為深化學生的核心能力，培養具備跨領域、創新與整合能力的人才，以求學生未來能夠面對多元化與全球化的社會生活，強調透過「行動導向」與「服務學習」課程的發展，培養學生知識反思、整合與創新能力，是教育部推動通識教育改革的核心精神與策略。本文以作者在台北藝術大學執行「媒介與藝術人的社會實踐」這門行動導向通識教育課程的教學實踐經驗為例，首先，探討敘事與對話教學策略的運用，如何落實「以學習者為主體」的教學理念，在行動導向與服務學習課程的準備階段中，透過互動教學活動的設計，以故事引發故事，帶動學習者課堂中的對話參與和主動學習，進而形構學習社群，激發學習者行動參與的動機與熱情。接著，在進入到行動或服務學習的計畫與執行階段後，教學者如何引導、支持學習者發展行動或服務學習方案，並具體說明學習者如何在學習社群的持續對話關係中，經由行動或服務學習經驗的反思而獲致自我的學習與成長。

It´s important to strengthen the core competencies and to cultivate the talent of creativity for students to face the future in the global society. Because of the characteristics of learning by doing,the curriculum of action learning and service-learning are thought as the effective approaches to develop the competencies of students´ reflection, integration and innovation.Based on the experiences of implementing the action learning course of “ Media and Artists´Social Practice＂, the thesis aims to explore how the approaches of narratives and dialogic learning are used to practice the student-centered belief and contribute to the learning community formation at the preparation stage of action learning. After entering to the implementation stage of action learning, the analysis will focus on how the instructor guided and supported the students to develop their action program, and how the students learn through their reflection on the experiences.