项目制学习在社会工作人才培养中的应用——以专业实训课程为例

The Application of Project-based Learning in the Training of Social Work Undergraduates:Taking Professional Practical Training Courses as an Example

社会工作的专业发展与实践密不可分,然而当前我国社会工作的学历教育并未有效提升学生的实践能力。本文基于黄金标准项目制学习操作化守则,将项目制学习方法运用于B市S校的社会工作实训课程。在项目启动阶段,充分激发学生的主体性;在计划阶段,构建学习共同体发挥复合效应;在实施阶段,达成现实情境的问题解决;在评估阶段,促进学生自我反思和专业能力建构。实践表明,项目制学习有效契合了社会工作的“社会性”实践需求,以现实情境的社会需求为导向,将社会工作专业人才培养为能适应社会所需的应用型人才。

The professional development of social work is inseparable from the practice.Social work practice typically includes the development,planning,implementation,and evaluation of social work service projects.Social work service projects are often based on real situations,combined with the actual needs of specific clients,give full play to professional imagination and creativity,and carry out diversified professional activities.However,the current academic education of social work in China is not effective in enhancing the practical ability of undergraduates due to the lack of“sociality”and the disconnection between theory and practice,which makes it difficult for students to provide social work services in real situations.Based on the gold standard operationalization of Project-Based Learning(PBL),this paper applies the project-based learning method to the social work practical training course of University S at City B.Different from project-based learning in other majors,social work pays more attention to social issues and interdisciplinary cooperation,and emphasizes professional ethics and values,rather than just the acquisition of knowledge or the cultivation of skills within the majors.Through project-based learning,students can test their knowledge and skills in real situations,deal with ethical issues in project practice,cooperate across fields,pay attention to the welfare of clients,and fully understand social equity and justice.Specifically,in the initiation stage,the teacher adjusts teaching objectives based on the major’s distinctive advantages and the actual needs of social work services,and provides project-related background knowledge.After determining the themes,we let students freely group,and link the resources of the university’s self-built professional teaching bases,organize students to connect with social workers engaged in front-line service work,and understand the specific situation of the service project.At this stage,the subjective status of students is fully utilized.In the planning stage,students follow frontline social workers to launch clients’needs investigation,and through group discussion,formulate a project plan.At this stage,building an interdisciplinary learning community of teachers,front-line social workers and students,forming an educational synergy with“new partnerships”,and providing theoretical and practical guidance to students,can give full play to the compound effect,and help students deeply understand the application of social work knowledge and methods in real situations.In the implementation phase,students act as interns and work with front-line social workers in each field to implement project plans and intervene in the individual and environmental systems of specific clients.At this stage,students will encounter various obstacles,and teachers need to play a scaffold auxiliary function,provide personalized guidance according to different students’situations and project implementation,and fully mobilize students’creativity,insight and action,to effectively solve the practical problems encountered in the project.In the evaluation phase,the student’s performance throughout the project is evaluated.In addition to the process evaluation,a project team meeting can usually be held during the project implementation in order to understand the achievement of project goals and the transformation of what students have learned in the classroom through presentations.At the end of the project,front-line social workers,teachers in related fields or expert groups are invited to conduct a summary evaluation of the project,and the evaluation mainly includes students’selfreflection and professional ability construction.Among the four steps,the role of teacher is no longer to impart knowledge singly,but also to guide students to understand the goals,tasks and requirements of social work service projects,design the overall structure and activities of project learning,provide necessary learning resources,encourage students to maintain a proactive attitude towards learning and developing self-directed learning ability,monitor student learning and teamwork to ensure a good learning experience and outcomes.Students are no longer just sitting in the classroom or marginal participants in social work practice,but implementers of social work service projects,actual participants in casework and group social work.Practice shows that this teaching method can provide them with in-depth practical experience and enhance their sense of“reality”,but it also requires cooperation from all parties to overcome challenges,ensure the effective implementation of the project,and effectively improve students’professional capabilities.In general,the project-based learning method effectively meets the“sociality”of social work,and cultivates social work undergraduates into application-oriented talents who can adapt to the actual needs of society.