本文選題：職業(yè)教育　切入點(diǎn)：中職生　出處：《四川師范大學(xué)》2013年碩士論文

【摘要】：職業(yè)價值觀作為價值觀念系統(tǒng)的一部分，它具有一般價值觀的一切屬性，并與一般價值觀相互影響。 本調(diào)查以珠海市三所國家級中等職業(yè)學(xué)校在校學(xué)生為研究對象，采用寧維衛(wèi)1992年修訂的塞普爾(Super)編制的“職業(yè)價值觀量表”作為測試工具，通過隨機(jī)分層抽樣對900名學(xué)生進(jìn)行問卷調(diào)查，收回有效問卷887份。運(yùn)用spss11.5統(tǒng)計軟件對問卷調(diào)查結(jié)果進(jìn)行統(tǒng)計分析。 調(diào)查結(jié)果從總體顯示，中職生較重視的職業(yè)價值觀因素依次為：“監(jiān)督關(guān)系”、“生活方式”、“成就感”和“同事關(guān)系”；較不重視的職業(yè)價值觀因素依次為：“變動性”、“管理”、“智力激發(fā)”、“獨(dú)立性”和“創(chuàng)造性”；通過對性別、是否獨(dú)生子女、家庭收入、就讀年級、城鄉(xiāng)背景、學(xué)校類別等不同角度進(jìn)行T檢驗,結(jié)果顯示不同家庭收入、不同年級、不同學(xué)校、城鄉(xiāng)背景不同的學(xué)生的部分職業(yè)價值觀因素存在顯著性差異。 對中職生的職業(yè)價值觀成因進(jìn)行討論，認(rèn)為影響中職生職業(yè)價值觀的、影響因素、學(xué)校教育因素、家庭背景因素、個人因素等方面。其中社會影響因素包括社會價值觀和社會職業(yè)評價標(biāo)準(zhǔn)的影響；學(xué)校教育因素包括學(xué)校的職業(yè)生涯規(guī)劃教育和德育的影響；家庭背景因素包括家庭教育、家長的社會地位和家庭經(jīng)濟(jì)條件的影響；個人因素體現(xiàn)在性別、年齡、興趣、性格、能力等方面對職業(yè)價值觀有影響。 通過對中職生職業(yè)價值觀成因分析，進(jìn)而思考和討論了通過營造有利于職業(yè)價值觀形成的社會大環(huán)境，加強(qiáng)對中職生職業(yè)價值觀形成具有主導(dǎo)作用的學(xué)校教育，以家校合作激發(fā)家庭教育的作用等策略培養(yǎng)中職生的職業(yè)價值觀。
[Abstract]:As a part of the system of values, professional values have all the attributes of general values and interact with general values. This survey takes the students of three national secondary vocational schools in Zhuhai as the research object, and adopts the Vocational values scale compiled by Ning Weiwei's 1992 revised Sep 煤 ln Super( 1992) as the test tool. A total of 900 students were investigated by random stratified sampling, and 887 valid questionnaires were collected. The results of the questionnaire were analyzed with spss11.5 software. The results of the survey show, in general, The professional value factors attached more importance to secondary vocational school students are: "supervision relationship", "life style", "sense of achievement" and "colleague relationship", while the less important vocational value factors are: "variability", "management", "intellectual stimulation", "independence" "and" creative "; through gender, Whether the only child, family income, grade, urban and rural background, school type and other different angles of T test, the results show that different family income, different grades, different schools, There are significant differences in some vocational value factors among students with different backgrounds in urban and rural areas. This paper discusses the causes of vocational values of secondary vocational school students, and points out that the influencing factors, school education factors, family background factors that affect vocational values of secondary vocational school students, Among them, social factors include social values and social evaluation criteria; school education factors include school career planning education and moral education; family background factors include family education. The influence of parents' social status and family economic condition; the personal factors reflected in gender, age, interest, personality, ability and other aspects of the impact on professional values. By analyzing the causes of vocational values of secondary vocational school students, this paper discusses how to strengthen the school education which plays a leading role in the formation of vocational values by creating a social environment conducive to the formation of vocational values. Home-school cooperation to stimulate the role of family education and other strategies to cultivate the vocational values of secondary vocational students.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G711

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