Themes of career guidance events. Vocational guidance for high school students: program, themes, events, questionnaire. Career guidance classes. Organization and conduct of career guidance events among applicants
Career guidance events
The career guidance system includes the following elements: professional education(professional information, professional consultation), professional diagnostics aimed at identifying the interests and abilities of the individual in a particular profession; professional advice, which is aimed at providing individual assistance in choosing a profession from professional consultants; professional selection (selection) in order to select persons who are most likely to be able to successfully master this profession; socio-psychological and labor adaptation, which is carried out in educational workshops, labor associations of schoolchildren, etc. Professional education aims to develop professionally important qualities in students.
The center of career guidance work with students is the general education school, which creates the basis for a conscious choice of profession and coordinates the activities of other links in the career guidance system.
Professional orientation should be considered as an integral part of the entire educational work, and not as the sum of individual events. It should be closely linked with the process of forming a comprehensively developed personality, with the preparation of students for life, work, and be carried out throughout the school years.
Forms of classes: lecture, discussion, practical problem solving, gaming microsituations, psychodiagnostic methods of personality research, reflection, career guidance games.
Sample Topics
1. Acquaintance. Training exercises (games).
2. The concept of profession and specialty. General overview of the classification of professions.
3. Factors influencing the choice of a profession (“I want”, “I can”, “I must”). Typical mistakes when choosing a professional path. .
4. Professions with great prospects. Awareness of barriers to professional achievement.
5. Professional values - a technique for ranking professional values. "Choice of profession".
6. Self-esteem and the level of claims of the individual.
7. Temperament and professions Lecture, game microsituations, discussion, solution of practical problems, reflection.
8. Requirements of the profession for a person. Interests and inclinations. An activating career guidance game.
9. Activating career guidance game. Practical work to identify students' preferred groups of professions for themselves.
10. New professions of our time. professional character traits.
11. Characteristics of the modern labor market. Levels of professional education.
12. Personal and professional goals.
13. Personal professional plan. Career. Building a career vertically and horizontally. Practical work.
14. Competitive personality. Polyprofessionalism. Leadership. What modern employers value.
15. Communication skills in business constructive communication. Conflicts.
16. How to succeed when applying for a job. Job interview.
17. Drawing up an individual (personal) professional plan. Summing up, protection of creative projects, reflection.
Career guidance game "Traps - traps"
The purpose of the game is to increase the level of awareness of possible obstacles (traps) on the way to professional goals and ideas about ways to overcome these obstacles.
This game exercise is carried out in a circle, the number of participants is from 6-8 to 12-15. Time is 20-30 minutes.
The procedure includes the following stages:
1. Together with the group, a specific professional goal is determined (admission to a specific educational institution; graduation from this institution, registration for a specific job or specific professional achievement, including building a career and receiving awards, prizes, etc. ...).
2. A volunteer is selected in the group who will “represent” some fictitious person (if the volunteer wishes, he can represent himself ...). At the same time, for a fictional person, it is necessary to immediately determine its main characteristics: gender, age (it is desirable that the age corresponds to the age of the majority of those present, which will make the exercise more relevant: for the players), education, marital status, etc. But such characteristics should not be too a lot!
3. General instruction: “Now everyone, already knowing what goals our main (fictional or real) hero is striving for, will have to determine (or come up with) some difficulties for him on the way to a professional goal. We pay special attention to the fact that difficulties can be both external, coming from other people or from some circumstances, and internal, enclosed in the person himself (for example, in our main character) and many people often forget about these internal difficulties. ... It is desirable to identify even two or three such difficulties-traps in case other participants come up with similar difficulties (so as not to be repeated). Highlighting such difficulties, everyone should definitely think about how to overcome them. The main player will also be given time to identify some of the most likely difficulties on the way to his goal and also prepare to answer how he is going to overcome them.
After that, in turn, everyone will name one difficulty-trap, and the main player will immediately (without thinking) have to say how this difficulty could be overcome. The player who named this difficulty will also have to say how it could be overcome. The facilitator, with the help of the group, will determine (by voting or other procedures) whose option to overcome this difficulty turned out to be the most optimal. The winner (main player or representative of the group) will be given a prize - a plus sign. If by the end of the game the main player has more pluses, then he has managed to overcome the main difficulties (traps) on the way to his goal.
4. Next, the players, including the main character, highlight on their sheets of paper the main difficulties on the way to the intended goal. We remind you that difficulties are not only external, but also internal (the latter often turn out to be an even more significant obstacle-trap on the way to your goals...).
5. Each in turn names the difficulty. If it turns out that some difficulty will be clearly far-fetched (for example, a conversation with the Lord God himself on the eve of a responsible exam ...), then the group itself must decide whether to discuss such a difficulty or not.
6. Immediately the main player says how he is going to overcome it.
7. After him, the player who named this difficulty speaks about his version of overcoming the difficulty.
8. The facilitator, with the help of other players, determines whose variant of overcoming the difficulty turned out to be more optimal, interesting and realistic.
