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破“梗”而出：Z 世代大学生职业迷思的祛蔽与生涯发展课程的知行重构

Breaking the “Meme”: Dispelling the Career Myths of Generation Z College Students and Reconstructing the Knowledge and Practice of Career Development Courses

Progress in Social Sciences / 2025,7(11): 870-875 / 2025-11-14 15 8

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• Authors: 王琦
• Information:

  浙大城市学院，杭州

• Keywords:
  Z-generation; Career myths; Internet memes; Career development courses; Knowledge-practice reconstruction
  Z世代群体; 职业迷思; 网络热梗; 生涯发展课程; 知行重构
• Abstract: This paper takes popular workplace memes active on the Internet, such as "post-00s rectifying the workplace", "banwei" (a slang term referring to the office culture), and "going ashore" (a reference to leaving one's job to pursue a more stable career), as entry points, aiming to reveal the underlying social psychology and career myths. These memes, while serving as outlets for social public sentiment and carriers of social identity, also reflect the cognitive biases of Generation Z college students towards the real world of work, their one-sided understanding of structural contradictions, and their lack of critical consciousness and constructive abilities. This paper employs the research methods of network ethnography and in-depth interviews to deconstruct the threefold truth hidden behind these memes: the distortion of career cognition caused by the media landscape, the logical conflict between individualized aspirations and organizational management, and the absence of individual critical consciousness and constructive abilities. Based on this, this paper focuses on the core dilemmas faced by career development courses in universities and proposes an optimization path for course teaching aimed at "reconstructing knowledge and practice". Firstly, it advocates for the reconstruction of course positioning to shift the classroom from "information transmission" to "wisdom enlightenment". Secondly, through cognitive reconstruction, it suggests incorporating "critical thinking" modular teaching and offering "workplace scenario simulation" workshops to guide students from being passive "jokesters" and "critics" to becoming active "explorers" and "builders" of their own careers. Finally, through the practical teaching method of "learning by doing", it integrates professional values into students' specific practical experiences, thereby truly achieving a reform of career development courses from knowledge to wisdom and from cognition to practice. 本文以“00后整顿职场”“班味”“上岸”等活跃于互联网的职场热梗为切入点，意在揭示其背后所蕴含的社会心理与职业迷思。这些热梗在作为社会大众情绪宣泄出口以及社会认同载体的同时，也折射出Z世代大学生对于现实职业世界的认知偏差、对结构性矛盾的片面理解以及自身批判意识与建构能力的不足。本文采用网络民族志与深度访谈的研究方法，解构热梗背后所隐藏的三重真相：媒介景观造成的职业认知扭曲、个体化诉求与组织化管理之间的逻辑冲突，以及个体批判意识与建构能力的缺失。基于此，本文聚焦高校生涯发展课程所面临的核心困境，并提出以“知行重构”为目标的课程教学优化路径：首先，主张通过课程定位重构，实现课堂从“信息传递”到“智慧启蒙”的转变；其次，通过认知重构，增加“批判性思维”模块化教学、开设“职场情景模拟”工作坊，引导学生从被动的“玩梗者”与“批判者”，转变为自身职业生涯的主动“探索者”与“建构者”，最后，通过“做中学”的实践教学法，将职业价值观融入学生的具体实践体验中，从而真正实现从知识到智慧、从认知到行动的生涯发展课程改革。
• DOI: https://doi.org/10.35534/pss.0711148 (registering DOI)
• Cite: 王琦．破“梗”而出：Z世代大学生职业迷思的祛蔽与生涯发展课程的知行重构［J］．社会科学进展，2025，7（11）：870-875.