大學生職業(yè)規(guī)劃外文翻譯

1、<p><b>　　附：原文一</b></p><p>　　Connecting Students To Careers</p><p>　　John A Nietupski </p><p>　　Techniques [J]．2008，(2)：26-29．</p><p>　　The article repo

2、rts on the Career Connections program which is developed to help highschool students with disabilities identify their career goals, and keep the jobs that match those goals. The program helps the special needs students s

3、earch for employment opportunities that conforms with their skills and interests. Career Connections is comprised of six program elements which are designed to answer specific question that can guide the student's ca

4、reer path.</p><p>　　Key words: College students; Career planning</p><p>　　Young people searching for employment opportunities fresh our ofhigh school know how difficult it can be to find opening

5、s that Hetheir skills and interests. It isn't easy successfully competing withother jobseekers for those all too rare positions that pay a goodwage, have reasonable hours, and offer employer benefits andprospects for

6、 advancement. This is a daunting undertaking for many individu-als—and even more so for a young person who happens to have a disability.According to the United Stat</p><p>　　Career ConnectionsCareer Connecti

7、ons was created to help high school students with disabilitiesidentify career goals and then find, learn and keep jobs that match those goals.Founded in 2001 with grants from the U.S, Department of Education's Office

8、of Special Education Programs, Career Connections is a collaborative effortinvolving students, families, school staff. GWAEA and community rehabilita-tion agencies such as Goodwill Industries of the Heartland and Advance

9、mentServices of Jones County, T</p><p>　　Career Connections' Outcomes</p><p>　　Wesley lUiCharme was rclerred to the program this past year fromone of the rural districts participating. Altho

10、ugh he had an interestin automobiles because of his father's occupation as a car salesper-son, he approached the end of his senior year with no clear idea asto what he wanted to do. He did know for sure though that f

11、urtherschoolwork was not in his plans. Career Connections' staff startedworking with DuCharme by going through the YES ("Your Employ-ment Selections"—Morgan, 2003) CD-ROM-ba</p><p>　　Implicatio

12、ns</p><p>　　The National Secondary Transition Technical Assistance Centernotes that desirable employment outcomes for students with dis-abilities don't "just happen." Rather, success is depende

13、nt uponstrong school programs that provide personalized, intensive careerexploration opportunities and customized supports. Sometimesthose services need to extend beyond the typical four-year highschool experience. Caree

14、r Connections is one program that hasdemonstrated the effectiveness of such an approach. One-on-one</p><p>　　外文文獻翻譯（附原文）</p><p><b>　　譯文一：</b></p><p>　　關于高校學生的職業(yè)生涯規(guī)劃</

15、p><p>　　John A Nietupski </p><p>　　Techniques [J]．2008，(2)：26-29．</p><p>　　摘要：本文主要研究的是關于幫助高校學生找出他們的不正確的職業(yè)規(guī)劃目標，制定科學的職業(yè)規(guī)劃目標，以能夠與將來的工作相匹配。幫助學生尋找就業(yè)機會，達到所找的工作與他們的技能和興趣相符合。職業(yè)生涯規(guī)劃是由相關元素的六個步驟組

16、成旨在回答特定的問題，引導學生制定適合自己的職業(yè)發(fā)展規(guī)劃。</p><p>　　關鍵詞：高校學生；職業(yè)生涯規(guī)劃</p><p>　　年輕人經(jīng)常尋找新的就業(yè)機會，學生在高校的時候就知道以后就業(yè)很困難，大學所選的專業(yè)并不是符合自己特長和興趣的專業(yè)，畢業(yè)后找工作，競爭很大，并不容易成功，尤其是對那些求職者很多、但市場需求少，薪酬高、福利待遇好，工作時間安排合理，能夠給雇主帶來效益，并且自己發(fā)展空

17、間很大的工作，競爭壓力更大，但是目前很多學生的職業(yè)規(guī)劃不科學，這不利于學生將來的就業(yè)及更好的發(fā)展。根據(jù)美國商會的統(tǒng)計，失業(yè)問題里個人職業(yè)規(guī)劃不科學的百分數(shù)是很驚人的一個比值，即62%?？四镜貐^(qū)教育機構(GWAEA)，一個中間機構服務荷華州中部以東33個東中央愛荷華州學區(qū)學生，2000年以來主要研究職業(yè)規(guī)劃不科學的人在工作困難時期怎樣克服困難，以及提出個人職業(yè)規(guī)劃的制定應該是學生在高校時就應該制定。</p><p>

