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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。
In order to explore the impact of different orientation reflections in service learning on college students’ special children’s integration, this study selected 96 sophomores to participate in the service learning activities of serving special children. Students were randomly divided into social problems according to different orientation of reflective scaffolds Group and research design oriented group. Quantitative and qualitative analysis results show that service learning can promote college students to hold a more positive view of the integration of special children. The reflection of social problem guidance can help college students to make comprehensive, profound and realistic thinking on the special children’s integration. The change of attitude tends to be more rational.