社工实习教育的发展经历了"传统学徒式训练"阶段到"学校专业教育"阶段,存在理论与实践脱节的问题。认知学徒制教育模式将传统学徒制训练和学校专业教育有效连接起来,能够帮助学生把从学校所学知识与在实务工作中的运用联结起来。基于认知学徒制的基本框架,从内容、方法、顺序和社会性四个维度探究认知学徒制对社工实习教育的运用,有助于培养既有理论知识又有专业技能的社会工作者。

The development of social work practicum education has gone through from the period of traditional apprenticeship to the period of school education, the disconnection between theory and Practice were occurred. The cognitive apprenticeship can connect the traditional apprenticeship and school education so that it can help students to learn the knowledge as well as the skills to apply in the practical work. Basing on the framework of the cognitive apprenticeship, thinking about how to apply it in social work practicum education with the dimensions of content,method, sequencing and sociology, in order to bring up social worker with theory and skills.

教育部教师工作司发布的《网络研修与校本研修整合培训实施指南》指出，要实施网络研修与校本研修整合培训，发挥“教师工作坊”作用，引领区域性学科教师开展研修。由于混合式培训刚刚实施，“教师工作坊”研修模式研究还处于起步阶段，有待深入研究和规范。该文在认知学徒制理论指导下形成了教师工作坊研修模式，依据认知学徒制的一般步骤设计区域学科研修活动，并以活动序列为支架开展研修活动。“教师工作坊”研修模式设计旨在有效提高区域学科教师的信息技术应用能力，推动区域学科教师均衡发展。

In March 2014, the ministry of education issues a documents “Integrated training guide of network research and school-based research”. Integrated training guide points out that school must implement network training and school-based training, implement the teacher workshops and lead the regional school teachers to carry out the study. Because of the hybrid training just implementation, teacher workshop training mode research is still in its infancy, andneed further investigation to standardize. In the theory of cognitive apprenticeship training workshop mode formed under the guidance of teachers, according to the general steps of cognitive apprenticeship design area discipline research activity, and sequence of activities for stents carry out training activities. “The workshop of teachers” training mode is designed to improve the regional subject teachers’ information technology application ability and promote regional balanced development of the subject teachers.

实习生教师身份可概括为专业身份、情境身份和个人身份。通过对某师范学院的个案研究发现，多数受访实习生以“学生”或“大学生”而不是“实习教师”定位自己。为此，需要建立高校与中小学校共同培养的合作关系，提倡认知学徒制，注重转变学生的角色意识和学习方式。

The identity of intern normaI university students can be concePtuaIized as ProfessionaI identity, contextuaI identity and PersonaI identity. Based on the case study of a normaI university,the identity of intern normaI university students intends to be suPerficiaI. Most of the interviewees of intern normaI students identify themseIves as“students”or“university students”other than“intern teachers”. Therefore,we shouId emPhasize the university-schooI PartnershiP,Pay attention to the change of Iearning method,and advocate the cognitive aPPrenticeshiP modeI.