新质生产力视域下理工类院校职业生涯教育评价及提升路径
Evaluation and Improvement Pathways for Career Education in Science and Engineering Universities from the Perspective of New Quality Productive Forces

在科技迅猛发展的背景下，新质生产力已成为推动经济社会变革的核心力量，其内涵实现了从物质至知识的重构，特征实现了从标准化到个性化的演变，影响实现了从传统到创新的重塑。理工类院校在新质生产力视域下优化职业生涯教育，培养创新型人才尤为关键。新质生产力背景下，高校职业生涯教育面临机遇与挑战，亟需构建科学的评价体系以精准评估教育效果。当前，职业生涯教育存在理念目标育人不足、资源开发滞后、咨询服务专业性有待提升等问题，这些困境源于学生、家庭、社会和高校在认知传导、资源依赖、反馈迟滞和责任转移机制上的共同作用。为此，构建“1 + 3 + 1”职业生涯教育评价指标体系，通过优化教学模式、课程体系和实践平台，聚焦双链运行逻辑培树职业理想，加快生涯教育理念转变，整合职业资源构建数字化服务体系，围绕产业创新变革强化职业储备，系统化课程建设，为理工类院校在新质生产力主导的社会中实现教育、科技和人才“三位一体”发展提供了实践路径。
In the context of rapid development of science and technology, new quality productive forces have become the core force to promote economic and social change, its connotation has realized the reconstruction from material to knowledge, the characteristics have realized the evolution from standardization to individuation, and the influence has realized the reshaping from tradition to innovation. Based on it, it is especially crucial for science and engineering universities to optimize career education and cultivate innovative talents. Under the background of new quality productive forces, career education in colleges and universities is faced with opportunities and challenges, and it is urgent to build a scientific evaluation system to accurately evaluate the educational effect. At present, there are some problems in career education, such as insufficient education of ideas and objectives, lagging development of resources, and professional consulting services to be improved. These dilemmas are due to the joint effects of students, families, society and universities in cognitive transmission, resource dependence, feedback lag and responsibility transfer mechanism. To this end, the “1 + 3 + 1” career education evaluation index system should be established, which optimizes the teaching mode, curriculum system and practice platform, focused on cultivating career ideals from the dual chain operation logic, accelerating the transformation of career education concepts, integrating career resources to build a digital service system, strengthening career reserves and systemizing curriculum construction around industrial innovation and change. It provides a practical path for science and technology colleges to realize the “trinity” development of education, science and technology and talents in society dominated by new quality productive forces.