透過服務(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)生透過籌劃、執(zhí)行、反思和評估他們的服務(wù)經(jīng)驗(yàn)，從中學(xué)習(xí)及成長。,甚麼是服務(wù)學(xué)習(xí)?,反思,籌劃,服務(wù),嘉許,評估,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 所長第三冊A德育及公民教育 五種首要的價(jià)值觀和態(tài)度：,國民身份認(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),我覺得 很開心,我可以服務(wù)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(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)生對責(zé)任的承擔(dān),這段時(shí)間發(fā)覺子女在學(xué)習(xí)和功課上有改善,子女對服務(wù)學(xué)習(xí)的態(tài)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(wù)後，我對長者印象的反思:,同理心,假如我是長者希望,給我應(yīng)有的生活保障，但絕不需要過份,可以多點(diǎn)人關(guān)心、問候,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,統(tǒng)計(jì) 數(shù)字,新聞 撮寫,故事/個(gè)案,教案,服務(wù)中心分區(qū)名單,長者鄰舍中心 長者活動(dòng)中心 長者日間護(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)對象/參與人物,寫作活動(dòng),演講及 討論活動(dòng),多元化活動(dòng),教師觀察個(gè)別學(xué)生評估表 學(xué)生服務(wù)前問卷 學(xué)生服務(wù)後問卷 教師觀察學(xué)生整體表現(xiàn)評估表,籌劃 服務(wù)/活動(dòng) 反思/評估 評鑑 培訓(xùn),學(xué)校示例,籌劃 課程綱要 計(jì)劃 書信及通告 服務(wù)/活動(dòng) 活動(dòng)