基于PERMA模型中职学校职业生涯规划教育的探析  

Analysis of Career Planning Education in Secondary Vocational Schools Based on the PERMA Model

作　　者：徐一源 崔景贵[2] XU Yiyuan;CUI Jinggui(Soochow University,Suzhou Jiangsu 215123;Jiangsu University of Technology,Changzhou Jiangsu 213001)

机构地区：[1]苏州大学,江苏苏州215123 [2]江苏理工学院,江苏常州213001

出　　处：《当代职业教育》2023年第3期84-90,共7页Contemporary Vocational Education

基　　金：2020年度国家社会科学基金教育学一般课题“新时代积极职业教育范式的行动研究”(编号:BJA200094)。

摘　　要：职业生涯规划教育能够帮助学生正确认识自我与专业,设立职业生涯目标,制定职业生涯计划,不断丰富自我,提高职业生涯规划能力,最终实现自我价值。借助积极心理学PERMA模型的积极情绪、投入、人际关系、意义和成就感五个元素,从学生对于自我及专业的认知程度、职业生涯规划教育内容、人际关系构建、积极意义认同以及教育教学评价五个维度分析中职学校职业生涯规划教育存在的问题。中职学校应从增强学生积极情绪、增强职业沉浸体验、增强积极人际关系、增强教育意义价值、增强学习成功成就感等五个方面促进职业生涯规划教育的积极发展。Career planning education can help students correctly understand themselves and their majors,set career goals,formulate career plans,continuously enrich themselves,improve career planning skills,and ultimately achieve self-worth.With the five elements of positive emotion,engagement,interpersonal relationship,meaning and sense of achievement in the PERMA model of positive psychology,analyzes the problems of career planning education in secondary vocational schools from five dimensions:the degree of students'cognition of self and majors,the content of career planning education,the construction of interpersonal relationship,the positive meaning identification and the evaluation of education and teaching.The secondary vocational schools should enhance students'positive emotion,enhance professional immersion experience,enhance positive interpersonal relationship,enhance the value of educational meaning and enhance the sense of achievement in learning.

关 键 词：PERMA模型 中职学校 职业生涯规划教育 积极情绪 自我价值 

分 类 号：G715[文化科学—职业技术教育学]