【摘要】：隨著社會的發(fā)展,我國各行各業(yè)對大學(xué)畢業(yè)生的要求越來越高,畢業(yè)生就業(yè)變得更為困難,這與其是否接受過系統(tǒng)化的職業(yè)規(guī)劃教育密切相關(guān)。我國目前對于職業(yè)規(guī)劃教育的實施主要集中在大學(xué)階段,然而這并不能解決根本問題。學(xué)生的職業(yè)規(guī)劃意識應(yīng)該在上大學(xué)前就開始培養(yǎng),讓學(xué)生進入大學(xué)之前就有一定的職業(yè)定位,并按階段規(guī)劃自己的職業(yè)生涯。高中生不管從生理上還是心理上都漸漸走向成熟,這為他們進行職業(yè)規(guī)劃奠定了基礎(chǔ)。為了解目前我國高中生物課程中進行職業(yè)規(guī)劃教育的狀況,以及學(xué)生目前職業(yè)規(guī)劃的狀況及需求,筆者對部分高中生做了問卷調(diào)查。結(jié)果發(fā)現(xiàn),高中生會考慮自己未來的職業(yè),但所了解的信息極為不足,他們希望在高中階段就對自己的未來職業(yè)做一個規(guī)劃,也希望知道如何去規(guī)劃。但目前很少有高中單獨開設(shè)職業(yè)規(guī)劃教育課程,各學(xué)科教師承擔(dān)著進行職業(yè)規(guī)劃教育的職責(zé),生物教師也是如此。而在生物教學(xué)中進行職業(yè)規(guī)劃教育的資源并不豐富,無法很好的實施這一教育。為彌補這一塊的不足,筆者決定建設(shè)“職業(yè)規(guī)劃教育工具箱”,為生物教師在教學(xué)過程中滲透職業(yè)規(guī)劃教育提供教學(xué)資源,教師有選擇的使用這一資源可以幫助學(xué)生對與生物學(xué)相關(guān)的職業(yè)有一個初步了解,為其進行職業(yè)規(guī)劃提供參考。本文中的“職業(yè)規(guī)劃教育工具箱”是指高中生物教師實施職業(yè)規(guī)劃教育的各種教學(xué)資源的集合,本文以“遺傳與進化”模塊為例。其中包括各類教育案例及表格、量表,高中生物教師可以選用不同的方案引導(dǎo)學(xué)生了解相關(guān)的職業(yè)信息,之后利用所提供的表格、量表等幫助學(xué)生進行職業(yè)規(guī)劃。本研究的重點是對各類案例的設(shè)計,并解釋最終建設(shè)成的工具箱的使用要點。案例的教育形式共分為三種,分別是課堂教學(xué)、課外活動和主題班會。通過對教材中有關(guān)職業(yè)規(guī)劃教育內(nèi)容的分析,深度剖析教材,挖掘職業(yè)切入點,在適當(dāng)?shù)奈恢脦椭鷮W(xué)生了解相關(guān)的職業(yè)。不同方案的設(shè)計需要遵循各自的設(shè)計原則,課堂教學(xué)案例具體從教學(xué)目標、教學(xué)方法、教學(xué)媒體和教學(xué)步驟四個方面進行設(shè)計;課外活動分為社會考察活動和閱讀活動兩種形式,活動的實施程序大致分為主題的確定、小組的組建、計劃的開展、成果總結(jié)、展示與交流、活動反思六個階段;主題班會分別從明確目標、確定主題、選擇形式、會前準備、實施過程、反思總結(jié)六個方面進行了設(shè)計,并最終確定了活動及班會的編寫體例。“遺傳與進化”模塊職業(yè)規(guī)劃教育工具箱的內(nèi)容設(shè)計原則包括適應(yīng)性原則、個性化原則、多元化原則、科學(xué)性原則、生成性原則,工具箱的建設(shè)過程分為確定設(shè)計原則、資源內(nèi)容整合、編寫體例、呈現(xiàn)案例、提供規(guī)劃量表及表格五大步驟,三種形式的方案按照教材章節(jié)順序排列,共20個案例,案例之后是相關(guān)量表及表格,整個工具箱以活頁文本的形式呈現(xiàn)。為確保教學(xué)過程、課外活動及主題班會能夠順利進行,本文還提出了各形式案例及各類表格的使用要點,為教師對學(xué)生進行職業(yè)規(guī)劃教育提供參考。
[Abstract]:With the development of the society, the demand for college graduates is getting higher and higher, and the employment of the graduates becomes more difficult, which is closely related to whether it has accepted the systematic vocational planning education. At present, the implementation of vocational planning education is mainly focused on the university stage, but this does not solve the fundamental problem. The students' career planning consciousness should begin to develop before the university, so that the students have a certain occupation position before they enter the university, and plan their own professional career as per the stage. High school students, whether physically or psychologically mature, have laid the foundation for their career planning. In order to understand the current situation of vocational education in high school biology course in our country, and the current situation and demand of the students' current career planning, the author has done a questionnaire to some high school students. As a result, high school students will take into account their future career, but the information they know is very low, and they want to make a plan for their future career at the high school stage and want to know how to plan. However, there are very few courses of vocational education in high school, and each subject teacher is responsible for the job planning education, and the biological teacher is the same. The resources of vocational planning education in biology teaching are not rich, and this education can not be implemented well. In order to make up for the deficiency of this block, the author decided to build the 鈥渃areer planning education kit鈥，

本文編號：2320636