真实问题驱动：PBL模式在大学生职业生涯规划课程中的创新设计

Real-Problem Driven: Innovative Design of the PBL Model in College Students’ Career Planning Courses

摘要: 当前大学生职业生涯规划课程普遍面临知识传授与实践应用之间的脱节困境，学生能够在课程中习得职业规划的理论概念，却难以在真实场景中完成职业决策与行动。项目式学习以真实问题为载体，强调在实践过程中建构和运用知识，为弥合“知”与“行”之间的鸿沟提供了可能性。本研究基于建构主义学习理论与社会认知生涯理论，结合浙江理工大学科技与艺术学院的教学改革实践，系统阐述了一个以真实问题为驱动的PBL职业生涯规划课程设计方案。研究构建了涵盖大一至大四的“四阶螺旋式PBL项目体系”，设计了“三阶段六环节”教学流程以及“过程–成果–发展”三维动态评价体系，并以“行业调研实践”模块为典型代表详细展开教学设计。研究还提出“企业积分银行”与“项目众筹”平台两项校企协同机制，探索了产教融合长效化的可行路径，为高校职业生涯规划课程的实践化转型提供了一个可参考的框架。

Abstract: Current college students’ career planning courses generally face a dilemma of disconnection between knowledge instruction and practical application: students are able to acquire theoretical concepts of career planning in the classroom, yet find it difficult to make career decisions or take actions in real-world settings. Project-Based Learning (PBL), which takes real-world problems as its vehicle and emphasizes knowledge construction and application through practice, offers a potential pathway to bridge this knowing-doing gap. Grounded in constructivist learning theory and Social Cognitive Career Theory (SCCT), this study draws on the teaching reform practice at Zhejiang Sci-Tech University’s College of Science and Art to systematically present a real-problem-driven PBL instructional design for a career planning course. The study develops a “four-year spiral PBL project system” spanning from the first to the fourth year, designs a “three-stage, six-link” instructional process and a “process-outcome-development” three-dimensional dynamic evaluation system, and elaborates the instructional design in detail using the “industry research practice” module as a representative example. The study also proposes two school-enterprise collaboration mechanisms-the “Enterprise Credit Bank” and the “Project Crowdsourcing” platform-to explore feasible pathways for sustainable industry-academic integration, thereby providing a referable framework for the practice-oriented transformation of career planning courses in higher education institutions.