A Study On Practical Knowledse-oriented Service Learning

At present, teaching practice in Chinese Universities faces certain issues like "practice doesn’t coordinate with theory", inadequate in exemplification of social service functions, localization of theory, lacking of systematic teaching process model and so on, which basically is problems with practice and theory. Try to imagine that you can see farer mountains; you can see clear ocean; you can touch the clouds in the sky by standing on your toes, then you will measure the mountain backbone by paces. Service learning is the mountain to conquer; practical knowledge is the backbone, while insight is the mountains and ocean. May people can climb up the mountain of service learning by following the backbone of practical knowledge; on the earth of practice, touch the sky of theory by standing on their toes.Service learning is based on learners’practical knowledge, realizing the mutual structure of schools and society, and also is the theory and practice to promote students’changing to practical knowledge with the core of equality and mutual growth. Learners’practical knowledge is what the students believe in and practice in the specific situation, and by expressing good instincts to construct existence and self-life significance in the social, which builds up the internal and external dynamic knowledge system interaction.In this study, three approaches like the scientific knowledge mapping method (Citespace), grounded theory method (Nvivo), statistical analysis (Spss) are adopted. Scientific knowledge map provides grounded theory with a theoretical base. Results are analyzed and the process of teaching mode is designed according to grounded theory, using statistical methods to test its effectiveness. Scientific knowledge map is based on CNKI full-text database for analysis, mainly involves the authors, the term of the hybrid network, the evolution trend of service-learning and practical knowledge and so on. By adopting Grounded Theory Methods,38students from two courses of Yunnan University, which consists of two groups, are chosen as the subjects of this study. The original data is encoded in the collection process, to carry out comparison and theoretical sampling at the same time. In Statistical Analysis Methods.219undergraduates of grade2013in Yunnan University are the study subjects.215valid questionnaires are collected in total, mainly tasting the effectiveness in the teaching process mode.The main conclusions of this study:First, the evolution of service-learning research was at an exploratory stage from2000to2007; from2008to2014, broadening stage that the researchers turned to the direction of social development and training of personnel. The evolution of practical knowledge stepped into the exploratory stage from2000to2003; from2004to2014entered the deepening and broadening scope of the study. Second, the analysis results of grounded theory are the theoretical concepts of service learning and practice of knowledge by learners. The influence factors, the structure model, the theoretical model, the three major pattern of learners’ practical knowledge Third, the practice teaching model designed on the base of theoretical research results consists of six phases:preparation modeling、extensive absorbing、deep implementation、the interpretation and evaluation sharing and purport. Fourth, the teaching practice process mode effect analysis, public courses and specialized courses teaching effectiveness differences analysis and affecting factors analysis.