18、;　　GWAEA對學生畢業(yè)后就業(yè)情況的調(diào)查結果感到十分不滿意，學生處于待業(yè)的情況很嚴重，很多學生在不斷地努力地找工作并沒有保持良好的工作。超過40%的畢業(yè)生屬于失業(yè)人員，超過20%的為高中沒有畢業(yè)就輟學的學生。他們想早點找工作，可是沒有相關的知識與技能，也沒有制定科學的職業(yè)規(guī)劃，沒有工作經(jīng)驗，另外，他們也沒有在相關職業(yè)規(guī)劃指導機構進行咨詢職業(yè)規(guī)劃，他們應該在職業(yè)規(guī)劃指導機構的指導下制定適合自己的職業(yè)規(guī)劃，與他們的特長、興趣相匹配。<

19、;/p><p><b>　　職業(yè)生涯規(guī)劃</b></p><p>　　職業(yè)生涯規(guī)劃是用來幫助職業(yè)規(guī)劃不科學的高校學生確定自己的職業(yè)目標, 然后找到與學習和保持這些目標相匹配的工作。創(chuàng)立于2001年,以接受美國教育部門的辦公室，關注教育計劃，涉及到學生、家庭、學校工作人員的職業(yè)生涯規(guī)劃。對職業(yè)規(guī)劃不科學的人進行培訓和指導，幫助他們制定適合自己的、科學的職業(yè)生涯規(guī)劃，讓他們能

20、成功就業(yè)。職業(yè)生涯規(guī)劃是由相關元素的六個步驟組成旨在回答特定的問題，引導學生制定適合自己的職業(yè)發(fā)展規(guī)劃。</p><p><b>　　職業(yè)生涯規(guī)劃的結果</b></p><p>　　韋斯利杜沙姆提到過去這一年的工作，主要是在農(nóng)場工作。雖然他有興趣做汽車銷售員，因為他父親的職業(yè)是汽車銷售員，但是他在過去三年沒有明確的想法，沒有他很想做的事。</p><

21、;p>　　他不知道,如何進一步確定自己的職業(yè)生涯規(guī)劃。職業(yè)生涯規(guī)劃的指導人員對韋斯利杜沙姆進行職業(yè)興趣測試，幫助他制定了適合自己的職業(yè)生涯規(guī)劃。韋斯利杜沙姆根據(jù)職業(yè)生涯規(guī)劃，找到了與自己技能、興趣相匹配的工作，讓自己更好的發(fā)展。職業(yè)生涯規(guī)劃指導人員應該對學生進行更多的職業(yè)生涯規(guī)劃指導，幫助他們制定適合自己的職業(yè)生涯規(guī)劃，讓他們畢業(yè)后能找到適合自己的工作，減少高校學生就業(yè)時的失業(yè)率。</p><p>　　職業(yè)

22、生涯規(guī)劃指導機構的意義</p><p>　　國家就業(yè)指導中心，注意到成功就業(yè)的學生獲得高薪酬，高待遇的成果，這不只是“偶然”，他們之所以成功，取決于個性化、專業(yè)化的職業(yè)生涯規(guī)劃課程的學習，以及職業(yè)生涯規(guī)劃指導機構的指導，實習的機會，有時候這些指導超過了在高校四年的學習，因為它能獲得更多的經(jīng)驗。職業(yè)生涯規(guī)劃指導機構是一個專門的機構，它能夠幫助學生制定有效的職業(yè)生涯規(guī)劃，它是一對一的指導機構，給予學生個性化的培訓與指

23、導，以及咨詢。能夠對學生進行專業(yè)化指導，幫助、指導他們制定適合自己的職業(yè)生涯規(guī)劃。</p><p><b>　　附原文二：</b></p><p>　　Long-range Planning motivates students & personalizes Instruction.</p><p>　　Dedmond,Rebecca

24、M.</p><p>　　Techniques: Connecting Education and Careers[J]．2009，(3)：20-22．</p><p>　　The article discusses the importance in establishing a long-term career and educational plan to motivate stud

25、ents to value education amidst the pressures and trials that they face in their adolescent years. It notes that students who engage in the plan get a better understanding of the great payoffs for exerting effort in educa

26、tion and can have confidence for their future. It states that the plan offers educators a glimpse of their student's ambitions and can guide them on their way through.</p><p>　　Key words: Educational pla

27、nning; Students</p><p>　　Many high school stu-dents, whether at risk or college-bound, faceihe same challenge:maintaining the personal drive to stay academically focused and disciplined through the tribulati

28、ons and pressures of the teenage years and early 20s. When young people are confronted with any of the myriad problems (academic, financial, personal) they are likely to meet on the path to adulthood, giving up or back-

29、scaling their goals is extremely tempting. How can educators help ignite drive and enthusiasm in «</p><p>　　10-year career and education plan. This sure-fire approach gets students to value education an

30、d make the most of their time in school while providing educa-tions with insights into what sparks each student's interest.</p><p>　　The Process of Long-range Planning</p><p>　　Increased stu

31、dent motivation begins when students can articulate why completing postsecond</p><p>　　-ary education or training is necessary for entry into a productive and sclf-.sufficient adulthood. Students who are act

