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高职导向的生涯规划：普高因材施教下的分类引导与心理韧性培养

Vocational-oriented Career Planning: Differentiated Guidance and Psychological Resilience Training under the Principle of Teaching Students in Accordance with their Aptitudes in General High Schools

Psychology of China / 2026,8(1): 25-30 / 2026-01-16 8 3

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• Authors: 杨芙蓉¹ 杨静夷²
• Information:

  1．武汉外国语学校，武汉；
  2．荆门职业学院，荆门

• Keywords:
  General high schools; Career planning education; Differentiated guidance; Admission to higher vocational colleges; Psychological resilience; Bridging courses; Evaluation system
  普通高中; 生涯规划教育; 分类引导; 高职升学; 心理韧性; 衔接课程; 评价系统
• Abstract: Against the backdrop of accelerating the popularization of higher education and advancing the development of vocational education as a distinct type in China, the admission of general high school students to higher vocational colleges (HVCs) has become one of the two major student diversion channels. Statistics show that over the past three years, the enrollment of general higher vocational colleges nationwide has accounted for 53.2% of the total undergraduate and junior college enrollment, among which approximately 60% of students are from general high schools, mainly consisting of those with below-average academic performance. However, the current career planning education in middle schools exhibits structural anomie, characterized by an “emphasis on academic pursuits over vocational development” and “focus on academic stratification while neglecting educational articulation.” It fails to provide differentiated and systematic career guidance tailored to students with different academic levels, including potential candidates for HVC admission. This directly leads to students' vague understanding and low recognition of vocational education, and even affects their college application choices and adaptability after entering higher vocational colleges. Based on this, we have established a student guidance model differentiated by academic performance and development potential (top students, high-achieving students, average students, and students with weak academic foundations) following the principle of “differentiated guidance and articulation empowerment.” Special attention is paid to learners with average or below-average academic performance and learning abilities, and a curriculum system for early career articulation between high school and higher vocational education has been designed for these students. This aims to achieve a shift from “academic stratification” to “career classification” and foster resilient growth during the transition from high school to higher education. 目前我国处在加快普及高等教育和加快职业教育类型化发展的背景下，普高学生升入高职院校成了两条重要的分流渠道。据统计，近3年来全国普通高职院校的招生人数占全部本专科人数的53.2%，其中约60%左右的学生来自普高，且主要为高中的学业成绩在中等偏下的群体。但在目前中学阶段生涯规划教育中存在“重学术、轻职业”，“重分层、轻衔接”的结构性失范现象，并没有针对不同学业水平学生（包括高职升学潜力群体）采取区别化、系统化的生涯引领，这直接影响学生的职教认知模糊、职教认同度差，甚至影响学生的升学选择及进入高职之后的适应情况。基于此，我们以“分类引导、衔接赋能”为思路建立以学业成绩和发展潜能区分的学生引导模型（超优生、优等生、中等生、学业基础薄弱学生），并对学习质量和学习能力中等以下的学习者着重予以关注，并为这些学生设计高中—高职初生涯衔接的课程体系，从而实现在内升高的过程中达成由“学业分层”向“生涯分类”的韧长生长。
• DOI: https://doi.org/10.35534/pc.0801004 (registering DOI)
• Cite: 杨芙蓉, 杨静夷. (2026). 高职导向的生涯规划: 普高因材施教下的分类引导与心理韧性培养. 中国心理学前沿, 8 (1), 25-30.