“服务-学习”教学模式对社会工作专业人才培养的影响研究

Research on the Influence of “Service-learning” Teaching Mode on the Cultivation of Social Work professionals

In recent years, the “Service-learning” teaching model has been introduced into the teaching of social work courses and is favored by colleges and universities all over the country. This paper first examines the role of “Service-learning” teaching model in the cultivation of social work professionals from the perspective of students. Six students who participated in the“Service-learning” teaching mode were interviewed, to know their performance, harvest and professional knowledge in the preparation, service, supervision and summary of the “Service-learning” teaching mode of social work. The results show that the “Service-learning” teaching model enables students to master the theoretical knowledge and skills required in the preparation stage, promotes students’ ability of active inquiry, and promotes students’ cooperative learning. In the service phase, the service learning course enhanced students’ interpersonal communication skills, professional writing skills and ability to deal with emergencies;The students’ professional assessment ability, the professionalism of social work service and the ability of service planning were enhanced, students realize the significance of social work to social development. It is suggested that the course content should be designed more rationally in the “Service-learning” teaching mode, and the role of supervision inside and outside the school should be brought into full play. Using “Service-learning” teaching model to cultivate more professional and professional social workers.

近年来，“服务-学习”教学模式引入到社会工作专业课程教学中，受到全国各地高校的青睐。本文首次从学生的角度来考察“服务-学习”教学模式在社会工作专业人才培养中的作用。访谈了参与“服务-学习”教学模式的6 名学生，了解他们在社会工作“服务-学习”教学模式的准备阶段、服务阶段、督导阶段以及庆贺总结阶段的表现、收获以及对专业的认识。访谈结果表明，“服务-学习”教学模式在准备阶段让学生较好地掌握了服务所需理论知识和服务技巧，提升了学生主动探究的能力，促进了学生合作学习;在服务阶段，服务学习课程提升了学生的人际沟通技巧、专业写作技巧以及处理突发事件的能力;督导阶段，提升了学生专业问题评估能力、社工服务的专业性以及服务规划能力;庆贺总结阶段加深了学生对专业知识的理解，学生体会到社会工作对社会发展的意义。建议在“服务-学习”教学模式更加合理地设计课程内容，充分发挥校内外督导的作用。运用“服务-学习”教学模式培养更职业化与专业化的社工人才。