CAJ | 학술논문

采用准实验设计教学干预，将75名心理学专业本科生分为实验组（n=54）和对照组（n=21），实验组进行为期10周的结构化服务学习活动（每周2小时），对照组给予匹配任务（文献阅读和翻译总结）。采用反思日志中的开放性问题和非服务学习领域的结构不良情景问题为测验材料，利用自编的问题解决中的批判性思维表现编码袁，对服务学习活动前后和过程中相关材料进行编码，探讨服务学习中服务组学生批判性思维的变化及其在非服务学习领域结构不良问题解决中的迁移效果。结果表明服务学习对大学生的批判性思维表现具有显著促进作用，主要体现在方案改进维度上，这种促进作用可以迁移到非服务学习领域问题解决的批判性思维表现中。
채용준실험설계교학간예，장75명심이학전업본과생분위실험조（n=54）화대조조（n=21），실험조진행위기10주적결구화복무학습활동（매주2소시），대조조급여필배임무（문헌열독화번역총결）。채용반사일지중적개방성문제화비복무학습영역적결구불량정경문제위측험재료，이용자편적문제해결중적비판성사유표현편마원，대복무학습활동전후화과정중상관재료진행편마，탐토복무학습중복무조학생비판성사유적변화급기재비복무학습영역결구불량문제해결중적천이효과。결과표명복무학습대대학생적비판성사유표현구유현저촉진작용，주요체현재방안개진유도상，저충촉진작용가이천이도비복무학습영역문제해결적비판성사유표현중。
To explore the intervention effect of service learning on college students＇ critical thinking, 72 undergraduate students majoring in psychology accepted quasi experimental design intervention and were assigned to experimental group （N = 54） and control group （N = 21 ）. Experimental group participated in service learning for 10 weeks （2 hours per week） while control group completed matching tasks （literature translation and summary ）. Open questions in reflective journals and non-service learning field situational questions were used as experimental materials, and self-compiled critical thinking performance coding schedule was used to encode materials collected pre-post and during the service learning process. Quantitative analysis revealed that experimental group performed significantly better in the posttest, both in service learning and non-service learning area, especially analysis revealed during the service learning process experimental on the dimension of solution improvement. Qualitative group students evaluated solutions in a more objective and comprehensive way ,and improved solutions more targeted and operationally