作为一项结合作者生涯教育实践经验的质性研究，本研究以作者所任教的贵阳市一所示范性高中的2018级高一新生为研究对象，旨在理解这些高一新生眼中的职业及其职业探索的过程。 在研究一中，以高一年级一个班共63名学生为被试，采取班级团体辅导的形式对其实施生涯幻游，随后要求被试完成生涯幻游问卷，问卷共两个开放性问题：1）第1题旨在帮助被试以文本的形式呈现其在生涯幻游中的职业场景，这些场景可以体现被试的职业图式；2）因生涯幻游所反映的职业场景有限，第2题围绕第1题展开，旨在全面了解被试的职业知识。对生涯幻游问卷的编码分为两个阶段，以O*NET内容模型为框架，第一阶段对第1题进行职业场景关键词编码，编码结果显示被试的职业图式呈现出刻板化印象的倾向；第二阶段对第1题和第2题进行职业知识编码，结果显示被试的职业知识匮乏。 在研究二中，作者以被试能否在生涯幻游问卷中比较清晰的描述职业并准确说出职业名称为标准，将其分为“职业定向组”和“职业未定向组”，共有7名职业未定向组和2名职业定向组的被试参加关于职业探索的深度访谈。为进一步了解被试职业图式和职业知识的形成过程，本研究采用扎根理论的方法，分别对两组被试的访谈资料进行了编码，结果显示：1）职业未定向组的职业探索范式模型共包含5个部分，即影响因素、产生兴趣、探索、现状和存在的问题。2）该范式模型显示，高一新生在职业探索中缺少来自家庭和学校的生涯教育，大多通过大众媒体获取职业知识，且缺乏职业探索的自主性，可能造成了他们半途而废或被动消极的职业探索现状。3）对比职业未定向组和职业定向组的职业探索范式模型可以发现，两者呈现出类似的范式模型，最大的区别在于职业定向组的职业探索自主性更强，这种自主性可能是造成他们职业探索现状更好的原因。

This is a qualitative study combining the practical experience of the author's career education, aiming at understanding the senior 1 students’ occupational knowledge and occupational exploration of a model high school in Guiyang. In the study 1, 63 students were tested after guided imagery, with two open questions: 1) The 1th question was designed to acquire the subjects’ work experiences which reflected their occupational schema; 2) the 2nd question was designed to assess the subjects’ occupational knowledge. The coding results suggested that the subjects’ occupational schemas were stereotyped and occupational knowledges were inadequate. In the study 2, the subjects were divided into "career-oriented group" and "career-non-oriented group" based on the ability to describe occupations in detail, and 7 of the career-non-oriented group and 2 of the career-oriented group were interviewed aiming at researching how they explore occupations. The grounded theory was used to analyze the data gathered from two groups respectively, and the results showed that: 1) The occupational exploration paradigm model of the career-non-oriented group consisted of 5 parts: influencing factors, starting interests, exploring, present situation and existing problems. 2) The paradigm model suggested that lacking career supports from parents and schools, gaining occupational information through the mass media, and being passive on exploring occupations might have contributed to the present situation. 3) Comparing the occupational exploration paradigm models of the 2 groups, it can be found that the two paradigm models were similar, and the biggest difference was that the career-oriented group showed stronger autonomy in exploring occupations, which might be the reason for the better present situation of occupational exploration.