What preparations have you made for future employment?

In life, employment is the foundation. How can vocational schools awaken vocational students' self-awareness, let students know themselves, accept themselves, and then appreciate themselves; How to educate students to learn to learn, guide them to make the right choices and enrich themselves with knowledge and skills; How to help students learn to communicate, let them know how to appreciate and show themselves, and then constantly improve themselves, cultivate their positive attitude towards setbacks and optimism, and let students who have been "helpless" find confidence. Naturally, I am useful! Let the once "helpless" students find their self-esteem, whether you do it or not. It is related to whether students can successfully find jobs, give full play to their potential after employment, and succeed in their careers. Therefore, it is the fundamental task of vocational and technical schools to guide students to establish correct career ideals and concepts, and provide necessary guidance and help for students to find jobs, start businesses and enter higher schools according to social needs and their own characteristics. Since our school participated in the "Research and Experiment of Vocational Guidance and Entrepreneurship Education", a key topic of the Tenth Five-Year Plan of the Ministry of Education, we have made some explorations and achieved some practical results. The preliminary work report is as follows:

First, the research survey of the subject

1, school profile

Our school was founded in 1970, and was transformed into yinan county Agricultural Technology Middle School in 1982. It has a history of more than 20 years. The school has 1 16 faculty members, experts and professors 1 1 person. The school has complete experimental practice conditions, complete teaching facilities and computerization. The school adopts scientific and standardized management, strict requirements and pays close attention to * * *. After entering the school, students should concentrate on military training and entrance education, improve organizational discipline, enhance their understanding of vocational schools, see their future clearly, make clear the direction of their efforts, understand the rules and regulations of the school, and take the first step of becoming a talent. The school has formulated detailed rules for class physical and chemical management and students' quantitative management, and formulated daily routine to regulate students' behaviors such as getting up, doing exercises, raising flags, attending classes, singing a song before meals, extracurricular activities, and working and rest. Due to strict management, even if the double-poor students enter our school, they will gradually become good students with ideals, ambitions, love of learning, discipline, diligence and hygiene. Leaders and guests who came to our school for inspection, guidance, visit and visit all praised the school for its cleanliness, orderly and standardized management.

Among the teachers, 3 were awarded the title of excellent science and technology counselor by the National Association for Science and Technology, the State Education Commission and the China Astronautical Society, 1 won the silver award of China Edison Invention Association, and 4 won the scientific and technological progress award and outstanding scientific and technological achievement award at or above the municipal level. Eight of the more than 20 scientific research projects undertaken by teachers and students won national patents, and the editor-in-chief participated in the book 10. He has undertaken the research on Vocational Guidance and Entrepreneurship Education, a key project in the Tenth Five-Year Plan, and the research and experiment on students' comprehensive vocational ability in secondary vocational schools, a key teaching and research project in Shandong Province during the Tenth Five-Year Plan. The plastic film mulcher invented by students was broadcast on the whimsy column of CCTV.

The school has been commended and rewarded by the Ministry of Education, National Association for Science and Technology, China Aerospace Society, Provincial Association for Science and Technology, Communist Youth League Committee, Provincial Federation of Students, Provincial Youth Science and Technology Activity Center, Linyi Education Bureau, Labor Bureau, Personnel Bureau, Finance Bureau, Sports Commission and other units. It was awarded the honorary titles of "Red Flag Unit for Future Builders' Practical Activities in Shandong Province", "Advanced Collective for Vocational and Technical Education", "Advanced School for Combining Production with Education", "Advanced Unit for Teaching Reform" and "Advanced Unit for Teaching and Educating People". The school is now a municipal key vocational school, a research base for vocational education and adult education in Shandong Province, a demonstration school for popular science in Shandong Province, and a three-level safety training base in Shandong Province. In 2003, it was rated as an advanced unit of vocational education and adult education in Shandong Province.

