摘要
服务学习理论由于对课程学习和社区服务的双重关切,被视为一种有助于弥合我国社会工作理论与实践、教育与实务割裂运行状态,持续提升社会工作者(学生)的实务能力及其实践有效性的可选教学模式。本文基于粤北乡镇社工站示范建设专题课程实施过程的行动研究,探究职业情境下开展社会工作服务学习的困境、过程及运作机制。本文研究发现:(1)社会工作服务学习过程在知识理解、实务操作和价值认同等方面存在缺憾,而协助服务学习者达至对课程知识的深层理解,将实践知识逐步构建起来,以及持续获得对服务学习的价值意义,是以实务型专业人才培养为导向的社会工作服务学习的基本要义;(2)社会工作服务学习要有效地进行,有赖于专题培训(有针对性的课程学习)、专项服务(有计划性的服务开展)以及专业督导(有自觉性的反思评估)等核心过程的有效推进;(3)社会工作教育者(督导)所扮演的服务学习推动者、反思与评估的协作者、实践知识的协同生产者等角色不可或缺,是社会工作服务学习成败的关键所在,这也对教育者自身的专业发展作出了一定的要求。
Service learning is an educational model developed to bridge the gap between traditional classroom learning and community service,grounded in experiential education philosophy and participatory action research.Through cooperation between the school and the community,the services provided to the community are combined with the curriculum,allowing students to participate in organized service actions to assist the community in solving needs and at the same time cultivate students’sense of social responsibility,and allow students to improve their professional knowledge,skills and problem-solving abilities to achieve a win-win situation between student growth and community development.Because service learning has the potential to bridge the gap between curriculum learning and social practice,service learning was first used in the curriculum reform of“school service to the community”in the United States,and then gradually expanded into the field of practical teaching and pre-vocational education in many practical majors.
出处
《社会工作》
CSSCI
2024年第4期132-149,164-166,共21页
Journal of Social Work
