项目导向教学模式在《大学生职业发展与就业指导》教学中的应用

按照国办[2009]3号文件要求,《大学生职业发展与就业指导》课要作为高等学校的必修课程,目的在于加强对大学生的就业指导和职业发展能力的提升。文章结合教学实践的积累和总结,介绍了项目导向教学模式在《大学生职业发展与就业指导》课程教学中的应用。     

Introduction to the Special Section

In this special section of The Career Development Quarterly, the authors pay tribute to the contributions of David Valentine Tiedeman (1919–2004) to the theory and practice of career counseling and development and vocational psychology. Tiedeman is honored as laying the foundation for the contemporary theory and practice of career construction. The articles published in this section emerged as a result of a special symposium dedicated to honor Tiedeman and his work that was held at the 2006 National Career Development Association Global Conference in Chicago.     

Careers and partnerships: the strategies of secondary headteachers

This paper considers the importance of the personal dimension in individuals' experiences of careers in teaching. The career and partnership strategies of a group of twenty comprehensive headteachers, ten women and ten men, are classified into three main types: single career, dual career and marital brakdown. The concept of ‘strategy’ is discussed and the main alternative strategies within the three types are described. Finally, gender differences in respect of career/partnership strategies are suggested.     

Career Counselors Confront a Critical Crossroad: A Vision of the Future

The current challenges confronting career counselors require increased discourse regarding career counseling models. Some authors have initiated this discourse, but more participants are needed. The need also exists to communicate more aggressively the special expertise that career counselors bring to their work. As career counselors construct contemporary intervention models, they will need to engage in action research to demonstrate accountability and to document that their services are effective. Career counselors can embrace these activities by building on past practices to construct a vision for the future.     

Advancing the Career Counseling Profession: Objectives and Strategies for the Next Decade

This article discusses the 9 analyses of the career counseling profession's strengths, weaknesses, opportunities, and threats that appear in this September 2003 special issue of The Career Development Quarterly. The author identifies points of convergence, proposes a mission statement, and summarizes what career counselors seem intent on doing in the coming years. The analysts recommended that the career counseling profession concentrate on 8 objectives: advancing theory that is more holistic, contextual, and multicultural; using accumulated research more effectively; focusing new research on the career counseling process; exploiting technology to construct new tools; ameliorating career counseling training; expanding the National Career Development Association's role; increasing advocacy about public policy; and fostering the international growth of the profession.     

THE MOTIVATIONS TO ENTER TEACHING BY AGE RELATED CAREER STAGE AND CERTIFICATION PATH

In this research I compare the motivations to enter the teaching occupation among 49 novice teachers who participated in traditional and alternative preparation programs to explore the influence of age and career stage on the decision making process. Early career entrants in both groups were more likely to cite the subject specialty as a reason to enter the occupation but only mid-career traditionally certified teachers included social concerns as a motivator. Overall, twice as many alternatively certified teachers cited the opportunity for a stable career as a motivator than did traditionally certified teachers.     

Gender discrimination and career decision-making difficulties among female Chinese college students: The buffering role of coping styles

The current study examined the relationship between gender discrimination and a form of career decision-making difficulties: emotional and personality-related career decision-making difficulties among female Chinese college students. It further examined the buffering effect of coping styles on the above relationship. A series of hierarchical regression analyses were conducted on a sample of 1427 female Chinese college students from 19 universities located in different regions in China. Results indicated that only suppressive style of coping served as a buffer on the relationship between gender discrimination and career decision-making difficulties. Also, gender discrimination, reflective style of coping, and reactive style of coping were positively associated with career decision-making difficulties. These results supported the need to develop career interventions focusing on discussion of gender discrimination, its impact on one's career decisions, as well as teaching distraction coping strategies in reducing the negative impact of gender discrimination on career decision-making difficulties among female Chinese college students.     

The Legacy of Parsons: Career Counselors and Vocational Psychologists as Agents of Social Change

The commitment to social change demonstrated by the founder of vocational psychology, Frank Parsons, continues in several areas of vocational psychology today, including individual career counseling, guidance work in the schools, career interventions with special populations, and vocational research. This article highlights ways in which career counselors and vocational psychologists have focused and can continue to focus their practice and research to improve the condition of society and to provide interventions that enhance the ability of all individuals to love and to work in a meaningful way.     

Contributions of Self‐Efficacy Theory to Career Counseling: A Personal Perspective

The author provides a brief overview of A. Bandura's (1977, 1997) self‐efficacy theory, followed by a discussion of the value of this theory to career counselors, which includes particularly useful features of the concept of self‐efficacy and suggestions for its application in career assessment and counseling, with a special focus on group interventions.     

Role Conflict and Career Advancement Among African American Women in Nontraditional Professions

To investigate differences in the career experiences of Black women in traditional and nontraditional professions, a sample of Black professional women in traditional (e.g., social work, teaching, counseling) and nontraditional (e.g., law, medicine, engineering) professions were mailed a questionnaire asking about career experiences, family life, and other personal characteristics. Marriage was reported to be more of a career barrier for nontraditionals than traditionals. Nontraditionals also reported more career-related marital discord than did traditionals. Nontraditionals were more likely to report barriers to career success such as racial and gender discrimination, limited opportunities to develop political clout, and colleagues' doubts about their competence. Nontraditionals also reported less peer support than did traditionals.     