9. Finally, the overall result is summed up (whether the main character managed to overcome these difficulties or not). With a general summing up, you can also see if, at the preparatory stage, the main player was able to highlight those difficulties (on his piece of paper) that the other participants already offered him in the game.
Career guidance game "A day in the life"
The meaning of the game exercise is to increase the level of awareness by the participants of the typical and specific in the professional activity of a particular specialist.
The exercise is carried out in a circle. The number of players - from b-8 to 15-20. Time - from 15 to 25 minutes. The main steps of the methodology are as follows:
1. The host determines, together with the rest of the players, which profession would be interesting to consider. For example, the group wanted to consider the profession of “photo model”.
2. General instruction: “Now we will jointly try to compose a story about a typical working day of our worker, a fashion model. This will be a story only from nouns. For example, a story about a teacher's work day could be like this: call - breakfast - call - lesson - losers - question - answer - troika - teacher's room - director - scandal - lesson - excellent students - call - home - bed. In this game, we will see how well we imagine the work of a fashion model, and also find out if we are capable of collective creativity, because in the game there is a serious danger of some kind of unfortunate touch (inappropriately called "for the sake of fun," stupid noun) ruin the whole story.
An important condition: before naming a new noun, each player must repeat everything that was named before him. Then our story will be perceived as a holistic work. To better remember the named nouns, I advise you to carefully look at all the speakers, as if linking the word with a specific person.
3. The host can name the first word, and the other players take turns calling their nouns, necessarily repeating everything that was called before them. If there are few players (6-8 people), then you can go through two circles, when everyone will have to name two nouns.
4. When summing up the results of the game, you can ask the participants whether the story turned out to be complete or not? did someone spoil the general story with their unfortunate noun? If the story turned out to be confused and chaotic, then you can ask one of the players to tell in their own words what the compiled story was about, what happened there (and did it happen?). One can also discuss how truthfully and typically the workday of the professional in question was presented.
Experience shows that the game is usually quite interesting. Participants are often in creative tension and may even get tired, so this game exercise should not be performed more than twice.
Career guidance game "Profession - specialty"
This game technique is aimed at increasing the level of awareness among participants of such concepts as specialization within a particular profession and at expanding awareness of the diversity of professional work.
The game exercise can be carried out both in a circle (from 6-8 to 15-20 participants), and in work with the whole class. In time, it takes from 10 to 15-20 minutes. The general procedure is as follows:
1. The participants are explained how the concepts of profession and specialty relate: a profession is a group of related specialties (for example, a profession is a teacher, a specialty is a physical education teacher, etc.).
2. Instruction: “Now professions will be named, and you will need to name the corresponding specialties in turn.” If one of the players names dubious specialties or is frankly mistaken, he can be asked clarifying questions. Small discussions and discussions are allowed. It is desirable that the leader himself be oriented in the professions under discussion, that is, even before the game, he himself would try to name the corresponding specialties.
You can somewhat complicate the game procedure by suggesting that the participants name the specialties not in turn, but according to the “ping-pong” principle (the player who has just named the specialty determines who should name the next specialty, etc.). This complication, although it introduces some confusion into the game, makes many people in creative tension.
By a similar principle, you can build other game exercises: PROFESSION - EDUCATIONAL INSTITUTION (the profession is called, and the participants must say where you can really get it); PROFESSION - MEDICAL CONTRAINDICATIONS (for this profession); PROFESSION - REQUIRED QUALITIES (the problem of professionally important qualities), etc. To increase the activating capabilities of this exercise, you can divide the group (class) into teams and arrange a competition between them, who will name more specialties corresponding to the named profession (educational institutions, medical contraindications, professionally important qualities ...).
Objective indicators of the effectiveness of career guidance for schoolchildren are: implementation by school graduates of their professional intentions; the choice by graduates of schools of professions needed in the region; industrial and social activity of school graduates.
Choosing a specialty is considered one of the main tasks that have to be solved at a young age. Career guidance activities help to determine this issue.
Statistics
A person who chooses a specialty is called an optant (from the Latin word optacio - "election, desire"). As a result of his actions, a sufficiently clear and realistic idea of the professional community to which he will attribute himself in the future should be formed. As the results of various studies show, children at a young age, for example, know only 20-25 specialties. In this regard, the career guidance of adolescents is often spontaneous. A study of the motivations for choosing one or another specialty showed that others play a significant role in this. So, about 25% prefer the profession under the influence of a more independent friend, 17% are guided by the advice of adults, 9% - information from the media. The choice of another 9% is determined by various insignificant factors (for example, the insignificant distance of the university from home). Only 40% of schoolchildren are guided by the content of their future work.
Relevance of the problem
When choosing a specialty, a person at a young age usually first of all takes into account his own interests and inclinations. However, at the same time, the correspondence of personal qualities to the requirements of one or the other is not taken into account. In particular, psychophysiological capabilities, etc. are not taken into account. For many children, the situation in which such a choice must be made becomes stressful. This is mainly due to the fact that, on the one hand, it is still difficult for a teenager to take responsibility for his actions. On the other hand, he simply does not know what is the right thing for him to do, how to make sure that the specialty fully coincides with his goals and interests.