32、ively engaged in creating 10-year plans in a course dedicated to this process—and in updating their plans with teachers or advisers throughout high school and college—develop an intrinsic understanding of the payotTs for

33、 exerting the educational efTor t necessary and, just as important, the lifelong consequences of not getting a good education. The biggest payoff for students i</p><p>　　Reaping the Rewards</p><p&

34、gt;　　The biggrst payoH for educators striv-ing to personalize their insi ruction is a formalized plan that proviclc. glimpses of who their students arc, and, more impor- tantly, who they want to become. Educa-tors who ca

35、n help young people create a visi(tn ol aproducti\e aduitliood that matches their lilcstyle expectations and the plan to aecomplish their goals willsuccessfully motivate students to step out- side their academic comfort

36、zone, apply themselves to their studies, and acquirethe education</p><p><b>　　譯文二：</b></p><p>　　指導學生制定長遠的、個性化職業(yè)生涯規(guī)劃</p><p>　　Dedmond,Rebecca M.</p><p>　　Tec

37、hniques: Connecting Education and Careers[J]．2009，(3)：20-22．</p><p>　　摘要：本文主要是研究建立一個長期的職業(yè)生涯規(guī)劃和關于職業(yè)生涯規(guī)劃的教育計劃，提高學生的就業(yè)率，樹立正確的價值觀的重要性。學生通過對職業(yè)生涯規(guī)劃課程的學習，了解自我，制定適合自己的職業(yè)生涯規(guī)劃，通過努力，鍛煉自己，增強自己的信心，學校通過職業(yè)生涯的教育，指導學生制定科學的職業(yè)

38、生涯規(guī)劃。</p><p>　　關鍵詞：教育計劃；高校學生</p><p>　　許多高校學生在面對困難時不知道如何去克服，面對很多挑戰(zhàn)時不知道如何去鍛煉自己，很多時候都選擇逃避，我們應該對學生進行磨練，提高他們面對困難的壓力和克服困難的能力，提高他們的實踐能力。同時，指導他們制定科學的職業(yè)生涯規(guī)劃，確定他們畢業(yè)后的職業(yè)目標，而教育工作者如何來指導學生制定科學的職業(yè)生涯規(guī)劃了？通過什么樣的課

39、程教育，來了解學生的職業(yè)興趣等了？一個行之有效的戰(zhàn)略就是職業(yè)生涯和教育計劃都全面的發(fā)展，制定一個十年的職業(yè)生涯和教育計劃。對學生進行職業(yè)規(guī)劃教育，充分利用在校的寶貴時間，了解學生的職業(yè)興趣，將學生的興趣與將來的工作相匹配。</p><p><b>　　長遠的職業(yè)規(guī)劃過程</b></p><p>　　首先，提高學生的學習興趣，加強學生對職業(yè)生涯規(guī)劃的理論知識的學習，了解

40、什么是職業(yè)生涯規(guī)劃，意識到制定職業(yè)生涯規(guī)劃的重要性。另外，學校應加強職業(yè)生涯規(guī)劃課程的建設體系，將其作為必修課程，還有學校應加強師資隊伍建設,打造職業(yè)生涯規(guī)劃的專業(yè)指導隊伍，對學生進行個性化、專業(yè)化、有針對性的職業(yè)生涯規(guī)劃指導，幫助學生制定適合自己的、科學的職業(yè)生涯規(guī)劃，進行十年的職業(yè)生涯和教育計劃，最大的好處是學生對自己比較了解，有明確的職業(yè)生涯目標，將來畢業(yè)后知道自己的發(fā)展方向。</p><p>　　通過老師

41、和職業(yè)生涯規(guī)劃指導人員的指導，學生對自己進行充分的了解后，制定與自己興趣相匹配的職業(yè)生涯目標，并為這一目標努力奮斗，提高自身能力，不斷鍛煉自己，夯實專業(yè)理論基礎知識，提高自身的競爭力，為將來更好的就業(yè)做好準備。學校和學生只是將畢業(yè)作為學習的目的，學習只是為了應付考試，考完試很多學生就將學過的知識忘掉，并沒有通過學習來提高自身能力，可見學生很多沒有正確的學習價值觀，學校應該通過教育計劃改變學生不良的學習價值觀，幫助學習樹立正確的學習價值觀

42、以及人生價值觀。</p><p>　　職業(yè)生涯和教育計劃的措施</p><p>　　通過對學生個性化的指導，讓學生充分認識自己，讓學生知道哪些職業(yè)適合自己，知道自己將來要成為什么樣的人，職業(yè)生涯規(guī)劃指導員幫助學生制定他們的職業(yè)目標，激勵學生為他們的目標努力奮斗，通過努力奮斗，提高自身能力，增強學生的自信心，將來能夠更好地發(fā)展。國家也應該高度關注教育事業(yè)，關注學生高中輟學、學生職業(yè)生涯、學生