翻轉教室的面貌已是當前高等教育的重要議題，為提高學習遷移的效果，團體討論、實作演練與即時應用將是未來的學習主軸。 行動學習是一種強調做中學與主動建構的體驗課程，除了善用團隊的批判思考與反省激盪外，也期望能夠解決真實問題。大學院校的服務學習已行之多年，卻少有問題意識與團隊批判反思的锻錬，如能將行動學習的精神融入服務學習課程，相信對服務學習的發展具有十 足的幫助。 本篇首先探討行動學習的基本概念與實施步驟，再針對各大學院校服務學習的現況與問題，提出「行動」與「反思」的探究，期望提出結論與建議供服務學習規劃者參考。

“Flipped classroom” was recently important issue in higher education. In order to increase undergraduates, transfer of learning, professor must adopt the appropriate teaching methods, such as group discussion, practice by doing, and immediate use of learning. Action learning was an approach to solving real problems that involved taking action and reflecting upon the results. The learning that resulted helped improve the problem-solving process as well as the critical thinking team developed. The undergraduates taking service-learning curriculum were usually lacking in problem-based introspection and critical thinking. If instilling action learning into service-learning curriculum in higher education, the development of service-learning would be successM. This paper explored action learning instilled into service-learning curriculum in higher education. First of all, the fundamental concepts of action learning were described. Secondly, the process of action learning were elaborated. The study also found out the problems of service-learning curriculum. Finally, feasible suggestions giving insight into the development of service-learning cumculum in higher education were proposed.