Solution
For the right choice, you need to study the most common, sought-after specialties. In addition, you need to familiarize yourself with the requirements that apply to candidates. It is also important to study your own characteristics, the specifics of thinking, character, temperament, nervous system. The conclusions obtained should be compared with the requirements of a particular field of activity. It should be noted that the earlier work on career guidance is done, the more effective it will be in the end.
What is a specialty?
It is a limited (in view of the division of labor) sphere of application of the spiritual and physical forces of a person, necessary for society. It provides an opportunity to receive funds for existence and development. A profession is a group of related specialties. For example, there are turners-borers, turners-generalists, etc. These specialties are united in a group called "turning profession".
Classification
Today there are a huge number of specialties. To become useful for children, it is necessary to clearly delineate the directions of their possible activities in the future. Classification is carried out according to various criteria. For example, it can be a division by industry, skill level, psychological requirements, etc. You can determine the direction of interests by passing a career guidance test. Currently, a variety of questionnaires have been developed. A career guidance test will help identify a person’s abilities in a particular area, the priority of a particular field of activity. Quite common is the division into types of human interactions with:
- Nature.
- Technique.
- Human.
- Artistic images.
- Signs.
In each of these areas there are specific specialties from which the child can choose the most suitable one.
Human and nature
If the career guidance questionnaire showed the child's commitment to this area of activity, then most likely he has some success in such subjects as biology, anatomy, zoology, botany, physiology. A feature of the category of specialties "man-nature" is that they are all non-standard, changeable and have a certain complexity. Their transformation is subject to the internal laws of the natural environment. In this regard, a career guidance lesson in this case should include tasks to identify initiative, independence in solving specific tasks. A specialist in this field should not only know a lot, but also have the ability to anticipate certain changes. Here, among other things, creative skills, responsiveness, caring are important. The specialist must remember that many changes in organisms can become irreversible.
Specificity of activity
Career guidance for students to a certain extent should prepare them for possible difficulties in one area or another. For example, speaking about specialties such as "man-nature", it must be said that many of them are related to technology. For example, growers, agronomists use a variety of equipment. Sophisticated techniques are also present in the work of microbiologists. The situation is similar with livestock specialties. Currently, they are increasingly being transferred to an industrial basis. As part of the team, they are also involved in establishing interpersonal relationships. In addition, they often have to delve into the intricacies of accounting, analyze the economic results of their own activities. Some professions require artistic skills. For example, this is typical for such professions as florists, gardeners.
Important point
When career guidance events are held, children should see not only the positive, but also the negative aspects of a particular profession. It is necessary that they understand and evaluate their personal, real attitude towards future activities. For example, for specialties of the "man-nature" type, it is important to distinguish between ordinary love for the environment and the desire to bring something important and necessary into it, to solve some problem, to improve the state of the system. Choosing such a profession, you need to know that for a specialist, nature is not a place of rest. It acts as a workshop where he will give his strength and time.
Technical direction
In it, the work of specialists is associated with mechanisms, machines, energy in its various forms. This direction is suitable for children who are successful in physics, mathematics, drawing, chemistry. The technical direction should be considered broadly, not reduced to one piece of hardware. Specialties can also be associated with non-metal objects. For example, it can be food raw materials, fabrics, plastics, semi-finished products. A feature of the objects of labor is that they can be accurately measured, characterized by many features. Accordingly, when moving, processing, changing, certain actions will be required from a specialist.
Features of the technical sphere
Career guidance for young people should show the possibilities of a particular field of activity. For example, the technical direction is a huge field for invention and innovation. Therefore, a key condition for success in this area is the presence of a craving for modeling, the ability to separate and connect objects and their elements. At the same time, it is possible to invent not only tools and other objects of labor, but also technologies, methods for performing operations. Another important condition for success in this area is the presence of high discipline.
Sphere "man-man"
Specialties in this area are related to education, training, guidance, service. Such activities, as a rule, are chosen by those children who are successful in such subjects as literature, history, social studies, etc. A key feature of this area is that the essence of work in it lies in the interaction between people. Another important feature is that the specialist requires double preparation:
- It is necessary to be able to form and maintain relationships with people, to understand their psychology, to understand them.
- You need to have training in certain areas of art, technology, production, science, etc.
Category of specialties "man and sign system"
This field of activity is associated with the processing of data presented in the form of formulas, numbers, texts. A variety of sign systems are considered integral elements of the modern world. Today, all kinds of drawings, topographic maps, diagrams, tables, conditional signals, formulas, and so on are actively used every day. Specialists involved in the field of sign systems require special skills and inclinations. In the process of work, it is necessary to carry out control, accounting, processing of information. Specialists are often required to develop new sign systems.
Man and art
All specialties in this area are conditionally divided into several categories. The criteria are historically isolated types of artistic depiction of real events. So, there are professions related to:
- Fine arts.
