影响高职学生个体积极职业心智模式养成的因素  

Factors Affecting Cultivation of Individual Positive Professional Mental Model of Higher Vocational College Students

作　　者：袁月华[1] 刘毅[1] YUAN Yue-hua;LIU Yi(Hunan Mechanical&Electrical Polytechnic,Changsha 410151 China)

机构地区：[1]湖南机电职业技术学院,长沙410151

出　　处：《林区教学》2022年第9期68-71,共4页Teaching of Forestry Region

基　　金：湖南省教育科学“十四五”规划2021年度立项一般资助课题“VUCA时代高职学生积极职业心智模式构建研究”(XJK21BZJ051)。

摘　　要：个体职业心智模式由职业心态和职业智力两个维度构成,个体积极职业心智模式具有主动进取的职业心态和不断成长的职业智力两个基本特征。高职学生个体已有的个性心理品质、已有的专业知识与职业知识,高职学生的人际环境,高职教育教学体系与校园现实育人环境,网络虚拟环境与高职校园新媒体运用,社会(时代)形势与政策等因素对高职学生个体积极职业心智模式的养成具有复杂多样的影响。高职院校应重视学生个体积极职业心智模式的养成教育,将心智管理的理念贯彻到教育教学的各方面和全过程,充分发掘影响个体积极职业心智模式养成的各种因素的正面作用,努力消除其不良影响。Individual professional mental model consists of two dimensions: professional mentality and professional intelligence. Individual positive professional mental model has two basic characteristics: proactive professional mentality and growing professional intelligence. The existing individual psychological quality, professional knowledge, the interpersonal environment of higher vocational students, the teaching system of higher vocational education and the campus reality education environment, the network virtual environment and the new media of higher vocational campus, the social(times) situation and policies and other factors have complex and diverse influences on the cultivation of the individual positive professional mental model of higher vocational students. Higher vocational colleges should pay attention to the cultivation of students’ positive professional mental model, implement the concept of mental management in all aspects and the whole process of education and teaching, fully explore the positive effects of various factors that affect the cultivation of individual positive professional mental model, and strive to eliminate their adverse effects.

关 键 词：高职学生 积极职业心智模式 职业心态 职业智力 

分 类 号：G710[文化科学—职业技术教育学]