2. Research status of this topic.

Since July 2002, our school has been identified as a project experimental school. Under the leadership of the provincial research group, the school actively strives for the support of the education and scientific research departments of cities and counties, and works hard to ensure the smooth progress of the experiment. On June 5438+ 10, 2002, a special opening meeting was held, and leaders of provincial vocational adult education colleges, city and county teaching and research offices attended the meeting to give guidance, and conducted research on freshmen's basic cultural knowledge, students' professional ability, students' interests, teacher training, vocational guidance course teaching, special job fairs and other activities, consulted the materials, and compiled the Compilation of Vocational Guidance and Entrepreneurship Education Materials (I), as follows:

1. According to the fact that the school is located in the countryside and most of the students are rural children, we set the research direction of the subject as "based on the countryside, closely linked to the reality of rural vocational education, carrying out the research direction of vocational guidance and entrepreneurship education, not greedy for foreign countries, not ostentatious, adhering to the purpose of" subject research serves the development of the school ",so that the subject research can be implemented.

2. The school leaders attached great importance to it, and organized and set up a project leading group with the principal as the leader and the vice president, the heads of teaching and research section, resettlement office and student affairs office as the deputy heads to strengthen the organization and coordination of project research. In order to ensure the smooth progress of the research, the school enriched and strengthened the strength of the teaching and research section, equipped with full-time staff, and did a good job in guiding the research.

3. Actively seek the support of professors. The school hired experts and professors from provinces, cities and counties as consultants of the research group, and asked them to give reports and guide experiments on the spot, so that the experimental teachers could broaden their horizons, change their concepts and improve their scientific research ability.

4. The school actively raised funds, purchased necessary experimental equipment and materials, and established a multimedia video playback system, which laid a solid material foundation for the subject experiment.

5. A relatively reasonable team of vocational guidance teachers has been initially established, which combines full-time and part-time, combines internal and external affairs, attaches importance to teacher training and guides teachers to carry out research.

6. Remember the advanced experience of brother pilot units with an open mind, actively cooperate with brother schools, and successively contact Weifang Vocational College of Science and Technology, Yishui Vocational Education Center and Yinan Vocational Secondary School to exchange information and promote research.

7, multi-channel, multi-angle to carry out vocational guidance activities, combining in-class and out-of-class, vocational guidance courses and cultural professional courses multi-level, all-round penetration, to achieve the whole process, all-round, three-dimensional education pattern.

8. A stage evaluation system and a scientific research reward mechanism were established to conduct stage inspection, acceptance and evaluation of experiments and reward teachers and students with outstanding achievements. In the first half of 2002, 5 teachers and 36 students were awarded.

Second, the significance of implementing vocational guidance in rural vocational schools

2 1 century is an era of rapid development of science and technology, all-round social progress and full of opportunities and challenges. With the continuous development of China's social economy, vocational education is more and more favored and valued by the society, and employers are eager for talents with comprehensive professional ability, practical experience and innovative spirit. They often consciously or unconsciously hand over the responsibility of "training" to vocational schools, hoping that students can take up their posts like old employees when they arrive at the unit, instead of doing training work. This requires vocational and technical schools to shoulder this responsibility, reform education and teaching, and truly enable their students to quickly adapt to their jobs when they enter their posts, and have certain career transfer capabilities. Because the students in rural vocational schools have relatively weak cultural foundation and lack of social ability, it is increasingly important to strengthen vocational guidance.

Generally speaking, the implementation of vocational guidance in vocational schools is an inevitable requirement of economic and social development, an objective requirement for vocational schools to actively adapt to the market economic system and the labor and employment system, and a need for implementing the vocational education law.

From the perspective of both schools and students, the implementation of vocational guidance in vocational schools is an important measure for schools to improve their social influence, expand the scale of running schools and enhance their strength. Necessary measures to enable graduates to find jobs, enter higher schools and change careers smoothly. It is also an urgent requirement of parents of students.

Three, the main tasks and contents of vocational guidance in rural vocational schools

Vocational guidance is a science that guides students to know, prepare, choose and change their careers. The main task of vocational guidance in vocational and technical schools is "education and help" in a word. That is, education guides students to establish correct career ideals and employment concepts, and comprehensively improves students' professional quality and professional ability; 100 students provide necessary guidance and help for successful rescue, entrepreneurship and further study according to social needs and their own physical and mental characteristics. ("China Vocational and Technical Education" In March 2003, the Ministry of Education began to promote and standardize vocational guidance in vocational and technical schools)

The main contents of vocational guidance in rural vocational and technical schools

