在教育部推動下，服務學習已在台灣大專院校有多年的推展成果，多所大學社會工作科系於社區工作教學上亦採服務學習授課方式。服務學習對服務、反思與社區的強調，與社區工作有高度的親和性與連結，在理念上應能與社區工作相結合。但是融入服務學習的社區工作教學，是否能有效協助學生學習社區工作，仍須進一步探討與反思；尤其學習非僅是教師的引領與想像，更重要的是學生對社區工作專業的學習成果，以及與服務場域—社區的長期互惠合 作。 透過103 學年慈濟大學社工系社區工作的教學量化與質化成果分析，可 發現學生對於服務學習與社區工作的教學結合有高度的認同，認為服務學習對 其社區工作專業知識技術、助人服務、社區多元需求理解與社會關懷上有所助 益。但是，在服務學習教學過程中，作者亦發現社區概念建立、對社區的弱勢 假定、教師反思引導、服務學習課程安排，仍有需進一步思考與改進之處。

Service-learning as a pedagogy, which stresses the synergy of Service, Reflection and Community in learning, has been widely adopted by Schools of Social Work in Taiwan, under the guidance of the Ministry of Education. Despite the seemingly affinity between Community Work and service-learning, its effectiveness in social work education remains unclear. In 2015, the author conducted a research on a Community Work course that adopted the service-learning approach in the Department of Social Work at Tzu Chi University. Through quantitative and qualitative analysis of data collected from the study, the findings confirm the benefits of service-learning. Students not only enhanced their professional knowledge and expertise, but also realized the diversified needs of the community with heightened awareness to social issues. In addition to the findings of learning effectiveness, the author also reflects on the methodological and pedagogical implications, including the concept of community, the presumed disadvantaged status of communities, guided reflection, and curriculum arrangement.