高中學生生涯探索：學校課程與家庭教養資本之互動關係

Abstract

本研究採個案研究法，以新北市一所男女合校的完全中學高中部作為研究場域，探究十二年國教課程改革下，第一、二屆經歷108課綱的學生，在學校的生涯輔導系統中的探索經驗。本研究挑選對108課綱具有一定程度的理解、具有學習的主動性與明確生涯方向的高一與高二各一位學生作為研究參與者，探討家庭教養經驗與學校學習經驗如何協助與支持其找到生涯願景，成為108課綱素養導向課程所期待的學生圖像。本研究以Bernstein理論作為分析架構，剖析個案學生在進入學校系統前的起點行為如何受到家庭教養與成長經驗的影響，產生不同程度的生涯認同與探索狀態，並習得與形塑出不同形式的運用資源與感知系統的能力。其次，探究個案學生進入學校生涯輔導系統後的學習歷程，包括學科課程、生涯規劃課程、生涯探索活動，以及個案學生與不同系統成員的互動經驗。本研究期待透過學生經驗以反饋學校課程的整體規劃與安排，以期作為未來課程改革的參考，使更多學生有機會從學校的學習中找到生涯方向與目標。研究結論如下：一、學生經由家庭教養經驗形塑出生涯價值觀，影響其參與學校生涯輔導系統的不同角色類型與互動位置。 二、學生的生涯探索經驗受到社會關係的互動經驗影響，但系統成員的職務分配未必符應學生的社會關係。 三、學生的課程意識與生涯興趣覺醒於自主性探究過程，有助於開啟對於學校生涯輔導系統的覺知與批判。

根據上述結論，本研究提出以下建議： 一、學校應重視家庭教養經驗對學生的影響並積極系統合作，針對不同參與程度的學生與家長規劃接觸資源的不同方式。 二、學校整體課程規劃宜整合跨領域的學習內容與學習表現，建構兼具統整性與延續性的校本生涯輔導系統與課程地圖。 三、家庭與學校應提供學生更多自主學習與探究的時間、空間與機會，導引學生主動建構知識與興趣，開展出生涯圖像。This is a case study that researched was implemented in a high school in New Taipei City, Taiwan. The purpose of this research is to explore the experience curriculum in a high school career guidance system for grade ten and grade eleven students who have experienced and understood the 108 curriculum guidelines. Both research participants are motivated learners and have clear future career paths in mind. This research explored how parenting and learning experience can assist and support them to find a career vision, and to become the ideal student image as described in the 108 curriculum guidelines. This research used Bernstein’s theory as the analysis framework to analyze how students’ entry behavior before entering the school system was affected by family experience. These influences caused students to achieve different levels of career identity and acquired various forms of ability to utilize resources and to perceive the career guidance system in high school. Secondly, this research explored the learning process of students after entering the career guidance system in high school and the interaction between students and members of different systems. The learning process included subject curriculum, career planning curriculum, and career exploration activities. Lastly, This study used student experience to provide feedback on the overall curriculum arrangement in order to serve as a reference for future curriculum reforms in Taiwan.The research findings include: 1. Students shaped their career values through family experience, which influenced their roles and interactive positions in the high school career guidance system. 2. Students’ career exploration experience is affected by their interactive experience of social relations, but the job assignments of school system members may not correspond to students’ social relations. 3. Students' curriculum awareness and career interests are awakened in the process of autonomousinquiry, which helps to inspire their awareness and critical thinking of the school career guidance system.Based on the findings above, the suggestions are as followed: 1. Schools should pay attention to the impact of family experience on students and actively and systematically cooperate with families to plan different ways of contacting resources for students and parents of different levels of participation. 2. The overall school curriculum planning should integrate cross-field learning content and learning performance, construct an integrated and continuous school-based career guidance system,and develop its curriculum mapping.3. Families and schools should provide students with more time, space, and opportunities for autonomous learning and inquiry, and guide students to actively construct knowledge and interests and map out their own career paths.