随着新课程改革和高考综合改革的逐步推进，我国颁布了许多有关职业生涯教育的指导文件，各级各类学校都逐步开始探索开展职业生涯教育课程及活动。面对国家对全面发展人才的要求和更加具有自主性的选科模式，高中生需要结合对自身特点、大学专业、职业信息的充分了解，才能够合理搭配高考科目。作为立德树人的关键课程，高中思想政治课在助力学生获取丰富职业信息、具备坚定的职业信念、掌握科学规划职业生涯能力等方面拥有独特优势。因此，在高中思想政治课教学中渗透职业生涯教育，既可以满足同学们对在职业生涯教育方面的提升需求，又在落实国家高考综合改革、培育思想政治学科核心素养、增强思想政治课程的实效性发挥重要作用。
首先，本文在梳理国内外研究的基础上，厘清职业生涯教育的概念与特点，论述在高中思想政治课教学中渗透职业生涯教育的理论价值及实践价值，为后续在教学中渗透职业生涯教育奠定了理论基础。其次，针对现状展开调查，基于问卷数据和访谈记录总结取得的成就：校园中学校教师学生均重视职业生涯教育、课堂中师生普遍支持职业生涯教育的渗透、教学中政治教师积极尝试渗透职业生涯教育，并指出存在的问题：学生对职业生涯教育的迫切需求未得到满足、教师对职业生涯教育的资源开发和运用不足、教师在教学中渗透职业生涯教育的形式单一。经过分析发现三个问题成因：教师挖掘职业生涯教育资源的能力有待提高、传统教学法制约教师对新教法的学习和运用、现存考试和评价制度弱化发展性评价。然后，针对现有问题和成因分析提出改进策略，包括明确满足职业生涯需要的教学原则、挖掘渗透职业生涯教育的教学内容、运用侧重职业生涯体验的教学方式、构建完善职业生涯发展的评价体系。最后，本文选取高中思想政治必修四的《价值的创造和实现》一课作为课例设计，运用本文提出的具体渗透策略进行教学设计，在课堂上进行实际教学，并通过课后问卷调查的方式检验教学效果，进而证明本研究所提出的渗透策略具备可行性和有效性，为后续教学和研究提供参考。

With the gradual advancement of the new curriculum reform and the comprehensive reform of the college entrance examination, China has issued many guidance documents on career education, and schools at all levels and types have gradually begun to explore and carry out career education courses and activities. Faced with the country's requirements for the comprehensive development and a more autonomous subject selection model, high school students need to combine their own characteristics, university majors, and career information in order to reasonably match the college entrance examination subjects. As a key course for fostering virtue, high school ideological and political courses have unique disciplinary advantages in cultivating students to obtain rich career information, establishing firm career beliefs, and scientifically planning their career paths. Therefore, infiltrating career education can not only meet the careers learning needs of students, but also have important significance in implementing the comprehensive reform of the national college entrance examination, cultivating core competencies of ideological and political course, and enhancing the effectiveness of ideological and political courses.
Firstly, based on a review of research on career education both domestically and internationally, this paper clarifies the concept and characteristics of career education, and discusses the theoretical and practical value of the research. This lays a theoretical foundation for the subsequent infiltration of career education into teaching. Secondly, a survey is conducted on the current situation. Based on questionnaire data and interview records, the achievements are summarized as follows: teachers and students attach great importance to career education; teachers and students generally support the infiltration of career education in the classroom; political teachers actively try to infiltrate career education in teaching. And the paper points out the existing problems: the urgent needs of students for career are not met; the development and utilization of career education resources by teachers are insufficient; the form of infiltrating career education into teaching is relatively single. After analysis, the main reasons for the problems come as follows: the ability of teachers to explore career education resources needs to be improved; traditional teaching methods restrict teachers from learning and applying new teaching methods; existing examination and evaluation systems weaken developmental evaluation. Then, based on the analysis of existing problems and causes, improvement strategies are proposed, including clarifying teaching principles that meet career needs, exploring teaching content that infiltrates career education, using teaching methods that focus on career experience, and constructing a comprehensive evaluation system for career development. Finally, this paper selects the compulsory fourth course "Value Creation and Realization" as the lesson design, applies the specific infiltration strategy proposed in the paper to design teaching, and puts it into practice. The teaching effect is tested through post class questionnaire surveys, thereby proving the feasibility and effectiveness of the infiltration strategy proposed in this study, which provides reference for subsequent teaching and research.