近年大學通識教育推動上，因服務學習鼓勵學生在服務中驗證所學，培養社會關懷情操，及反思、合作與問題解決能力，故普遍受到重視。本文以國立臺北藝術大學師資培育中心藝術教育服務隊為對象，應用課程評鑑理念，探討服務學習課程的發展歷程、實施情形，及結果評估。研究方法採直接觀察法、焦點團體法、問卷調查法，兼顧質化與量化分析。結果發現，受服務學生與師資生對參與服務學習課程均有甚高的滿意度，可激勵師資生教學知能的增進，但服務時間太短略顯可惜；另外，預備期的培訓課程能凝聚團隊氣氛與認同，在時間密度和內容選擇上應更加謹慎；而課程評鑑有助於服務學習課程系統化分析，應重視形成性與總結性評鑑的相互運用，兼重課程推動的過程與結果。

In recent years, the service learning which emphasis on learning by doing, cultivate the sentiment of social care and the abilities of problem solving, reflection, and collaboration were implemented frequently on general education of universities. This study applied the theories of curriculum evaluation to inquire the developing process and results on arts service learning camp which were conducted by the Center for Teacher Education of Taipei National University of the Arts. We used both qualitative and quantitative methods including direct observation, focus group, and questionnaire survey for data collecting. The results showed that the satisfaction of service learning camp on both side were high, and the students could enhance their teaching knowledge and abilities although the service time was too short. In addition, cultivate curriculum should be more cautious to gather the team atmosphere and identity. Finally, curriculum evaluation could help the service learning more systematically. We should pay attention to formative and summative evaluation of each application to promote the process and the results of service learning curriculum.