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K12服务学习标准

发表时间:2021/2/4 11:26:55  浏览次数:365  
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K12服务学习标准

Working from a base of 20 years of professional wisdom and practice, NYLC worked with other leaders in service-learning and research to ensure that the standards included the strongest evidence-based elements of effective practice. For more information, visit www.nylc.org/standards.

凭借20年的专业知识与实践经验,NYLC与服务学习与研究领域的领导者共同努力,确保以下标准囊括了有效实践中所有基于确凿证据的要素。欲了解更多信息,请访问www.nylc.org/standards

 

Meaningful Service

Service-learning actively engages participants in meaningful and personally-relevant service activities. Indicators: 1. Service-learning experiences are appropriate to participant ages and developmental abilities. 2. Service-learning addresses issues that are personally relevant to the participants. 3. Service-learning provides participants with interesting and engaging service activities. 4. Service-learning encourages participants to understand their service experiences in the context of the underlying societal issues being addressed. 5. Service-learning leads to attainable and visible outcomes that are valued by those being served.

有意义的服务活动

服务学习使参与者积极投身于有意义且关切自身的服务活动。指标:1、服务学习体验匹配参与者的年龄和发展能力;2、服务学习关注与参与者切身问题;3、服务学习为参与者提供有趣的、有吸引力的活动;4、服务学习鼓励参与者在我们关注的潜在社会问题的大背景下去理解他们的服务体验;5、服务学习导向可达到的切实结果,是服务对象看重的结果。

 

Link to Curriculum

Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards. Indicators: 1. Service-learning has clearly articulated learning goals. 2. Service-learning is aligned with the academic and/or programmatic curriculum. 3. Service-learning helps participants learn how to transfer knowledge and skills from one setting to another. 4. Service-learning that takes place in schools is formally recognized in school board policies and student records.

与课程关联

服务学习是特意用以达成学习目标和/或内容标准的教学策略。指标:1、服务学习有清晰明确的学习目标;2、服务学习与学业和/或计划课程协调进行;3、服务学习有助于参与者学会如何做到知识和技能的融会贯通;4、校内服务学习为校董事会政策正式认可,并记入学生成绩册。

 

Reflection

Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

Indicators: 1. Service-learning reflection includes a variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes. 2. Service-learning reflection occurs before, during, and after the service experience. 3. Service-learning reflection prompts participants to think deeply about complex community problems and alternative solutions. 4. Service-learning reflection encourages participants to examine their preconceptions and assumptions in order to explore and understand their roles and responsibilities as citizens. 5. Service-learning reflection encourages participants to examine a variety of social and civic issues related to their service-learning experience so that participants understand connections to public policy and civic life.

反思

服务学习融合当前多种挑战性反思活动,它们可以促成对自我和自我与社会关系的深度思考和分析。

指标:1、服务学习反思涵盖丰富多样的口头、书面、艺术和非语言活动,以展示参与者在知识技能和/或态度方面的理解和变化;2、服务学习反思发生于服务体验的前中后各阶段;3、服务学习反思激发参与者深入思考复杂的社区问题和不同的解决方案;4、服务学习反思鼓励参与者审视自己的预想和设想来探索和理解他们作为公民的角色和责任;5、服务学习反思鼓励参与者剖析与他们服务学习体验相关的一系列社会问题和城市问题,使他们理解它们与公共政策和城市生活的关系。

 

Diversity

Service-learning promotes understanding of diversity and mutual respect among all participants. Indicators: 1. Service-learning helps participants identify and analyze different points of view to gain understanding of multiple perspectives. 2. Service-learning helps participants develop interpersonal skills in conflict resolution and group decision-making. 3. Service-learning helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service. 4. Service-learning encourages participants to recognize and overcome stereotypes.

