國一生生涯發展課程實施成效之研究-以台南市某國中為例

本研究旨在探討「生涯發展」課程的實施，對台南市某國中一年級學生，生涯發展概念上之影響及成效。本研究採準實驗研究法，實驗對象為台南市某國中一年級兩班的學生，分為實驗組與控制組，實驗組接受八週的「生涯發展」課程的教學；控制組則否。以「生涯發展量表」對兩班學生進行前測、後測，所得量化資料採spss17.0版統計軟體，進行分析統計。本研究採量化研究與質性研究，依據研究的目的採用之工具包括：「青少年生涯發展量表」、自編「生涯發展課程教案」、「課程回饋單及學習單」；質性研究方面則依教學過程學生的互動與對答為主。研究結果歸納如下：（一）台南市某國中一年級學生，在未教學前的兩個班級，對於生涯規劃與生涯發展的概念上，都是沒有顯著差異的，其中對於「自我覺察」的概念較缺乏；其次為「生涯覺察」；最後為「生涯規劃」。（二）實驗組班級在上過此課程後，對於未來人生規劃的能力都有明顯的進步，可證明此課程在提升學生自身生涯規劃及生涯發展的能力上，確實是有所助益的。（三）實驗組在各構面上都有顯著差異，可以說明台南市某國中一年級學生，在接受八週「生涯發展」課程後的生涯發展概念，是有顯著差異的。提出建議如下：（一）學校可提供各類的生涯規劃與生涯發展的資訊，協助學生於生涯方面的各種探索，以利學生早日確定未來的生涯規劃與生涯發展的方向。（二）本研究所設計之「生涯發展」課程，的確對學生的生涯發展概念有增進之效果，可供學校及教學者參考用。（三）本研究所設計之「生涯發展」課程，對學生的自我覺察、生涯覺察及生涯規劃都有相當幫助，學校可積極的融入綜活合動中，並搭配生動有趣的活動，讓學生能獲得更豐富的相關資料及訊息。

關鍵字

生涯覺察；生涯發展；生涯規劃；生涯發展教育

並列摘要

The study aimed to explore the influence and effectiveness of the conception of career development in first-graders of a junior high school in Tainan City after the “career development” courses. The study adopted quasi-experimental research method and the experiment subjects were two classes of first-graders at a junior high school in Tainan city; one class was assigned as experimental group and the other as control group; only the experimental group received eight weeks of “career development” courses. All the students were tested before and after the courses by “career development scale” to collect quantitative data analyzed and estimated by spss17.0 software. The study used quantitative research and qualitative research. Based on the purpose of the study, the tools used here include “Youth Career Development Scale”, self-edited “Career Development Curriculum Teaching Plan”, “Course Feedback Sheets and Learning Sheets.” Qualitative research mainly aimed at the interaction and responses between students in the teaching process. The results are summarized as follows: （一）There was no significant difference in their concepts of career planning and career development between the two classes before taking the courses. The most the students lack was the concept of “self-awareness”; the next was “career awareness”; and the final was “career planning”. （二）After the courses, there was significant improvement in both groups. The result indicated that the courses did help strengthen the students’ competence in career planning and career development. （三）There were significant differences in every dimension in the experimental group. This indicated that there was a significant difference in their concepts of career development after the eight-week “career development” curriculum. Therefore, here are some suggestions: （一）The schools may provide information of career planning and career development to help students explore their career possibilities, making decisions on future career development and planning at early stage. （二）The “Career Development” courses designed by the study can help improve the students’ concepts on career development and provide references for schools and teachers. （三）The “Career Development” courses designed by the study can help improve self-awareness, career awareness and career planning. Therefore, the schools may integrate the courses into school activities with lively and interesting activities for students to acquire more information and messages.