環(huán)球快看：職業(yè)探索月|在探索中發(fā)現(xiàn)自我，規(guī)劃好高中生活Career Preview for Self-discovery&Planning

2023

職業(yè)探索月

在探索中發(fā)現(xiàn)自我，

(資料圖片僅供參考)

更好地規(guī)劃高中生活

雨水至，萬(wàn)物生，春色漸濃。在萬(wàn)物復(fù)蘇的季節(jié)里，宏潤(rùn)博源學(xué)子們也迎來(lái)一年一度的職業(yè)探索活動(dòng)。職業(yè)探索活動(dòng)是宏潤(rùn)博源學(xué)校自主研發(fā)設(shè)計(jì)的學(xué)生咨詢與輔導(dǎo)課程，旨在幫助同學(xué)們更好地進(jìn)行自我探索，了解自己的興趣愛(ài)好，性格特征，擅長(zhǎng)的學(xué)科和技能，啟發(fā)同學(xué)們對(duì)未來(lái)大學(xué)專業(yè)和職業(yè)的思考，引導(dǎo)同學(xué)們樹(shù)立職業(yè)生涯發(fā)展意識(shí)，從而激發(fā)他們的學(xué)習(xí)動(dòng)力，合理規(guī)劃高中生活。

This drizzling andreviving spring saw the annual Career Preview activity organized by SHBS for its students.As an advisoryand tutorial program independently developed and designed by SHBS, it aims to help students better explore themselves, know about their own interests and hobbies, personality traitsand strengths, enlighten them about how to make good choices on their future majors and career paths, and help them raise their awareness of career development so that they can get well motivated and properly plantheir high school years.

在升學(xué)部門帶領(lǐng)下，同學(xué)們開(kāi)啟了為期一個(gè)月的職業(yè)生涯探索及規(guī)劃活動(dòng)。這次活動(dòng)分為三個(gè)階段，分別為自我探索，職業(yè)探索和職業(yè)跟進(jìn)。

Led by the College Advising Department, students embarked on a month-long career exploration and planning journey. It included three phases: self-exploration, career exploration, and career follow-up.

在自我探索階段，升學(xué)部門結(jié)合各年級(jí)學(xué)生的學(xué)業(yè)重心，性格特征，自我認(rèn)知水平設(shè)計(jì)了一系列豐富的活動(dòng)，并指導(dǎo)班主任老師們?cè)?月6日下午CAS時(shí)間以及當(dāng)周每天晨會(huì)上與班級(jí)同學(xué)們進(jìn)一步深入溝通，啟迪他們對(duì)未來(lái)的構(gòu)思。

During self-exploration, the CA Department designed a series of activities based on the academic focus, personality traits and cognition levels of students of all grades, and advised homeroom teachers to further communicate with their students during the CAS time on the afternoon of March 6 and at the P&B sessions every morning that week, in order to inspire students to think about their future.

預(yù)備年級(jí)Pre Grade

曹同學(xué)RinaCao

新的學(xué)期，新的環(huán)境下預(yù)備年級(jí)的同學(xué)們?nèi)栽诓粩嘧晕姨剿鳎覍ぷ约旱姆较?，因此學(xué)校特別展開(kāi)了職業(yè)探索活動(dòng)。幫助更多的同學(xué)們認(rèn)識(shí)自我，了解自己的性格和學(xué)習(xí)特點(diǎn)，并啟發(fā)他們主動(dòng)去探索不同行業(yè)的職場(chǎng)人特征，進(jìn)一步利用外界刺激了解自我。

In the new semester, students of Pre-Gradeare still exploring themselves and trying to find their own path to success inthe new community. Thus,the school organizedthe career exploration activityto help students know aboutthemselves,their own personality traits and academic habits,and to guide them to find outthe characteristics of people working in different industries, furtherunderstand themselvesthrough external stimulation.

