2023
職業探索月
在探索中發現自我，
(資料圖片僅供參考)
更好地規劃高中生活
雨水至，萬物生，春色漸濃。在萬物復蘇的季節里，宏潤博源學子們也迎來一年一度的職業探索活動。職業探索活動是宏潤博源學校自主研發設計的學生咨詢與輔導課程，旨在幫助同學們更好地進行自我探索，了解自己的興趣愛好，性格特征，擅長的學科和技能，啟發同學們對未來大學專業和職業的思考，引導同學們樹立職業生涯發展意識，從而激發他們的學習動力，合理規劃高中生活。
This drizzling andreviving spring saw the annual Career Preview activity organized by SHBS for its students.As an advisoryand tutorial program independently developed and designed by SHBS, it aims to help students better explore themselves, know about their own interests and hobbies, personality traitsand strengths, enlighten them about how to make good choices on their future majors and career paths, and help them raise their awareness of career development so that they can get well motivated and properly plantheir high school years.
在升學部門帶領下，同學們開啟了為期一個月的職業生涯探索及規劃活動。這次活動分為三個階段，分別為自我探索，職業探索和職業跟進。
Led by the College Advising Department, students embarked on a month-long career exploration and planning journey. It included three phases: self-exploration, career exploration, and career follow-up.
在自我探索階段，升學部門結合各年級學生的學業重心，性格特征，自我認知水平設計了一系列豐富的活動，并指導班主任老師們在3月6日下午CAS時間以及當周每天晨會上與班級同學們進一步深入溝通，啟迪他們對未來的構思。
During self-exploration, the CA Department designed a series of activities based on the academic focus, personality traits and cognition levels of students of all grades, and advised homeroom teachers to further communicate with their students during the CAS time on the afternoon of March 6 and at the P&B sessions every morning that week, in order to inspire students to think about their future.
預備年級Pre Grade
曹同學RinaCao
新的學期，新的環境下預備年級的同學們仍在不斷自我探索，找尋自己的方向，因此學校特別展開了職業探索活動。幫助更多的同學們認識自我，了解自己的性格和學習特點，并啟發他們主動去探索不同行業的職場人特征，進一步利用外界刺激了解自我。
In the new semester, students of Pre-Gradeare still exploring themselves and trying to find their own path to success inthe new community. Thus,the school organizedthe career exploration activityto help students know aboutthemselves,their own personality traits and academic habits,and to guide them to find outthe characteristics of people working in different industries, furtherunderstand themselvesthrough external stimulation.
一開始，林老師提出了四個問題：
At the beginning, Ms. Chuman Linraised four questions:
1）相較于團隊合作，你是否更喜歡自己獨立完成？
2）遇到困難時，你更傾向于自己獨立解決還是尋求幫助，讓對方給你指令與方法？
3）你喜歡通過發信息或郵件來跟人溝通還是喜歡面對面溝通？
4）一天中哪個時段是你的高效工作時間？
1) Do you prefer to work on your own or to work with a team?
2) When encountering difficulties, do you prefer to overcomethem by yourself or to ask for help and let others give you instructions andtell you how to do?
3) Do you prefer to communicate with people by texting or emailing or to talk to them in person?
4) Whenare you most productiveduring a day?
這幾個看似簡單的問題引發了同學們的熱烈討論，也讓不少同學陷入了糾結之中，許久都沒有一個明確的答案。在老師們的帶領下，預備年級的同學們進行了MBTI性格測試。很多同學對MBTI測試并不陌生，甚至有些同學還做過不止一遍。在班主任老師的指導下，同學們認真投入地完成了測試，并與身邊的同學，老師們進行了探討，分享各自的測試結果。老師建議同學們可保留每一階段的性格測試，看看一段時間后是否會發生變化，然后探究結果變化的原因，找尋自己。在活動的最后，同學們也根據自己的興趣愛好，結合性格測試的建議選出自己心儀的三個職業探索講座，大家期待著在下周的嘉賓分享講座中多了解自己的興趣領域和未知領域。
These seemingly simple questions triggered a heated discussion among students. Guided by their HR teachers,pre-graderstook the MBTI personality test. Many of them werefamiliar with the MBTI test, and someeven tookit more than once. Having completed the test,they shared their test results with classmates and teachers present and had a discussion with them.Teacherssuggested that students keep their test resultforeach stageso that they might see if theywouldchange after a period of time, and then find outthe reasons for the changes. At the end of the activity, the students selected three lectures on career exploration according to their own interestscombined with the suggestionsgiven by the personality test. They werelooking forward to learning more about what they were interested and what was unknown to them by attending the lectures to be given by guest speakers the next week.
十年級10th Grade
任同學AmyRen
十年級大部分的在場同學在此之前都做過MBTI性格測試，所以我們跳過了這一步，首先讓同學們使用提前讓大家注冊好的賬號登錄College Board（美國大學理事會）網站，并做了網站上的職業探究測試，以此啟蒙自己對于大學專業以及未來職業類別選擇的意識。在此過程中，三位班主任及時幫大家答疑解惑，解決了同學們無法登錄或看不懂選項的問題。等大家完成了測試后，網站上出現一些可能的職業選擇，同學們從中選出三個自己最感興趣的，并填寫設計好的表格，從需要具備的技能和偏向的學科入手，引導自身樹立職業生涯發展的想法，從而合理規劃高中生涯。
Most of the students in Grade 10 had taken the MBTI personality test before, so we skipped this step, and began with asking students to log in to the College Board website using the account they had registered in advance andtotake the career inquiry test on the websiteso that they might enlighten themselveson the choice of college major and future career category. In this process, 3 HRteachers answered questions and solved the problem that students could not log in or could not understand the options. After they completedthe test, some possible career options appeared on the website. Students selected three of them that they were most interested in, and used the table to write down and prepare for their careerpaths. Starting from the skills they needed and the subjects they preferred, they guided themselves to establish the idea of career development, so as to reasonably plan their high school career.
