挑战与机遇:社会工作教育实习的探索——以浙江某高校为例

专业实习是社会工作教育的重要环节。文章以浙江某高校为例,从实习机构、实习督导与基于案主需求的实习内容设计三个方面对社会工作教育实习基本举措与经验进行了回顾,对目前社会工作教育实习中普遍存在的问题进行分析,并从国家政策的导向、实践单位及案主的需求和本土化社会工作的需求三个方面指出社会工作教育实习发展的新机遇。最后,从推进专业实习的体系化与制度化、完善实习督导和推进专业实习的本土化与国际化等方面提出了完善社会工作教育实习的基本思路。     

社会工作实习教育的探讨—以南京工程学院社会工作专业为例

社会工作是一个建立在价值理念基础上的应用型专业，其实习教育方面长期以来一直倍受专业教育工作者的关注。笔者对南京工程学院社会工作专业在实习教育中的面临的困难进行分析，结合该校初步的尝试过程，对社会工作实习教育的方法和途径进行探讨。     

社会工作实习教育的经验探索

社会工作实习教育是社会工作专业教学体系重要环节,但现状是实习教育普遍薄弱。本文以＂青涩三叶草＂青少年成长小组为例,反思该项实习活动经验,尝试对社会工作实习教育发展进行一些有益探索。     

社会工作实习教育的经验探索

社会工作实习教育是社会工作专业教学体系重要环节,但现状是实习教育普遍薄弱。本文以"青涩三叶草"青少年成长小组为例,反思该项实习活动经验,尝试对社会工作实习教育发展进行一些有益探索。     

以理论与实践整合为目标的社会工作实习督导模式探索

社会工作专业的实务性特点决定了专业实习在社会工作专业教育体系中的重要地位,督导指导下的实习是使社会工作专业的学生转变为高素质社会工作专业人才必不可少的重要学习途径。本文结合我国目前社会工作专业实习督导的现状,指出促进理论与实践整合是社会工作专业实习督导的首要目标,引入理论与实践的整合环路模型作为实习督导的理论依据,探索可操作化的社会工作专业实习督导模式。     

对社会工作专业实习教育的几点思考

社会工作专业实习教育是社会工作教育的重要环节,事关学生专业价值观的培养、专业知识与技巧的内化、专业能力的提升等重大问题。本文结合自身开展社会工作专业实习的一些体验和反思,就社会工作专业实习教育提几点思考。     

对社会工作专业实习教育的几点思考

社会工作专业实习教育是社会工作教育的重要环节,事关学生专业价值观的培养、专业知识与技巧的内化、专业能力的提升等重大问题。本文结合自身开展社会工作专业实习的一些体验和反思,就社会工作专业实习教育提几点思考。     

论社会工作专业实践教学体系的构建与应用

社会工作专业的实践性、实务性很强。社会工作专业教育除了课堂理论知识与实务理论技巧外,十分重视实践教学。社会工作专业实践教学体系的构建,是一个复杂的系统工程。我们借鉴国内外高校在社会工作教育方面的经验和成果,确定与选择了湖南农业大学社会工作专业的实践教学模式即课程实习、暑期实习、集中实习相结合、校内实习与校外基地实习相结合,并在实践中付诸实施。     

高职社会工作专业实习教育初探——论自我增权取向的社工专业实习模式

社会工作以实务训练为教学导向,强调理论体系与实践体系的有机融合。本文从当前社会工作实践发展与教育现状出发,对当下高职社会工作专业实习模式进行反恩,试图建构以自我增权为总体设计理念,以优势视角为必要条件,以渐进式分段实践为实施框架,强调SMART指导策略和体验式教育的专业实习模式,以期建立符合本土需求的高职社会工作专业实习模式。     

“政校合作模式”下社会工作实习的实践及规范

社会工作实习在社会工作教育中的重要性不言而喻,但是,社会工作实习教育是当前中国社会工作专业教育体系中最薄弱的环节。随着＂政校合作模式＂的进一步深入,参与其中并影响其发展的高校社会工作教育也不断面临新的挑战和机遇,社会工作实习在＂政校合作＂的推进过程中问题重重。规范社会工作实习的运行,可从实习督导体系的建立与健全、实习评估机制的创设与规范、社会工作人才队伍标准化建设、社会工作研究介入等＂内外兼修＂的方面努力。     

Knowledge outcomes within rotational models of social work field education

This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students ( n = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.     

