近年來引領學生走進社區、進行實地體驗學習的教學法在校園裡蔓延，然而欲將 學生帶出校外一直以來似乎仍存有諸多的限制與挑戰。本文以曾運用校外參訪見學方 式進行課程學之教師為深度訪談對象、同時亦對修讀「企業倫理專題」課程而實際 參與大學社會責任實踐計畫的研究生進行焦點群體訪談，接著針對這種由「師、生」 雙邊的研究設計所得而來之訪談文本進行詮釋分析，歸納得有以下的命題與反思： 一、發掘問題癥結、進而層層解決；二、結果並非目的、過程帶來啟發；三、尋訪人 間百態、溫情點滴在心；四、翻轉呆板課室、活化教學場域；五、彼此合作共學、創 造團隊綜效。最後，依循這樣的問題意識與經驗詮釋對教學實務再提出幾點建議。

In recent years, a teaching method which leads students to communities and utilizes field trips as experiential learning has been on the rise in universities. However, taking students to go off campus has been met with numerous constraints and challenges. The present study carried out in-depth interviews with the university instructors who have the experiences of using field trips as teaching methods; meanwhile, the study also conducted focus group interviews with the graduate school students who were taking the course of "enterprise ethnics" and were engaged in the project of University Social Responsibility (USR). Adopting dyadic research design, the study then undertook analysis and interpretation of the interview transcripts from both sides of the teachers and the students, which could indicate the following proposition and reflections: first, students could discover the crux of the problem from field trips and thus solve problems step by step; second, sometimes the results of such experiential learning may not attain all the goals that it originally set, but what matters is that the process could bring about reflections and inspirations for the future learning; third, various kinds of interaction experiences with the local communities may arouse students’ kindness; fourth, experiential learning can create a flipped classroom that can stimulate students to learn; fifth, through such a collaborative learning, students could achieve the desirable synergy. Finally, based on the problem awareness and the experience interpretations mentioned above, suggestions for future practical teaching are provided.