知识转化何以可能——基于社会工作实务课程的教育行动研究  

How to Make Knowledge Transformation Possible?Action Research on Practice-Based Teaching in Social Work Practice Courses

作　　者：洪佩 时浩宇 HONG Pei;SHI Haoyu(School of Sociology,Central China Normal University,Wuhan,Hubei,430079,China;School of Social and Public Administration,East China University of Science and Technology,Shanghai,200237,China)

机构地区：[1]华中师范大学社会学院,湖北武汉430079 [2]华东理工大学社会与公共管理学院,上海200237

出　　处：《社会工作与管理》2025年第1期27-37,共11页Social Work and Management

基　　金：国家社会科学基金青年项目“社会工作专业理实一体化人才培养模式构建与优化研究”(23CSH072)。

摘　　要：在三轮社会工作实务课程的教学过程中,采用教育行动研究方法不断对教学内容进行改进,并围绕如何促进学生的知识转化展开探索。研究发现,学生在实践过程中的知识转化体现为个体认知层面的转化信念提升、实践操作层面的转化经验积累以及专业素养层面的转化价值重构等三重意涵。以实践经历为主线,应对实践难题是转化发生的开端,立足实践进行反思是促进转化的关键步骤,围绕实践展开讨论是实现转化的支持性要素,形成对实践的指引是完成转化的标志性环节。这其中蕴含了从调用或重构理论知识到建构生成、外化共享、内化整合实践知识的转化过程,也凸显了教学情境不同主体间良好关系的建立对于推动转化进程的重要意义。Through three iterations of social work practice courses,the method of educational action research is used to continuously refine the teaching content and explore ways to enhance students’knowledge transformation.The findings suggest that students’knowledge transformation is characterized by the strengthening of beliefs,the accumulation of practical experience,and the reconstruction of personal values.Students navigate various processes during their knowledge transformation,including addressing practice challenges,reflecting on their practices,engaging in discussions centered on practice,and developing practical guidelines.This process encompasses from activating and reconstructing theoretical knowledge to constructing and generating,externalizing and sharing,as well as internalizing and integrating practical knowledge.It also highlights the importance of establishing good relationships between participants in the educational setting to facilitate this transformation process.

关 键 词：知识转化 实践教学 社会工作 教育行动研究 转化学习 

分 类 号：C916[经济管理]