Knowledge Outcomes Within Rotational Models of Social Work Field Education

This study assessed knowledge outcomes among concurrent, concurrent/sequential, and sequential rotation models of field instruction. Posttest knowledge scores of students (n = 231) in aging-related field education were higher for students who participated in the concurrent rotation model, and for those who completed field education at a long-term care facility. Scores were also higher for students in programs that infused a higher number of geriatric competencies in their curriculum. Recommendations are provided to programs considering rotation models of field education related to older adults.     

Helping Field Instructors Become More Effective Group Work Educators

Process recording can be a powerful tool for strengthening the link between theory and practice in group work education. The S.O.D.A. recording form (Summary, Observation, Developmental stage, Assessment) was developed by the authors as a tool for helping students and field instructors conceptualize group work practice. The article describes the S.O.D.A. format and its potential effectiveness in overcoming contemporary obstacles in group work field education. The need for a broad strategy involving collaborative efforts to promote and strengthen group work education in the classroom and the field is also discussed.     

The study of scientific map and thematic structure of social work

This study investigated the scientific map and thematic structure of Social media. It is a scientometrics research, using quantitative method and citation analysis. In order to draw a scientific map of the research literature in the field of Social media, the data were extracted from the Web of Science database within a specified time period. The retrieved records were formatted using WC10.exe conversion software and were then mapped using VOSviewer software. The findings revealed a growing trend in the number of articles published in the field of Social media, and this number increases on an annual basis. The most widely used subject areas in the field of Social media were identified. High‐frequency keywords such as Social media, education, sociology, social justice, women studies, and psychiatry are the newly emerging and active concepts in this field. Regarding the widely used subject areas in the field of Social media, it was noted that the two areas of Social media and education are ranked first and second as the most frequently used terms. In this study, by the conceptual map found in the field of Social media, it can be concluded that the concepts are highly interconnected. Furthermore, by the interconnectivity and closeness of centrality measures of social concepts illustrated in the provided map, it can be argued that the highest values are attributed to the subject areas of Social media and education.     

走向现代性与中国美育的深层建构--论曾繁仁先生的美育思想

本文从美育学学科建构与中国20世纪尤其是新时期美育学的学术进程为视角,论述了曾繁仁先生在美育学科诸多方面的理论建树,主要体现为"审美情育论"、"人生美育论"、"审美力"、审美现代性建构、"致中和"的审美教育论、20世纪的美育转向论及其中的生存论美育等,代表了新时期美育研究的主要实绩.     

对“ISO9000”在远程高等教育管理体系中的适用性研究

ISO标准质量体系引入教育行业，引起了我国高等教育理论界的关注。我国远程高等教育引入ISO标准质量体系有利有弊，应借鉴其他行业的经验，在实施过程中不断加以完善。     

研究领域抑或学科：我国网络思想政治教育定位的再思考

定位问题是关系到网络思想政治教育发展的重要问题。网络思想政治教育应定位为研究领域还是学科目前学界尚存分歧。运用学科发展的梯度标准审视网络思想政治教育可以发现,目前我国的网络思想政治教育符合设立期的学科发展的基本需要,但学科定位的确立并不意味着对研究领域定位的否定,二者融合共存于网络思想政治教育之中。     

Open Tertiary Education in Australia

The draft report of the Committee on Open University, Open Tertiary Education, is criticized on the grounds that it is overly conservative and makes little contribution to the opening up of tertiary education in Australia. The problems inherent in government committees, particularly in the field of education, are considered. Using the data provided in the report, the current closed system of tertiary education is criticized and a number of proposals, alternative to those made in the report, are presented for consideration.