Research On "Service-Learning" In American Universities

Service-Learning(or service-learning)is a form of experiential education that combines community service with academic learning,and reflection and reciprocity are the key elements of Service-Learning.Students meet the practical needs of the community through services,test the knowledge they have learned in real situations,and connect prior knowledge through critical reflection,which ultimately promotes personal growth and academic ability development,and improves social responsibility.This thesis chooses Service-Learning in American universities and colleges as the object,and conducts deep study about Service-Learning through literature analysis method.Then,this thesis aims to study the theoretical basis and implementation process of Service-Learning in American universities and colleges to explore the successful experiences for our educational reform.Through the definition and theoretical basis research of Service-Learning,and the exploration of design,implementation and institutional guarantee from Service-Learning in American universities and colleges,this thesis reveals that: the most important difference between Service-Learning and other forms of experiential learning is that service and learning goals are of equal weight and each enhances the other;both volunteers and communities views the other as contributor and beneficiary;Students must be guided through structured critical reflection.There are many successful experience.Firstly,Service-Learning in American universities and colleges have are profound theoretical foundation,which includes John Dewey's education philosophy,David Kolb's Experiential Learning Model,Student development theories and Wisconsin Idea.These theories reflect the importance of critical reflection in Service-Learning and meet the cognitive characteristics of college students.And experiential education can have a positive effect on the learning of college students.At the same time,the core elements of these theories supporting Service-Learning are to achieve the ultimate goal of talent training,so that students can internalize knowledge in practice,enhance their ability in application,and strengthen social responsibility in service.Secondly,Service-Learning in American universities and colleges has the structured design and organized implementation.Besides,Service-Learning curriculum and cocurricular Service-Learning have abundant types.Teachers follow certain steps to design Service-Learning,and school implements a fixed process of Preparation,Action,Evaluation,and Reflection throughout the course or activity.Finally,Service-Learning in American universities and colleges has perfect management and security,and the community participates it extensively.There are specialized institutions within universities to coordinate the management of Service-Learning,and there are various types of institutions outside,at all levels in terms of resources,funds,technology,evaluation and so on to support guarantee.Based on a comprehensive analysis of service-learning in America and the problems of social practice in China,this thesis concludes some main enlightenment: Firstly,to strengthen the theoretical research and provide theoretical support for practice.Secondly,to improve the design and implementation process of social practice,integrate service-learning into the curriculum and cocurricular activities,and institutionalize social practice.Finally,to ensure the institutional guarantees and scientific management,establish a special social practice organization system,and build authentic,mutually beneficial campus-community partnerships to make a good joint force inside and outside the university.