Service learning in American colleges and universities

下面为大家整理一篇优秀的essay代写范文- Service learning in American colleges and universities，供大家参考学习，这篇论文讨论了美国高校服务性学习。美国的服务性学习指的是学生有明确的学习目标，并且在服务过程中对所学的东西进行积极反思的有组织的服务活动。服务性学习的概念来源于美国教育家杜威的思想。服务性学习有两大作用，首先能够为社区服务，从而促进社区的发展；其次能够全面锻炼学生的实践能力，为其学术和专业的发展提供足够的经验和第一手的资料。

There are many definitions of service learning, among which there are the following representative definitions: the national experience education institute defines service learning as "organized service activities where students have clear learning goals and actively reflect on what they have learned in the process of service". The national and community service association of the United States defines service learning as follows: "service learning is a method to impart civic awareness, subject knowledge, skills and values. It is an active learning method in which students gain experience and lessons from the experience of service work. As defined by the American association for higher learning in "service learning in subjects", "service learning is a way for students to learn and develop through well-organized services. This service should meet the needs of the community, coordinate arrangements with higher education institutions and the community, and help students develop a sense of civic responsibility. It must integrate with students' academic curricula, strengthen academic curricula and arrange structured time for students to reflect on the service experience. According to the national and community service responsibility act enacted by the United States congress in 1993, service learning is carried out in communities. Through the active participation of students, the purpose of promoting community construction, all-round development of students and improving comprehensive quality is achieved. In this process, although students can break through the limitations of their majors, they usually provide interesting services based on their majors, so as to enhance their sense of social responsibility and promote the development of their majors.

From the above definition, we can see that service learning has the following characteristics: students are more active in participating; Careful organization of activities by the organizers; Emphasizing the full cooperation between the community and the school; Also require service learning and school courses complement each other, also asked the students in the process of service learning exercise their various aspects ability, from class scope expanded to the society, providing students with the broad space reflect on activities in the social service, at the same time record the true feelings, purpose is to enable students to apply, through service learning to solve the various problems in the later work and study. In a word, it is the common development of learning and service to cultivate students' positive attitude and kind personality in practice.

The concept of service learning comes from the thought of American educator Dewey. In Dewey's opinion, putting what he has learned into practice and using it to serve the construction of the community can help students achieve self-development. As for the first advocates of service learning, it goes back to the state youth leadership council established in Minnesota in 1983. The nonprofit group introduced a policy in 1987 that allowed teenagers in the school district to use the money they collected to participate in community service activities. Therefore, service-oriented learning has two major functions. First, it can serve the community and promote the development of the community. Secondly, it can comprehensively exercise students' practical ability and provide them with enough experience and first-hand information for their academic and professional development. From the point of view of the state, they prefer to learn by service, make the students through the form into the community service, develop their ability of many aspects, from the accumulation of practical experience to interpersonal communication, from care for vulnerable groups in the community to the construction of community planning, can through these activities will be moved to social class, have important significance to the all-round development of students, it is also the direction of curriculum reform in the school. Following the success of the Minnesota experiment, the U.S. educational community began promoting service work programs at the local, state, and national levels across the country, thereby promoting service learning throughout the country.

In many institutions of higher learning, the so-called one-time or short-term service learning is a mode that is often used to guide students to participate in service learning projects during the professional orientation stage or during the freshman year. Its purpose is basically to give students a preliminary experience of what it feels like to serve in the community.

Continuous extracurricular service learning is also called continuous auxiliary course service learning, which is a common service learning mode in American colleges and universities. According to different requirements, there are different subjects and types of continuous extracurricular service learning, such as leadership training activities, religious learning activities, service oriented activities organized by students themselves, sorority themed activities, and sports themed activities.

Curriculum is the core of the education of institutions of higher learning in the course of service learning is the important means of service learning combined with academic learning, use this form to let students experience more deeply into the community, to obtain practical experience, this form has created a situation, to give students more space to let them on social issues for further research and discussion, found that contain in a more profound meaning. Therefore, the knowledge and content that the majority of students learn will be based on the social background, beyond the limits of the scope of the school classroom, so that students get more practical knowledge.

As the name suggests, centralized service learning is to focus the service time of the community on a specific period of time, which will last for a period of time. Centralized service learning involves a variety of topics, which can be academic or non-academic. It can be the exercise of the thought respect, also can be the accumulation of the practice respect. In a word, this kind of service learning transcends the limitation of subjects and breaks the limitation of majors.

South Carolina in the United States is a typical example of effectively connecting service learning with long-term school planning, teacher training and development, and education performance. Concrete implementation is divided into two stages, one is in 1993 by the early child development and school funding law, and the requirements for local school districts to make relevant strategy plan for education reform, involves the relevant service learning practical experience and operation method, the state ministry of education also made relevant help, the service strategy of combination of learning and school districts in the process of planning, and every school reform plan gives full of technical and financial support; Second, by 1994, service learning has become a government decrees, and at the same time to participate in community service learning of students also puts forward some requirements: students intern must have sufficient professional knowledge, at the same time to adapt to a variety of community work, that is a community service learning of students must be multi-layer theory and practice ability. The government is also eager to practice, so that the majority of students can book knowledge and social life closely linked.

To sum up, service-oriented learning has been widely promoted in American colleges and universities, and has achieved quite good results. Through the combination of community college and community service, service-oriented learning gives full play to its own characteristics, that is, it pays more attention to the coordination between service and academic courses. By providing different learning modes for students to choose, it achieves the purpose of improving students' academic level and cultivating students' comprehensive quality.

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