本研究主要探討一所科技大學教師實施服務學習課程的歷程及成效。研究對象包括服務學習授課教
師、修課學生及夥伴機構。本研究採用問卷調查法蒐集資料。結果發現：大多數教師實施服務學習課程，
遵循計畫、服務、反思和慶賀等歷程。修讀服務學習課程的學生在期初和期末，其服務學習態度、公民
素養及服務技能均在中高程度。從學期初到學期末，學生在整體服務學習態度有顯著提升；在整體公民
素養及服務技能並沒有顯著提升，然而在某些項目有所成長。夥伴機構對於學生的服務學習表現持相當
正面的評價。任教服務學習課程教師提出在教學專業的獲益，包括肯定服務學習課程的功能與價值；增
進對學生學習、潛能及特質的瞭解；增進學生學習態度和參與服務學習；增進教師和學生的溝通與互動
等。

The study aimed to explore the processes and outcomes of implementing service-learning curriculum in
the university of technology. The data was collected through questionnaires. The findings of the study were as
follows: First, most of teachers implemented service-learning curriculum with plan, service, reflection, and
celebration. Second, their students’ scores all reached high-intermediate level in service-learning attitudes, civic
literacy, and service skills dimensions at the beginning and at the end of the semester. Third, students’ entire
service-learning attitudes increased significantly from the beginning to the end of the semester, but their civic
literacy and service skills didn’t. Fourth, organizations gave positive appraisals to students’ service. Finally, the
teachers who taught service-learning curriculum gained profit from their instructional profession, including
approving the function and value of the service-learning curriculum, improving the understanding of the
students’ learning, potential, and characteristics, enhancing students’ attitudes to learning and service-learning,
and increasing the communication and interaction between teachers and students.