文献类型：期刊文献

中文题名：转化增能:一项基于社会工作案例教学的实践研究

英文题名：Transformative Empowerment:A Practical Research of Case Study Based on Social Work

作者：张天真[1];费梅苹[1,2]

机构：[1]华东理工大学社会工作系,上海200237;[2]华东理工大学社会与公共管理学院MSW教育中心

年份：2023

期号：2

起止页码：29

中文期刊名：社会工作

外文期刊名：Journal of Social Work

收录：国家哲学社会科学学术期刊数据库;CSSCI:【CSSCI_E2023_2024】；

基金：2017年度上海市教育科研市级课题“建构主义视角下社会工作专业案例教学法研究”(项目编号:C17039)

语种：中文

中文关键词：案例教学;转化学习;社会工作教育;批判性反思

摘要：实践能力培养欠缺是社会工作教育中的短板,社会工作人才培养体系需要迎合实践作出调整。通过梳理案例教学与转化学习理论的发展脉络,认为二者的结合是弥合社会工作教育与实践间隙的一种可能性路径。本研究以MSW《未成年人司法社会工作》课程作为个案,运用观察法、问卷调查法分析教学方法的实践过程及学生的转变。研究呈现了转化学习逻辑下案例教学实践的十个基本步骤。结合问卷分析发现,学生对实践知识体系的建构、对专业服务技术的掌握、对专业价值观的领悟均在反思中得到升华。研究进一步探讨促进转化的内在机制,发现批判性反思是融汇于课程设计、激发理性对话、促进新经验的内化和知识结构完善的核心要素。借助教学方式的改进,促进学生批判性反思能力的培养,以此推动社会工作人才培养的“供给侧改革”,回应本土化实践的需要。
China’s graduate education is transforming from large to strong.Developing high-quality graduate education and training high-level talents suitable for China’s national conditions is an important mission of graduate education in the new era.From 2010 to 2020,China has made remarkable achievements in the education of professional master of social work in terms of school scale and teacher construction,but there are also practical difficulties.First,the current education mode emphasizes cultivating students’scientific research ability,and theoretical courses have more credits and longer class hours.Although there has been an increase in internship courses in recent years,due to the incomplete construction of internship base and the lack of professional supervision of students’internship,the internship results did not meet expectations.Second,classroom teaching is usually based on oral teaching,teaching content is difficult to relate to practical situations.Students lack of understanding of the knowledge,it is difficult to do active learning.Third,China’s domestic social work education is dominated by Western theories,which makes it difficult for students to deal with complex ethical conflicts and practical problems in the local context when providing social services,which is not conducive to promoting the development of local practice.By sorting out the development of case teaching and transformative learning theory,this paper holds that combining the two is a possible path to bridge the gap between social work education and practice.Mezirow’s transformative learning theory constructs a learning mode that converts original experience into a more inclusive meaning structure through critical reflection,which caters to the cultivation requirements of professional literacy emphasized by social work education:reflection in practice and practice in reflection.To some extent,case teaching has filled the vacancy of insufficient practical ability in MSW education,and transformed learning into case teaching with the kernel of reflection.The combination of the two has become a way to solve the dilemma of professional degree practice.This study takes the course“Judicial Social Work for Minors”of a university in China as a case study,and uses the observation method and questionnaire method to analyze the practice process of teaching method and the transformation of students.It is found that the practice of case teaching under the logic of transformative learning can be divided into ten basic steps:1.Use cases to set up difficult situations;2.Throw out thought questions and organize class discussions;3.Guide students to critically reflect on transcendental assumptions;4.Make students realize the connection between improving plight and transformation;5.Guide students to explore new roles,ideas and actions;6.Students plan new services;7.Master the knowledge and skills necessary for the plan;8.Try new services in the classroom;9.Build competence and confidence in service;10.Get involved in internships.In this process,students’construction of a practical knowledge system,mastery of professional service technology and understanding of professional values are sublimated in the reflection.After the end of the course,the researcher conducted a questionnaire survey to evaluate the teaching effectiveness of this course.88.1%of the students agreed that“classroom learning makes some abstract concepts and practical problems vivid,easy to understand and grasp”;81%felt that“the ability to apply theoretical knowledge to practice has improved”.It shows that this teaching method promotes the transformation from theoretical knowledge to practical knowledge.78.6%of the students agreed that“the understanding of social work practice increased through classroom learning”,and only 47.6%agreed that“their practical operation ability has been improved”.It shows that although case studies and case simulations can bring some practical experience to students,the training in practical operation ability is insufficient.According to the questionnaire analysis of the value ethics dimension,69%of students agree that“we can better serve the same objects”,and 73.8%agree that“classroom teaching is helpful to cultivate the value concept of social work”.It shows that case teaching under the logic of transformative learning promotes students’identification of professional values to some extent.By further exploring the internal mechanism of transformation,we find that critical reflection plays a central role in the process of transformation.First,critical reflection is integrated into curriculum design to promote the transformation of meaning structure.Second,critical reflection stimulates rational dialogue.Thirdly,critical reflection promotes the internalization of new experiences and the perfection of knowledge structure.In conclusion,case teaching under translational learning logic provides a way to improve students’professional competence through critical reflection.This approach provides students with a new structure of thinking,enabling them to more deeply understand the special experiences of the service population,the selection and use of theories,and the interaction in the context of the macro social structure.With the help of the improvement of teaching methods,the cultivation of students’critical reflection ability is promoted,to promote the“supply-side reform”of social work personnel training and respond to the needs of localization practice.