一開(kāi)始，林老師提出了四個(gè)問(wèn)題：

At the beginning, Ms. Chuman Linraised four questions:

1）相較于團(tuán)隊(duì)合作，你是否更喜歡自己獨(dú)立完成？

2）遇到困難時(shí)，你更傾向于自己獨(dú)立解決還是尋求幫助，讓對(duì)方給你指令與方法？

3）你喜歡通過(guò)發(fā)信息或郵件來(lái)跟人溝通還是喜歡面對(duì)面溝通？

4）一天中哪個(gè)時(shí)段是你的高效工作時(shí)間？

1) Do you prefer to work on your own or to work with a team?

2) When encountering difficulties, do you prefer to overcomethem by yourself or to ask for help and let others give you instructions andtell you how to do?

3) Do you prefer to communicate with people by texting or emailing or to talk to them in person?

4) Whenare you most productiveduring a day?

這幾個(gè)看似簡(jiǎn)單的問(wèn)題引發(fā)了同學(xué)們的熱烈討論，也讓不少同學(xué)陷入了糾結(jié)之中，許久都沒(méi)有一個(gè)明確的答案。在老師們的帶領(lǐng)下，預(yù)備年級(jí)的同學(xué)們進(jìn)行了MBTI性格測(cè)試。很多同學(xué)對(duì)MBTI測(cè)試并不陌生，甚至有些同學(xué)還做過(guò)不止一遍。在班主任老師的指導(dǎo)下，同學(xué)們認(rèn)真投入地完成了測(cè)試，并與身邊的同學(xué)，老師們進(jìn)行了探討，分享各自的測(cè)試結(jié)果。老師建議同學(xué)們可保留每一階段的性格測(cè)試，看看一段時(shí)間后是否會(huì)發(fā)生變化，然后探究結(jié)果變化的原因，找尋自己。在活動(dòng)的最后，同學(xué)們也根據(jù)自己的興趣愛(ài)好，結(jié)合性格測(cè)試的建議選出自己心儀的三個(gè)職業(yè)探索講座，大家期待著在下周的嘉賓分享講座中多了解自己的興趣領(lǐng)域和未知領(lǐng)域。

These seemingly simple questions triggered a heated discussion among students. Guided by their HR teachers,pre-graderstook the MBTI personality test. Many of them werefamiliar with the MBTI test, and someeven tookit more than once. Having completed the test,they shared their test results with classmates and teachers present and had a discussion with them.Teacherssuggested that students keep their test resultforeach stageso that they might see if theywouldchange after a period of time, and then find outthe reasons for the changes. At the end of the activity, the students selected three lectures on career exploration according to their own interestscombined with the suggestionsgiven by the personality test. They werelooking forward to learning more about what they were interested and what was unknown to them by attending the lectures to be given by guest speakers the next week.

十年級(jí)10th Grade

任同學(xué)AmyRen

十年級(jí)大部分的在場(chǎng)同學(xué)在此之前都做過(guò)MBTI性格測(cè)試，所以我們跳過(guò)了這一步，首先讓同學(xué)們使用提前讓大家注冊(cè)好的賬號(hào)登錄College Board（美國(guó)大學(xué)理事會(huì)）網(wǎng)站，并做了網(wǎng)站上的職業(yè)探究測(cè)試，以此啟蒙自己對(duì)于大學(xué)專業(yè)以及未來(lái)職業(yè)類別選擇的意識(shí)。在此過(guò)程中，三位班主任及時(shí)幫大家答疑解惑，解決了同學(xué)們無(wú)法登錄或看不懂選項(xiàng)的問(wèn)題。等大家完成了測(cè)試后，網(wǎng)站上出現(xiàn)一些可能的職業(yè)選擇，同學(xué)們從中選出三個(gè)自己最感興趣的，并填寫(xiě)設(shè)計(jì)好的表格，從需要具備的技能和偏向的學(xué)科入手，引導(dǎo)自身樹(shù)立職業(yè)生涯發(fā)展的想法，從而合理規(guī)劃高中生涯。

