2024

预备年级和十年级学生在班主任的领导下进行了一场深入的自我探索活动。活动开始时，班主任分发了一份详尽的问卷作为探索自我认识的工具，并详细介绍了如何利用这份资料深化对自己的了解。之后，同学们完成了MBTI性格测试。测试结果揭示后，班主任带领同学们使用一套“字母表”解码，深入解读其性格类型的含义。紧接着，在“寻找职业”环节，学生们根据性格测试结果探索与自己性格匹配的职业，并进行排名，以此识别理想职业的共性和所需的个人品质。最终总结阶段，班主任引导同学们整合所有的信息，逐步明确自己的职业兴趣和需求。

Under the guidance of homeroom teachers, preparatory and tenth-grade students engaged in an immersive self-exploration activity. The activity commenced with the distribution of an extensive questionnaire as a tool for understanding oneself, followed by a detailed explanation of how to utilize the data to deepen self-awareness. Subsequently, the students completed the MBTI personality test. After the test results were revealed, the homeroom teachers led the students in decoding their personality types using an alphabet-based system, delving into the implications of their respective types. Following this, during the "Searching Professions" segment, students explored careers that aligned with their personality test results and ranked them, identifying commonalities in their ideal professions and the personal qualities required. In the final summary phase, the homeroom teachers guided the students in integrating all the information gathered, gradually clarifying their career interests and needs.

十一年级的职业探索周今年采用了一种创新方式。在老师的指导下，一些同学提前创建了七个不同的虚拟公司，并为每个公司设定了需要招聘的职位，剩余的同学则根据自己的优势去应聘这些职位，并尝试谈判更高的薪资。活动的氛围紧张而兴奋，同学们在虚拟公司展台前积极展示自己的技能，争取得到理想的职位和薪资。大约经过半小时，大多数同学都成功加入了一个公司。随后，各公司的“老板”介绍了自己的团队，解释了招聘这些成员的理由、职位的要求和薪资结构，展示了他们的沟通和领导能力。这种模拟招聘的方式让同学们直观地了解职位需求，通过亲身体验，帮助他们认识到自己的优势，并学习应对真实的求职场景。同时，公司老板的介绍也深化了学生对不同公司运作和招聘需求的理解，为他们的职业规划提供了有益的参考。

This year, the Career Exploration Week for eleventh-grade students adopted an innovative approach. Under the guidance of their teachers, some students created seven different virtual companies in advance, each with specific positions to be filled. The remaining students applied for these positions based on their individual strengths and attempted to negotiate for higher salaries. The atmosphere of the activity was intense and exciting, with students actively showcasing their skills in front of the virtual company booths, striving to secure their desired positions and salaries. After approximately half an hour, the majority of students successfully joined a company. Subsequently, the "bosses" of each company introduced their teams, explaining the reasons for recruiting these members, the requirements for the positions, and the salary structure, showcasing their communication and leadership abilities. This simulated recruitment process allowed students to gain firsthand knowledge of job requirements, helping them recognize their own strengths and learn to navigate real job-seeking scenarios. Additionally, the bosses' introductions provided students with a deeper understanding of how different companies operate and their hiring needs, offering valuable insights for their career planning.

十二年级的职业探索由Chris校长领导，他带领同学讨论了大学生逐步接近职场和适应新环境的重要性。Chris校长以大一新生即将面临的挑战作为引入，指出除了通过校友和家长网络寻找工作外，专业选择对职业路径有重要影响。他用计算机专业生转向软件工程和生物学生转法律行业的例子说明，专业和职业之间的联系可能不明显，但专业知识在特定领域内非常关键。Chris同时强调，对所学专业的持续热情和适时的调整方向是至关重要的。他鼓励同学们基于个人的驱动力和热情选择职业路径，同时兼顾考虑对共事之人和工作环境的期望。当然，合作和沟通能力也极为重要，这些软技能有时会成为职场成功的关键。最后，他缓解了同学们对找到第一份工作的焦虑。他提出，通过参与社团、校内职位和实习机会，同学们可以积累到宝贵的经验，为职业生涯打下坚固的基础。

The Career Exploration for twelfth-grade students was led by Principal Chris. He initiated a discussion on the importance of college students gradually approaching the workplace and adapting to new environments. Using the challenges that freshmen face as an introduction, Principal Chris pointed out that besides networking through alumni and parents to find jobs, the choice of major significantly influences one's career path. He illustrated this with examples of computer science students transitioning to software engineering and biology students pursuing careers in law, emphasizing that although the connection between majors and careers may not be obvious, specialized knowledge is crucial within specific fields. Chris also emphasized the importance of maintaining a sustained passion for one's chosen field of study and timely adjustments in direction. He encouraged students to select career paths based on personal drive and passion while considering their expectations for colleagues and work environments. Collaboration and communication skills were deemed vital, as these soft skills sometimes become the key to workplace success. Finally, he alleviated the students' anxiety about securing their first job by suggesting that participating in clubs, on-campus positions, and internship opportunities allows students to accumulate valuable experiences and establish a solid foundation for their careers.