Teaching Sociology in Community College: Balancing Ideals with Institutional Constraints

Many professionals experience conflict between personal ideals about the meaning and importance of their work, and the structural limitations of the workplace. This conflict presents professionals with the challenge of how to hold true to their ideals within a non-supportive or even hostile environment. In this paper, I describe my experiences balancing my ideals about teaching, learning, and the purpose of a college education with the institutional constraints of a community college. There are three main sections in this paper. First is a discussion of the reasons I chose a career in community college teaching. The second section focuses on the institutional constraints I have encountered over the first 5 years of my career. In the third section, I explain how I have attempted to balance my ideals with the structural limitations of the college where I teach. Throughout the paper, I blend personal narrative with the relevant literature. In doing so, I intend to use my personal experience as a lens for discussing the challenges and possibilities that characterize community college teaching in general.     

Applying Career Development Theories to the School-to-Work Transition Process

Responding to national and local initiatives, the career development profession has been engaged in efforts to aid understanding and facilitation of the school-to-work (STW) transition process. Vocational theory has been cited as one especially important area in which the career development field can contribute to the STW movement, yet career development theories do not typically highlight their relevance to the STW transition process. This special issue of The Career Development Quarterly features a set of articles that examine how several prominent career development theories (person-environment fit, social learning, developmental, and social cognitive) can be brought to bear on the STW process. Three discussants assess the theories' utility as templates for studying and facilitating the transition from school to work.     

Sociological Conceptualisations of ‘Career’: A Review and Reorientation

In the last decades, the use and meaning of the concept of career has profoundly changed, shaped by a ‘new career’ literature rhetoric and a move away from mainstream sociological debate. Our aim in this article is to provide a critical assessment of the concept, and to make a productive contribution to the current debate on careers, and work more generally. Specifically, we seek to: (i) critique the lack of elaboration of the concept within the discipline of sociology in recent years; (ii) reposition the concept of careers as a key sociological category; and (iii) assess and reorient the current meanings of career. After tracing the history of career from linear to boundaryless, we situate the concept in a broader sociological understanding of gender and habitus and structure and agency, and through a methodological discussion of narrative approaches for studying careers. These concepts and approaches are especially effective for understanding careers. Having showed the added value of the concept of career for sociology, we conclude with a research agenda which attempts to overcome the voluntaristic pitfall of its use in recent years and opens up a more thoughtful and articulated understanding of careers for both teaching and research.     

美国特殊教育青年教师的入职教育

入职教育是对青年教师提供的综合性支持,对于青年教师教学能力的提高和未来的职业发展有着重要的作用。由于面对的学生群体的特殊性,特殊教育青年教师会面临比普通青年教师更大的挑战,因此,入职教育对于特殊教育青年教师有着重要的作用和意义。借鉴美国对特殊教育青年教师提供的入职教育的经验,可以从完善特殊教育青年教师入职教育制度,联合大学共同实施和管理特殊教育青年教师入职教育项目,促进开展特殊教育青年教师入职教育相关研究三个方面入手,规范和促进我国特殊教育青年教师入职教育的发展。     

The Role of Work in Adolescent Development

This commentary discusses the articles in the special section, “Adolescent Career Development in Social Context.” Initially, common and integrative themes are identified and explicated based on the diverse perspectives of the work role in adolescence that were evident in these five articles. In addition, the theoretical frameworks provided by life-span, career development relational perspectives are discussed as possible means of integrating some of the findings presented by the authors of these articles. This article concludes with an observation on how the findings reported in the special section can inform career development scholarship and practice in the next millennium.     

On Teaching as Activism

This essay explores the relationship between teaching and activism by interrogating if teaching in higher education should be considered activism. Through a discussion of my commitment to data literacy and how participatory democracy, as practiced by Black Freedom Movement organizer Ella Baker, informs my pedagogy, I interrogate if activism and academic labor should be conflated. In the process I examine how my assessment is informed by my relationship to activism, the academy, my career trajectory, and racism as part of academic work conditions.     

《机床电气系统装调与检修》项目化课程的设计与实施

剖析了传统高职《机床电气系统装调与检修》课程教学过程中普遍存在的问题,提出了进行课程项目化改革的思路：基于工作任务重构课程目标、课程结构、课程内容和课程评价,采用任务驱动等多种教学方法实施教学活动,加强实训条件和师资建设。教学实践证明,项目化教学有利于学生职业能力的提高和职业素质的养成。     

Keeping Sociology in Perspective: Roy Francis' Academic Odyssey*

During a career that has spanned more than 40 years, Roy Francis has made substantial contributions to sociological teaching and research. Building on his experiences as a student, he holds dear the ideals of a liberal education and continues to search for new ways of transmitting those ideals in the face of changing social patterns. A prolific writer, Francis’books and papers often examine the proper relations between theory and research and explore the potential of symbolic interactionism as an epistemological framework. He has been active in sociology's professional affairs, especially in promoting visual sociology as a teaching and learning medium. His roles as a student, professor, administrator, and president of the Midwest Sociological Society round out a career that has encompassed all facets of modern scholarship. In each of these roles, Francis stresses the moral dimensions of the academic life, and he instills in his students the sense of intellectual obligation to their scholarly forebears that he feels toward his own.