【摘要】 青少年期是人生目标形塑的关键阶段，职业技术大学亟需实证支持的生涯教育方案，以帮助学生明确目标，激发学习动力，为职业发展奠定基础。本研究基于自我决定理论，构建融合职业本科特色的生涯课程干预模型。采用准实验设计，对236名职业本科生实施《大学生人生目标感量表》前后测。结果显示，生涯教育课程显著提高了实验组学生在自我规划、志业追求和超我贡献三个维度的目标感，而对照组仅在超我贡献上显示出显著提升。与对照组相比，实验组的前后测差异更为突出，显示出课程在帮助学生明确职业方向、提升个人发展动力和增强社会责任感方面的重要作用。研究证实，满足基本心理需求的生涯教育范式能有效提升职业本科生人生目标感，为现代职业教育体系提供了可复制的课程模型，呼应了立德树人根本任务。更多还原

【Abstract】 Adolescence represents a critical period for shaping life goals, and vocational and technical universities urgently require empirically supported career education programs to help students clarify objectives, stimulate learning motivation, and lay foundations for professional development. Based on SelfDetermination Theory(SDT), this study constructs a career curriculum intervention model integrating the distinctive features of undergraduate vocational education. Employing a quasi-experimental design, 236vocational undergraduate students were assessed using the "College Students’ Sense of Purpose Scale" in preand post-tests. Results indicate that the career education course significantly enhanced experimental group students’ sense of purpose across three dimensions: self-planning, career pursuit, and superego contribution,with all effect sizes reaching moderate levels. In contrast, the control group only showed improvement in the superego contribution dimension. Compared to the control group, the experimental group exhibited more pronounced pre-post test differences, demonstrating the course’s vital role in helping students clarify career directions, enhance personal development motivation, and strengthen social responsibility. The research confirms that a career education paradigm satisfying basic psychological needs can effectively improve vocational undergraduates’ sense of life purpose, providing a replicable curriculum model for the modern vocational education system and echoing the fundamental mission of "fostering virtue through education"更多还原