這一篇文章之目的係為追溯美國社會工作教育制度之歷史沿革與發展趨勢以供有心改革台灣社會工作教育制度之專家，學者與研究夥伴做為參考。第一段回顧美國社會工作教育之歷史發展，第二段追述社會工作教育之評鑑沿革，第三段描述社會工作之學位制度，第四段報告社會工作教授團之現況，第五段討論社會工作課程之立案過程，第六段分析社會工作教育之發展趨勢。結論建議臺灣社會工作教育界與社會工作相關社團應該省思檢討臺灣之社會工作教育制度以求改進。

Social work education has been developed over one hundred years in the United States since the end of the 19th century. The purpose of this paper is to review the historical development and current innovation of social work education in the United States and analyze its future trends of development in order to provide some insights for new innovation of social work education in Taiwan. The first section reviews the historical development of training systems for the apprenticeship of Friendly Visitors (late 19th century), the Summer School of Philanthropic Workers (1898-19040, the New York School of Philanthropy (1904), New York School of Social Work (1919), the Columbia University School of Social Work (1962). Chicago School of Civics and Philanthropy (1901), University of Chicago School of Social Service Administration (1920). The second section describes the accreditation systems of social work schools which include Association of Training Schools for Professional Social Workers (1919), American Association of Schools of Social Work (1927), National Association of Schools of Social Administration (1942), Council on Social Work Education (1950), Hollis-Taylors Report of 1952, and CSWE Commission on Curriculum and Educational Innovation, Educational Policy and Accreditation Standards (1960-1990). The third section analyzes the academic systems of social work education in term of the degree levels and requirements for baccalaureate, masters, and doctorate degrees. Review of doctorate education for social work is made according to the information provided by the Group for the Advancement of Doctoral Education (2006). The fourth section reports on current status of social work faculty for BASW and MSW programs which include 6,857 faculty members across the country. There are 62.5% of them female and 22.4% of them racial and ethnic minority. The fifth section discusses the current accreditation process and procedures for the BASW and MSW degree programs. The sixth section discusses the future trends of social work education emphasizing more professional accountability in social work education, expansion of distance education, cooperative ventures between social work organizations, and careful examination of the professional-practice terminal degree of Master’s degree of social work to Doctor degree of Social Work. The Conclusion recommends that social work faculty and professionals in Taiwan should review and learn the historical experiences and professional insights of American social work in order to engage in a new-innovational change of social work education in Taiwan.