「處境學習」在社會工作教育中的運用：以大學部「社會工作研究方法」課程為例

Teaching Embodied Knowledge through Situated Learning: Cases from BASW Research Method Curriculum

本文以研究者於大學部授課之「社會工作研究方法」為例，探究如何透過處境學習的理念進行這門課的教學。處境學習是指在課程中，透過一系列的學習情境，讓學習者可以適當地聯結知識、行動與經驗，進而習得可以行動及知道如何行動的能力。研究發現，處境學習的課程設計有幾個核心要素：一、教師需先梳理出該門課要讓學生獲得什麼樣的知識、經歷什麼樣的行動，以及產生什麼樣的經驗；二、將其轉化為具體的授課內容及一系列可操作的作業；三、學習者經由授課、示範、操作而產生有意義的經驗；四、教師透過引導讓學習者聯結行動、經驗與知識，進而習得各門課所需的處境能力。研究也發現，處境學習運用在大學部「社會工作研究方法」這門課程中，可以提升學生的學習興趣；學生可以透過操作更瞭解研究方法的知識概念；學生更清楚瞭解研究是什麼、為什麼要修習這門課、研究需經歷的步驟，以及對各個步驟的意義及如何操作有更深刻的理解。本文期待可以深化「處境學習」的教學模式，為社會工作創造更多元的教學方法。

This study aims to explore how to use the “situated learning” to incorporate theoretical knowledge, practical actions, and empirical reflection into social work research method curriculums. Situated learning refers to the design of a series of learning situations in the curriculum, so that learners can connect knowledge, actions, and experience, and then learn how to employ “situational knowledge and ability”. In this study, I will use the BASW “Methodology of Social Work” as the target to investigate how attendees to this course acquired embodied knowledge of social work research methods. The study finds several elements in the curriculum design of situated learning: First, teachers should be able to translate the core knowledge and competence of the course into lectures as well as specific practical actions. Second, these practical actions should interest the learners and make them willing to cooperate. Third, the learners should generate specific experience through the operation of practical actions. Fourth, the teacher should be able to guide and discuss the experiences generated from the practical action, and link the relationships among action, experiences, and core knowledge. In addition, through this teaching model, students should become more interested in the curriculum, better understand the steps and knowledge of social work research methods through actual operation, and the purpose of social work research method. The findings of this study are expected to enhance the teaching model of “situated learning” by creating more diverse reference teaching methods for social work education.