社會工作為實踐為本的專業，社會工作實習教育是培育知行合一專業人員之核心課程。隨著社會福利服務需求的急遽變遷，社會工作職業場域與專業核心能力內涵之複雜性亦持續增加。提升社會工作實習生的自主學習效能，將有助產生持續深化學習之行為。要能增強個人的自主學習效能，則必須使實習生產生意義感、勝任感與掌控感之內在激勵動機。當前國內社會工作實習教育面臨許多執行落差和瓶頸，不但影響實習成效，且缺乏一致性之教育目標。本文研析現有文獻與實務場域經驗，提出增權取向的實習教育取向，期待有助於實習生產生自主學習效能，並具體提出增權取向實習教育之二階段和六重點，以期能形成社工實習教育實施之導引。

Social work is a practice-based profession, and the internship program is the core curriculum for cultivating professionals’ unity of knowledge and action. With the dramatic changes of the social structure and welfare needs, the core competence of social work professional and workplace has become more and more complex. Enhancing the self-learning efficacy of social work practicum students could help them to develop continuous and deep learning. Meaningfulness, competency and mastery are the main sources of self-learning efficacy, which could also improve the intrinsic motivation of individuals’ learning. As current social work internship program faces challenges of lacking of quality and consistent goals, this paper argues that applying empowerment approach in the internship program could enhance self-learning of social work practicum students. This paper also proposes two-stages and six-principles to guide the social work nternship program.