西部地区是我国留守儿童的重要分布区，学校社工的介入对缓解留守儿童问题和弥补教育系统功能缺失具有重要意义。然而，正如整个行业面临的困境，学校社工在开展的过程中常常因为社会认识不足、角色定位不清晰等原因被拒之门外。令人意外的是，X机构在西部乡村寄宿制学校的驻校社工服务至今已持续开展8年，关于该学校社工项目的进场过程和在场经验的研究，将对农村留守儿童问题的介入和学校社工突破入场困境提供重要的经验参考。 首先，本研究以X机构在西部S省的学校社工项目为案例，选取项目在s省的三个县域的五个项目学校校进行研究，运用半结构式访谈和文献分析的方法，对该项目的整体状况进行梳理，其中包括项目的概况和运行模式、项目学校的特征以及项目学校服务概况三方面内容，发现项目运作稳定、服务模式统一、学校背景相似的特点，为本研究其他发现奠定逻辑推理基础。 其次，探讨社工在农村寄宿制学校场域的实践过程。通过研究资料的整理分析，将社工和学校协商达成契约之后的进校过程分为四个过程，分别为受阻阶段、适应过程、应变过程和合作过程。研究引入布迪厄社会实践理论，以学校为场域，选取典型案例呈现社工进入农村寄宿制学校的具体遭遇，并尝试进一步运用惯习、资本概念对具体情景进行分析。 最后，进一步分析农村寄宿制学校驻校社工实践的内在逻辑。本研究将项目协商期纳入社工进场过程，将社工进场过程扩大到五个过程，分析五个过程惯习的调试与改变的过程，揭示场域重管理、重人情、重科层的特点。资本是社工实践的重要工具，研究梳理了3种资本在社工实践过程中的效力变化，尝试对它们在实践过程中发挥的作用和具有的特征进行描述。并进一步探索了社工实践在场域中的经验和效力边界。 基于研究结论和项目实际情况，本研究提出专业能力提升、对场域规则的摸索和项目规范化管理是项目长远发展的关键。

The practice of school social work is of great significance in relieving the problem of left-behind children in the western rural of china, and improving school development. However, just as the challenges that whole industry is facing, school social workers are often rejected by school, for reasons of unclear professional roles and responsibilities. As an exception, X Foundation’s school social work program in the western rural boarding school has been going on for 8 years. This research focus on the entry process and the strategies of the program，which can provide practical experiences to other school social workers, for breaking through the predicament. Firstly, this study takes the X Foundation’s school social work program in the western S province as an example, selects five program schools from three counties as research object, using semi-structured in-depth interviews and literature analysis as research methods. Through the analysis of the program, including the operation mode, the characteristics of the program school and the service contents. Study founds that the program is stable in operation, uniform in service mode and similar in school background, which laid the foundation for the logical reasoning of the study. Secondly, this study discusses the entry process of social workers in the school. According to the research data, The study divides the process into a four-stage, including the action obstruction phase, habitus reshape phase, accumulation phase and cooperation phase, study introduces Bourdieu's Theory of Social Practice, takes school as the field, selects typical cases to present some specific experiences of social worker in each stage, and attempts to using habitus and capital to analyze it. Thirdly, further analyze the internal logic of school social work practice. Putting the project negotiation stage into the social worker approach process, expands the social worker approach process to five stages. Through the habitus changing during these five stages, we found that the school field is centered on school management, interpersonal relationship, and bureaucracy. In the study, capital is an important tool for social work practice，through the change of various capitals in the practice, the study can finds that different capital has different effects at every stages, in the school field. Based on the logic of field practice and changes in capital effectiveness, this study further explores the boundaries of school social work practice. Finally, based on the research conclusions and the actual situation of the program, this study proposes that the improvement of professional ability, the exploration of the field rules and the standardized management of the program are the essential factors to the long-term development of the project.