职业生涯理论指导下吉林省高职大学生职业指导课程开发研究

发布时间：2018-06-10 12:23

本文选题：职业生涯理论 + 吉林省高职大学生　；参考：《吉林农业大学》2012年硕士论文

【摘要】：伴随着经济的发展,应用型高级技术人才得到市场的青睐,吉林省高等职业教育进入了一个飞速发展的时期,然而高职大学生就业形势并不乐观,出现了学生“就业难”和企业“用工难”的两难现象,造成此现象的因素之一就是职业指导的滞后性。职业指导课程是开展职业指导工作的重要手段和方式,目前高职大学生职业指导由于欠缺必要的理论支撑,对职业指导课程的内函把握不准,加上各高职院校存在不同程度上认识和理解的偏差,导致职业指导课程的课程目标宽泛,教学内容针对性不强,严重影响了职业指导工作的成效。本文运用文献研究法、比较分析法、调查研究法和统计分析法对吉林省部分高职院校进行调查研究,发现目前高职大学生职业指导课程普遍存在以知识灌输为主,课程开发浅层化,职业指导教师专业化程度不高,课程评价单一等问题,而且部分学校仅对即将毕业的学生进行短期性的指导服务。根据存在的问题,笔者提出在职业生涯理论指导下,以主体性、衔接性、生长性、实用性、校企合作和前瞻性为原则开发吉林省高职大学生职业指导课程。课程的主要任务是提高学生的职业生涯规划能力,为学生就业做准备,实现学生的全面发展；课程目标分为情感目标、知识目标、能力培养目标和具体的教学目标四个层次；课程内容结构包括职业生涯规划启蒙教育、职业生涯规划能力的培养、创业指导和形势与政策分析四个单元,力求培养学生的自我认知能力、探索工作市场能力、职业生涯决策能力和实践行动及反思能力,使之学会规划并管理自己的职业生涯,从而能顺利完成从学生到社会人的转变以及今后人生每个角色的转变,找准自己的职业位置,更好地融入社会生活。在具体的实施运行中,笔者强调职业指导课程教师的专门性、教学方法的体验性、教学过程的融会贯通性以及学业测评的科学性,最后笔者简略探讨了职业指导课程的保障策略以及后续研究的一些问题。
[Abstract]:With the development of economy, applied advanced technical talents are favored by the market. Higher vocational education in Jilin Province has entered a period of rapid development. However, the employment situation of higher vocational college students is not optimistic. There is a dilemma between the employment difficulty of students and the difficulty of employment in enterprises. One of the causes of this phenomenon is the lag of career guidance. Vocational guidance course is an important means and way to carry out vocational guidance work. At present, the vocational guidance of higher vocational college students lacks the necessary theoretical support, so it is not possible to grasp the inner letter of vocational guidance courses. In addition, the deviation of understanding and understanding in various higher vocational colleges leads to the broad curriculum objectives of vocational guidance courses and the lack of pertinence of teaching contents, which seriously affects the effectiveness of vocational guidance work. Comparative analysis, investigation and statistical analysis are carried out on some higher vocational colleges in Jilin Province. It is found that at present, the vocational guidance courses for vocational college students are generally based on knowledge inculcation, and curriculum development is shallow. The degree of specialization of vocational guidance teachers is not high, the curriculum evaluation is single, and some schools only provide short-term guidance services to students who are about to graduate. According to the existing problems, the author puts forward that under the guidance of career theory, The vocational guidance course for higher vocational college students in Jilin Province is developed on the principles of subjectivity, cohesion, growth, practicability, cooperation between school and enterprise and foresight. The main task of the course is to improve students' ability of career planning, to prepare students for employment, and to realize students' all-round development, and the curriculum objectives are divided into four levels: emotional goal, knowledge goal, ability training goal and specific teaching goal. The content structure of the course includes four modules: enlightening education of career planning, training of career planning ability, entrepreneurship guidance and situation and policy analysis, in order to cultivate students' self-cognition ability and explore the ability of job market. The ability of career decision making and practical action and reflection, so that they can learn to plan and manage their own career, so that they can successfully complete the transition from student to social person and every role in life, and find their own professional position. Better integrate into social life. In the specific implementation, the author emphasizes the specialty of the professional guidance course teachers, the experience of teaching methods, the integration of the teaching process and the scientific nature of academic evaluation. Finally, the author briefly discusses the career guidance curriculum security strategy and some problems in the follow-up study.
【学位授予单位】：吉林农业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G712.3

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