Because rural vocational and technical schools are located in rural areas, especially in economically underdeveloped areas, information is relatively backward and basic education is relatively weak. In addition, due to the influence of high fever, schools often attach importance to the enrollment rate and neglect the cultivation of students' ability, and students' social communication ability, cooperation consciousness and innovation ability are relatively poor. Most rural vocational school graduates want to go to cities for employment or further study. Therefore, we believe that the main contents of vocational guidance in rural vocational and technical schools are as follows:

1, the enlightenment education of professional consciousness and ideal. Help students to establish a good concept of employment, guide and encourage students to go to foreign-funded enterprises, to individual and private enterprises, to township enterprises, to the front line of production, management and service, and to the grassroots, and work first before starting a business.

2. Professional quality and innovation consciousness education. Improve students' cultural quality and physical and mental quality in an all-round way, so that students have higher career potential.

3. Conduct professional ethics education. Guide students to standardize their behavior according to the requirements of their occupations for employees and promote the cultivation of professional ethics.

4. Carry out vocational orientation education. Help guide students to choose a job that suits them according to their own personality and practical ability.

5. Carry out entrepreneurship education, cultivate students' innovative spirit and establish entrepreneurial awareness. The most important thing for most students in rural vocational schools is to develop themselves and start their own businesses. They should be able to return to their hometowns to start businesses and build their own beautiful homes after they have accumulated certain knowledge and ability in "part-time jobs".

6. Cultivate students to establish the concept of lifelong learning and constantly update their knowledge and skills, and help students choose the way and direction of further study.

Four, the basic principles of rural vocational schools to carry out vocational guidance.

Vocational guidance in rural vocational schools has its own characteristics, and its basic principles are:

1, principles of education. The difference between career guidance and employment guidance is not only to guide students how to find a job and choose a job, but more importantly, to guide students how to be a man and how to design their own career, thus stimulating students' internal motivation to make progress. Therefore, vocational guidance activities must be closely related to quality education. Starting from cultivating applied talents with all-round quality and comprehensive professional ability, the process of educating students on their professional ideals step by step, so that students can form a correct outlook on life, professional outlook and good professional ethics, cannot be achieved overnight, but is a long-term process.

2. Subjectivity principle. That is, taking students as the main body, giving full play to students' initiative and mobilizing students' enthusiasm, not only facing all students, but also paying attention to individual counseling.

3. The principle of assistance. Career guidance should not be decided by the instructor, but should follow the students' independent choice, that is, the instructor should help students analyze their own needs, personality characteristics and external environment, cultivate students' ability to decide their own careers, including self-awareness and self-decision-making ability, and let students plan, choose and explore their own lives and roads.

4. The principle of development. Occupation is constantly evolving, so are students' physiology and psychology. Therefore, it is necessary to give students career guidance from the perspective of development, and educate students to learn to tap their own potential to meet the needs of majors and occupations. At the same time, we should abandon the concept of choosing a lifetime at one time and help students learn to change careers in time. It is also necessary to cultivate students' innovative ability and entrepreneurial spirit, and be good at exploring new fields on the basis of the original, improving their lives and improving their quality of life.

5. Practical principles. The solution of specific problems by vocational guidance is the embodiment of the effectiveness of vocational guidance and the life of vocational guidance. Otherwise, vocational guidance will lose its value, and its effectiveness must be tested in practice, that is, it must be able to solve students' specific problems, which is the content of previous vocational guidance tasks. The way and method to accomplish these tasks is to combine vocational guidance with moral education, extracurricular activities, the work of class teachers, subject teaching, production and social practice. Therefore, to carry out vocational guidance work must follow practical principles.

6. The principle of validity. Vocational guidance should be based on students' reality, employment reality and the principle of effectiveness, so as to really benefit students.

Six, rural vocational schools to carry out vocational guidance methods.

Vocational guidance is a long and complicated job. Different jobs and occupations require different qualifications and qualities of employees, and students of different ages and different family backgrounds also have different characteristics. Therefore, school vocational guidance must be carried out from many aspects, angles and channels.

1, offering independent vocational guidance courses.

