目前我国高校的人才培养出现了课堂教学与社会需要、课程学习与志愿者服务脱节的现象，这种情况会对学生的长远发展造成影响，而服务学习这种既强调课堂学习，又重视社区服务的教学方式的出现，为缓解这一脱节现象带来了希望。在大量的研究中我们可以看到之前的研究在证实服务学习是一个行之有效的教学方法给出了有利证据，但是他们更多的是将注意力放在最后的结果变量上进行研究，而较少的通过对服务学习过程进行关注，这使得我们可以利用的开展服务学习活动过程性的依据就减少了。在服务学习这种新的教学方式中，服务学习者的活动投入城垛是决定了服务学习质量的关键因素，所以我们应将活动的主体作为研究的切入点进行更有针对性的分析，将重点关注学生服务学习过程性的变化和个案中的对比分析。本研究中所选用的被试为北京某大学本科二年级学生81名，随机分组后开始进行活动。此次的服务学习内容设计为结合课堂学习的理论知识和技巧陪伴教育特殊儿童（自闭症、智力障碍）8周，每周进行2个小时的互动，活动方案由小组成员进行讨论商定，每次活动结束后需按时完成反思日志。在整个服务学习过程中每个小组均有一名督导进行指导及反思日志的反馈，为了更好的收集资料，我们对每个小组的活动进行了全程录像，并做了相关数据、信息的收集。通过对数据的统计分析得出以下结论：（1）在服务学习中，社会支持对活动投入有正向预测作用；（2）服务学习中，学生的心理韧性对活动投入具有正向预测作用。在对个案的8次服务学习活动进行对比分析时，可以得到这样的结论：（1）在这次服务学习活动中，心理韧性高的学生，感知到的社会支持及活动投入较高且变化稳定；（2）同一小组中心理韧性低的这位学生，感知到的社会支持及活动投入低于心理韧性高的学生，且变化波动明显。关键词：心理韧性 社会支持 活动投入

At present, a phenomenon that class teaching is divorced from the social needs, course learning and service of volunteers in talent training in Chinese college appears which will affect the long-term development of students. However, this service-learning which not only emphases on the class learning but also pays attention to service of community brings the hope for solving this problem. Among these researches, we can know from the previous researches affording the advantage evidence on affirming that service-learning is an effective teaching method. They paid more attention to the last result about the variable, which was more than the attention paid on the process of service-learning, making the basis that can be made use of to develop the service-learning reduced. In this new teaching method, the activities engagement of service-learner is the key factor that determines the quality of service-learning. Therefore, we should analyze principally the main part of activities as the breakthrough of research, paying more attention the change of students in process of service-learning and contrastive analysisIn this research, 81students chosen to do research are junior in one university in Beijing, chosen at random and divided into several groups. The content design of service-learning for 8 weeks combined the theory of class learning with the technique of accompanying the exceptional child (autism and dysgnosia). There were 2 hours for interaction each week; the programme of activities would be decided through discussion by member of group. After finishing the activity, daily record reflected would be fulfilled on time. In the whole process of service-learning, each group has a supervisor to instruct and feed back the daily record. In order to collect the data, we recorded the whole process of groups and collected the related statistics and information.The conclusions reached are:(1) In the process of service-learning, the social support has effect of positive predication to activities engagement;(2) In the process of service-learning, the resilience of students have effect of positive predication; In the contrastive analysis of 8 service-learnings to personnel, we can draw the conclusion:(1) In the process of service-learning, the higher resilience the students were, the higher social support and activities engagement the students percepted and the more stable the change was.(2) The lower resilience the student was, the less social support and activities engagement the students percepted and the more obviously the change fluctuated.KEY WORDS：resilience; ocial support; activity engagement