Academic development of university students through service learning

通过服务学习促进大学生的学术发展

• 批准号: 223742181
• 负责人: Professor Dr. Heinz Reinders
• 金额: --
• 依托单位: Lehrstuhl für Empirische Bildungsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2012
• 资助国家: 德国
• 起止时间: 2011-12-31 至 2015-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/223742181?language=en
• 关键词: Academic; development; university; students; through

Service Learning at Universities aims at enhancing social and academic skills of students by transferring theoretical knowledge directly into social practice. The current project investigates if and why Service Learning might be more beneficial for students in terms of increased academic performance. The major assumption is that Service Learning is more beneficial for metacognition and knowledge than conventional lecturing since it includes direct links between theory and practice. Furthermore the reflexion of practice experiences in the light of theoretical models should enhance theoretical understandings.This hypothesis is tested through the comparison of students who attend with those who do not attend Service Learning courses over a period of two semesters. Both groups of students take courses which address the advancement of language and learning skills of children and adolescents. The major difference is that SL-students use their knowledge to help children with learning difficulties or children with migration background while non-SL-students don't partake in this kind of activities. The aim of the longitudinal study is to seek factors of SL which lead to a more successful learning process of students and develop a systematic guide for future SL-courses.

大学服务学习旨在通过将理论知识直接转化为社会实践来提高学生的社会和学术技能。目前的项目调查，如果和为什么服务学习可能更有利于学生在提高学习成绩。主要的假设是，服务学习是更有益的元认知和知识比传统的讲座，因为它包括理论和实践之间的直接联系。此外，反思的实践经验，在理论模型的光应该加强理论理解。这一假设是通过比较学生谁参加和那些谁没有参加服务学习课程在两个学期的时间来检验。这两类学生都学习提高儿童和青少年语言和学习技能的课程。主要的区别是，SL学生使用他们的知识来帮助学习困难的儿童或有移民背景的儿童，而非SL学生不参与这种活动。纵向研究的目的是寻找导致学生更成功的学习过程的二语因素，并为未来的二语课程开发一个系统的指南。