本研究旨在探討學生對不同類型大學服務學習課程與教學之認知與滿意評鑑。本文首先分析服務學習緣起與國內外大學服務學習課程實施之狀況及問題；其次簡介研究實施之背景情境，說明研究目的與方法。研究結果發現，學生對服務學習課程之教學評鑑可分為課程層次與教學層次，且學生對於反映不同專業程度與教學帶領形式之課程類型會有不同的評鑑，專業程度愈高、教師涉入教學愈多的課程其評鑑值也愈佳。最後，根據研究結果，本研究針對目前服務課程實施與教學評量問題進行討論，並提出未來大學對服務學習之課程規劃、教師帶領服務學習課程之專業能力養成、及服務學習課程教學評鑑設計等之建議，希望能對服務學習課程實施與教學評鑑之理論與實務有所貢獻。

The purposes of this study are to investigate students' evaluation of servicelearning courses and explore factors that affect their ratings. This paper first addresses the origin and development of service-learning, and analyzes the practice and problems of service-learning course implementation in higher education. Next, it describes the research context, objectives and methods of this study, results of this study indicate there are two factors represent students' evaluations of the course that are of curriculum and instructional levels. The more professional the service course requires, and the more the faculty is involved with course design and interacting with students, the higher ratings students give to the course evaluation. Based on the findings, this paper further discusses issues of curriculum and instructional design, as well as the evaluation methods of service learning course. It also provides suggestions for further researches and practical applications in the field.