我国社会工作教育的历史轨迹与范式转向  

The Historical Track and Paradigm Shift of Social Work Education in Contemporary China

作　　者：闵兢 梁祖彬[3] 陈丽云[3] 徐永祥[3] Min Jing;Joe Cho Bin,;Leung Cecilia Lai Wan Chan;Xu Yong-xiang

机构地区：[1]华东理工大学社会与公共管理学院 [2]淮阴工学院人文学院 [3]香港大学社会工作及社会行政学系,上海200237

出　　处：《社会建设》2019年第5期32-39,共8页Social Construction

摘　　要：我国社会工作教育的发展变迁和历史轨迹,既是观察社会总体时代性与结构性特征的窗口,也是在不同历史环境下社会工作发展不同范式的产物。从西方知识输入背景下对社会工作教育的专业性强调(1917—1949),到恢复重建后对社会工作教育的本土化探索(1987—2005),再到经济与社会的协调发展理念下社会工作教育与实践的双向推动(2006年至今),我国社会工作教育的范式也经历了从结构功能主义到社会建构主义再到结构-建构主义相融合的转向。在中国特色社会主义新时代,我国社会工作教育的发展需要走出发展滞后和边缘异化的困境,进一步参与社会治理创新和社会服务创新,推动整个社会的团结、公平与正义,助力实现人民群众的美好生活。The development and historical trajectory of social work education in China are not only a window to observe the overall epochal and structural characteristics of society,but also a product of different paradigms of social work development in different historical environments.From the professional emphasis on Social Work Education under the background of Western knowledge input(1917-1949),to the exploration of localization of social work education after restoration and reconstruction(1987-2005),and then to the two-way promotion of social work education and practice under the concept of coordinated development of economy and society(from 2006 to now),the paradigm of social work education in China has also experienced a transition from structural functionalism to social constructivism and then to the integration of structural-constructivism.In the new era,the development of China’s social work education needs to step out of the dilemma of development lag and marginal alienation.Social work education needs to be further involved in the innovation of social governance and social services,in order to promote the unity,fairness and justice of the whole society,and help realize the good life of the people.

关 键 词：社会工作教育 结构功能主义 社会建构主义 专业性 本土化 

分 类 号：C916[经济管理]