从“门外汉”到程序员——从学校到工作过渡路径、影响因素与作用机制的质性分析  

A Layman Grow into a Programmer:A Qualitative Study about the Path, Influencing Factors and Mechanism of Youth Transition

作　　者：和震[1] 贺世宇 He Zhen;He Shiyu(Faculty of Education, Beijing Normal University, Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育发展研究》2019年第1期47-54,共8页Research in Educational Development

基　　金：国家社会科学基金"十三五"规划2017年度教育学一般课题"面向新工业革命的高等职业教育人才培养模式变革研究"(BJA170086)的部分成果

摘　　要：对小猿从大学到工作的过渡经历考察发现:青年STW过渡历程并非线性,还可能有从工作场所返回受教育状态的"逆转过渡",过渡中交织着角色转变;借助生命周期-生命空间理论为分析视角,青年逆转过渡始于自我概念与当前职业角色的激烈冲突,"追求想要的生活"即强烈的兴趣和对自我需要的满足是青年做出逆转过渡决策及成功实现过渡的内在动力,生涯适应力是实现成功过渡的内在保障机制,并与情境因素(家庭、同辈群体、学校、社会文化等)互动共同作用于青年过渡过程。此发现结果提供了审视和反思教育改革的新视角。This study analyzes the experience of Xiaoyuan's Transition from work to school (STW), explores the path influencing factors and mechanism of Youth transition from the perspective of Life -Span, Life -Space Theory, especially focuses on factors that contribute to a successful transition. It turns out that the process of Youth STW transition is quite complex, and it is not a direct, linear path from school to work. And there may also be a Reverse Transition from workplace to the education state. Youth Reverse Transition begins with a fierce conflict between self-concept and the current professional role;'Pursue the life you truly want\namely the strong interest and realization with self-needs are the inherent dynamic mechanism for youth to make reverse transition decision and successfully achieve transition later. Career adaptability is the important internal guarantee mechanism for young people to achieve a successful transition. The personal factors above interact with contextual factors (such as family, peer group, school, social culture, labor market access mechanism, etc.). And these factors work together in the process of youth transition and result in the continuous reconstruction and development of the individual's self-concept.

关 键 词：学校到工作 青年过渡 逆转过渡 

分 类 号：G645.5[文化科学—高等教育学]