摘要
实践知识对推动社会工作专业发展具有重要意义已成为学界共识,但针对如何促进学生实践知识的生成仍然缺乏关注。借助转化学习理论视角,对H大学社会工作实务课程开展实践性教学的过程进行分析。发现学生在参与课堂实践活动的过程中生成了三种类型的实践知识:策略性知识、反思性知识、自我知识。进一步分析可知,价值体验中的专业认同、触发事件引起的专业反思、理性对话与专业支持、具身实践与观点转化是学生实践知识生成机制的主要组成部分,其内部存在一定的逻辑关系。为了更好地促进学生实践知识的生成与内化,社会工作实践性教学应当重视课程中的实务训练、引导学生进行专业反思、关注并支持学生的专业实践过程。
As an applied social science,practicality is a prominent feature of social work.The practical knowledge derived from the experience of practitioners is the source of constructing local social work theories,which can provide guidance for the development of professional practice and promote the continuous development and progress of professional practice.Social work students are the main talent reserve of professional practitioners,attaching importance to their practical knowledge generation is related to the high-quality development of professional education and professional talent team construction.However,there is still a lack of attention on how to promote the generation of students’practical knowledge.From the perspective of Transformative Learning(TL)theory,this study collects data by using a semi-structured interview method to analyze the course practice process of Social Work Practice in H University.This study explores what forms of practical knowledge have a significant impact on students’personal and professional development,and how students’practical knowledge is generated in the process of professional learning,and discusses how to create favorable conditions to promote the generation of students’practical knowledge according to the above research results.It is found that students generate three types of practical knowledge while participating in practical activities:strategic knowledge,reflective knowledge and self-knowledge.Strategic knowledge is mainly manifested as specific strategies and methods formed in solving practical problems.This kind of knowledge is generated in the specific situation of dealing with practical problems and can play a direct effect at the operational level.Reflective knowledge refers to students’views and understandings of theory or practice based on reflection in professional practice,which can inspire or guide students’professional practice by changing their professional cognition.Self-knowledge is the self-cognition and concept formed by students based on the
作者
洪佩
时浩宇
HONG Pei;SHI Haoyu
出处
《社会工作》
2023年第2期57-72,109,110,共18页
Journal of Social Work
基金
华中师范大学2022年教学研究项目“社会工作教学促进学生实现知识转化的内涵与机制研究”
中央高校基本科研业务费专项资金项目“中国本土社会工作实践模式建构”(项目编号:CCNU20XJ040)。
