本校通識教師社群執行教育部全校性閱讀書寫推動與革新計畫B類「大一國文－閱讀．生命．書寫」，其課程目標在以生命故事為主軸「探索自我生命、體察人己關係」，在執行兩年的基礎上，於第三年嘗試融滲服務學習於課程中。本論文旨在呈現本計畫如何將服務學習精神融合於閱讀書寫課程之中。首先論述服務學習精神融入課程之需要性，再說明計畫課程設計四大主軸，我在我是、流光記憶、人我關係與社會視野，將生命教育與語文素養緊密結合。融入服務學習，可使修課學生將學習內容從感受覺察的精神層次拉昇到行動的層次。接著說明融合服務學習之歷程，從尋求合作單位台南市愛鄰協會，雙方洽談合作方向，如何執行參訪，每學期二次，共四次參訪服務，到最後成果呈現，編輯出版《橋與路》老人生命故事集。最後論述服務學習融入閱讀書寫課程之反思，從課程進度、合作單位與校方支持、授課教師與導師協力、修課同學回饋來談。近年強調行動導向課程，坐而學思，進而行動；透過關懷老人，採訪其生命故事，對於達成課程目標探索自我、關懷他人，確有正面效益。 The general culture teacher group in our school executing a plan of education department. This Category B「Freshman Chinese class –Read．Life．Write」is to promote and innovation school reading and writing. The course curriculum’s subject is about life story ＂Exploring their own life, discovering the relationship of other and themselves＂. On the basic of execute this plan for two year, we try to put the service learning in our course. The thesis main point is to show the plan of how we merge the reading and writing course into the service learning. First, to expound the demand of put the service learning spirit into the course. Then, explain the four main subjects of design the course. Be there I am, Streamer memories, Relationship and Society View. To combine the life education and literature equipment inseparable. Integrating the service learning can make the optional course students to change their feeling spirit administrative level to operation administrative level. To continued, I am going to illustrate the process of combined the service learning. First we looked for the cooperation agency台南愛鄰協會(Tainan Neighborhood Love and Care Association), then discussed the cooperation orientation and how to execute the visit twice time of the semester. Until editing and publishing the <bridge and road> older life stories and the final achievement publication, we will have four times visiting. At last, I am going to expoundthe reflectionof combined the service learning and reading and writing course from course progress、cooperation agency and school sustains、instructors and tutors’ cooperation 、the optional course students’ feedback.
