When building its own vocational education system, Taiwan Province Province, China, made some localization attempts by drawing lessons from Europe and America. After years of practice, it has achieved certain results. For the career education of primary and secondary schools in Chinese mainland, the career system of Taiwan Province Province has more practical reference significance for the guidance of youth development under the background of East Asian culture.
The biggest feature is cooperation.
The biggest highlight of career education in Taiwan Province Province is cooperation. In other words, it emphasizes that vocational education is a cooperative undertaking between public education and society.
In Taiwan Province Province, students are encouraged to go out into the society and keep close contact with enterprises, families and communities. The ways and means of practice are increasingly open, diversified and deepened, forming a practical system in which schools, enterprises, families and communities care about each other and cooperate with each other.
From the way of implementing career education in Taiwan Province Province, it can be divided into two ways: on-campus implementation and off-campus implementation.
The school is the main place for students, especially primary and secondary school students, to receive vocational education and understand their career development ideas.
Generally speaking, vocational education in schools is implemented through formal classroom teaching and flexible vocational activities. In particular, through various forms of vocational education activities, entertaining, imperceptibly improving students' professional cognition, deepening their understanding of the profession and upgrading their vocational skills, it has played a great role in promoting the implementation and implementation of vocational education in Taiwan Province Province. ?
Outside the school, there are both family education and social cooperation.
Schools in Taiwan Province Province usually adopt the following methods, so that family education and school education can jointly promote children's professional development. For example:
1. Design a study list to let children know the work roles of parents (or other working family members), neighbors and even community members; ?
2. Conduct field visits to let children know about the working environment, working hours and basic working conditions of all walks of life;
3. Invite children's parents to the school to have a discussion with teachers and classmates, so that students can have a deeper understanding of the characteristics and basic conditions of work needs.
In addition, vocational education in Taiwan Province Province has a rich social assistance system, including the Youth Counseling Committee of the Executive Yuan, the Labor Committee of the Executive Yuan and many non-governmental human resources information platforms. Together with the career education in the school system, they have promoted the vigorous development of career education in Taiwan Province Province.
Although the theories and practices of other countries and even Taiwan Province Province may not be applicable to Chinese mainland, understanding their concepts, systems, organizations, personnel, facilities and methods of vocational education can enlighten and reflect on our own vocational education system.
The diversity of regional economic and cultural policies requires the mainland to build personalized vocational education.
Attaching importance to the construction of quality education system represented by "career education" has become an irresistible trend of the times. After years of exploration, various provinces and cities in Chinese mainland have also established their own practice systems.
Judging from the existing practical cases, no matter in North China represented by Beijing or in East China represented by Jiangsu, Zhejiang and Shanghai, the career education system construction of major middle schools should build a personalized career education system according to their own characteristics.
For most mainland schools, career education is a brand-new topic. At present, the level of career education in different schools is different.
If it is a continuum from an incomplete vocational system to a complete vocational system, then schools are in different positions in this continuum, that is, different stages of development.
The development of different schools is different.
For middle schools with low level of career education, if they directly copy the mature and complete career system of developed countries and regions, they will inevitably be "acclimatized". What suits you is the best.
For some middle schools with late start, few professional teachers and insufficient experience, the method can be "bringing in+going out".
Introduction: Focus on strengthening exchanges and learning with advanced regions and schools in China, and invite famous professors and experts at home and abroad to give lectures and train teachers in the whole school.
Going out: send psychological teachers to Beijing, Jiangsu, Zhejiang and other areas with successful professional practice cases to discuss, exchange and observe vocational education.
These learning activities can promote vocational education teachers' rational understanding and practical experience of vocational education, gradually improve vocational education skills, and push teachers to make great strides on the road of professional growth.
For some middle schools that started earlier, we can start to tailor-made counseling programs for students according to their cognitive development characteristics.
