乡村振兴社会服务人才：概念内涵与培养路径

SOCIAL SERVICE PROFESSONALS FOR RURAL REVITALIZATION: CONCEPTUAL CONNOTATION AND TRAINING PATHWAYS

关键词:  服务型治理  乡村振兴  社会服务  乡村振兴社会服务人才  分层分类

Key words:  service-oriented governance  rural revitalization  social services  social service professionals for rural revitalization  hierarchical and classified training

摘要:

目的 乡村振兴问题不只是经济问题，也是重要的社会问题。立足乡村振兴的“社会面向”，论证该领域社会服务及其人才培养的重要性，并构建一套相对完整的人才培养路径，为培养“留得下、立得住、干得好”的乡村社会服务人才提供指导和借鉴。方法 文章基于文献梳理和对乡村振兴社会服务人才培养的参与观察视角，并结合在该领域14年的教学工作经验，界定乡村振兴社会服务人才的概念内涵，探讨相关人才培养的具体路径。结果 （1）乡村振兴社会服务人才是基于乡村振兴的“社会”面向，运用社会工作、社区管理、社会服务与管理、心理学、教育学等相关专业的知识、方法和技巧，在广大农村地区从事困难救助、心理关爱、矛盾调解以及促进社区融入和社区发展等相关服务的专门人员，具体范围包括三个层次、九种类别的人员；（2）乡村振兴社会服务人才的分层分类培养应从教育实施路径的拓展、课程体系的综合设置、教学方式的灵活采用、实践教学方法的有效创新以及多元师资共同体的建设等关键方面综合发力。结论 乡村振兴社会服务人才培养既是促进乡村人才振兴的必然举措，也是助推农村社会建设、创新社区治理的重要力量源泉。

Abstract:

Rural revitalization is not merely an economic concern but a fundamental social issue as well. Focusing on the “social dimension” of rural revitalization, this research argues for the significance of social services in this field and the crucial role of developing professionals. Furthermore, it constructes a relatively comprehensive professional development pathway, providing guidance and reference for training rural social service professionals who can stay, establish themselves, and perform effectively. Based on a literature review and a participant observation perspective on the training of rural revitalization social service professionals, and combined with fourteen years of teaching experience in this field, this study defined the conceptual connotation of rural revitalization social service professionals and explored specific training pathways. The results were listed as follows. (1) Rural revitalization social service professionals were based on the “social” dimension of rural revitalization, applying knowledge, methods, and skills from disciplines such as social work, community management, social service and administration, psychology, and education. These professionals engaged in specialized services in vast rural areas, including assistance for those in need, psychological support, conflict mediation, and the promotion of community integration and development. Their classification consisted of three hierarchical levels and nine personnel types. (2) The hierarchical and categorized training of rural revitalization social service professionals should be promoted through a comprehensive strategy including expanding educational implementation pathways, integrating a comprehensive curriculum system, adopting flexible teaching methods, innovating practical teaching approaches, and building a diverse faculty community. The training of rural revitalization social service professionals is not only a necessary measure to promote rural talent revitalization but also a vital driving force for enhancing rural social development and innovating community governance.