「適性發展~活出個人生涯風格」方案介入臺南市國中生涯輔導之行動反思

Reflections on the Action of Implementation of the Program of “Living out One’s Own Career Lifestyle” in Tainan Junior High Schools

問題意識：十二年國教的實施是台灣教育的重大變革，此變革也迫使輔導教學者必須面對與反思現有之生涯理論意識與教學實務。面對此一變革，研究者提出存在現象學生涯觀之理論意識，並據此於地方教育層級規劃「『適性發展~活出個人生涯風格』生涯理念融入適性教育」工作計畫，推行於臺南市國中。行動方案介入：本方案以存在現象學生涯觀為基礎，以華人生涯網為核心，規劃一系列教學訓練與產出行動；並以反思取向行動研究的精神，對生涯理論意識、方案推行過程、以及方案所涉及輔導教學者與方案推動者之間的關聯脈絡做批判性反思。成果及未來方向：提出適於國中教育之理論意識，透過華人生涯網相關量表推行於國中教育現場，協助適性教育之落實。然而方案設計仍需貼近教學現場脈絡，在方案理念與現場需要之間達到平衡，以能穩健推進，故下一階段仍需修正計畫以符教育現場需求。

Critiques of current education: The implement of Twelve-Years Public Education is a dramatic transform of education in Taiwan. This change forces guidance teachers to face and think back over existing career guidance theory and teaching practice. In face of the dramatic change， researchers proposed an action program of “Incorporating the Career Concept of ‘Living One’s Own Lifestyle’ into Career Curriculum”， carried out at junior high schools in Tainan. Action: Founded by career perspectives of existential-phenomenological approach， the program involved a series of educational trainings and career curriculum design from Chinese Career Net (CCN). The current research used the spirit of reflected approach of action research to provide the critical reflection on epistemology of career theory， the process of action， and the relations between teachers and program designers. Outcome and future directions: We proposed theoretical epistemology which is suitable in junior high schools and applied it to the teaching phenomenon through CCN. However， the program needs to stay close to the context of teaching scene and meet the balance between theoretical perspectives and teaching phenomenon. Thus， the program needs to be reformed in following actions.