教学互馈：MSW社会政策课程实务导学模式的实践探索
Teaching Mutual Feedback: A Practical Exploration of Practice-Guided Teaching Model in MSW Social Policy Courses
摘要: 社会工作硕士(MSW)教育中，社会政策课程长期面临理论教学与实务训练脱节的困境。本文立足新文科建设背景，针对当前MSW社会政策课程在教学组织、教师投入和学生参与等方面存在的突出问题，提出并实践了“教学互馈”实务导学模式。该模式以校内导师与校外导师协同授课为核心机制，通过校外导师与学生互馈、校内导师与学生互馈、校内导师与校外导师互馈三条路径，构建“三元双向”的理论教学与实务训练深度融合的课程体系。基于2024~2025年的教学实践，本文系统阐述了该模式的理论基础、运行机制与实践成效，并对实施过程中面临的制度性障碍进行了反思，提出了相应的优化建议，以期为MSW专业课程教学改革提供参考。
Abstract: In Master of Social Work (MSW) education, social policy courses have long faced the dilemma of disconnection between theoretical teaching and practical training. Grounded in the context of New Liberal Arts construction, this paper addresses the prominent issues in current MSW social policy courses regarding teaching organization, faculty engagement, and student participation, and proposes and implements a “Teaching Mutual Feedback” practice-guided teaching model. This model takes the collaborative teaching mechanism between on-campus supervisors and off-campus supervisors as its core, constructing a “three-element bidirectional” curriculum system that deeply integrates theoretical teaching with practical training through three pathways: mutual feedback between off-campus supervisors and students, mutual feedback between on-campus supervisors and students, and mutual feedback between on-campus and off-campus supervisors. Based on the teaching practice from 2024 to 2025, this paper systematically elaborates on the theoretical foundation, operational mechanism, and practical effectiveness of the model, reflects on the institutional obstacles encountered during implementation, and puts forward corresponding optimization suggestions, aiming to provide reference for MSW professional curriculum teaching reform.
文章引用：任正委, 吴依妤, 杨冰清, 沈馨怡. 教学互馈：MSW社会政策课程实务导学模式的实践探索[J]. 教育进展, 2026, 16(4): 1116-1125. https://doi.org/10.12677/ae.2026.164759

参考文献

[1] 张倩. 美国专业学位研究生教育及其对我国的启示[J]. 兰州教育学院学报, 2015, 31(1): 57-58, 148.
[2] Levine, A. (2006) Educating School Teachers. The Education Schools Project.
[3] Trumper, R. and Eldar, O. (2014) The Effect of a Med Program in Science Education on Teachers’ Professional Development: An Israeli Case Study. Professional Development in Education, 41, 826-848. [Google Scholar] [CrossRef] 
[4] 刘文, 应斯斯, 刘岩. 心理学专业本科生“双导师制”到“三导师制”实施的探索与展望[J]. 黑龙江高教研究, 2017(6): 144-146.
[5] 石卫林, 惠文婕. 校企双导师制更有助提高全日制专硕生职业能力吗? [J]. 中国高教研究, 2018(10): 68-74.
[6] Almulla, M.A. (2023) Constructivism Learning Theory: A Paradigm for Students’ Critical Thinking, Creativity, and Problem Solving to Affect Academic Performance in Higher Education. Cogent Education, 10, Article 2172929. [Google Scholar] [CrossRef] 
[7] Nachtigall, V., Shaffer, D.W. and Rummel, N. (2022) Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. Educational Psychology Review, 34, 1479-1516. [Google Scholar] [CrossRef] 
[8] Child, A. and Merrill, S. (2003) Professional Mentors’ Perceptions of the Contribution of School/HEI Partnerships to Professional Development and School Improvement. Journal of Inservice Education, 29, 315-324. [Google Scholar] [CrossRef] 
[9] 杨政怡. 以问题意识为导向、以能力培养为核心的混合式教学模式改革——以《社会保障概论》课程为例[J]. 科技创业月刊, 2018, 31(7): 81-83.
[10] Kirby, S.N., McCombs, J.S., Naftel, S., et al. (2004) Reforming Teacher Education: A First Year Progress Report on Teachers for a New Era. RAND Corporation.
[11] 王梦雨. 校外导师指导对全日制教育硕士专业实践能力作用研究[D]: [硕士学位论文]. 上海: 华东师范大学, 2023.
[12] 黄学. 试论兼职研究生导师的聘用与管理[J]. 学位与研究生教育, 2004(1): 48-51.
[13] Juusola, H. and Räihä, P. (2020) Quality Conventions in the Exported Finnish Master’s Degree Programme in Teacher Education in Indonesia. Higher Education, 79, 675-690. [Google Scholar] [CrossRef] 
[14] 宋心果, 叶淑萍, 张传香. 英美研究生导师制的经验与启示[J]. 淮南职业技术学院学报, 2017, 17(1): 108-110.

为你推荐