近年來大學社會責任與地方創生議題崛起，如何有效引領學生融滲社區成為該社區需求的人才，已是各大學的重要目標。我們在教學現場嘗試脫離過去被動式的學習，透過社會創新議題引發學生跨領學習的動機，並達到自我導向學習成效。因此，本研究主要探討自我導向學習模式、神經語言程式學（NLP）技術與場域實踐對社會創新課程的學習成效之影響，從課程設計與結構、場域實踐的教學過程中尋求學生投入社區解決真實問題的有效學習模式，研究結果顯示透過問題導向的專案實作與在地資源連結，確實可提供學生一個學習的彈性機制與人脈網絡，並強化學生自我導向學習動機與成效。同時發現自我導向學習模式影響學習成效最高，其次為場域實踐，最後為神經語言程式學（NLP）技術，其中學生在自我的內在對話中認為積極的思考非常重要，可以提升自我內在的價值，更透過實作歷程產生很美好的課程經驗。 In recent years, with the issue of university social responsibility and regional revitalization rising, how to effectively lead students to integrate into the community and become the talents needed by the community has become an important goal of each university. This research attempted to remove the passive learning in the past in the teaching field and stimulate students' learning motivation through social innovation issues to achieve the effect of self-directed learning. Therefore, this study mainly explored the impacts of the self-directed learning model, neuro-linguistic programming (NLP) technology, and field practice on the learning effectiveness of social innovation courses. It searched for an effective learning mode for students to engage in the community in order to solve real problems from course design and structure, and the teaching process of field practice. The research results show that the connection between problem-oriented project implementation and local resources could indeed provide students with a flexible mechanism for learning and a network of contacts, and strengthen the motivation and effectiveness of students' self-directed learning. Meanwhile, it was found that the self-directed learning model had the highest impact on learning effectiveness, followed by field practice, and finally NLP. Moreover, the participating students suggested that positive thinking was very important in their internal dialogue, which could enhance their inner values and generate a great course experience through the practical process.
