【摘要】：隨著國(guó)家對(duì)職業(yè)教育的高度重視與大力推進(jìn)，中職學(xué)校逐漸開始以就業(yè)為導(dǎo)向，將提高學(xué)生的職業(yè)能力作為首要培養(yǎng)目標(biāo)。雖然在這一過程中如校企合作、課程改革、職業(yè)生涯教育以及“雙師型”師資建設(shè)等都是具有重大的舉措，，但是在實(shí)際的實(shí)施中我們卻發(fā)現(xiàn)這些措施總是不能完全達(dá)到效果，中職生的職業(yè)能力依然有待加強(qiáng)。有鑒于此，本研究便開始嘗試引入職業(yè)預(yù)期的概念和理論，將職業(yè)預(yù)期滲透到以上中職教育的各項(xiàng)措施當(dāng)中，以彌補(bǔ)我國(guó)職業(yè)教育在這方面的空白。 本研究在文獻(xiàn)綜述、開放式問卷與專家意見的基礎(chǔ)上，初步提出了中職生職業(yè)預(yù)期與能力的構(gòu)想模型，并搜集和編制了適合中職生在該項(xiàng)目上的題項(xiàng)。第一次施測(cè)共調(diào)查506人，通過探索性因素分析初步驗(yàn)證了關(guān)于職業(yè)預(yù)期與能力的維度構(gòu)想，并檢驗(yàn)了初試問卷題項(xiàng)的適當(dāng)性。第二次共調(diào)查1000人，得到有效問卷884份，通過驗(yàn)證性因素分析最終形成比較合理的中職生職業(yè)預(yù)期與職業(yè)能力結(jié)構(gòu)，并編制出職業(yè)預(yù)期與能力的正式問卷。問卷共包括三個(gè)項(xiàng)目（項(xiàng)目一包含五個(gè)因素，項(xiàng)目二包含五個(gè)因素，項(xiàng)目三包含三個(gè)因素）共47個(gè)題目。最后對(duì)自編的中職生職業(yè)預(yù)期與能力問卷進(jìn)行了多指標(biāo)的信效度檢驗(yàn)、特點(diǎn)分析以及相關(guān)分析。 本研究在最后的部分提出了職業(yè)預(yù)期視域下的中職生職業(yè)能力培養(yǎng)體系的構(gòu)建。分別從政府、學(xué)校、家庭、企業(yè)四個(gè)方面引導(dǎo)中職生形成合理的職業(yè)預(yù)期，在此基礎(chǔ)上進(jìn)一步探討了課程體系改革、校企合作、師資隊(duì)伍建設(shè)以及職業(yè)生涯教育等措施，以期對(duì)中職生職業(yè)能力的培養(yǎng)有所裨益。
[Abstract]:Along with the country attach great importance to vocational education and vigorously promote, secondary vocational schools gradually began to be employment-oriented, to improve the vocational ability of students as the primary goal of training. Although in this process, such as cooperation between schools and enterprises, curriculum reform, career education and the construction of "double-qualified" teachers are all significant measures, but in the actual implementation we found that these measures are always not fully effective. The vocational ability of secondary vocational students still needs to be strengthened. In view of this, this study began to try to introduce the concept and theory of vocational expectation, and to infiltrate the vocational expectation into the above measures of secondary vocational education, in order to make up the gap of vocational education in this respect in our country. On the basis of literature review, open questionnaire and expert opinion, this paper puts forward a conceptual model of vocational expectation and ability of secondary vocational school students, and collects and compiles the items suitable for secondary vocational students in this project. Through exploratory factor analysis, we preliminarily verified the concept of career expectation and ability, and tested the suitability of the items in the first questionnaire. A total of 1000 people were investigated in the second survey, and 884 valid questionnaires were obtained. Through confirmatory factor analysis, a reasonable structure of vocational expectation and vocational ability was formed, and a formal questionnaire on vocational expectation and ability was compiled. The questionnaire consists of three items (item one contains five factors, project two contains five factors, project three contains three factors) and a total of 47 questions. Finally, the reliability and validity test, characteristic analysis and correlation analysis of the questionnaire of vocational expectation and ability of secondary vocational school students are carried out. In the last part of the study, the author puts forward the construction of vocational ability training system for secondary vocational students from the perspective of career expectation. From the four aspects of government, school, family, and enterprise, respectively, we guide the secondary vocational students to form a reasonable career expectation. On this basis, we further discuss the reform of the curriculum system, the cooperation between schools and enterprises, the construction of the teaching staff and the career education, and so on. In order to help the vocational ability of secondary vocational students.
【學(xué)位授予單位】：東華理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G717.38

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 鄧學(xué)易;黃日強(qiáng);;中職生與企業(yè)員工的職業(yè)預(yù)期的對(duì)比分析——以汽車運(yùn)用與維修專業(yè)為例[J];廣州職業(yè)教育論壇;2013年06期

本文編號(hào)：2189385