社会工作专业课程设置探析——以安阳师范学院为例

以安阳师范学院社会工作专业的课程设置为例,通过对课程设置的基本理念、具体方案和评估方法的详细描述,探析在社会工作职业化背景下,目前我国大陆社会工作专业课程设置的本土化模式。     

An integrated and experience-based approach to social work education: The Newcastle model

This paper describes a unique social work education model developed by a group of social work practitioners, all but one of whom were new to academia. The University of Newcastle, in New South Wales, pioneered problem-based learning (PBL) in Australia. The social work programme adopted PBL and gave it a strengths focus, making experience and experiential learning central to its approach. Newcastle's model is based on the belief that learning to be good social workers is best achieved through learning by doing, working with students' experiences, integrating theory and practice, using a collaborative or small group approach, and locating these elements in a strong social justice context. The Bachelor of Social Work (BSW) degree is relatively new. Introduced in 1991, its first graduates entered the workforce in 1995. The Newcastle model provides a unique example of experience-based learning and an integrated approach to social work education.     

What's on Their Minds? The South African Child Welfare Academic Agenda from 2001 to 2010

Social work teaching and research is assumed to impact significantly on practice, readying students for employment and investigating areas relevant to practice. In South Africa, the historic divergence between the academic agenda and population needs is significant. In a context of transformation towards developmental social welfare, this paper investigates the extent to which tertiary education as well as research agendas match what South African child welfare practitioners have identified as priorities in the field. In a study examining trends and drivers in South African child welfare, it was found that the curriculum was largely being informed by the same trends that shaped practice. However, the research agenda differed markedly from the issues concerning practitioners. Also, practitioners thought that new graduates were ill-equipped to deal with practice demands in resource-poor and transforming (post-apartheid) environments. It is recommended that South African academics and practitioners ensure that child welfare curricula, academic enquiry and practice demands overlap more closely in order to better prepare novice social workers and provide leading research. With globalization and the increased need to respond to diverse populations, it becomes critical that social work education is reviewed both in the north and south to ensure its relevance for practice.     

Braving Human Suffering: Death Education and its Relationship to Empathy and Mindfulness

Social workers are likely to encounter clients dealing with traumatic grief and death in their practice. Though death education has gained in popularity and acceptance, few social work students receive coursework in this area and many are unprepared to deal with their clients' and their own emotions regarding death and grief. Though death-related content may evoke provider avoidance, mindfulness and empathy may help regulate provider emotions and responses. This United States-based study evaluates the effectiveness of experiential death education on mindfulness and empathy. Measures in three separate cohorts were given at the beginning and end of the course. Results show statistically significant increases on the Five Facet Mindfulness Questionnaire and the Questionnaire of Cognitive and Affective Empathy, indicating that such a course may be effective in increasing both mindfulness and empathy in social work students and those in related fields.     

Including Spirituality in the Social Work Curriculum: Perspectives from South Asia

This article is based on a study of 1,084 social work educators from six South Asian countries on their perspectives on including spirituality in the social work curriculum. Findings revealed that all educators across countries felt that a course on spirituality was desirable. They differed however in aspects such as level of course introduction (undergraduate or postgraduate), the nature of the course (optional or compulsory) and the curriculum content (evidence based or experiential). Further educators construed varied meanings of spirituality (transcendence, mind-soul discourse, relational) and spiritually sensitive practice (actively using spirituality and mindfulness as methods of practice for intervention and drawing upon the spiritual strength and potential of the clientele/group/community to plan intervention). Four log regression models also determined predictors of educators' perceptions on spirituality for micro practice, macro practice, level of course introduction and curriculum content. Country, educators' religious background, years of service and scores on Spirituality Assessment Scale emerged as key predictors. Based on educators' responses, this article provides a suggestive frame for the curriculum. With spirituality and its plausible settings of applications, a case is also made for giving credence to indigenising and decolonising approaches in social work education in South Asia.     

从课程生态观探讨教师和学生角色的转变

课程生态观从生态学角度研究课程问题，为我们思考和解决课程问题提供了新视野。它充分考虑了人与课程的关系。课程观的转变要求教师和学生改变传统的角色，教师不只是过去的知识传授者、教材的控制者、成绩的评判者，学生也不只是知识被动的接受者，而是积极地参与到课堂活动中，通过师生间的信息交流，实现师生互动、相互沟通、相互影响和相互补充，达到共识、共享和共同发展、共同提高的目的。     

谈新课标理念下的英语阅读教学

阅读理解是考查中学生英语阅读理解能力的一种重要题型。本文把新教材中阅读策略指导、文化背景知识介绍和高考阅读解题技巧相结合,旨在提高学生阅读兴趣,拓宽阅读视野,促进阅读能力和品位的提高。     

高师历史专业教学的反思--基础教育新课程改革视域下的研究

历史新课程以学生的发展为教学的核心目标，从教育理念到教学方法，从教育体系到教学框架，从教育功能到教学评价，历史教学正在经历着一个全新而深刻的变革。历史基础教育实践已由史实教学发展到史学研究素养和方法教学再演进到今天的思维教学，史学、史学研究和教育学理论与技术走向了融合，这迫切需要高师院校展开相应的改革以适应基础教育发展的需要。     

全球视野中的综合类活动课程述评

世界各国为了适应新世纪的需要 ,纷纷对课程进行改革 ,呈现的一个共同趋势是课程的综合化。美国、日本、法国、德国、中国大陆及台湾地区都开设了类似我国综合实践活动的综合类活动课程。本文拟从课程设置目标、内容、实施及评价四个维度对各国和各地区的课程进行阐述 ,说明其研究动态     

Planned Lead Times in Multistage Systems

This study investigates the impact of planned lead times on performance in multistage manufacturing where material requirements planning is used in a make-to-stock environment. We simulate a variety of different operating environments and find: (1) planned lead times are important to customer service levels under all operating environments examined, but have a smaller impact on inventory investment; (2) tight due dates introduced by short planned lead times hurt customer service without saving much inventory; (3) small increases to tight planned lead times improve customer service substantially with small inventory increases; (4) co-component inventories change with planned lead times, and disparity between such inventories is a sign of poor timing coordination; (5) the fixed order quantity rule performs better than the periodic order quantity rule; and (6) tall product structure and large lot sizes require particular attention to planned lead times. The findings also extend the current understanding of planned lead times by including uncertainties such as forecast error, yield loss, and equipment reliability. The study concludes with a way to diagnose and improve poorly set planned lead times.