服務學習導源於1960年代以生活經驗以及過程中學習的進步主義教育觀點，其精神在於透過服務的過程達到學習之效，可以說是「做中學」(learning by doing)概念之延伸，服務學習主要的概念重點在於「反思」與「互惠」。因此如何促進教學現場的學而後能思相關能力的活躍，則是多數教學者的思考，而學習者如何在田野過程中傾聽與訴說其學習經驗，則能成為其啟發反思的關鍵基礎。本研究探討的核心概念在於以敘事認同之口述歷史融入服務學習課程的過程中，學生參與服務學習課程之自我敘事歷程為何，而敘事認同取向的口述歷史如何培養學生的行動學習能力，學生藉由敘事認同學習形成何種類型化的學習策略。

敘事認同取向之口述歷史為一個建立聽者與說者對話關係，從「傾聽」開始，探索及重組受訪者具備情感、意義、事件的在地生活經驗及生命故事，進而透過個人的生命史呈現並理解其所處的時代脈絡，以及時代變遷之於個人的意義，所強調的是互動中產生知識，而後以知識追求、探詢及提問來作為建立具備反思活動的學習環境，並擴大連結服務學習課程與社區本身的內在深化知識。本研究探究學生參與以認同取向的口述歷史為媒介之服務學習課程的過程中，與他人故事互動所形成的學習及影響，研究對象為參與2011年至2015年期間於宜蘭縣金岳部落「部落文化體驗與學習」課程之學生共112人，擷取其學習檔案(共476份)，並後續追踪7人進行深度訪談，透過紮根理論的譯碼分析步驟，結合敘事分析方法學之質性研究，依據服務學習不同階段過程中敘事的面向與情節進行探討，藉此比較分類和其間的異同。研究結果顯示，學生透過跨文化體驗學習建立自我敘事歷程，由感受力出發增進能力的提升及態度的轉變，同時，敘事認同之口述歷史所形成「同感」、「同理」、「同意」三層次的轉化歷程，促使學生由跨文化參與開啟在地知識生產的深化學習，並據此逐步整合智識、倫理、社會三種學習取徑之跨文化的轉化學習模式，對於後續學生的養成教育提供新的典範模式。

The origin of service learning could be traced back to the education progressivism focusing on living experiences and process learning since 1960s. The essence is to learn through services, derived from the concept of ‘learning by doing’. Reflections and mutual-benefits are emphasized along the concept of service learning. In consequence, how to nurture the competence through learning to reflecting has become the major challenges for most educators. Along the line, how to help learner to listen and therefore to narrate learning experiences in the field has become the key element for initiating students’ reflections. The core concepts this research has inquired into is what self-narration experience has shown in service learning curriculums with the identity narrative oral history approach, how has students’ action learning competence been nurtured and what type of learning strategies have been shaped with narrative identity learning?

The main task of this research is to design a service-learning curriculum mediated through narrative identity oriented oral history practices. Narrative identity oral history practice is adopted to establish the discursive relations between narrator and listener, beginning with listening, exploring and reconfiguring narrator’s local experiences and life histories with feelings, meanings and events, representing and understanding the social contexts and specific meanings of the individual life history through interactive pursuits, inquiring and researching into questions related to knowledge production in order to pave a learning environment for facilitating reflection activities, as well as bridging and expanding a service learning curriculum and in-depth local knowledge at a community.

Research subjects are the student enrolments of the Curriculum “Experiencing and Learning Tribal Culture” at Jin-Yue Trible from 2011 to 2015. There are 112 subjects with their 476 learning profiles are analyzed. In addition, 7 out of this student group are picked up for in-depth interviews. This research uses data analysis exploring the learning outcomes and effects of students participating in service-learning curriculum mediating through narrative identity oriented oral history practices. The coding and analyzing procedure of ‘Grounded Theory’ and the ‘Narrative Analysis’ methodology of qualitative research are adopted. Further analyses include a comparative approach to narrative dimensions and plots emerging in different stages of service-learning processes. This research concludes that, through cross-cultural experience learning, students’ self-narration process establishment could be enhanced through improving competence and attitude change based upon narrative sensitivities. Simultaneously, three-layer transformations in ‘sharing feeling,’ ‘relating sensibility’ and ‘reaching consensus’ shaped by the identity narrative oral history approach will enable students in-depth learning with cross-cultural participation activities for local knowledge production. Accordingly, this transformative learning model will step-by-step integrate knowledge, ethics and society approaches into a new education paradigm for further nurturing student competences.

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