- Literature.
- Music.
- Acting and stage activities.
These categories do not have clear boundaries, they are in one way or another interaction. One of the features of the specialties in this area is the fact that most of the labor costs of workers are hidden from strangers. In many cases, even special measures are taken to create the effect of ease, ease of the result of the activity. For example, an artist's performance on stage can last several minutes. But in order for it to take place, every day he improves his skills for several hours, rehearses, and observes the regime.
Career guidance program for high school students - what is it?
As mentioned above, today there are many guides and teaching materials for both children and adults. Meanwhile, their study does not always bring the desired result. Many children not only do not form a clear idea of specialties and possible fields of activity, but, on the contrary, the problem of choice is only getting worse. That is why Career Guidance Day is held in educational institutions. Extracurricular activities to explain to children the specifics of labor relations in a particular area are not sufficiently developed today. Vocational guidance for schoolchildren is a powerful and effective tool that contributes to solving a problem that is relevant to them. Its purpose is to assist in the formation in children of a sustainable need for self-development and the realization of their potential in the labor sphere. One of the key tasks is to create the necessary conditions for the independent activity of each child. Vocational guidance for schoolchildren allows children to identify their individual characteristics, inclinations, predisposition to any activity.
Key elements
Vocational guidance in grade 9 involves a phased introduction to different areas of work. In the form of theoretical knowledge, games, creative exercises, children's self-awareness develops. In the course of interaction with teachers and other specialists, a stable system of values is formed. Children begin to model their future. These are the main tasks that career guidance performs. Grade 11 is the period when children come close to the issue of choice. By this time, most of them should already have clear ideas about their future, make up an "ideal image" of a specialist.
Introduction
At the first stage, preparation is carried out for familiarization with the material related to the labor sphere. It includes the stages of formation of professional activity, ways of choosing a specialty. Children get acquainted with key concepts, definitions, sources of information about the future labor sphere.
Main stages
Career guidance topics are not limited to the description of certain specialties. The process includes:
- The development of concepts and ideas related to the world of work.
- Activation of self-improvement and self-knowledge.
- Formation of skills to determine the key qualities for a particular profession.
- Development of ideas about special education.
Plan
Vocational guidance for high school students assumes that by the end of the year, children will have mastered key educational skills. These include, in particular, the ability to know oneself, the features of the emotional-volitional sphere, character, temperament. Students make a plan for self-control, development of will, regulation of emotions. This will allow them to form the ability to build their lives at their own discretion and desire. At the next stage, career guidance for high school students includes familiarization with the requirements for a particular work activity, qualification characteristics, the presence of which will allow them to master a specialty and achieve certain success in the chosen field of employment. At the third stage, a specific decision is made, information about the ways and possibilities of obtaining an appropriate education is studied.
Vocational guidance for high school students includes familiarization with the psychology of work in a particular area. This is due to the physiological and age characteristics of children. In the process of getting acquainted with the main areas of activity, students learn the essence of work in a particular specialty. As a result, children realize what the mutual correspondence of a person to his future specialty is.
Normative base
Vocational guidance for high school students is carried out according to a plan developed in accordance with:
- Regulations on the procedure for state accreditation and certification.
- Federal Law "On Education".
- Model regulation on the institution of additional education.
When developing the plan, the Ministry of Education and Science and the requirements for the design and content of training programs for additional programs are taken into account. education of children.
Plan Sections
As part of the career guidance program, children are invited to study the following concepts:
- Needs, motives, goals and meaning of activity.
- Failure and success in work, assessment, level of achievement.
- Human movements and actions, skills, abilities, knowledge.
- Types of activity, social motives, features of work.
- Professions, specialties of occupations, their psychological characteristics.
Children are also explained the features of communication in the framework of work. In addition, the psychological characteristics of work in extreme conditions are described. In conclusion, it is supposed to sum up the results of extracurricular activities, generalize the results, bring them to children, parents and teachers.
Implementation conditions
To conduct career guidance classes in an educational institution, a spacious room should be allocated in which children could receive theoretical knowledge. In addition, there is a room for creative activity. An educational institution should have a library with a reading room where you can find all the necessary literature on topics of interest, as well as a computer class, a room for watching videos. Children are encouraged to participate on a voluntary basis. As practice shows, there are quite a lot of people who want to attend career guidance classes. Children bring their friends and like-minded people, which contributes to free communication, enthusiasm and joint activities.
The plan is designed to sequentially pass the stages and obtain the necessary knowledge. This practice allows children to learn socially significant aspects. In particular, they receive skills and abilities in applied art, research work. Children study the features of interpersonal communication in the psychological specifics of a particular activity. As a result, high school students expand their horizons in the field of professions, receive information about the educational institutions of their city or district.
Undoubtedly, much will depend on the teacher. Therefore, he must be prepared to perform a variety of tasks, present himself with appropriate clear requirements. Its main task is to captivate children, to make them want to understand the world of professions, to reveal their potential, to evaluate it in relation to one or another specialty. Systematic extracurricular activities will allow you to study the labor sphere from various angles. The presence of this knowledge will allow a high school student to easily choose the profession in which he can fully realize himself.
