以學生為主體之社會工作教育，如何可行？

臺灣社會工作師法至1997年通過至今，社會工作專技考試引導了正式教育體制內的社會工作教學，社工教育核心課程設計，被社會工作專技考試所領導的形勢，越趨明顯，卻也間接影響社會工作教師教學自主性，可能使社工系教師陷入「考試領導教學」與「以教育為導向」之兩難。另一方面，回顧自身在東吳社工系參與「方案實作課群」，接觸「以學生為主體」教育之經驗，看見現行社工教育專業化所推行的「考試領導教學」趨勢，與「以學生為主體」教育精神，背後有著截然不同的教育價值觀，「以學生為主體」教學，視學生為學習主體，關注學生學習需求與學習自主性，注重知識學習歷程反思，期望學生在學習知識中，建構知識對自已的意義，因此，興起我對於「以學生為主體」教學的研究的興趣，期望深入理解社會工作以學生為主體教育的運作情形，以及「以學生為主體」教育在現行社會工作教育中的意義與位置。本研究邀請三位實行「以學生為主體」教學之社工系教師，以及三位參與「以學生為主體」教學之社工系學生，透過對話共同探究、理解「以學生為主體」教學，發現以學生為主體之社會工作教育，除了教學方式及學習型態有所改變，不僅著重於外在知識的學習，更注重學生經驗知識，關注學生個人主體發展，培養學生自我察覺、自我認識，以及批判思考能力養成。最後，整理多位研究參與者的教學及學習經驗，期待能作為以學生為主體之社會工作教育往後實行的參考與借鏡，也期望社會工作教育，除了教導專業知識與技術之外，能擴充教育內涵，更關注社工學生內在發展，鼓勵學生培養自我察覺能力，協助學生的主體發展，注重學生經驗與反思，養成批判思考能力。

關鍵字

社會工作教育；以學生為主體（中心）教育

並列摘要

The Social Worker Act has been implemented in Taiwan since 1997, and Senior Professional and Technical Examinations for Social Workers has dominated instructions of social work in formal education. The dominance of the given examination over instructional design of core courses in social work education has becoming increasingly obvious, and has indirectly affected the teaching autonomy among social work instructors, probablymaking instructors in the Department of Social Work caught in the dilemma between the washback effect and education-oriented curriculum. Reflecting on my involvement in “Package Curriculum of Practicum” offered by the Department of Social Work at Soochow University, I have experienced student-centered instructions, enabling me to notice the sharp differences in educational values between the washback effect (the trend promoted by current specialization of social work education) and the student-centered instruction. Student-centered instructions place the students in the center of the learning process, paying attention to student needs and learning autonomy, focusing on reflection on the knowledge building process, and hoping students to construct meaning from knowledge building. Such perception inspired my interest in probing into student-centered instruction, hoping to have a deeper understanding of how “Student-centered Approach to Social Work Education” might work and the meaning as well as position of student-centered education in today’s social work education. Three social work instructors practicing a student-centered instruction and three students from the Department of Social Work having experienced such instruction were invited in the current study, with dialogues adopted to examine and understand student-centered instruction. The results revealed that in the student-centered approach to social work education, the teahing method and learning style changed, by focusing not only on learning explicit knowledge but also on students’ experiential knowledge, such as the attention to the development of students’ subjectivity, the development of self-awareness, self-concept, and critical thinking. Finally, with the teaching and learning experiences from the research participants, it is hoped that the findings of the study serve as references for future implementation of social work education. It is also the reseacher’s hope that in addition to the provision of professional knowledge and techniques, social work education could broaden its education content, focus more on students’ inner development, encourage students to cultivate self-awareness, assist students in fostering their subjectivity, emphasize students’ experience and reflection, and enhance their critical thinking.