多样性

服务学习能促进对多样性的理解以及参与者间的互相尊重。指标:1、服务学习有助于参与者鉴别和分析不同观点并从多重角度理解问题;2、服务学习有助于参与者在冲突解决和团体决策中培养人际交往技能;3、服务学习有助于参与者积极主动去理解和评价服务者和服务对象的不同背景和视角;4、服务学习鼓励参与者识别并克服陈规旧习。

 

Youth Voice

Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults. Indicators: 1. Service-learning engages youth in generating ideas during the planning, implementation, and evaluation processes. 2. Service-learning involves youth in the decision-making process throughout the service-learning experiences. 3. Service-learning involves youth and adults in creating an environment that supports trust and open expression of ideas. 4. Service-learning promotes acquisition of knowledge and skills to enhance youth leadership and decision-making. 5. Service-learning involves youth in evaluating the quality and effectiveness of the service-learning experience.

青少年的声音

服务学习给予青少年足够的发言权,使他们在成人指导下策划、实施、评价服务学习活动。指标:1、服务学习让青少年在策划、实施和评价过程中形成自己的想法;2、服务学习让青少年在服务学习活动中全程参与决策;3、服务学习让青少年和成年人共同参与创造一个倡导信任与畅所欲言的氛围;4、服务学习鼓励通过学习知识与技能来增强青少年的领导能力和决策能力;5、服务学习让青少年参与评价服务学习体验的质量与效果。

Partnerships

Service-learning partnerships are collaborative, mutually beneficial, and address community needs. Indicators: 1. Service-learning involves a variety of partners, including youth, educators, families, community members, community-based organizations, and/or businesses. 2. Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress. 3. Service-learning partners collaborate to establish a shared vision and set common goals to address community needs. 4. Service-learning partners collaboratively develop and implement action plans to meet specified goals. 5. Service-learning partners share knowledge and understanding of school and community assets and needs, and view each other as valued resources.

合作关系

服务学习提倡合作互利,关注社区需求。指标:1、服务学习合作人成分多样,包括青少年、教育者、家庭成员、社区成员、社区组织和/或商家;2、服务学习合作关系的特点是通过定期和频繁交流来使所有合作人知晓各种活动及其进展;3、服务学习合作人通过合作树立共同的愿景、设定共同的目标以解决社区需求;4、服务学习合作人协作制定和实施行动计划以实现既定目标;5、服务学习合作人就学校和社区资产和需求互通有无、交流看法,并将彼此视为珍贵的资源。

 

Progress Monitoring

Service-learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability. Indicators: 1. Service-learning participants collect evidence of progress toward meeting specific service goals and learning outcomes from multiple sources throughout the service learning experience. 2. Service-learning participants collect evidence of the quality of service-learning implementation from multiple sources throughout the service-learning experience. 3. Service-learning participants use evidence to improve service-learning experiences. 4. Service-learning participants communicate evidence of progress toward goals and outcomes with the broader community, including policy-makers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.

进展追踪

服务学习让参与人全程参与评估在达成既定目标过程中的实施效果和进展情况,并使用评估结果为改进工作和可持续发展服务。指标:1、服务学习参与人收集以下信息:实现特定服务目标的进展情况和服务学习体验过程中不同途径的学习效果;2、服务学习参与人收集服务学习体验过程中多种方式执行服务学习的质量信息;3、服务学习参与人使用相关信息改进服务学习体验;4、服务学习参与人就达成目标和结果的进展情况,与包括决策者和教育部门官员在内的更大群体保持沟通,深入理解服务学习,确保优质实践的持续开展。

 

Duration and Intensity

Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes. Indicators: 1. Service-learning experiences include the processes of investigating community needs, preparing for service, action, reflection, demonstration of learning and impacts, and celebration. 2. Service-learning is conducted during concentrated blocks of time across a period of several weeks or months. 3. Service-learning experiences provide enough time to address identified community needs and achieve learning outcomes.

时长与强度

服务学习有足够的时长和强度来处理社区需求和取得既定成果。指标:1、服务学习体验包括调查社区需求、筹划服务、开展活动、进行反思、展示学习成果和活动反响以及庆祝活动;2、服务学习在几周或几月的时间期限内集中开展;3、服务学习体验为解决已知社区需求和取得学习成果提供足量的时间。



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