Conclusion
Should bring satisfaction to a person. To do this, it is necessary to cultivate a realistic idea of the level of claims for recognition in society. Simply put, you should not count on more praise than a person deserves based on the actual results of their activities. Young professionals often receive recognition that is disproportionate to their skills and abilities. This can have an extremely negative impact on their future activities. Thus, a person who has developed an unrealistic idea of claims pushes back the idea that there is no resounding success for reasons hidden in himself. Such a person begins to explain failures by the actions of others (everyone around interferes, envy, slows down activity, etc.). In order to avoid such situations, within the framework of career guidance programs, all aspects of a particular work activity are explained to children.
When choosing, he must be prepared not only for success, but also for the difficulties that he will have to face. He must have the appropriate skills, abilities, knowledge, psychological qualities. When a graduate enters an institute or other specialized institution, he must have a clear idea of his future. Career guidance classes help you model the events of your life. Adults play the most important role in this process. The profession has a significant impact on a person's life outside the workforce. This impact must be positive.
Natalia Ivanova
In the life of every person professional activities play an important role. From the first steps of the child, parents think about his future, carefully monitor the interests and inclinations of their child, trying to predetermine him professional destiny. The problem of forming preschoolers' ideas about the world of work and professions insufficiently developed in pedagogy, although it would seem that everyone understands the huge role of children's ideas about professions and work. In kindergartens, the formation of ideas about the world of work and professions sometimes it is not carried out purposefully and systematically enough, since preschoolers do not face the problem of choice professions. But since professional self-determination is interconnected with the development of the personality at all age stages, then preschool age can be considered as preparatory, laying the foundation for professional self-determination in the future. Ideas about professions the child is limited by his so far poor life experience - the work of mom and dad, a kindergarten teacher, pilot profession, policeman, seller, but also about these acquaintances in one way or another professions children know, as a rule, is small and very superficial. Meanwhile, in the modern world there are a huge number of types of work. Orientation in this ocean of human activities is the most important link in the child's social adaptation. Thus, the formation of preschoolers' ideas about the world of work and professions is a necessary process relevant in the modern world. The goal of early (children's) career guidance: familiarization with the values of labor and professional human activities, the development of children's interest in the world of work and professions adults on the example of the immediate environment (kindergarten employees, parents, kindergarten graduates, social partners)
planning Week of Career Guidance, we set ourselves the following tasks:
Expand children's knowledge of the world professions,
Develop an emotionally positive attitude towards the worker,
To form ideas about the need for labor activity in people's lives, the meaning professional labor of an adult;
To cultivate a caring attitude towards the work of adults and the results of their work,
To form in children the desire to learn how to perform the labor actions of representatives of different professions.
AT as part of the Career Guidance Week« Professional environment» our educational institution visited People: Babak Alla Viktorovna, florist, Elit-Bouquet; Romanov Evgeny Valentinovich, driver, MUP UBTS; Vorobieva Oksana Gennadievna, pharmacist, pharmacy "Okay"; Yatsenko Pavel Olegovich, miner, mine "Raspadskaya" who told the children about their professions.
Particular attention was paid to the pupils of the preparatory group for school.
Subject events of Career Guidance Week reflects the expansion and generalization of children's ideas about professions, tools of labor, labor actions, creation of conditions for the maximum enrichment of knowledge and ideas of children about their parents' professions; formation of the first skills; development of curiosity and interest in the activities of adults, to professions parents and where they work.
Formation of ideas of preschool children about the world of work and professions is carried out through various activities:
Preschoolers are introduced to the world of work and professions through
plot - role-playing game;
Various methods are used and facilities formation of representations
preschoolers about the world professions;
An accessible, comfortable developing subject-spatial Wednesday;
An emotionally positive attitude towards a working person develops, through
invitation of parents - representatives of one or another professions.
For teachers, an exhibition of methodological literature on topic: "Introducing preschoolers to the world professions» . In all age groups carried out continuous educational activities with children to familiarize themselves with the work of adults.
One of activities- this is a master class of parents with children “Our moms and dads can tell a lot of interesting things about their work”. Parents told their children about their professions and offered the children an exciting game "All professions are needed, all professions are important". The children and their parents played "score", "barbershop", "hospital", "bus" and much more. AT eventually educators gave homework to children and parents exercise: bring drawings to topic: « Professions of our parents» .
results the events carried out pleased us. We started talking about the value of labor and professions since childhood! The children spoke with pride their parents' professions. We think that after Weeks of career guidance question who to be won't take them by surprise. Parents have an interest in the educational process, the development of creativity, knowledge and skills in children, the desire to communicate with the teacher, to participate in the life of the group.
The work done helped arouse children's interest in adult professions. The children learned a lot of new and interesting things. United by a common idea, the children became more responsive and friendly.
