工具赋能–任务落地–评价反馈–优化提升：能力为本的社会工作专业实习评价体系改革实践探究——以贵阳学院为例

Tool Empowerment, Task Implementation, Evaluation Feedback, and Optimization: A Practical Exploration of the Competency-Based Social Work Professional Internship Evaluation System Reform—A Case Study of Guiyang University

摘要: 在高等教育内涵式发展及社会工作行业人才需求升级的背景下，针对社会工作专业实习中自主反思薄弱、理论与实践脱节等痛点，本研究以贵阳学院社会工作专业为对象，旨在构建科学可行的实习教学改革体系。研究基于建构主义学习理论与能力本位教育理论，采用“实验组–对照组”对比设计，实验组实施“工具赋能–精细评价–任务驱动–信息支撑”教学模型，对照组采用传统教学模式。结果显示，实验组实习成绩较对照组提升16.3分，13项核心能力平均提升幅度达46%，显著高于对照组的6.3%，且改革成效经稳健性检验验证可靠。本研究破解了实习教学核心痛点，验证了教改方案的有效性与可行性，为社会工作及同类应用型专业实习教学改革提供了可复制、可推广的实践范式与理论参考。本研究依托贵阳学院社会工作专业“工具赋能–精细评价–任务驱动–信息支撑”实习教学改革案例，结合社会工作应用型人才培养核心需求，选取建构主义学习理论作为核心支撑理论，结合能力本位教育理论补充完善，构建贴合实践、可落地的能力–情景闭环教学模型，实现理论指导实践、实践反哺理论的良性循环。

Abstract: Against the backdrop of connotative development in higher education and the upgrading of talent demands in the social work industry, and in response to key issues in social work internships such as weak self-reflection and the theory-practice gap, this study focuses on the social work at Guiyang University to construct a scientifically sound and feasible internship teaching reform system. Grounded in constructivist learning theory and competency-based education theory, the study employs a quasi-experimental “experimental group-control group” design. The experimental group received a closed-loop teaching model characterized by “tool empowerment, refined evaluation, task-driven learning, and information support,” while the control group followed the traditional teaching model. Results show that internship performance in the experimental group improved by 16.3 points compared to the control group, and the average enhancement in 13 core competencies reached 46%, significantly higher than the 6.3% improvement in the control group. The reform effects were validated through robustness checks. This study addresses the core challenges in internship teaching, verifies the effectiveness and feasibility of the proposed reform, and provides a replicable and scalable practical model and theoretical reference for internship teaching reforms in social work and similar applied disciplines. This study, based on the “tool empowerment, refined evaluation, task-driven learning, and information support” internship teaching reform case of the social work, at Guiyang University, combines the core needs of cultivating application-oriented social work talents, selects constructivist learning theory as the core supporting theory, and supplements and improves it with competency-based education theory to construct a competency-scenario closed-loop teaching model that is practical and applicable, so as to achieve a virtuous cycle of theory guiding practice and practice feeding back into theory.