本文選題：就業(yè)能力　切入點(diǎn)：教育學(xué)　出處：《上海師范大學(xué)》2017年碩士論文

【摘要】：隨著高校研究生的擴(kuò)招,研究生不再是社會(huì)上的“稀有品”,研究生就業(yè)形勢(shì)也隨之愈發(fā)嚴(yán)峻。其中,教育學(xué)碩士研究生由于學(xué)科、社會(huì)和自身原因在就業(yè)市場(chǎng)中更是處于“高不成、低不就”的尷尬處境。在影響教育學(xué)碩士研究生就業(yè)的眾多因素中,其就業(yè)能力一直是國(guó)內(nèi)外學(xué)者研究的重點(diǎn)。本研究通過自編的《社會(huì)主體對(duì)教育學(xué)碩士研究生就業(yè)能力認(rèn)知的調(diào)查問卷》,分別針對(duì)學(xué)生、教師和用人單位三方主體進(jìn)行問卷調(diào)查并進(jìn)行后期的訪談。研究結(jié)果顯示:1.不同主體對(duì)教育學(xué)碩士研究生就業(yè)能力的表現(xiàn)評(píng)價(jià)有差異。整體上,三方主體對(duì)職業(yè)態(tài)度的評(píng)價(jià)最高,對(duì)求職能力的評(píng)價(jià)最低。其中,評(píng)分最高的項(xiàng)目集中在普通話技能、忠誠(chéng)、誠(chéng)實(shí)和責(zé)任心上,評(píng)分最低的項(xiàng)目集中在科研能力和創(chuàng)新能力上。三者之間的差異表現(xiàn)在,教師對(duì)專業(yè)能力和求職能力現(xiàn)狀的評(píng)分顯著高于學(xué)生,學(xué)生對(duì)通用能力現(xiàn)狀的自評(píng)分?jǐn)?shù)顯著高于用人單位,教師和學(xué)生對(duì)職業(yè)態(tài)度現(xiàn)狀的評(píng)分顯著高于用人單位。2.不同背景的教育學(xué)碩士研究生就業(yè)能力存在差異。其中,男生和女生在不同項(xiàng)目上的優(yōu)勢(shì)不同;高年級(jí)學(xué)生在部分項(xiàng)目上的分?jǐn)?shù)明顯高于低年級(jí);工作經(jīng)歷的影響不明顯;有過學(xué)生干部經(jīng)歷的學(xué)生分?jǐn)?shù)普遍高于沒有學(xué)生干部經(jīng)歷的學(xué)生。3.不同主體對(duì)就業(yè)能力重要性的評(píng)估差異不顯著。整體上,學(xué)生、用人單位和高校教師對(duì)就業(yè)能力四個(gè)維度重要性評(píng)估的順序從高到低依次是專業(yè)能力、職業(yè)態(tài)度、通用能力和求職能力,而且不同主體在對(duì)各個(gè)維度重要性排序上沒有顯著性差異。但是在就業(yè)能力的一些具體項(xiàng)目上,不同的主體有一定的側(cè)重,如學(xué)生更重視學(xué)習(xí)能力,而用人單位更重視團(tuán)隊(duì)合作能力。本研究認(rèn)為社會(huì)主體對(duì)教育學(xué)碩士研究生就業(yè)能力的認(rèn)知差異是基于不同的環(huán)境和立場(chǎng),因此三方主體應(yīng)該正視這種差異,并采取以下措施來促進(jìn)畢業(yè)生更好地就業(yè):教育學(xué)碩士研究生應(yīng)該認(rèn)真撰寫論文,提升綜合能力;加強(qiáng)團(tuán)隊(duì)合作,培養(yǎng)集體意識(shí);正視性別差異,發(fā)揮自身優(yōu)勢(shì);高校應(yīng)該關(guān)注研究生就業(yè)群體,進(jìn)行有針對(duì)性的職業(yè)生涯指導(dǎo);豐富課堂教學(xué)方法,引入探究合作學(xué)習(xí)方式;建立就業(yè)能力檔案,記錄學(xué)生的能力成長(zhǎng);用人單位應(yīng)該及時(shí)與高校進(jìn)行溝通,反饋畢業(yè)生的工作表現(xiàn);正視畢業(yè)生能力不足現(xiàn)狀,提供更多實(shí)習(xí)機(jī)會(huì)和崗前培訓(xùn)。
[Abstract]:With the expansion of graduate enrollment in colleges and universities, graduate students are no longer a "rare commodity" in society, and the employment situation of postgraduates is becoming more and more serious. In the job market, the social and self reasons are even more embarrassing. Among the many factors that affect the employment of postgraduates in education, The employment ability has been the focus of scholars at home and abroad. This study is aimed at the students through the questionnaire on the cognition of the social subjects to the employment ability of the postgraduates in education. Teachers and employers conducted a questionnaire survey and later interviews. The results show that different subjects have different performance evaluation on the employment ability of postgraduates in pedagogy. The evaluation of professional attitude was the highest and the evaluation of job search ability was the lowest among the three subjects. Among them, the items with the highest scores were focused on Mandarin skills, loyalty, honesty and sense of responsibility. The lowest scoring items were focused on scientific research ability and innovation ability. The difference among them was that teachers' scores on professional ability and job search ability were significantly higher than those of students. The number of students' self-rating on the status quo of general competence is significantly higher than that of employers, and the scores of teachers and students on the present situation of professional attitude are significantly higher than those of employers. 2. There are differences in the employment ability of postgraduates with different backgrounds. Boys and girls have different advantages in different projects; the scores of senior students in some projects are significantly higher than those of lower grades; the impact of work experience is not obvious; The scores of students with experience of student cadres are generally higher than that of students without experience of student cadres. 3. There is no significant difference between different subjects in evaluating the importance of employability. On the whole, students, The order of the evaluation of the importance of the four dimensions of employment ability of employers and university teachers is professional ability, professional attitude, general ability and job-seeking ability, from high to low. Moreover, there is no significant difference between different subjects in ranking the importance of each dimension. However, in some specific projects of employability, different subjects have certain emphasis, such as students pay more attention to learning ability, However, the employers pay more attention to the ability of teamwork. This study believes that the cognitive differences of social subjects to the employment ability of postgraduates in education are based on different environments and positions, so the three parties should face up to the differences. The following measures should be taken to promote the graduates to obtain a better job: the postgraduates of education should conscientiously write papers, enhance their comprehensive ability, strengthen their team cooperation, cultivate their collective consciousness, face up to gender differences, and bring their own advantages into full play. Colleges and universities should pay attention to the employment group of graduate students, carry out targeted career guidance, enrich classroom teaching methods, introduce cooperative learning methods, establish employment ability files and record students' ability growth. Employers should communicate with colleges and universities in time, feedback graduates' work performance, face up to the current situation of graduates' ability deficiency, and provide more practice opportunities and pre-job training.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G647.38;G643

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