Discussion on college students' career planning 1. Disadvantages of the University Education System Since China implemented the strategy of rejuvenating the country through science and education and the strategy of sustainable development, the Party and the state have attached great importance to the development of higher education. China's higher education has been reformed to varying degrees in terms of educational concept, management system, teaching content and curriculum system. However, there are still many drawbacks in China's higher education, which affect college students' career planning. Mainly manifested in: (1) backward educational concept, unreasonable educational structure and disconnection from society. At present, the education in colleges and universities in China is still a traditional education centered on inheritance. This kind of educational thought, entrance examination system, students' evaluation standard and injection teaching method all emphasize rote learning, imitation and repeated practice, while ignoring the development of students' initiative and the cultivation of innovative spirit. Because college students in China are divided into liberal arts students and science students with poor understanding in high school, influenced by traditional education, they regard the college entrance examination as their only goal, and seldom consider their interests, ability tendencies and future life development when choosing their majors. On the contrary, they tend to listen to their parents or friends blindly. After entering the university, quite a few college students find it difficult to change their roles in time after winning the college entrance examination. It is impossible to make scientific and reasonable arrangements and plans for college students' four-year study life, and it is easy to relax themselves in thought and behavior, thus falling into boredom and blindness, unable to define their college study tasks, lacking initiative, and unable to unify their study with their personal career development. Master planning consciousness is weak. In addition, the school's personnel training can not actively adapt to the requirements of the market economy, actively study and grasp the trend of national economic and social development, actively carry out the demand analysis of the job market, track the employment survey of graduates, train talents, educate students and guide students according to the adjustment of economic and industrial structure and the requirements of the job market. In terms of specialty setting, the school only considers its own conditions and economic benefits, resulting in structural contradictions in employment, which leads to the shortage of some majors, while some majors that do not meet the market demand are unsalable. In terms of curriculum design, the school rarely adjusts the curriculum and content according to the changes of external demand, and there is a phenomenon that "teachers use 20th century lesson plans to talk about 2 1 century", and the classroom content is outdated, which leads to the outdated knowledge of students and cannot meet the needs of employers. In the process of educating students, the school pays more attention to the education of professional knowledge, but lacks the guidance of students' career guidance, university study and life planning, and lacks the cultivation of students' comprehensive ability. This education system, which is based on professional disciplines and pays attention to the cultivation of professional knowledge and ability, has not yet formed a market-oriented education system centered on students' career planning and personal development, which will inevitably lead to the serious absence of college students' career planning education. (2) The simplification of educational evaluation criteria is deeply rooted in the traditional thinking that everyone should study hard, get scholarships, become student cadres, join the league and join the party. Only in this way can they have a good job. Therefore, traditional education is based on "three good" as the standard, shaping students into export red apples. If they don't study well, they will only become potatoes at home and will never enter the mainstream evaluation system. X is a basic tool in ergodic theory. It points out that for the above-mentioned types of automorphisms whose probability measure is invariant with respect to Borel. Any R ~ Cn+and any e>o can find a measurable set R (a so-called (r; , e) Rowling set) such that, for] 0, 1, ..., r; 1, the set T JR is disjoint in pairs, and X sets are exhausted except one set tjr. TERremainder set with mass less than e. In particular, Rohlin lemma is indispensable for the canonical construction of generators. Because the classic proof (cf [1 1]) quoted in the standard textbooks of ergonomics theory (such as [7], [9] and [17]) uses Akaku, which is a single standard and ignores the diversity of teenagers' development, the "three good" students mistakenly think that they have excellent academic performance in all subjects. This makes these college students theoretical and practical. They can't objectively understand their own personality characteristics and resource advantages, and can't meet the needs of society. They can't give full play to their own value and competitiveness, especially in the face of practical problems, such as how to choose a career and how to develop after graduation. They are at a loss, which leads some excellent college students to avoid employment to varying degrees after their careers are frustrated, and even. Students with poor academic performance often hold the idea of "Long live 60 years, one more point will be wasted", and their self-study level is not high, and their subjective participation is not strong, resulting in some psychological obstacles. In fact, not only red apples can be exported, but also potatoes with good varieties can be exported. Therefore, college students must grasp that individuality is the most important feature of career planning, and update their development concepts according to their own reality and motivation. (3) Vocational education in institutions of higher learning