Children need to be told professions of parents. Try to explain the essence of their work, its importance for other people.
Also, introducing children to professions happens during games. They get acquainted with various tools and devices, the concepts of who and what does at work. Tours introduce children to the work of adults. They pay attention to the shape of people, their activities, the tools they have to handle.
Much attention should be paid to getting to know professions in kindergarten and continue at school.
Related publications:
“We live in the Volga region” From November 14 to 18, as part of the Week of Tolerance, in our kindergarten, pupils were united by the quest game “We live.
An event with a presentation as part of the career guidance "Activity, work, profession" STATE DEPARTMENT OF EDUCATION OF THE PSKOV REGION state budgetary educational institution of the Pskov region “Center.
“HAPPINESS IN THE EYES…” In the preschool educational institution of the general developmental type No. 14 “Mir”, conditions are created for creative, collaborative.
Report on the activities within the framework of the month of military-patriotic education from January 23, 2017 to February 23, 2017 An exhibition of children's drawings "The Great Patriotic War of 1941-1945. through the eyes of children "in MBOU secondary school No. 15, made by pupils.
On February 7, on the basis of MADOU, kindergarten No. 1 "Beryozka" held a workshop for teachers of the district with the participation of parents. Purpose: Initiation.
Report on self-education of the teacher "Project method as a form of early career guidance for older preschoolers" Today, a special place in preschool education is occupied by design. The project method is used along with systematic subject-based learning.
4th Global Road Safety Week Action Plan for Middle School Children Municipal state preschool educational institution Kindergarten No. 22 "Rodnichok" with. Krasnogvardeyskoye Approved by the Head of MKDOU.
Action plan within the framework of the "Week of Immunization" Action plan within the framework of the "Week of Immunization" Purpose: to increase the competence of parents in the prevention of infectious diseases.
Scenario of the competition of readers as part of the week of the children's book Scenario of the competition of readers within the framework of the week of the children's book Presenter: Good afternoon, dear children and distinguished guests! We are glad to see.
Creative report to parents at the end of the year Slide #1 Another school year is coming to an end. And this means that our children have become a year older, older, more inquisitive. Now.
Image Library:
Events
When choosing the forms and methods of conducting a career guidance event, it is important not to deviate from the general goal of career guidance work - to bring the student to a balanced, independent choice of professional activity.
In this case, the most important component of the system of vocational guidance for students will be vocational education - providing students with information about the content side of various professions, ways and means of obtaining them, about their importance in the economy of the region and the country; about the peculiarities of the regional labor market, the need for personnel; about the requirements imposed by the profession on the psycho-physiological qualities of the individual, about the level of remuneration, etc.
Therefore, the selected forms and methods should contribute to intelligible, reliable and visual informing students about the world of professions and specialties, thereby providing information support for the process of self-determination.
Career guidance didactics has a wide range of forms and methods of work. Classifying them on different grounds is not the task of the manual. In this case, a list of activities of a career guidance nature is given in the unity of forms and methods.
Career guidance activities:
open days;
trade fairs;
career guidance excursions (to enterprises, firms, organizations, institutions of pre-university vocational education, institutions of higher professional education);
themed class hours;
thematic parent meetings;
meetings with specialists of various professions and employers;
career guidance lessons;
career guidance trainings;
subject weeks;
weeks of applied art;
fairs - exhibitions of creative works, amateur art performances;
business games, contests, quizzes, sports events;
competitions of drawings, essays;
conversations (reference and information, career guidance - preventive, professional diagnostics);
professional tests;
employment of students during vacation time;
subbotniks, general cleaning, labor landings;
summer labor and recreation camp;
professional diagnostics;
individual and group career guidance consultations;
the work of school and out-of-school circles on professional interests, electives and subject circles;
the work of a career guidance club;
research work of students;
operation of websites of vocational education institutions;
creation/application of multimedia presentations, videos, educational films, computer information and reference systems;
publication of advertisements, image-articles about educational institutions in newspapers and reference books;
publication of information materials (booklets, brochures, information leaflets, etc.);
design of career guidance corners.
When choosing the forms and methods of the event, one should take into account some general principles independent of the age of the students.
The forms, techniques and methods used must correspond to the stated goal.
During one event, it is necessary to alternate the types of activities of students.
The principle of visibility is relevant for students of all ages.
A career guidance event should be organically "woven" into the educational process, and not "stand apart" from the educational activities of students. An example it can be a vocabulary dictation by profession or an acquaintance with the historical aspect of the profession.
The principle of activity and involvement is relevant for students of all ages.
or
or
|
Students memorize a poem about the profession |
and |
Students write their own poem about the profession |
In most cases, career guidance information is new for students and requires clarification and time to assimilate. Therefore, it is necessary to reveal one aspect of the topic at one event and not overload it with goals and objectives.
All event material must be presented in a language accessible to students. Professional slang and complex terms should be avoided.
The assignment of information will be facilitated by the students' performance of a previously received task related to the topic of the event. The older the students, the more attention should be paid to their self-preparation of the material.
