美国大学承担着教学、研究和服务的三大职能。尽管大学的服务职能出现时间较晚，但它自确立以来得到了快速的发展，并成为大学职能中不可分割的部分。正如美国教育史学家弗雷德里克?鲁道夫（Frederick Rudolph）所说，美国大学自出现以来就被赋予了公共目标，承担着对过去、现在和未来的责任。

20世纪60年代，美国率先提出“服务-学习”的概念，它指的是由各级各类教育机构与社区共同合作，将学校内的学术课程学习与社区中的服务活动紧密结合，并使学生参与到有指导的、结构化的反思中，从而在解决社区真实问题与需求的同时，促进学生的学术学习和公民责任感的发展的一种方法，它常常以服务-学习课程或项目的形式呈现。就高等教育而言，服务-学习的出现与发展，满足了国家与社会对高等教育增强其社会服务职能、参与社会发展并做出有益贡献的要求，同时服务-学习所具有的促进学生学习、培养积极公民的功能，顺应了高等教育机构提高教育质量和公民教育的发展趋势。在这样的情况下，服务-学习在世界范围内快速传播，在英国、日本、韩国、中国香港等国家和地区的高等教育机构中，都能够看到服务-学习的实践。美国作为最早提出服务-学习的国家，目前已经建立了较为完善的服务-学习制度保障与实践体系。21世纪以来，我国致力于提高高等教育质量，建设高等教育强国。增强大学的社会服务意识和能力，培养具有社会服务知识与技能的公民，同样成为高等教育发展的重要方面。近年来，我国许多高校尝试开展服务-学习课程或项目，但尚未取得显著成果。因此，分析美国高等教育的服务-学习实践体系，借鉴美国大学服务-学习实践的成功经验，对于在我国开展服务-学习，完善我国当前的大学生社会实践体系，具有重要的积极意义。

论文包含五个主要部分。在第一部分，本研究梳理了美国服务-学习的发展历程。运用权变组织理论，将服务-学习看作一个开放系统，分析外部环境包括政治、经济、社会、法律和教育等因素如何影响服务-学习的发展，挖掘其背后的深层影响因素和驱动力。在第二部分，对服务-学习的内涵及其理论依据进行探讨，厘清服务-学习的概念、核心要素与基本原则，同时探究服务-学习理念内在的理论基础和依据。第三部分是本文的重点，对大学服务-学习实践的外部保障与内部运行体系两方面进行了深入的论述与分析。大学中服务-学习的内部运行是本研究的核心内容，运用协同学的理论，将服务-学习看做是由大学与社区两个子系统相互协作的结果，分析二者在服务-学习实施体系中的协同合作与发展。第四部分，选取佐治亚大学为个案，对该大学的服务-学习实践活动的内容进行分析。最后一部分，基于前文的研究，对美国大学服务-学习实践的特征、成果与挑战进行深入探讨。

通过对美国大学服务-学习实践的系统、深入的分析，本研究发现：（1）服务-学习的概念仍然存在争议，但互惠性与反思是服务-学习不可或缺的核心要素与基本特征。杜威关于经验教育和公民教育的思想，以及大卫·库伯的体验学习理论尤其是体验学习圈，为服务-学习提供了坚实的理论基础。（2）美国的服务-学习发展可以划分为三个阶段，二战之前的酝酿阶段、二战后至70年代你的初步发展阶段以及80年代之后的快速发展阶段。社会的发展与变革及其对高等教育的需求的变化，是服务-学习发展背后的深层因素。（3）联邦政府与高等教育组织共同构成了大学服务-学习发展的外部保障。高等教育组织是最主要的外部推动力，通过多样化的方式如倡导、项目、培训、会议、资源库和研究等方式，助力大学服务-学习实践的发展。联邦政府则主要通过法律文件、设立管理机构和开展项目的方式，为大学服务-学习实践提供保障。（4）大学服务-学习实践的内部运行是大学与社区二者协同合作的成果。这种协作关系是服务-学习实践顺利进行的关键，它贯穿于大学服务-学习实践的整个环节中。（5）美国大学服务-学习实践的未来发展中机遇与挑战并存。在当前大学服务-学习实践的规模扩大、形式多样化，但发展的实际进程与预算之间仍然存在差距，而联邦政府对服务-学习投入的削减也加剧了发展的难度。

In the 1960s, the United States took the lead in proposing the concept of "service-learning", which refers to a method that all kinds of educational institutions at all levels and communities work together to solve the real problems and needs of the community, while promoting the development of students' academic learning and civic responsibility. In this process, the academic curriculum learning in the school is closely combined with the service activities in the community, and the students participate in the guided and structured reflection. It is often presented in the form of service learning courses or projects.

