以「生涯興趣小六碼」建置多元生涯發展路徑

Construct Interdisciplinary Curriculum by Career Interest Code Within Major for Multiple Career Paths

黃素菲(Su-Fei Huang)

《教育實踐與研究》 27卷2期 (2014/12) Pp. 133-166

摘要

本研究的目的是：（1）探討教師與學生對於生涯出路需具備課程學習的雙方觀點；（2）分析生涯興趣測驗結果，以驗證「生涯興趣小六碼」（Career interest code within major）模式；（3）根據研究結果建議跨學科課程的生涯路徑。研究者從三種途徑獲得研究資料，以自行設計之「課程與未來出路之調查問卷」收集到13位教師問卷，以三、四年級14位學生為對象舉行兩次焦點團體，並以生涯興趣量表對全系162位學生施測。結果發現：（1）教師定位在基因科學學術發展，學生卻認為視野無法擴展希望能增加課程的多元性；（2）性別在生涯興趣測驗中的R、I、A的得分達顯著差異，其中R、I碼是男顯著高於女，而A則是女顯著高於男。年級與生涯興趣何倫碼的單因子變異數分析，一年級與四年級學生的一致性分數達顯著差異，可能大一仍留著比較多社會期望的科系定位，而大四比較顯現出自己的興趣；（3）從生涯興趣測驗探索全體學生的生涯興趣的分布光譜，可以驗證「生涯興趣小六碼」模式。根據研究結果，建議以四種跨學科課程設計生涯路徑：（1）專業生涯路徑（theoretic bio-science career path）；（2）應用生涯路徑（applying bio-science career path）；（3）跨學科生涯路徑（interdisciplinary career path）；（4）轉領域生涯路徑（transformation career path）。上述多元生涯發展理念，拓展科系場域內的生涯興趣與職業範疇，回應「生涯興趣小六碼」之結構模式，以期提供一種院系本位（department based）的解決途徑之想像或圖像。最後建議以「職業興趣、課程學習、生涯出路整合架構概念圖」，來協助大學生生涯定錨。

關鍵字

生涯興趣 ； 生涯興趣小六碼 ； 多元生涯 ； 跨學科課程

並列摘要

The purposes of this research were 1) to explore both teachers' and students' points of view of what courses students should take with regard to future occupation, 2) to investigate ＂Career Interest Code within Major＂, and 3) to establish a more comprehensive curriculum path. For data collection, a curriculum- occupation questionnaire was designed and administered to 13 faculties, the career interest inventory was administered to 162 students, and two focus group interviews were held with 14 student participants. The results showed that 1) teachers emphasized the importance of basic professional, while students wished for a more diversified curriculum to enrich their career visions. 2) Gender difference was found in Holland Codes (RIASEC) by Career Interest Inventory (CII). Students scored highest in Investigative (I), second highest code in Artistic (A), and the third highest in Social (S). Male's Holland code was significantly higher than female's in Realistic (R) and Investigative (I) types, while the female's Holland code was significantly higher than male's in the Artist (A) type. There were also significant differences between grades by ANOVA in Investigative (I), Enterprising (E), and Conventional (C) types. The results showed that the freshman's Holland codes were most congruent with the department codes. The senior students showed the most career interest differentiation. And 3) all Holland codes among sampled subjects have scattered around Holland's Hexagon Codes-RIASEC; therefore, the ＂Career Interest Code within Major＂ model is well supported. According to the findings above, a more comprehensive curriculum following four pathways is recommended: 1) theoretic bio-science career path, 2) applying bio-science career path, 3) interdisciplinary career path, and 4) transformation career path.

並列關鍵字

career interest ； career interest code within major ； interdisciplinary curriculum ； multiple career paths

參考文獻

陳婉琪(2013)。高中生選組行為的原因與結果：性別、信念、教師角色與能力發展。台灣社會學。25(6)，89-123。

王秀槐、黃金俊(2010)。擇其所愛、愛其所擇：從自我決定理論看大學多元入學制度中學生的科系選擇與學習成果。教育科學研究期刊。55(2)，1-27。

王思峰、劉兆明(2012)。學涯與職涯分類系統之串接：建立大學學系學類之關係描述子。輔導與諮商學報。34(1)，1-29。

陶宏麟(2003)。七十三學年度大學聯招制度變革對文法商科系排行榜重組與性別「職業隔離」之影響。師大學報（教育類）。48(2)，191-214。

王思峰、黃思聞(2012)。學系精博特徵與學職契連特徵：從類型論到特徵論。測驗學刊。59(2)，277-301。