职业生涯建构是个体对职业做出感知、探究、分析、适应等一系列有意义的职业发展行为的过程。在职业生涯建构的过程中，个体只有准确清晰地认识自我，积极主动地先行探索，明确理性地做出决策，扎实有效地践行准备，才能助力于高质量的就业。因此，本研究聚焦在读教育学学术型硕士生，分析样本学生职业生涯建构的总体水平和差异性特征，探讨其影响因素并提出针对性的改进措施，对于丰富职业生涯建构相关理论认识、促进教育学学术型硕士生就业质量提升有一定参考作用。

借鉴已有研究，编制《在读教育学学术型硕士生职业生涯建构调查问卷》，抽取来自不同高校共238名在读教育学学术型硕士生进行问卷调查，同时选取部分在读教育学学术型硕士生进行半结构化访谈，分析发现：

第一，样本学生的职业生涯建构得分均值为3.50，各维度得分由高到低分别为职业生涯探索、职业发展准备、职业自我认知、职业生涯决策。

第二，不同个体背景特征的样本学生职业生涯建构水平存在显著差异。男生的得分显著高于女生；家庭年总收入为20万及以上的学生得分高于其他学生；研一和研三学生得分显著高于研二学生；兼职或实习次数为3次及以上的学生得分显著高于其他学生。

第三，个体背景特征、专业学习投入和职业生涯教育体验对样本学生的职业生涯建构水平有显著影响。个体背景特征上，性别、家庭年总收入、兼职或实习经历对职业生涯建构水平有显著影响。专业学习投入上，专业学习认知明晰程度对职业生涯建构水平有显著影响。职业生涯教育体验上，职业生涯教育满意度、职业生涯教育与专业教育融合满意度对职业生涯建构水平有显著影响。

基于样本学生的职业生涯建构水平及特征，应加强教育学学术型硕士生的实习学校和实践岗位建设，厚植积极心理资本，精准提供就业服务；加强不同群体的针对性帮扶，落实研二阶段的就业指导，丰富学生的实践经验；协同定位多样化的培养目标，创设真实有效的学习情境，引导学生转变学习观念并加大专业学习投入强度；加强职业生涯课程建设，创新职业生涯教育形式，推动职业生涯教育与专业教育有机融合。

Career construction is a process in which individuals make a series of meaningful career development behaviors, such as perception, exploration, analysis and adaptation. In the process of career construction, individuals can achieve higher quality employment only by accurately and clearly understanding themselves, actively and actively exploring, making clear and rational decisions, and fully and effectively practicing preparation. Therefore, this study focuses on pedagogy academic postgraduates, analyzing the current situation of sample students' career construction, discussing its influencing factors and puts forward put forward targeted improvement measures, which has a certain reference role in enriching the theoretical understanding of career construction and promoting the employment quality of educational academic postgraduates.

Based on the existing research, the Questionnaire on Career Construction of Pedagogy Academic Postgraduates was compiled，collecting 238 pedagogy academic postgraduates from different universities. At the same time, some pedagogy academic postgraduates were selected for semi-structured interview，and analyze the findings：

First, the average score of career construction of the sample students is 3.50, and the scores of each dimension from high to low are career exploration, career development preparation, career self-awareness and career decision-making.

Second, there are significant differences in the level of career construction among the sample students with different individual background characteristics. The score of boys is significantly higher than that of girls; students with a total annual family income of 200000 or more scored higher than other students; The scores of students in grade one and grade three were significantly higher than those in grade two; The scores of students with 3 or more part-time jobs or internships were significantly higher than those of other students.

Third, individual background characteristics, professional learning investment and career education experience have a significant impact on the career construction level of the sample students. In terms of individual background characteristics, gender, total annual family income, part-time or internship experience have a significant impact on the level of career construction. In terms of professional learning investment, the degree of cognitive clarity of professional learning has a significant impact on the level of career construction. In terms of career education experience, the satisfaction of career education and the integration of career education and professional education have a significant impact on the level of career construction.

Based on the career construction level and characteristics of the sample students, we should strengthen the construction of internship schools and practical posts for pedagogy academic postgraduates, plant positive psychological capital and provide accurate employment services; Second, help students in different stages of employment, and strengthen the guidance of different groups; Coordinate and position diversified training objectives, create real and effective learning situations, guide students to change their learning ideas and increase the intensity of professional learning investment; Strengthen the construction of career courses, innovate the forms of career education, and promote the organic integration of career education and professional education.