【摘要】 中国内地社会工作高校学生的专业认同感偏低，而专业认同是职业认同的基础和前提。提升社会工作学生的专业认同感是社会工作教育的重要使命。本文借助教育行动研究，探究提升社会工作低年级学生专业认同的方法和路径。研究以社会认同理论的认知、情感和行为三项维度来理解专业认同，以实践共同体为行动设计的理论框架，通过规划、启动、发展和巩固实践共同体，低年级学生与高年级学生、教师共同参与实践项目，获得专业成长。研究发现，在实践共同体中，低年级学生从个体的学习者转化为共同体的实践者，对专业的认知认同得以深化和拓展；通过与教师及高年级学生建立联结，对专业的情感认同逐渐增加，认为自己是专业的一分子；从被动旁观者到主动参与者，对专业的行为认同得以强化。其中，情感认同是转化的关键因素。本研究对于理解社会工作学生的专业认同，寻求提升专业认同的改变途径具有重要参考意义。更多还原

【Abstract】 The professional identity of social work students in colleges in China’s mainland is low,and professional identity is the foundation and prerequisite of career identity. Strengthening the professional identity of social work students is a crucial task of social work education. Through educational action research,this paper explores the methods and paths to enhance the professional identity of junior social work students. The study uses the cognitive,emotional and behavioural dimensions of social identity theory to understand professional identity and takes the community of practice as the theoretical framework for action design. Through planning,initiating,developing and consolidating the community of practice,the junior students participate in the practice programme with the senior students and teachers to achieve professional growth. The study found that in the community of practice,junior students transformed from individual learners to community practitioners,deepening and broadening their cognitive identification with the profession;gradually increasing their emotional identification with the social work major and seeing themselves as part of the department by building relationships with teachers and senior students;and strengthening their behavioural identification with social work from passive bystanders to active participants. Of these,emotional identification is a key factor in transformation. This study is an important reference for understanding the professional identity of social work students and seeking ways of change to enhance professional identity.更多还原