Civic Education through Service Learning: What, How, and Why?
Civic Education through Service Learning: What, How, and Why?
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通过服务学习进行公民教育：什么、如何以及为什么？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Patti H. Clayton
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文献类型：
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作者：
R. Bringle;Patti H. Clayton
当代公民参与模式为世界各地的高等教育机构 (HEI) 提供了增强其工作在社区中以及社区中的影响力的机会。公民参与影响学院工作的主要方式之一是通过重新设计课程和课程，纳入与公民学习目标明确相关的基于社区的服务活动，并与传统学术学习目标相结合（Jameson Clayton Jaeger 2011）。在最好的情况下，加强社区服务课程需要学生和社区成员作为共同教育者、共同学习者和知识共同创造者的充分参与。尽管服务学习与其他形式的社区学习（例如实习、实地研究、临床培训、职前经验）有很多共同点，但公民学习成果和互惠过程是这种教学法的定义特征。在本章中，我们探讨什么是服务学习及其在社区校园参与的更广泛背景下的作用，考虑如何有效地设计它，并研究关于公民学习的各种观点。
Contemporary models of civic engagement present opportunities for higher education institutions (HEIs) around the world to enhance the impact of their work in and with communities. One of the primary ways in which civic engagement influences the work of the academy is through the redesign of courses and curricula to incorporate community-based service activities linked explicitly to civic learning objectives that are integrated with traditional academic learning objectives (Jameson Clayton Jaeger 2011). At its best, the enhancement of a course with community service incorporates the full participation of students and community members as coeducators, colearners, and cogenerators of knowledge. Although service learning shares much in common with other forms of community-based learning (e.g., internships, field studies, clinical training, pre-professional experiences), civic learning outcomes and reciprocal processes are defining features of this pedagogy. In this chapter, we explore what service learning is and its role in the broader context of community-campus engagement, consider how it can be designed effectively, and examine various perspectives on civic learning.