As far as higher education is concerned, the emergence and development of service-learning meets the requirements of the state and Society for higher education to enhance its social service function, participate in social development and make contributions. At the same time, the function of service-learning to promote students' learning and cultivate active citizens is in line with the development trend of higher education institutions to improve the quality of education and civic education.

In this case, service-learning spreads rapidly all over the world, and the practice of service- learning can be seen in higher education institutions in the UK, Japan, South Korea, Hong Kong, China and other countries and regions. As the first country to propose service-learning, the United States has established a relatively complete service-learning system guarantee and practice system.

Since the 21st century, China has been committed to improving the quality of higher education and building a strong country in higher education. It is also an important aspect of the development of higher education to enhance the social service consciousness and ability of universities and cultivate citizens with social service knowledge and skills.

In recent years, many colleges and universities in China have tried to carry out service-learning courses or projects, but they have not achieved remarkable results. Therefore, it is of great significance to analyze the service-learning practice system of American higher education and learn from the successful of American university service-learning practice for developing service-learning in China and improving the current social practice system of college students in China.

The thesis contains five main parts. In the first part, the study sorts out the development of service-learning in the United States. Take service-learning as an open system, using Contingency theory of organization to analyze how the external environment including political, economic, social, legal, and educational factors affect the development of service-learning and excavate the underlying factors and driving forces behind it. The second part discusses the connotation and theoretical basis of service-learning, clarifies the concept, core elements and basic principles of service-learning, and explores the theoretical basis of the service-learning concept. The third part is the focus of the thesis. It provides an in-depth interpretation and analysis of the external guarantee and internal operating system of the service-learning practices in universities. The internal operation of service-learning in universities is the core content of this study. Using the theory of Synergetics, service-learning is regarded as the result of the synergy between the two subsystems of the university and the community, which are analyzed in the cooperation and development of the service-learning implementation system. The fourth part selects the University of Georgia as a case to analyze the content of the university's service-learning practices. The last part, based on the previous research, carries out an in-depth discussion on the characteristics, achievements and challenges of American university service-learning practices.

Through a systematic and in-depth analysis of service-learning practices in American universities, the study found that: (1) The concept of service-learning is still controversial, but reciprocity and reflection are indispensable core elements and basic characteristics of service-learning. Dewey's thoughts on experiential education and civic education, and David Kolb's Experiential Learning theory, especially the Experiential Learning Cycle, provide a solid theoretical basis for service-learning. (2) Service-learning development in the United States can be divided into three stages, the embryonic stage before World War II, the initial development stage from World War II to the 1970s, and the rapid development stage after the 1980s. The development and transformation of society and the change in its demand for higher education are the deep factors behind the development of service-learning. (3) The federal government and higher education organizations together constitute the external guarantee for university service-learning development. Higher education organizations are the most critical external driving force. Through diversified methods such as advocacies, projects, pieces of training, conferences, resource databases, and researches, they help the development of university service-learning practices. The federal government mainly provides guarantees for university service-learning practices through legal documents, the establishment of regulatory agencies and the implementation of projects. (4) The internal operation of University service-learning practices are the result of synergy between the university and the community. This synergetic relationship is the key to the smooth progress of service-learning practices, which runs through the entire link. (5) In the future development of American university service-learning practices, opportunities and challenges will coexist. Currently, university service-learning practices are expanding in size and diversifying in forms. However, there is still a gap between the actual development process and the budget limitation, and the federal government's reduction in service-learning investment has also exacerbated the difficulty of development.