| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 103 === No matter who we are or what we do, we acquire our career acknowledge by our living experiences. Therefore, we are going to use life necessity to learn how career understanding and acknowledge assist students to find their ways for school and job as earlier as possible. Thus, we have three aims: 1, to discuss the process of the life necessity in small group for discovering their life career; 2, to discuss how Holland Career Typology can help junior high school students to acquire their career recognition; 3, to talk about the effect of those students increasing their certainty for the future career after joining life necessity activity.
In this study, we use the quasi-experiment on the eight students of the 9th grade in somewhere in Yunlin County. There will be eight times career-discovered group activities, during which, we use Career Interest Inventory measures to know the difference before and after joining the group activity in which we will also practice three times the activity. Otherwise, we will need those participants’ grades, their interview and those teachers’ interview documents, for we are going to use this information to analyze the effect of the life career activity.
After all, the result and the suggestions are as the followed: First, the leader and the members need a good relation in order to achieve the goal of the experiment. Second, during the group
activity, the leader needs to help his/ her members to learn Holland Career Typology. Third, in the group, the life career activity is affective for those members. Forth, in the group, the career-oriented is useful for those participants to know their future. Fifth, the career typology can help members to know their personalities and their life interests. Sixth, in the group, a part of the members will have a definite direction due to their family situation. Seventh, some of the groups do not fit the experiment because their low motion for discovering their life career. Final, in one hand, we found that this activity has an obvious effect for those students who have determination for their future. In the other hand, for those who do not have certainty, this setting does not show an obvious affection on it. In addition, through the activity, from unfamiliar to familiar, we are glad that these participants would give a positive reaction for this experiment (Holland Career Typology). Furthermore, we hope that this experiment will be able to assist students to find out their future and their occupation.
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