2005年勞動部勞動力發展署頒佈「補助大專院校辦理大專就業學程計畫」，其中規劃48小時共通核心職能課程，期待能協助大專生提高職涯規劃力，增加職場競爭力並順利與職場接軌。本研究目的期能透過研究者設計的自我探索三部曲課程的反思與啟發，提升大學生自我探索的能力，進而建構個人工作願景。本研究以便利取樣選取參與共通核心職能課程170位大學生為研究對象，透過課堂觀察與反思、學生學習歷程討論、學生課程學習單、學生學習心得報告以及個案深度訪談來收集質性的資料，進行內容分析。經由內容分析發現：（一）透過精雕人生三部曲課程設計可以提升學生的自我探索能力；（二）學生提升自我探索能力對於設定工作願景有助益。本研究根據研究結果，提出對未來研究的建議，並提供共通核心職能課程教師作為規畫課程及精進教學的參考。

In 2005, the Labor Development Department of the Ministry of Labor established a funding program for college and university employment courses. This program included 48-hour common core competence courses aiming to help college and university students enhance their career planning abilities, improve their employment competitiveness, and smoothly integrate with the workplace. The Taiwan Workforce Development Agency invested funds in the program to improve the knowledge, skills, and attitudes needed for employment in college and university students. Each college and university employment course was to be no less than 290 hours, including 162 hours of specialization courses, 80 hours spent on experiencing the workplace, and 48 hours of common core competence courses. Among these three parts, the common core competence courses play an extremely crucial role because they provide college and university students with important pre-employment training. Common core competence courses focus on three types of competencies: driving competencies (DC), behavioral competencies (BC), and knowledge competencies (KC). The first promotes self-motivation in the national labor force and aims to reinforce the cognition training of the labor force so as to establish self-cognition. The second promotes tolerance of others in the national labor force and aims to reinforce the identification training of the labor force so as to establish inclusion of others. The third promotes objective understandings of organizations and the environment and aims to enhance the conceptual training of the labor force so as to establish objectivity among the general labor force. The researcher has taught common core competence courses for a decade and experienced a longitudinal research process divided into three stages. The first stage focused on policy implementation conditions and outlook. In 2012, the researcher published Implementation Conditions and Outlook of Common Core Competence Courses by the Vocational Training Bureau, which investigated the implementation conditions and issues of common core competence courses and the directions that future common core competence courses should progress in. In the second stage, the researcher examined the key factors in influencing the implementation aspect of common core competence courses from the perspectives of the teachers and the students. In 2019, the researcher published Exploring the Factors of Effectiveness on the Implementation of Common Core Competencies Curriculum, which examined the key factors in influencing learning in common core competence courses from the perspective of the teachers and the students and investigated the factors that impacted the implementation effectiveness of common core competence courses. Marking the third stage, this study reflects on and investigates the practices of DC courses from the teaching practice aspect. The researcher has come to realize that the role which teachers play in common core competence courses is a vital factor. While teaching, teachers should not only share the techniques relevant to the course but also be sincere in sharing mental cultivation methods so as to help students open the door to their life careers. The objective of this study was to help college and university students enhance their self-exploration abilities and construct visions for their future careers via the Meticulous Life Trilogy worksheet, which was designed by the researcher. Developed with years of teaching experience, the Meticulous Life Trilogy worksheet includes My Strengths, My Challenges, and My Actions as the cores of the self-exploratory course designs and offers step-by-step guidance on how to complete the worksheet as follows. Increasing motivation for self-exploration and concentrating on the self-awareness process are important preparations before the course. Next, the first part of the trilogy, My Strengths, commenced by providing students with guidance as they concentrate on their journey to their inner selves, explore, and engage in self-dialogue, whereby they can catalogue their own strengths, advantages, traits, interests, and specialties and then complete the Big Handprint worksheet. The key purpose of this stage is to help students divulge their own strengths through self-dialogue and engender self-confidence. The second part of the trilogy is My Challenges, which focuses on personal SWOT analysis. The students first engage in group discussion and then, based on the brainstorming results of the discussion, form connections between their career goals and their strengths, conduct a personal SWOT analysis, and complete the personal SWOT analysis worksheet. The key purpose of this stage is to help the students understand that everyone has their shortcomings and connect their career goals with their weaknesses, which are the knowledge, skills, and attitudes needed to qualify for a job position, and that the current lack of any abilities is a weakness. The third part of the trilogy is My Actions, which requires students to select one of the critical weaknesses in their personal SWOT analysis as a learning goal and make a learning action plan. The key purpose of this stage is to help students understand how to turn their weaknesses into strengths through learning action plans. This is the process of the trilogy. The objective of this study was to help college and university students enhance their self-exploration abilities and construct visions for their future careers via the Meticulous Life Trilogy worksheet, which was designed by the researcher. By use of convenience sampling, 170 students taking common core competence courses were recruited as the participants of this study. Qualitative data were collected through classroom observations and reflection, student learning process discussions, learning feedback from students, and in-depth interviews. Results analyses presented the following findings: 1. the Meticulous Life Trilogy worksheet enhanced the self-exploration abilities of the students: (1) the Meticulous Life Trilogy curriculum provided students with guidance on how to explore themselves; (2) through conversations and group discussion, the students established ties with their peers and learned; 2. enhancing the self-exploration abilities of the students helped them develop visions for their future careers: (1) the students could understand the influence of self-exploration on their future goals; (2) the students could apply self-exploration to career vision development; (3) the students found a. self-confidence, b. self-worth, and c. future career paths through their feedback on course content; (4) the teaching style of the teacher impacted the learning motivation and effectiveness of the students; (5) the comprehensive learning outcomes of the students could influence others and increase work value. The results of this study were as follows. 1. The students could improve their self-exploration abilities using the worksheet. 2. Their improved self-exploration abilities influenced their career visions: (1) the students could understand the impact of self-exploration on their future goals; (2) the students could apply and construct career visions; (3) the students could make the connection between course content and the benefits it had for self-analysis; (4) integrated learning outcomes could increase their perceived value of work. Based on the study results, the researcher put forward the following suggestions: 1. DC courses should take priority in the implementation of common core competence courses; 2. teachers should make skillful use of guidance and interactive teaching strategies; 3. teachers should develop their teaching expertise and display enthusiastic recognition; 4. colleges and universities should attach importance to and engage in employment courses; 5. implementation should be optimized via onsite observations and reflections of teaching. Consequently, the researcher hopes that the findings of this study can be expected to provide teachers of common core competence courses with course planning and teaching improvement.

工作願景; 共通核心職能; 自我探索; 啟發式教學; 職涯規劃

job vision; common core competency; self-exploration; career planning; heuristic teaching method