Most of the students in Grade 10 had taken the MBTI personality test before, so we skipped this step, and began with asking students to log in to the College Board website using the account they had registered in advance andtotake the career inquiry test on the websiteso that they might enlighten themselveson the choice of college major and future career category. In this process, 3 HRteachers answered questions and solved the problem that students could not log in or could not understand the options. After they completedthe test, some possible career options appeared on the website. Students selected three of them that they were most interested in, and used the table to write down and prepare for their careerpaths. Starting from the skills they needed and the subjects they preferred, they guided themselves to establish the idea of career development, so as to reasonably plan their high school career.

十一年級(jí)11th Grade

鄭同學(xué) WinnieZheng

十一年級(jí)同學(xué)們正在緊張地備戰(zhàn)大學(xué)申請(qǐng)。他們中的大多數(shù)已經(jīng)大概了解了自己擅長(zhǎng)的領(lǐng)域和感興趣的專業(yè)，他們需要更深地理解自我。而在自我探索環(huán)節(jié)，十一年級(jí)的同學(xué)參與了Cialfo平臺(tái)上的性格測(cè)試。Cialfo平臺(tái)是美國(guó)大學(xué)本科申請(qǐng)的網(wǎng)站，在申請(qǐng)階段同學(xué)們會(huì)使用到更多功能。而了解自我，不僅能夠幫助未來(lái)的職業(yè)探索，更能夠讓他們選校時(shí)能夠更容易找到更適合自己的學(xué)校和專業(yè)。有許多同學(xué)驚喜地發(fā)現(xiàn)，性格測(cè)試的結(jié)果非常精準(zhǔn)，讓我們不禁感嘆在科技創(chuàng)新發(fā)展的時(shí)代，人們可以借助專業(yè)工具，更加中立地、多角度地在年少時(shí)就更加了解自己。這也讓同學(xué)們能夠合理規(guī)劃剩余寶貴且短暫的高中生涯。當(dāng)然，老師們也在引導(dǎo)，這些測(cè)試都只能反應(yīng)學(xué)生當(dāng)時(shí)當(dāng)下的狀態(tài)和選擇，是動(dòng)態(tài)的，只是我們了解自己的一種參照，要具備成長(zhǎng)型思維。

The 11th graders arebusy applying for colleges.Most of them havehadaroughidea of their strengths and interests.They need to have a deeper understanding of themselves.While exploring themselves, 11thgraders tooka personality test on the Cialfo platform. The Cialfo platform is the website for undergraduate application in the U.S., and studentsmayuse more of its functions while applying for colleges.Knowingaboutthemselves can not only help them explore their future career paths, but also make it easier for them to find more schools and majors that suit themwhenthey choose colleges. Many students were surprised to find that the results of the personality test were very accurate. Wewere deeply impressed by the fact that in the era of technological innovation and development, peoplehave access tomany standardized evaluations, so that they can understand themselves more neutrally and from multiple perspectives at a earlierage. Studentsare also allowedto reasonably plan the rest of their precious and short high school years. Of course, teachers are also playing the role of an instructor. These tests can only reflect the current state and choice of students at the presenttime. They are dynamic and we just refer to them when we try to understand ourselves. Our way of thinking needs to grow with the times.

