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Unit 6 How Service Experiences Affect
Students
During
college
，
service
participants
exhibit
greater
increases
in
social self confidence
and leadership ability than do non-participants. <
/p>
大学期间，
参加社会服务的学生比不参加社会服务的学生更能提<
/p>
高自己的领导能力和社交方面的自信。
1.
Currently
，
higher education
is confronting urgent calls to return
to its original mission of developing a
well-informed, critically thinking,
and
civically engaged citizenry.
当前对高等教育最迫切的要求是它能重新担负起其最初的使命
，
即培养广闻博见、独立思考、社会意识强的公民。
2
．
What exactly
can higher education do to promote citizenship
development
among
students,
and
at
the same
time
address
the
myriad
problems that
continue to plague society?
高等教育究竟该怎样才能
做到既能进一步提高学生的公民意识，
又能解决仍在困扰社会的诸多问题呢？
3.
One
answer
may
be
found
within
the
college
or
university
curriculum,
through the simple but extremely powerful
pedagogical tool
known as
use
a
community
or
public
service
experience
to
enhance
the
meaning
and impact of
traditional course content. Connecting service
directly with
academic courses makes it
quite different from
is
performed
in
the
community.
Service
learning
also
involves
more
than
simply sending a class
of students into communities for additional course
credit. Properly designed service
learning courses relate the community
service experience to the course
material and require that students reflect
on their experiences through writings,
discussions, or class presentations.
Service learning not only enriches
traditional course content by giving the
student
an
opportunity
to
abstract
theory
in
the
real
world, it also improves the quality of the service
being performed by
giving it an
intellectual underpinning.
一种解决方案在于大学的课
程设置，
即把
“
社会服务学习
”
作为简
单但强有力的教育工具。
“
服务学习
”
的深层含义就
是运用社区或公共
服务经验来提高传统课堂教学内容的意义和影响，
把社会服务直接同
教学内容结合在一起，
这与通常所说的<
/p>
“
自愿者
”
到社
区服务是完全不
同的。
“
社会服务学习
”
也不意味着简单地把一班学生送到社区去以获
取额外的学分。
设计合理的
“
社会服务学习
”
课程是把社区服务经理用
课堂内容联系在一起，
并要求学生以书面、
讨论或课堂发言的
形式对
自己的精力进行认真的思考。
通过给学生提供机会，
使他们能在现实
社会中
“
< br>验证
”
或
“
正面
”
抽象的理论。
“
社会服务学习
”
课程不仅丰富了
< br>传统的教学内容，
而且为社会服务提供了知识基础，
使其
提高了服务
质量。
4.
Service
learning
may
be
implemented
in
any
number
of
academic
fields.
For
example,
students
enrolled
in
a
psychology
class
could conduct
counseling, mentoring, or drug education for at-
risk school
children.
We
have
also
examined
the
relationship
between
the
service
experience
and
35
college
outcomes
in
the
following
areas:
civic
responsibility, academic attainment,
and life skills. The most remarkable
result
of
the
study
was
that
all
35
student
outcome
measures
were
favorably influenced by
service participation.
在任何一个学术领域中，
“
社会服务学习
”
都能够推广起来。例
如，学心理学的学生就可以为那些处于危险状态的中小学生提供咨
询、指导
和戒毒教育的服务。
为考察学生成绩和社区服务经验的关
系，对大学生
35
门课程的学习成绩进行了
一下几方面的考察：公民
责任感、
学术成就和生活能力。最明显
的结果是：
参见社会服务学习
活动对学生
35
门课程的成就都产生了良好的影响。
5.
The
effects
of
service
are
the
strongest
in
the
area
of
civic
responsibility. For
example, students are asked to indicate how much
their
to
serving
the
community
had
changed
since
entering
college. More than
twice as many service participants as non-
participants
(60
percent
versus
28
percent)
reported
on
the
follow-up
questionnaire
that their
commitment to serving the community was either
stronger
than
their
commitment
had
been
when
they
were
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