After the career education system has formed a relatively smooth implementation process, you can start to tailor-made counseling programs for students, such as the implementation path of "three-round customization":
These three rounds of customization are centered on students' needs, and students choose courses, time and tutors. In the customization process, there are both classified and layered guidance and one-to-one drip irrigation guidance. At this stage, schools need to put more energy into all-round quality content and services. No matter how important this system is, it needs high-quality content to activate it.
▲ Overview of actual cases:
In the introduction and implementation of high-quality content, Xiamen No.6 Middle School in Fujian Province has provided students with more than ten college career experience courses by introducing professional third-party career overall solution providers. The course adopts project-based teaching and introduces real professional scenes, from the loft apartment model designed and built by ourselves to entrepreneurial roadshows and mock trials. To help students fully understand university professional information, simulate and experience the professional working environment, deepen their professional cognition and further enhance their career decision-making ability.
When formulating the career education system, we should make good use of the school's regional advantages and integrate some local characteristics.
Some middle schools in Jiangsu are good at integrating the elements of regionalization and school-based design into the curriculum content design, forming the curriculum characteristics of regional career planning. For example, a school in Jiangsu is close to Xuzhou Heavy Machinery Factory, and students interested in machinery like to study excavators. In the professional and vocational introduction section, they will focus on mechanical engineering, and many students will choose to enter the heavy machinery factory when they are on vocational probation.
03 theoretical cornerstone
4C Model of Postmodern Vocational Education Theory
If we compare the establishment of a professional system to clothes, how can we become an excellent tailor? ?
On the one hand, "tailor-made" is very important, that is, it is necessary to understand the characteristics of the school itself, make personalized customization, and constantly improve it in practice. ?
On the other hand, we should also strengthen our "needlework" skills, that is, psychological teachers who shoulder the heavy responsibility of career education must broaden their horizons, enrich their career knowledge, grasp academic trends and constantly update their knowledge base.
If teachers do career education, we can refer to the "4C model" proposed by Savickas (2002), which can be used not only to face students' career development, but also to four dimensions of teachers' own career development.
1, focus on: focus on the future
Do we care about the future, that is, do we care about our future development, and are we willing to spend some time thinking about what kind of person we want to be? If you are worried about the future, there will be many behaviors to carry out some actions related to future goals.
2, curiosity: curiosity
Have you thought about what you want to do and what you can do? Are you curious about the outside world? Do you care that what you do is more beneficial to your development? For a middle school student, this curiosity will be manifested in his study and whether he is willing to put this curiosity into action.
From this dimension, vocational education has a very rich connection with performance improvement.
3. Confidence: Confidence
Many theories of mind involve the topic of self-confidence and put forward some related concepts, such as "self-efficacy": it refers to whether a person has confidence in his career development. If the sense of efficacy is high, then this person firmly believes that his career development can be better.
4. Control: Control
"Career control" is a person's view on the controllability of career development. That is what we often say: my future, my career, I am in charge.
These students are all manifestations of their lack of control over their careers.
It is very important to cultivate a sense of control over one's career, because the sense of control has a great relationship with our professional commitment and sense of responsibility: when a person feels that he is in control of his career, he may be more willing to invest and pay.
When carrying out career education in middle schools, these four dimensions can help students cultivate their concern and curiosity about their future careers, as well as their own sense of confidence and control over their personal career development.
Middle school psychological teachers can also think from these four angles. What is your sense of control over your career development? What confidence do you have in your future career development?
The reason for focusing on these four dimensions is that in the new era, the traditional career theory of job matching is no longer applicable, and it is urgent to build personal core competitiveness. These four dimensions can cultivate unknown talents for the unknown future, and the trained talents will have strong occupational adaptability.
Of course, the above is only a brief comment on the career education system. If you really want to learn to build a feasible vocational education system, you not only need to constantly enrich your theoretical knowledge, but also need to read a lot of practical cases at home and abroad. Draw nutrition from existing cases.