地方性知识融入公费师范生职业生涯规划课程教学的探讨

Discussion on the Integration of Local Knowledge into the Curriculum Teaching of Career Planning for Publicly Funded Normal Students

摘要: 传统职业生涯规划课程强调学生的自主探索，这与公费师范生“定向培养、定向就业”的性质存在张力。解决这一矛盾的关键在于引导公费师范生围绕其未来定向执教区域，进行“定向探索与定向规划”。定向执教区域的地方性知识是公费师范生职业生涯规划课的理论所需、实践所需与发展所需，为提升公费师范生的职业适应性与胜任力、培养公费师范生地方归属感与职业认同感、优化公费师范生职业目标设定与路径规划，以及提高公费师范生职业稳定性与长期发展潜力提供了有力支撑。公费师范生《职业生涯规划课》的教学应设置“四一”教学板块，推进公费师范生职业生涯规划课教学的“四项”定向探索，引导公费师范生结合“四项”定向探索的情况报告，撰写“公费师范生定向探索职业生涯发展规划书”。

Abstract: The traditional career planning courses emphasize students’ independent exploration, which is in tension with the nature of publicly funded normal students’ “targeted training and targeted employment”. The key to resolving this contradiction lies in guiding publicly funded normal students to conduct “targeted exploration and targeted planning” around the regions where they will be teaching in the future. The local knowledge of the targeted regions is essential for the theoretical, practical and developmental needs of the career planning course for publicly funded normal students. It provides strong support for enhancing their professional adaptability and competence, fostering a sense of local belonging and professional identity, optimizing their career goal setting and path planning, and improving their professional stability and long-term development potential. The teaching of the “Career Planning” course for publicly funded normal students should set up a “four-one” teaching module, promoting the “four” targeted explorations for publicly funded normal students, and guiding them to write a “Career Development Plan for Targeted Exploration of publicly funded normal students” based on the reports of the “four” targeted explorations.