教育部為鼓勵國內大專校院推動「課程」結合「社區服務」之服務學習，協助學生應用課堂所學、增進自我反思能力、欣賞多元差異、瞭解社會議題及培養公民能力，訂定「教育部補助大專校院開設具服務學習內涵課程作業要點」，全力推動並深化具服務學習內涵課程。 元培科技大學九十七學年度申請教育部服務學習內涵課程計畫獲准執行，其中應用英語系負責兩項分項計畫，分別為「兒童英語教材教法」及 「兒童英語教學」，開設兩門兒童英語教學相關之服務學習內涵課程，選修此二門課程之學生每週至新竹市香山國小進行一小時之義務英語教學。 本文詳細說明元培科技大學應用英語系97學年度「兒童英語教學」課程之設計原理、執行經過及評分方式，並分別從授課教師、應用英語系學生及接受服務對象（香山國小學童）三種不同出發點，分析服務學習內涵課程對於高等教育教學／學習之助益，檢討目前既有課程設計之不足，並思考未來可改進之種種可能性。

Service-Learning has been encouraged in higher education to integrate community service with academic instruction by Ministry of Education in Taiwan. Resultingly, curricula aiming at this goal are designed to help university students to enhance learning by applying what they have learned in class to serve their communities. Hopefully, through community service, students can develop a sense of social responsibility and sharpen their skills at the same time. In the Academic Year 2008, the course “Teaching English to Young Learners TEYL” in Yuanpei University of Science and Technology is designed and implemented with grants from the Ministry. Under the guidance of the course instructor, students in the Department of Applied English teach 21 8-year-old pupils in a surrounding elementary school. This paper recounts the design, execution and assessment methods of this course, as well as discusses the pupils’ reactions toward English learning, students’ reflections on learning how to teach children English, and the instructor’s prospect and examination regarding this curriculum, which has broadened the dimension of conventional teacher-training courses in Taiwan by integrating service-learning into its designing methodology.