研究背景：我國老年人口日益增長，以社區為基礎的服務已是主要老人福利服務模式。文獻顯示老人社會工作難以吸引大學生投入，職場流動率高，以致老人社會工作專業人力質量發展的問題難以解決。本研究從教育者的觀點出發，運用課程行動研究方法，了解老照系學生參與社區服務經驗，對老人社會工作專業能力的影響，行動成果回饋到老人社會工作課程發展之參考。研究方法：由社區老人服務單位推薦社區失能老人，由研究者邀請參與社區失能老人服務課程行動研究計畫，自2010年2月至2012年1月，共有19位社區老人（8位男性，11位女性，平均年齡74.8歲），92位學生（11位男性，81位女性）參與。學生選修「老人社會工作」或「照顧管理」課程，以小組方式，每個月到宅關懷訪視及生心理徵象量測一次，並視需要提供社區資源連結或轉介服務。研究者提出行動後的省思與建議：1.社區失能老人不是弱勢者而是教導者，教師可以與社區老人合作發展實務教學計畫；2.大學生社區服務經驗可統整理論與實務技巧；3.社區服務經驗增強學生畢業後投入老人社會工作的信心與能力；4.發展社區服務課程的限制與建議。

Background: With the growing aging population, community-based service has been main aging welfare services model. Literatures show that geriatric social work is difficult to attract college students and has high turnover rate, the quality and quantity of professional manpower problem is difficult to solve. This study, from the view of an educator, applied curriculum action research to explore college students' experiences in participating community service courses affecting on their geriatric social work competences. Methods: Researcher invited community disabled elderly, recommended by community service institutions, to participate in community service action research. From February 2010 to January 2012, a total of 19 elderly (8 male, 11 female, average age 74.8), 92 students (11 male, 81 female) participated. Students, in small group, took ”Geriatric Social Work” or ”Care Management” courses to provide home visits, physiological and psychological measurements, and resources referral services when needed. Reflections and recommendations: 1.Community disabled elderly are not disadvantaged but teachers, school educators can development practical teaching plans with them; 2.Students can integrate theories and practical skills through community services experiences; 3.Community service experiences help to strengthen students' confidences and abilities of working in geriatric social work after graduation; 4. Limitations and suggestions in developing community service curriculums are addressed.