十二年級(jí)12th Grade

李同學(xué)LeeLi

與其它年級(jí)的同學(xué)們相比，十二年級(jí)的同學(xué)們已收獲大學(xué)錄取通知書(shū)，成熟穩(wěn)重的他們開(kāi)始憧憬未來(lái)大學(xué)的專業(yè)及職業(yè)。本次的職業(yè)探索活動(dòng)于他們而言，意義重大。一方面職業(yè)探索可以幫他們提前思考該如何更好地適應(yīng)大學(xué)生活；另一方面學(xué)校邀請(qǐng)到的重磅嘉賓也幫助他們搭建了寶貴的資源網(wǎng)絡(luò)，讓他們能帶著更清晰的目標(biāo)與自己感興趣的行業(yè)和專家面對(duì)面交流，并了解該行業(yè)的招聘要求，樹(shù)立目標(biāo)，從而讓自己慢慢成為合格的人才。在CAS自我探索環(huán)節(jié)，Chris校長(zhǎng)帶領(lǐng)同學(xué)們思考并討論高中和大學(xué)的區(qū)別、大學(xué)和職場(chǎng)中的區(qū)別。通過(guò)討論，準(zhǔn)畢業(yè)生對(duì)將來(lái)的大學(xué)生活和職場(chǎng)生活有了更深刻的認(rèn)知，對(duì)要以什么樣的態(tài)度去準(zhǔn)備和面對(duì)未來(lái)生活也有更明確的規(guī)劃。在CAS活動(dòng)結(jié)束后，每位同學(xué)根據(jù)自己的愛(ài)好選擇了下周三場(chǎng)職業(yè)嘉賓分享會(huì)，并紛紛構(gòu)思自己想要請(qǐng)教嘉賓們的問(wèn)題。

Compared with the other grades, the 12th graders have already received their college admissionletters and are looking forward to their future college majors and careers. This career exploration activity is very meaningful to them. On the one hand, the career exploration can help them think ahead on how to adapt to college life; on the other hand, the guest speakersinvited by the school also help them build a valuable resource network, so that they can communicate with the industry and experts they are interested in face to face with clearer goals, and understand the recruitment requirements of the industry, and set up goals so that they can slowly become qualified talents. In the CAS self-exploration session, Principal Chris led the students to think and discuss the difference between high school and college, and the difference between college and the workplace. Through the discussion, the prospective graduates had a deeper understanding of their future university life and workplace life, and had a clearer plan of what kind of attitude they should take to prepare and face their future life. After the CAS activity, each student chose three career guest sharing sessions for the next week according to their own preferences, and conceived questions they would like to ask the guests.

本屆職業(yè)探索活動(dòng)的安排在結(jié)構(gòu)，內(nèi)容，規(guī)模，及實(shí)用性方面在以往的基礎(chǔ)上進(jìn)行了優(yōu)化。升學(xué)部老師們?yōu)椴煌昙?jí)的同學(xué)們準(zhǔn)備不同的CAS及晨會(huì)活動(dòng)，結(jié)合了各年級(jí)同學(xué)階段性的升學(xué)目標(biāo)，對(duì)各年級(jí)同學(xué)進(jìn)行有針對(duì)性的指導(dǎo)。除此之外，為了幫助同學(xué)們樹(shù)立初步的職業(yè)規(guī)劃意識(shí)，升學(xué)部不僅增加了行業(yè)/工種的范疇，更是在家長(zhǎng)們的共同協(xié)力之下，成功地邀請(qǐng)到十五位不同行業(yè)精英人士。相信在這次家校合力的“職業(yè)探索”活動(dòng)中，同學(xué)們會(huì)增強(qiáng)對(duì)自我的認(rèn)識(shí)和探索，增強(qiáng)職業(yè)規(guī)劃意識(shí)，更加明確未來(lái)的方向，也更具備自我驅(qū)動(dòng)力。

We have improved this year"s Career Exploration Activities in terms of structure, content, scale and practicality. The teachers from the College Advising Department had designed different activities for CAS and P&B sessions for different students of different grades, and provided targeted guidance for them based on their respective periodic goals. In addition, in order to help raise their awareness of career planning, the department not only included more careers and jobs but also, thanks to the support of parents, successfully invited 15 elites from different areas. We believe that, through this activity, which has been made possible by both the school and parents, students will have a better understanding of themselves, raise their awareness of career planning, become more aware of how they should develop themselves, and be more motivated.

文 | SHBS

審核 | Xu Wu

翻譯 | Dawn Xu

排版 | Jang

上海宏潤(rùn)博源學(xué)校