本研究延系針對大學日間部二年級的「社會個案工作」課程的學生學習歷程之團體督導紀錄及個別過程記錄作次級資料分析。參與該課程的學生共31位，同意參與研究有19位。研究設計則依據Vygotsky近側學習發展區（zone of proximal development, ZPD）概念設計鷹架學習策略，在十八週的課程中，除了基礎及進階概念講授與演練外，主要以長照機構場域實作及會後團體督導共四週，作為鷹架學習策略。研究結果顯示：以長期照顧場域作為鷹架學習策略有助於初學者實際學習跨文化的照顧實務技巧，學習者經歷三個歷程的轉折，一、初期對照顧高齡者情境之想像，二、面對實際照顧情境之因應，三、在場域中持續學習。同時，在高齡者服務的跨文化學習歷程中，運用懷舊媒介可做為學生鷹架學習的中介物。同時，提供團體督導及個別書面表達，有助於學習者高等心智能力運作。建議方面：一、在社工直接服務課程設計上，可運用業界師資協同教學及結合實務場域，有助於學習者學習。二、此鷹架學習策略之課程設計可跟不同實務領域合作。三、社會工作直接服務課程中，需協助學習者在文化敏感度與文化軟實力的啟發，有助於其適應不同的職場所需。四、運用鷹架學習策略於基礎的直接服務課程中，可以考慮4-6週次為宜，並自行考量可以撤離時機。

This study was a secondary data analysis of group supervision records and individual process records of the sophomore students at "social casework" course in social work department. There were 31 students had participated in the course, and 19 agreed to participate in the research. The research design was based on Vygotsky’s zone of proximal development (ZPD ) to design the scaffolding strategy. In the 18-week course, in addition to the basic and advanced concept lectures and exercises, there were four weeks of implementation as a scaffolding strategy at long-term care agency. The results showed that the use of long-term c are field as a scaffolding strategy helps beginners to actually learn cross-cultural care practice skills. There were three stages in the process. First, the initial imagination of the situation of caring for the elderly. Second, facing the response of the actual care situation, and third, continuous learning in the field. Final suggestions: first, in the design of social service direct service courses, the collaborative teaching of teachers in the industry and the combination of practical fields can be used to help learners learn. Second, the course design of this scaffolding strategy can cooperate with different practical areas. Third, in the direct service course of social work, it was necessary to assist learners in enlightenment on cultural sensitivity and cultural skills to help them adapt to different workplace needs. Forth, using the scaffolding strategy in the basic direct service course, it may be appropriate to consider 4-6 weeks.