十一年級11th Grade
鄭同學 WinnieZheng
十一年級同學們正在緊張地備戰大學申請。他們中的大多數已經大概了解了自己擅長的領域和感興趣的專業，他們需要更深地理解自我。而在自我探索環節，十一年級的同學參與了Cialfo平臺上的性格測試。Cialfo平臺是美國大學本科申請的網站，在申請階段同學們會使用到更多功能。而了解自我，不僅能夠幫助未來的職業探索，更能夠讓他們選校時能夠更容易找到更適合自己的學校和專業。有許多同學驚喜地發現，性格測試的結果非常精準，讓我們不禁感嘆在科技創新發展的時代，人們可以借助專業工具，更加中立地、多角度地在年少時就更加了解自己。這也讓同學們能夠合理規劃剩余寶貴且短暫的高中生涯。當然，老師們也在引導，這些測試都只能反應學生當時當下的狀態和選擇，是動態的，只是我們了解自己的一種參照，要具備成長型思維。
The 11th graders arebusy applying for colleges.Most of them havehadaroughidea of their strengths and interests.They need to have a deeper understanding of themselves.While exploring themselves, 11thgraders tooka personality test on the Cialfo platform. The Cialfo platform is the website for undergraduate application in the U.S., and studentsmayuse more of its functions while applying for colleges.Knowingaboutthemselves can not only help them explore their future career paths, but also make it easier for them to find more schools and majors that suit themwhenthey choose colleges. Many students were surprised to find that the results of the personality test were very accurate. Wewere deeply impressed by the fact that in the era of technological innovation and development, peoplehave access tomany standardized evaluations, so that they can understand themselves more neutrally and from multiple perspectives at a earlierage. Studentsare also allowedto reasonably plan the rest of their precious and short high school years. Of course, teachers are also playing the role of an instructor. These tests can only reflect the current state and choice of students at the presenttime. They are dynamic and we just refer to them when we try to understand ourselves. Our way of thinking needs to grow with the times.
十二年級12th Grade
李同學LeeLi
與其它年級的同學們相比，十二年級的同學們已收獲大學錄取通知書，成熟穩重的他們開始憧憬未來大學的專業及職業。本次的職業探索活動于他們而言，意義重大。一方面職業探索可以幫他們提前思考該如何更好地適應大學生活；另一方面學校邀請到的重磅嘉賓也幫助他們搭建了寶貴的資源網絡，讓他們能帶著更清晰的目標與自己感興趣的行業和專家面對面交流，并了解該行業的招聘要求，樹立目標，從而讓自己慢慢成為合格的人才。在CAS自我探索環節，Chris校長帶領同學們思考并討論高中和大學的區別、大學和職場中的區別。通過討論，準畢業生對將來的大學生活和職場生活有了更深刻的認知，對要以什么樣的態度去準備和面對未來生活也有更明確的規劃。在CAS活動結束后，每位同學根據自己的愛好選擇了下周三場職業嘉賓分享會，并紛紛構思自己想要請教嘉賓們的問題。
Compared with the other grades, the 12th graders have already received their college admissionletters and are looking forward to their future college majors and careers. This career exploration activity is very meaningful to them. On the one hand, the career exploration can help them think ahead on how to adapt to college life; on the other hand, the guest speakersinvited by the school also help them build a valuable resource network, so that they can communicate with the industry and experts they are interested in face to face with clearer goals, and understand the recruitment requirements of the industry, and set up goals so that they can slowly become qualified talents. In the CAS self-exploration session, Principal Chris led the students to think and discuss the difference between high school and college, and the difference between college and the workplace. Through the discussion, the prospective graduates had a deeper understanding of their future university life and workplace life, and had a clearer plan of what kind of attitude they should take to prepare and face their future life. After the CAS activity, each student chose three career guest sharing sessions for the next week according to their own preferences, and conceived questions they would like to ask the guests.
本屆職業探索活動的安排在結構，內容，規模，及實用性方面在以往的基礎上進行了優化。升學部老師們為不同年級的同學們準備不同的CAS及晨會活動，結合了各年級同學階段性的升學目標，對各年級同學進行有針對性的指導。除此之外，為了幫助同學們樹立初步的職業規劃意識，升學部不僅增加了行業/工種的范疇，更是在家長們的共同協力之下，成功地邀請到十五位不同行業精英人士。相信在這次家校合力的“職業探索”活動中，同學們會增強對自我的認識和探索，增強職業規劃意識，更加明確未來的方向，也更具備自我驅動力。
We have improved this year"s Career Exploration Activities in terms of structure, content, scale and practicality. The teachers from the College Advising Department had designed different activities for CAS and P&B sessions for different students of different grades, and provided targeted guidance for them based on their respective periodic goals. In addition, in order to help raise their awareness of career planning, the department not only included more careers and jobs but also, thanks to the support of parents, successfully invited 15 elites from different areas. We believe that, through this activity, which has been made possible by both the school and parents, students will have a better understanding of themselves, raise their awareness of career planning, become more aware of how they should develop themselves, and be more motivated.
文 | SHBS
審核 | Xu Wu
翻譯 | Dawn Xu
排版 | Jang
上海宏潤博源學校
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