Consolidation of the result of the event will be facilitated by something that students can “take with them”: diagnostic results, a drawing, homework, an award, a diploma, an information booklet, a business card, etc.
The use of drawing techniques requires significant time costs.
When conducting career guidance tours, one should not deviate from their main goal - showing the essential characteristics of the profession, the working conditions of specialists.
When visiting mass events - exhibitions, fairs, etc. - it is necessary to explain to students their general meaning, to aim at conscious perception.
Ceteris paribus, preference should be given to events held outside the walls of the classroom (in particular, excursions), and events with the participation of invited specialists (for example, an employee - a representative of a profession or specialty, an occupational pathologist, a specialist from the Center for Employment, a specialist from the Career Guidance Center and psychological support of the population, vocational guidance volunteers of vocational education institutions, etc.). In such cases, the effect of novelty, the effect of visibility, the effect of practical activity, the effect of status/authority is triggered, which has a significant positive impact on students.
Wherever possible, the share of joint activities of students should be increased. It is important to remember that the degree of involvement of students in group work is strongly influenced by their location in the space of the room.
To organize a full-fledged joint activity of students, it is better to resort to their other mutual arrangement.
Choosing the right location for a particular group of students will depend on:
purpose and nature of the event;
the number of participants;
availability of the necessary equipment.
Leading).
|
Layout plan |
Benefits of using |
Use restrictions |
|
Square
|
All places are perceived as equal in status. Applicable for a large number of participants |
It is difficult to maintain eye contact with all participants. Unsuitable for informal interaction |
|
"solid" square
|
Increases the involvement of participants in the process of group work |
Unsuitable for informal interaction. Large space required for effective application |
|
Rectangle
|
Allows you to accommodate a large number of participants |
Difficulty of review. The short sides of the rectangle create a "position of power", which can lead to a position of unequal participants |
|
ranks
|
officiality |
Difficulty of review. Reduces the involvement of participants in the work process |
|
"Herringbone"
|
Allows interaction walt between "tables" and "rows". Creating a "team" feeling |
Can lead to confrontation, the emergence of competitive th mood |
|
U-shaped and V-shaped arrangement
|
Allows the teacher to move around within the group, give individual advice and recommendations |
Only suitable for small and medium groups |
|
"Bistro"
|
Suitable for informal interaction, for situations where different tasks are solved at the tables |
It may be difficult to control group activities. Not suitable for programs requiring eye contact of all participants |
|
Round table
|
Equality of all participants. Good review. High level of engagement |
No clear leader. Large space required for effective application |
Analysis of results
career guidance in
MBOU "Secondary School No. 5"
1. Availability of career guidance program
The program of MBOU "Secondary School No. 5" on career guidance: "Ways of professional self-determination"
The purpose of the program: updating the process of professional self-determination of students through a special organization of their activities, includingdisclosure and development of abilities, education of labor motivation, assistance in making an informed decision on choosing the direction of further education.
Program objectives:
- To acquaint students with the world of professions, with the basics of professional choice in accordance with the interests, inclinations, abilities of each person, with the education system in Russia and the ways of obtaining professions.
- Provide students with the opportunity to correlate their inclinations and abilities with the requirements of professional activity by including them in a system of specially organized professional tests.
- To assist students in choosing a further profile of education based on their individual psychological characteristics and motivation.
- To develop the ability of students to make professional choices based on their own resources and available information.
- Organize monitoring of professional and life plans of graduates and their readiness to choose a professional path.
Target groups: students, teachers, parents
2. Total number of students (from 5th to 9th grade) – 439
3. Work with students:
5 - 7 grades
No. p / p | Main activities | Class | result |
Conducting class hours to study the world of professions. | Done |
||
Meeting with specialists of the "Employment Center" of the population, representatives of various professions. | Done |
||
Carrying out actions dedicated to the organization of the celebration of the days of professions. | Done |
8 - 9 grades
No. p / p | Main activities | Class | result |
Organization of testing and questioning of students in order to identify professional orientation. | Done |
||
Pre-profile training Courses "Your compass in the labor market" | Performed |
||
Organization and holding of excursions to enterprises and educational institutions of the city, meetings with specialists of the "Employment Center", representatives of various professions. | Performed |
||
Conducting class hours to study occupational professiograms. | Done |
||
Holding the exhibition “Choosing a profession is the first independent step that depends on you”. | Done |
||
Holding an essay competition among graduates on the topic: "The profession that I have chosen is needed and in demand today." | Done |
||
Holding a drawing competition for graduates on the topic: "The profession that I like." | Done |
||
Conducting individual and group consultations for students. | Performed |
||
Involvement of students in socially useful activities in accordance with cognitive and professional interests. | Performed |
||
Interaction with institutions education (DDT, Poisk, Youth Sports School). | Done |
- Forms of work with parents:
Parent meeting
Round table
Joint consultations with school specialists (teachers, psychologists)
5. Psychological support of career guidance work:
5.1. Types of work:
Acquaintance with professions, expanding knowledge in the courses "Your compass in the labor market";
Organization and conduct of excursions to enterprises and educational institutions of the city, meetings with specialists of the "Employment Center", representatives of various professions;
Organization of testing and questioning of students in order to identify professional orientation;
Conducting individual and group consultations for students.
