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2 Step Career Education Program Development and Creation of Self-Evaluation System

两步职业教育计划的开发和自我评价体系的创建

基本信息

批准号：
17530663
负责人：
MIURA Koji
金额：
$ 0.96万
依托单位：
OKYAMA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2006
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-17530663/
关键词：
career education program Development and Creation of Self-Evaluation System 2 step career education industry-university cooperation project motivation for learning internship empowerment practical キャリア・デザイングループワークコミュニケーションワーク課題解決

项目摘要

The Career Education Program has progressed to include the Career I class started in 2004 and the Career II class, which began in 2005. In both Career I and Career II classes, self-evaluation check sheets done before and after the classes show an all-around increase in interest in the topics and an increase in student interest in career development is also seen.Many students have little actual experience and no confidence in themselves. There is a strong pattern of being reluctant to take the initiative to start something new. In addition, throughout high school students are accustomed to finding one solution to a given problem. As a result, at University they find it difficult to discover their own course of study in their own way and to come up with a unique answer. Such concerns as not knowing what they need to learn and not knowing what to do are prevalent.In the career classes self-analysis is carried out and knowledge of the social situation and job market is attained. Students experience first-hand working together with total strangers to define and solve problems. In doing so they learn how to approach their own career planning and goals. They find within themselves their strengths, what they like and what they are good at. Students learn to take what they assumed without trying was impossible and to turn it into a plan of action. They learn the value of self-expression and to think of others' points of view when communicating. They find that what they need to do to achieve their goals becomes clear and as a result many students discover they have broken down their pre-conceived beliefs about themselves. Students come to recognize their own set of beliefs and strengths. Their goals become clear and they realize the importance of taking action to achieve their goals. The result is that through the classes we find that students become empowered.

职业教育方案已取得进展，包括2004年开始的职业一班和2005年开始的职业二班。在职业I和职业II课程中，通过课前和课后的自我评价，学生对课程的兴趣全面提高，对职业发展的兴趣也有所提高。很多学生缺乏实际经验，对自己没有信心。有一种强烈的模式是不愿意主动开始新的东西。此外，在整个高中学生习惯于找到一个解决方案，一个给定的问题。因此，在大学里，他们发现很难以自己的方式发现自己的学习课程，并提出一个独特的答案。不知道需要学什么和不知道该做什么的担忧很普遍，在职业课程中进行自我分析，了解社会状况和就业市场。学生体验第一手工作与完全陌生人一起定义和解决问题。在此过程中，他们学习如何实现自己的职业规划和目标。他们在自己身上找到自己的力量，他们喜欢什么，他们擅长什么。学生们学会不经尝试就把他们认为不可能的事情变成行动计划。他们学习自我表达的价值，并在沟通时考虑他人的观点。他们发现他们需要做什么来实现他们的目标变得清晰，因此许多学生发现他们已经打破了他们对自己的先入为主的信念。学生们开始认识到自己的信念和优势。他们的目标变得清晰，他们意识到采取行动实现目标的重要性。结果是，通过课程，我们发现学生变得更有能力。