高考改革背景下，高中生在高一就要从思想政治、历史、地理、物理、化学和生物6个科目中自主选择3科作为考试科目，选择之前需要对科目、专业和大学考虑多种因素，如自身的兴趣、优势，大学专业、限考规定，国家地区就业政策等。因此，帮助高一学生选择合适的学科，提高生涯适应力应付未来不确定性成为了高中生涯教育的核心课题。生涯适应力是指个体在应对自身生涯角色转变时，能够顺利适应变化，保持生涯角色平衡的能力（Savickas，2005）。生涯适应力使个体可以灵活应对和处理变化，战胜对未来不确定性的恐惧（Rossier，2015）。研究表明，高水平的生涯适应力使人们在学习和工作的转变中更容易获得成功（Pouyaud et al.，2012）。

Savickas（2009）提出的人生设计咨询（Life Design Counseling，LDC）能够帮助个体建构、解构、重构人生故事，澄清自我概念，建立人生目标，并探索行动的路径。生涯适应力是21世纪生涯发展和人生设计咨询中的重要变量。但人生设计取向的生涯适应力干预研究却很少。本研究以人生设计咨询为框架，编写高一年级的人生设计取向生涯课程，帮助学生在叙述故事和互动中更好地了解自己是谁，自己能做什么，规划未来的人生目标，增强对未来的把控感和自信心，最终提高他们的生涯适应力。

本研究选取中山市某高中一年级106名学生作为研究对象，实验组（n=55）实施持续12周的人生设计取向生涯课程，对照组（n=51）则实施12周学校已有的生涯课程。收集实验组和对照组干预前后的生涯适应力、未来取向、生涯决策自我效能数据。研究结果显示：人生设计取向生涯课程总体上可以提高高一学生的生涯适应力，对生涯适应力四个维度（关注、好奇、控制、自信）均有显著提升；人生设计取向生涯课程可以提高高一学生的未来取向和生涯决策自我效能。

Under the background of the reform of the college entrance examination, high school students in the first year of high school must choose 3 subjects from the 6 subjects of ideology and politics, history, geography, physics, chemistry, and biology. Before choosing, they need to consider a variety of factors in subjects, majors and universities. Such as own interests, advantages, university majors, restrictions on examinations, national and regional employment policies, etc. Therefore, improving the career adaptability of high school students, helping subject selection, and coping with future uncertainties have become the core topics of high school career education. Career adaptability refers to the ability of an individual to adapt to changes smoothly and maintain the balance of career roles when dealing with changes in their own career roles (Savickas, 2005). Career adaptability enables individuals to flexibly respond to and deal with changes, and overcome fear of future uncertainty (Rossier, 2015). Studies have shown that a high level of career adaptability makes it easier for people to succeed in the transition of study and work (Pouyaud et al., 2012). The Life Design Counseling (LDC) proposed by Savickas (2009) can help individuals construct, deconstruct, and reconstruct life stories, clarify self-concepts, establish life goals, and explore paths of action. Career adaptability is an important variable in career development and life design consultation in the 21st century. However, there are very few studies on life design-oriented career adaptability intervention. This research uses life design consulting as the framework to compile a life design-oriented career curriculum for the first year of the senior year to help students better understand who they are and what they can do through storytelling and interactions, plan future life goals, and enhance the future Their sense of control and self-confidence will ultimately improve their career adaptability.

This study selected 106 first-year students from a high school in Zhongshan City as the research objects. The experimental group (n=55) implemented a 12-week life-design-oriented career course, and the control group (n=51) implemented a 12-week school career. course. Collect data on career adaptability, future orientation, and career decision-making self-efficacy of the experimental group and the control group before and after the intervention. The results of the research show that the life design-oriented career curriculum can improve the career adaptability of high school students in general, and the four dimensions of career adaptability (attention, curiosity, control, and self-confidence) can be significantly improved; One student’s future orientation and career decision-making self-efficacy.