香港政府倡導融合教育，照顧學生多樣化，亦鼓勵學生達致全人發展，但教師工作繁忙，如何同時達成二者目標實屬挑戰。本文旨在為初高中和專上教育教師提供能夠糅合二者的教學方法，文章介紹了「服務學習」概念，強調教學時需「服務」和「學習」並重，給予學生機會設計和帶領活動，學習理解不同群體的需要，深入反思社會現況。研究團隊有系統地建立了一套「服務學習」框架，並以香港教育大學和香港浸會大學的合作計劃為參考示範。The advocate of inclusive education and whole person development has been one of the major missions of Hong Kong government, but to fulfill the goal of such mission in the classroom poses a great challenge to teachers. The present paper aims to provide a pedagogy for teachers of secondary and tertiary educations that achieves both the purposes of inclusive education and whole person development. The concept “Service-Learning” which emphasizes the importance of “service” and “learning” in teaching is introduced. Teacher following such pedagogy offers student chances to organize and undertake activity, to learn to understand the needs of different people and to have a deep reflection about the society. Our team, based on the concept, has developed a structural framework to operationalize the concept in teaching and a project co-organized by The Education University of Hong Kong and Hong Kong Baptist University is provided as case demonstration for reference. Copyright © 2019 香港教師中心.

This study aims to explore whether university co-curricular courses with embedded service-learning have an effect on students' interpersonal capability development, and how course quality relates to student outcomes. It used a mixed-methods approach comprising surveys and interviews. The survey data show that students' self-perceived relationship management skills improved in all cocurricular courses. Students' perception of their own awareness of others' experiences and feelings, however, was found to have worsened. Course quality was found to be a predictor of both aspects of interpersonal development, suggesting that closer alignment of courses with the recommended quality standards will make them more effective in promoting students' interpersonal capabilities. The qualitative data echo the quantitative findings and reveal that course characteristics, such as meaningful experience, diversity, student voice, and group work, are significant for developing students' interpersonal capabilities.本文旨在探討大學課程中設有服務學習的聯課課程能否促進學生的人際溝通能力，以及課程質素如何影響學習成果。本研究採用混合研究方法，即問卷調查和訪談。調研結果顯示學生自感在人際關係管理能力有所提升，但在察覺他人經驗和感受的能力下降。研究並顯示課程質素能夠預測以上兩項能力的發展，即課程愈能緊扣其質素標準要求，則效能愈高。質性研究也有相同的結果，展示課程的特徵如：有意義的經驗、多元化的體驗、學生的聲音、團隊工作，都是發展有關能力的要素。 Copyright © 2018 HKFYG.

Background: Seventeen pre-service teachers from The Hong Kong Institute of Education involved in a service education project during the summer vacation in 2008. They spent seven weeks in an orphanage and a commune in Vietnam to provide various services for disabled children and to help constructing a house for the poor villagers respectively. They learned how to cope with challenging environment through developing service leadership, problem solving and communication abilities in a different cultural context.
Aims: To reveal what respondents have experienced, reflected and gained through involving in the cross-cultural service exposure project and how such fruitful learning experiences can be enhanced.
Sample: All seventeen pre-service teachers involved in the project.
Method: Content analysis was conducted on service-learning journals, day logs and writings prepared by the students after the service-learning experience.
Results: The analysis based on respondents' reflective writings revealed that the development of genuine relationship among participants through mutual care, their generic skills, leadership abilities and cultural competencies are enhanced while they work collaboratively and support each other to overcome difficulties.
Conclusion: As a multicultural service-learning co-curricular activity, participants can acquire new knowledge, change attitudes and develop constructive behaviors through a genuine and caring environment and reflection. They are perceived to attain gains in leadership abilities, cultural competence skills and professional commitment.
背景：在2008年的暑假，十七位來自香港教育學院師資培訓的學生，遠赴越南參加了一項為期七個星期的服務學習計劃，他們分別在兒童院為有肢體障礙的孩童提供服務，並為貧困村民修建房屋，同學在過程中學習面對種種環境及文化差異上的挑戰，從而鍛鍊出服務領導才能、解決困難和溝通能力。
目的：作者透過參加者的文章以描述他們在這異地服務計劃中所得出的經驗，從而總結出如何更有效地推展此種在文化差異環境中的學習經驗。
調查對象：十七位參加該服務學習計劃的師資培訓學生
調查方法：作者以內容分析方法，從同學們的學習日誌及反省文章中探討他們的學習經歷。
調查結果：從參加者文章中反映出學員間在合作和支持解困的過程中，能建立出彼此照顧的誠懇關係，以促成共通能力、領導才能及文化勝任能力的培養。
總結：學生在參加不同文化背景的服務學習聯課活動中