Life is the boundary of life. Life education is life education, which is aimed at the practice of life process-not just the concern for life. As a process practice of life occupation, life can be understood from three dimensions: time dimension, space dimension and state dimension.
As far as the time dimension of life is concerned, there are philosophers or classics all over the world. For example, the Book of Changes hangs on Liu Yao's words: "On the ninth day, don't use hidden dragons; 92, see the dragon in the field, see adults; In 1993, the gentleman worked all day, and if he was embarrassed, he was completely free from complaints; 94, or jump deep; In the Ninth Five-Year Plan, Feilong is looking at adults; On the ninth day, Qianlong regretted it. "This just reflects the career trend of a person's life: a gentleman strives for self-improvement. More operational guidance, such as Confucius' ideal life, is "I am determined to learn five out of ten, stand up at thirty, not be confused at forty, know my destiny at fifty, listen at sixty, and do whatever I want at seventy." In this way, Confucianism endowed life with a growing process of continuous self-improvement.
In this growth process, the core professional tasks and goals of each stage are also defined. In modern times, in the 1940s, Super, an American career development master, put forward the concept of career development, which divided the career into five stages: growth, exploration, establishment, maintenance and withdrawal.
Breadth or scope: Everyone plays different roles in his life, such as children, students, citizens, parents, workers, leaders and so on. Depth: the degree to which an individual plays each role.
In Super's theory, both the early career development theory and the later career construction theory emphasize the individual differences of people, as well as the appropriate career development stage, career role, career model, career maturity and so on.
The core is self-concept
Schuber's early view is that the process of career choice and career development is the process of self-concept development and practice. Later, Schuber gradually thought that the formation of self-concept was an individual's active construction of self and situation. It can be clearly seen in the arch pattern proposed by Schuber 1990.
It's not hard to understand. In this process, students feel confused when they can't find themselves, feel pain when their social roles and work deviate from their id, and feel confused when they are unable to keep in touch with the outside world. It is better to understand that the process of students' self-awareness and cognition of the outside world, as well as the process of establishing contacts, is a process of role-playing and feedback learning, a process of self-concept development and practice, and this process is an active construction process.
1. Career development is a lifelong process?
People's career development is a continuous lifelong development process, and it is not necessary until they graduate from school or choose a job. Therefore, it is necessary to establish students' correct career outlook from an early age in order to achieve the goal of career development. In order to achieve this goal, career counseling and education in schools should be carried out continuously from primary school to university, running through a continuous process. It should be geared to all students, so that every student can fully benefit. It should be students' all-round life activities, not just for classroom study and academic performance.
2. Always touch psychological factors?
In the counseling and education of career planning, psychological factors, such as self, outlook on life, values, self-efficacy, self-confidence and personality, growth experiences related to students' psychological development, such as the establishment of self-concept, failure experience and experience, parent-child relationship in family, and psychological factors involved in the establishment and cultivation of students' career planning ability, such as cognitive ability and interpersonal skills, etc. Therefore, the perspective of career planning education should be
How to study?
Educators need to strengthen the study of career planning theory according to their own actual situation. In addition to reading professional literature and going to traditional continuing education colleges, various training, media platforms and career information packages organized by some institutions and enterprises are also very useful methods.
These resources, combined with the latest theoretical achievements, can be quickly and conveniently used by front-line educators, providing teachers with one-stop and supporting vocational training, so that teachers can master first-hand information. Of course, there is also a mixed phenomenon in the vocational planning training market, which needs teachers to distinguish and use it reasonably in combination with the actual situation of middle school education.
How to apply?
Applying Schuber's development theory to career counseling, we should master counseling strategies, counseling measures and counseling methods.
Specific cases and application methods will not be developed here one by one, and they are all arranged in the supporting information package of this issue.
This tweet mainly introduces Schuber's career development theory in vocational education theory, but it should also be noted that the situation in each school is different. At the same time, we should consider the actual situation of our school and make feasible plans.
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