國中生涯檔案形成過程之行動研究--以臺北市立永吉國民中學為例

Abstract
國中生涯檔案形成過程之行動研究 摘 要 本研究的目的在於探討「國八生涯檔案形成過程」中,教學者如何規劃與實施「生涯檔案教學課程」、學生有何「學習成效」以及教學者的「省思與成長」。 本研究的研究參與者係研究者所任教學校的班級學生,由於教師即研究者,因此採「行動研究」的研究方式。研究過程中,藉「現場觀察」、「交流對話」、「文件收集」進行資料收集與紀錄;並經由「文件分析法」、「持續比較」、「三角校正」進行資料的整理與分析。研究結果如下: 一、「生涯檔案教學課程」的規劃與實施: 「生涯檔案教學課程」歷經「構思」、「形成」、「實踐」三階段。於「構思」階段,研究者藉「問題的省思」產出「讓檔案價值凸顯」、「納入國七檔案建置經驗」、「考量檔案的連貫性」等原則,做為課程設計的理論基礎,經由反覆修訂確認教學主題、精緻豐富教學內容後,「形成」生涯檔案教學課程。課程「形成」後,進入「實踐」階段,納入「行動研究」精神,分就「問題情境」、「行動方案」、「處理結果」進行「生涯檔案教學課程」的增修。 二、學生的學習成效: 經由「生涯系列學習單暨生涯檔案」分析過後,學生的學習成效計有:(1)體認生涯檔案的意義與價值;(2)習得蒐集職業資訊的「管道」;(3)增進「自我知識」與「職業知識」,並聯結兩者進行檢視;(4)發現家庭對「生涯」的影響力;(5)引發生涯探索的動機;(6)發現自己看重的工作價值;(7)找到生命努力的方向與希望,清楚自己想要的未來;(8)職業成熟度提高,善於採納不同觀點,進行評估;(9)採「多元型態」深入職業世界的探索;(10)展現創意與獨特性建置「生涯檔案」。 三、教學者的省思與成長: 分就「公開知識」的學習與成長,與「檔案形成過程」中:落實「檔案」精神的學習、納入「行動研究」的學習、與「自我效能感的提昇」等三向度的學習與成長進行說明。 關鍵詞:生涯檔案、行動研究
The Action Research on Formation Process of Junior High Students’ Career Portfolios Szu-Hui Wang Abstract This research was intended to explore how an instructor mapped and carried out the “career portfolio curriculum” during the formation process of junior high (eighth grade) students’ career portfolios. It also examined the students’ awareness of career and their attitude to it , and then it showed the instructor’s reflection and professional growth was. Since the study objects came from one class in junior high school, and the researcher was also the instructor of the class; therefore, “action research” was adopted as the research method for this study. In the course of study, the data was collected through observation, dialogue, and file collection. By means of document analysis, constant comparison method, and triangulation, the instructor analyzed the data and came to the following conclusions: 1. The plan and practice of the career portfolio curriculum: The plan and practice of the career portfolio curriculum underwent three phases: planning, forming, and practicing. In the planning phase, the instructor pondered the career problems and used the following three principles –– highlighting the value of career portfolios, adopting the seven graders’ experience of establishing career portfolios, and considering the coherence of these career portfolios –– as the basic theory of career portfolio curriculum for this study. After revising and enriching teaching contents, this theory, therefore, was transformed into career portfolio curriculum. After the completion of the curriculum, the process led to the third phase –– practicing phase, which represented the spirit of action research. Then, the instructor amended the curriculum according to the problematic situation, action projects, and the outcome. 2. The students’ achievements: According to students’ worksheets and portfolios, the students’ achievements included: (1) understand the importance and meaning of the career portfolio; (2) learn how to search for job information; (3) enhance the self knowledge and career knowledge, so both of which can be combined into career choices; (4) understand the impact of growing background on career; (5) raise the motivation of career assessment; (6) realize the value of self-chosen career; (7) find the right future direction that one has to struggle for; (8) have a better understanding of the job choices, and be able to adopt different options to reach self-evaluation; (9) adopt a multi-dimensional way to explore the career world; (10) show the students’ creativities and uniqueness during establishing their portfolios. 3. The instructor’s reflection and professional growth: Through sharing and discussing the on-going outcome of this research with other teachers, the researcher (i.e.: the instructor) clarified some ideas and reached some self-growth. Moreover, during the formation process of junior high students’ career portfolios, the researcher carried out the spirit of learning to establish portfolios, knowing how to employ action research, and enhancing the self-effectiveness. Keyword:career portfolio, action research
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Keywords
生涯檔案, 行動研究
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