基于学科素养培养的职业情境实践教育理论——我国职业生涯规划教育新视角

The Theory of Vocational Situational Practice Education Based on Discipline Competency Cultivation—A New Perspective of Career Planning Education in China

摘要: 针对当前我国职业生涯规划教育存在的问题，本文尝试构建了一种新的职业生涯规划教育理论——“基于学科素养培养的职业情境实践教育理论”，试图将职业体验课程搬进普通中小学课堂，将职业实践教育与学科素养培养相结合。本文阐述和论证了该理论的三大核心观点，并提出该理论指导下的职业生涯规划教育课程活动实施方案。三大核心观点分别是：第一，学科素养与职业胜任力具有内在一致性，培养职业胜任潜质即是培养学科素养；第二，典型的职业活动情境是培养学生的职业胜任潜质与学科素养的有效载体；第三，实践活动是培养和评测学生的职业胜任潜质与学科素养的最主要途径。

Abstract: In view of the current problems in China’s career planning education, this paper attempts to construct a new career planning education theory—“Vocational Situational Practice Education Based on Discipline Competency Cultivation”, which attempts to introduce vocational experience courses into ordinary primary and secondary school classrooms and combine vocational practice education with discipline competency cultivation. This paper expounds and demonstrates the three core view-points of the theory, and puts forward the implementation plan of career planning education curriculum activities under the guidance of the theory. The three core views are as follows: firstly, there is internal consistency between discipline competency and vocational competency, and cultivating vocational competency potential is to cultivate discipline competency; secondly, typical vocational activity situations are an effective carrier to cultivate students’ vocational competency potential and discipline competency; thirdly, practicing contexts are the main way to cultivate and evaluate students’ vocational competency potential and discipline competency.