5.2. Methods used:
- "Map of Interests" by A.E. Golomshtok, modified by G.V. Rezapkina;
Differential-diagnostic questionnaire of E.A. Klimov “I prefer”;
J. Holland's test to determine the type of social orientation of a person;
Website: www.proforientator.ru test "Professional orientator (personal block)";
Methodology "Landmark" by I.L. Solomin
Methodology "Study of professional intentions and plans of students" A.V. Golovin;
- "Questionnaire of professional elections" A.V. Kibirev;
Methodology "Diagnostics of the motivational structure of personality" V.E. Milman;
T. Ehlers' methodology for diagnosing personality for motivation for success;
- "Personal scale of manifestation of anxiety" (J. Taylor, adaptation by T.A. Nemchinov);
Determining the type of temperament (Eysenck Questionnaire);
Diagnosis of the structure of signaling systems (E.F. Zeer, A.M. Pavlova);
Assessment of the level of sociability (test by V. F. Ryakhovsky);
- "Self-assessment of mental states" (Eysenck's Questionnaire);
C. Thomas Conflict Resolution Styles test;
Situational Anxiety Scale (Kondash Method).
6. Interaction with vocational education institutions
- Interaction with enterprises, organizations
No. p / p | Name of vocational education institution | Form of interaction | Classes |
Oil and Gas College | excursion, round table | ||
Nefteyugansk Corporate Institute | excursion, round table | ||
Nefteyugansk Professional Lyceum | excursion, round table | ||
SKB Bank | excursion, round table | ||
Fire Department -114 6-OFPS | excursion, round table | ||
OJSC "Nefteyugansk United Air Squad" | excursion, round table | ||
MUZ "Emergency Medical Station" | excursion, round table | ||
MUZ "Station of blood transfusion" | excursion, professional tests round table | ||
DMIA of Russia for the city of Nefteyugansk | excursion, round table | ||
Travel agency "YUGRA-INTUR" | Excursion, round table | ||
MU "Center for Youth Initiatives" | Conducting trainings, rope courses by specialists in work with youth. Organization of professional trials. |
8. List of textbooks, methodological complexes, manuals used in career guidance work:
No. p / p | The name of the textbook, the method of the manual, etc. | The year of publishing | Who is intended |
|
Your professional career | Chistyakova S.N. | 2000 | students, teachers |
|
Your compass in the labor market | Bendyukov M.A. Solomin I.L. | 2000 | students, teachers |
|
How to choose a profession | Klimov E.A. | 1990 | students, teachers |
|
Psychology of professional self-determination | Klimov E.A. | 1996 | students, teachers |
9. Sociological research, monitoring of professional plans and intentions of graduates conducted over the past 3 years
No. p / p | Research topic | terms | Class | Number of respondents | Results (results) | ||||
2008-2009 | 2009-2010 | 2010-2011 | 2008-2009 | 2009-2010 | 2010-2011 |
||||
Determination of professional interests and inclinations of a student | April | Radio engineering - 7 (5%) | 5 (4%) | 4 (3%) |
|||||
Material handling - 4 (3%) | 3 (2%) | 2 (1%) |
|||||||
Transport - 20 (14%) | 25 (17%) | 24 (16%) |
|||||||
Sociology - 27 (18%) | 22 (15%) | 25 (17%) |
|||||||
Philology - 25 (17%) | 24 (16%) | 20 (13%) |
|||||||
Public Relations - 8 (5%) | 15 (10%) | 18 (12%) |
|||||||
Economy - 27 (18%) | 25 (17%) | 27 (18%) |
|||||||
Psychology - 5 (4%) | 5 (4%) | 3 (2%) |
|||||||
Information technology - 25 (17%) | 23 (16%) | 27 (18%) |
|||||||
Determination of the professional orientation of the student | February | Social and humanitarian - 64 (43%) | 70 (48%) | 72 (48%) |
|||||
Physical and mathematical - 34 (23%) | 40 (27%) | 35 (23%) |
|||||||
Natural sciences - 18 (12%) | 11(7%) | 25 (17%) |
|||||||
Technical - 23 (16%) | 23 (16%) | 12 (8%) |
|||||||
Definition of meaningful life orientations | March | Having a goal in the future - 45 (31%) | 54 (37%) | 65 (43%) |
|||||
Psychologists | Implementation of diagnostic, preventive, corrective and developmental activities |
||||||||
Teacher-organizer | Organization of excursions to enterprises, holding meetings, round tables with specialists from enterprises and organizations of the city |
||||||||
Classroom teacher | Conducting class hours for vocational guidance |
||||||||
Deputy Director for UVR | Coordination of the activities of the teaching staff in conducting vocational guidance in an educational institution |
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