（一）認識服務學習理念、實施與相關議題。
（二）從服務學習中認識如何與弱勢群體(學習落後或是教育弱勢)成員互動，建立同理心。
（三）建立關懷整體社會、協助學習或教育弱勢的行為態度與行動。
■ 課程內涵 (Course Contents)
1. 本課程與1門通識課程一起合作，進行課程教學。 本門課程只能提供至多 "23" 位的名額進行教育服務學習活動.
2.這門課程主要從認知、情意、與行動三個層面，瞭解因教育機會、社會結構與個人生理、心理因素所形成的教育與社會弱勢群體之特質、現況，並願意投身進入教育服務學習領域，以改善弱勢群體成員的社會與生活處境以及受教機會，也強化學習者自身的社會服務實踐知識與能力。由於大學生才走過青少年生命中青澀的階段，他們更能感同身受青少年在面臨生理變化、課業、親職及其它人際上可能遇到的種種困擾。
藉由服務學習機會激發大學生對關懷青少年的熱忱、服務社區國中生，讓大學生的角色從過去的資源使用者(受助者)，進而成為社區的助人者。除此，這門服務學習活動將藉由經驗分享與討論，由授課教師、或機構督導帶領，引導學生思考服務學習活動的心得，並將所獲得的經驗與實際生活、或學習作連結。
3. 因為與本門課程合作的中學場域與機構提供的名額有限, 只能提供至多 "20 " 位的名額 進行教育服務學習活動.(20位的名額)(I) Understand the concepts, implementation and related issues in service learning.
(II) Understand how to interact with weak groups (learning lagging or education weak) members from service learning and build empathy.
(III) Establish a behavioral attitude and actions that concern the overall society and help learn or educate weak people.
■ Course Contents
1. This course works with the 1-door communication course to conduct course tutorials. This course can only provide up to "23" places for educational service learning activities.
2. This course mainly understands the characteristics and current situations of education and socially weak groups formed by educational opportunities, social structures, personal physiological and psychological factors from three aspects: knowledge, emotion, and action, and is willing to devote yourself to learning education services. to improve the social and living conditions of vulnerable members and the opportunity to receive education, and to strengthen the knowledge and abilities of the learners' own social service. Since college students have only passed the stage of youth in their youth, they are more able to empathize with the difficulties that young people may encounter in the face of physiological changes, courses, careers and other people.
Through service learning opportunities, it will stimulate college students' enthusiasm for concerning young people and serve community middle school students, so that college students' roles will become community helpers from past resource users (sponsors). In addition, this service learning activity will be led by experience sharing and discussion, and will be led by a teacher or institution supervising guide to guide students to think about the service learning activity, and link the gained experience with actual life or learning.
3. Because the secondary school fields and institutions that cooperate with this department course provide limited places, they can only provide up to "20" positions to carry out educational service learning activities. (20 positions)
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