“新高考”改革中的选科模式带来了20种学科组合，社会职业环境的复杂性日益加剧，信息呈现的不确定性和高模糊性已不可避免。学生在进行生涯决策的过程中会吸收大量的生涯信息，这些信息来源既包括外部客观的也包括内部主观的，信息的多元化导致了信息的复杂、不一致、模糊性和不可测性。在模糊多变的环境中，处理和应对生涯模糊情境的能力是个体生涯适应力的核心内容。本研究基于生涯混沌理论（chaos theory of careers）设计生涯决策模糊容忍课程干预方案，从提高生涯决策模糊容忍度的角度来帮助个体获得生涯应变能力，提高生涯适应力，为高中生的生涯教育提供参考方案。

      本研究采用实验组（生涯决策模糊容忍课程辅导）、对照组1（学校原有生涯课程）、对照组2（无干预）前后测的实验设计，将北京某中学自愿参与实验的69名高一学生分为实验组（23人），对照组1（23人）和对照组2（23人）。实验组实施为期15周的生涯决策模糊容忍课程辅导，对照组1实施为期15周的学校原有生涯课程，对照组2不实施任何干预。以生涯决策模糊容忍度问卷、生涯适应力问卷作为测量工具，在干预前、干预后、干预结束1个月后对所有被试进行评估，以考察生涯决策模糊容忍课程辅导对高中生的生涯决策模糊容忍度和生涯适应力的即时效果和持续效果。

       研究结果表明，干预前高中生的生涯决策模糊容忍度偏好性维度（p<0.05）和容忍性维度（p<0.01）与生涯适应力显著正相关。前测的生涯决策模糊容忍度能够显著预测后测的生涯适应力。生涯决策模糊容忍课程辅导显著提高了高中生生涯适应力的生涯控制（F=3.925, p=0.006<0.01）和生涯好奇（F=2.711, p=0.033<0.05），且效果均具有持续性；显著提高了高中生的生涯决策模糊容忍度的偏好性（F=2.449, p=0.094<0.1）和降低了回避性（F=3.500, p=0.009<0.01），仅后者效果具有持续性。

The mode of selecting subjects in the reform of "New College Entrance Examination" has brought about 20 kinds of subject combinations, and the complexity of social and professional environment is increasing day by day, so the uncertainty and high fuzziness of information presentation are inevitable. In the process of career decision-making, students will absorb a lot of career information, which comes from both external objective and internal subjective sources. The diversity of information leads to the complexity, inconsistency and fuzziness of information. In the fuzzy and changeable environment, the ability to deal with and cope with the fuzzy situation of career is the core content of individual career adaptability. Based on the perspective of chaos theory of careers, this study designs the intervention scheme of fuzzy tolerance course of career decision, which helps individuals to acquire career adaptability and improve career adaptability from the perspective of improving the fuzzy tolerance of career decision, and provides a reference scheme for career education of senior high school students.

In this study, 69 senior high school students who volunteered to participate in the experiment in a middle school in Beijing were divided into experimental group （23 students）, control group 1（23 students）and control group 2（23 students）. The experimental group was given a 15-week career decision ambiguity tolerance course, the control group 1 was given a 15-week school career course, and the control group 2 was given no intervention. Using the career decision ambiguity tolerance scale and career adapt-ability scale as measuring tools, all subjects were evaluated before, after and one month after the intervention, in order to investigate the immediate and lasting effects of career decision ambiguity tolerance course counseling on senior high school students'career decision ambiguity toleranc and career adaptability.