The school will incorporate vocational guidance courses into the overall teaching plan, equip full-time vocational guidance teachers, make full use of existing teaching materials, give full play to the role of classroom teaching, and comprehensively and systematically impart vocational knowledge to students through formal teaching means and methods, so that students can understand themselves, their careers, the current situation and trends of China's economic development, and let students choose their own careers through career planning and design.

2, combined with school work, do a good job in the infiltration education of vocational guidance. Vocational guidance is an all-round, all-round and comprehensive educational process, and it is an integral part of school education, not just the task of vocational guidance courses. Schools should infiltrate vocational guidance into all kinds of education and teaching through multiple channels, and make vocational guidance run through all subjects of education, school moral education, entrance and graduation education, activities, social practice, experimental practice, productive labor and daily management, encourage students to actively participate, and regard every job as an opportunity to exercise themselves.

3, to carry out mental health education and frustration education, to overcome the psychological barriers to job hunting. There are more and more only children in modern schools, many of whom are children from single-parent families. On the one hand, the princess or emperor in the family is self-centered and responsive. On the other hand, they have to bear the pressure from society, family and school, forming their complex psychology of self-centeredness, pride and inferiority, cowardice and arrogance, and active blind obedience. With the development of rural economy, students' frustration tolerance is low and their sense of hardship is weak. Some students just want to succeed and don't want to fail. Once the work fails and is criticized by the leader, it will be unbearable, and when the technology encounters difficulties, it will be discouraged. Some students have just arrived in a different place and can't stand the inconvenience of language communication and the different living habits. They are afraid of being light and heavy at work, dirty and tired. Therefore, it is very beneficial for students to correctly understand themselves, adjust their psychology, correctly handle all aspects of interpersonal relationships and correctly treat setbacks.

4. Carry out various forms of simulated recruitment activities. Simulate the form of employing units to recruit employees. The recruitment team consists of school career guidance teachers, the placement office of the Academic Affairs Office and other relevant leaders. Relevant leaders can also be invited to serve as guidance, students can be grouped, or they can take exams, interviews or questionnaires. On the one hand, it can improve students' ability, on the other hand, it can help schools understand students' professional ability in time and provide basis for future employment guidance.

5. Make full use of the society to provide vocational guidance. Schools should try their best to organize employers and labor talent agencies to hold supply and demand meetings in schools, or participate in various recruitment activities held outside schools. You can also invite students' parents, graduates' representatives and social stakeholders to make reports, so that students can understand the employment situation and requirements and correct their mentality.

6. Establish good relations with employers, take the road of joint cooperation in running schools, and stabilize students' employment.

7. Organize students to carry out entrepreneurial practice activities and hone their entrepreneurial will. To do a good job in entrepreneurship education, we should not only do a good job in entrepreneurship classes, but also cultivate students' entrepreneurial personality and psychological quality through a series of practical activities. Through practical operation, help students master entrepreneurial skills initially, and cultivate students' awareness of entrepreneurial management through the combination of work-study programs. Through the introduction of some successful entrepreneurs in the society, let them feel the fun of entrepreneurs and stimulate their entrepreneurial intention.

8, to carry out entrance consultation, establish contact with relevant departments and schools, to provide information consultation and services for students who have the desire to enter a higher school and choose a hospital.

Main references:

1, Shang Zhiping, Vocational Guidance and Entrepreneurship Education, Higher Education Press, July 2000.

2, Tang, et al, "Professional Ethics and Career Guidance", Higher Education Press, 200 1.6.

3, Gao Qi, the basic theory of vocational guidance, China Vocational and Technical Education, 2000(9)

4, Chen Shuzhi, establishing base areas and opening up "export" ..., China Vocational and Technical Education, 2002(22)

5. Beifeng, Ministry of Education, Vocational Guidance, China Vocational and Technical Education, 2003(3)

6. Jiang Dayuan, Vocational Qualification Investment and Ability Evaluation, Vocational Education Forum, 2002(2 1)

7, Wang Qichang, on vocational guidance reform in secondary vocational schools, Vocational Education Forum, 2002( 18)

8, Chen Hongmei, Comparative Study on Vocational Guidance Strategies of Chinese and Foreign Schools, Vocational Education Forum, 2000(4)

9, Sun,, "Accumulate a little", China Economic Publishing House, 2002.438+0.