HKIER

摘要

本文報告了一項質性研究結果，其研究目的是探索就讀社會工作碩士課程（兼讀）的學生，在學習家庭治療過程中，他們對情境教學法的主觀學習經驗。總共19名修讀完這門課的學生參與深入訪談。研究結果顯示，學生採用不同的比喻表達他們的主觀學習經驗。他們以榴槤、騎馬、激流、旅程、打鞦韆、過山車等比喻，去表述他們學習家庭治療時的感受，他們在掌握有關治療知識時，好像大海裏抓到一些雪、考古、聖經人物、約伯、做疍糕、下棋、嬰兒與小學生一樣，只是初入門而矣。他們形容整個學年的學習進程像吃糭子、正在生長的樹木和學打球一樣，逐漸掌握家庭治療。本文最後討論其研究結果對教學的啟示。

關鍵詞：主觀學習經驗；家庭治療訓練；情境教學法；比喻

Abstract

This article attempts to report the results of a qualitative study conducted in Hong Kong, which aims to study the applicability of contextual teaching and learning method in family therapy training for students completed Master in Social Work (part-time) Programme of The Chinese University of Hong Kong. A total of 19 students participated in the in-depth interview immediately after the completion of a yearly course of family therapy. The students had made use of different lively and graphic metaphors including a durian, horse-riding, a rapid, a journey, playing swinging, and a roller coaster to express their mixed feelings in learning; they described their understanding of family therapy as a mass of snowflakes in a huge ocean, archaeology, a biblical character, cake baking, chess playing, a baby and a primary school student. In the eyes of the students, their learning process was gradual, like eating a rice dumpling, planting a tree and learning to play a ball. Implications of the results of this study on teaching are discussed at the end of the paper.