community, so as to promote the development of community. Incorporating service learning into the curriculum as a teaching method should emphasize both service and learning. To a certain extent, colleges and universities can learn from the concepts and methods of service learning in American HEIs in their transition to application-oriented.