Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.Giáo dục kỹ năng mềm cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh ở các trường Đại học trên địa bàn tỉnh Hải Dương hiện nay theo quan điểm tích hợp.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN HAI TRUNG SOFT SKILLS EDUCATION FOR UNDERGRADUATES IN TEACHING THE SUBJECT HO CHI MINH THOUGHT ACCORDING TO INTEGRATING PERSPECTIVES IN UNIVERSITIES IN HAI DUONG PROVINCE Major: Theories and Teaching methods of Politics Education Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS IN EDUCATION HANOI - 2022 The work was completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Sciencetific instructor 1 Assoc Prof Doan Xuan Thuy 2 Assoc Prof Pham Viet Thang Reviewer 1: Assoc Prof Dr Nguyen Thi Kim Dung Ho Chi Minh National Program Academy Reviewer 2: Assoc Prof Dr Pham Van Son Ministry of Education and Training Reviewer 3: Assoc Prof Dr Lai Quoc Khanh University of Social Sciences and Humanities - Vietnam National University, Hanoi The dissertation will be defended before the meeting of the School-level thesis council at Hanoi National University of Education at the time hour day month year 2022 The thesis can be found at the library: - National Library of Vietnam (Hanoi) - Library of Hanoi National University of Education 1 INTRODUCTION 1 Rationale Vietnam is in the process of promoting industrialization, sweeping integration into the regional economy and the world As a developing country, in order to achieve its goal of becoming a modern industrial country in the mid-21st century, it is required to implement a multi-strategic, solution, in which one of the key factors Important, key is education, training Together with information and technology (IT) is identified as the leading driver, national book of development, promoting your role, mission, education and training needs to go ahead and focus on quality In the process of leading and directing the development of the country, our Party and the State are always high, valued at education and training The Party Congress Resolution of Term IX, X, XI and XII has always identified education and training innovation as one of the strategic breakthrough solutions to improve the quality of growth, labor productivity and competitiveness of the economy Training and training programs are designed to provide the necessary skills and knowledge to the public and to ensure that they are provided in a timely manner and in a timely manner Realizing the way, policy, policy of the Party and the State, the education and training, including step-by-step higher education, fosters content innovation, programs, how teaching organizations - training, in addition to equipping IT knowledge, paying attention to training for practitioners of practice, application, developing the skills needed to ensure career capacity, social capacity, education and training, capacity development, skills to become criteria, standards, quality measures, efficiency in today's society High school education is determined not only to train, equip students knowledge but also to equip, train, develop comprehensive skills, especially soft skills for students to graduate School is likely to be a master, adapting to job requirements, career in society always has advocacy and transformation Soft skills along with knowledge and professional competence are important in ensuring that each graduate can find jobs, adaptations to survive, grow, manage and master work as well as life The student himself also realized the need to equip, practice and develop self-study skills Students are very sensitive and easy to "accept" new trends and trends in society, economy, technology and culture As a result, all of the above factors are considered to be the cause of the injury and the causal relationship between dumped imports and the injury suffered by the Community sector during the period under consideration Ho Chi Minh Thought is a huge asset and treasure and an extremely valuable legacy that he leaves to our Party, our people, the working class and the entire nation of Vietnam The inclusion of this topic in teaching at universities and colleges in our country contributes to asserting that, together with Marxism - Leninism, Ho Chi Minh Thought is the theoretical foundation, which is the male indicator for all our actions on the path of building and protecting fatherland Due to the characteristics of subject knowledge and the close connection between theory and practice, Ho Chi Minh Thought has many advantages in educating students' life skills Derived from the above reasons, we chose and implemented the theme: "Soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought according to integrating perspectives in universities in Hai Duong province" 2 Research objectives 2 On the basis of a study of the theoretical and practical issues of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought at universities in Hai Duong province, the thesis proposes the principles and measures of soft skills education for students in teaching Ho Chi Minh Thought at universities according to integrating perspectives to improve the effectiveness of soft skills education for students at current universities 3 Research objective and subjective 3.1 Research subjectives The process of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities 3.2 Research objectives Solutions of soft skills education for undergraduates in teaching Hochiminh Thought in universities nowadays according to integrating perspectives 4 Research hypothesis Soft skills education for students universities in our country is an issue that needs to be taken care of and focused on the current context Soft skills education for students at universities can be done through many paths and ways, such as intensive thematic education, education through the experience of activities, movements, integration of education in the subject Ho Chi Minh Thought is a subject capable, appropriate, feasible and dominant in soft skills education for students If this educational process is researched, implemented, ensuring the necessary conditions, the faculty and students are interested, focused on implementation, then the results, the quality of soft skills education for students in teaching Ho Chi Minh Thought in universities according to integrating perspectives will bring practical effectiveness and positivity 5 Tasks of the research - Study the reasoning and practical basis of soft skills education for students in teaching Ho Chi Minh Thought at universities according to integrating perspectives today - Propose soft skills education principles and measures for students in teaching Ho Chi Minh Thought at universities according to integrating perspectives today - Organizing pedagogical experiments to test the results of the application of soft skills education for students in teaching Ho Chi Minh Thought subjects in universities according to integrating perspectives proposed by the the dissertation 6 Scopes of the research - In contents: The the diss thereology focuses on soft skills education for students in teaching Ho Chi Minh Thought at universities in Hai Duong province - In practice: Practical survey of soft skills education for students in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province There are five universities: Hai Duong University of Technology Medicine, Hung Yen University of Technical Education - Hai Duong Campus 3, Thanh Dong University, Sao Do University and Hai Duong University The survey on these five universities is supposed to be of science, objectivity and representative 3 7 Methodology and methods of the research 7.1 Methodology The dissertation impeachment uses material methods of justification; scientific abstraction methods on the basis of eliminating random, temporary, distinctive, non- fundamental elements for concentration; logical method combining history 7.2 Methods of the research - Theoretical research methods: These methods are intended to collect theoretical information to build the theoretical basis of the topic - Practical and practical research methods: These methods are aimed at gathering practical information to build the practical basis of the topic 8 New contributions of the thesis This is a topic at the doctoral level of education, the the theology and teaching methods of Political Education and research on soft skills education for students in teaching Ho Chi Minh Thought in universities The completed topic has practical reasoning and practical implications with the basic new contributions of the the diss impeachment, namely: - Researching and contributing to teaching the theology, reasoning and teaching methods of Political Education on soft skills education, capacity development through teaching and studying subjects, especially soft skills education for students in teaching Ho Chi Minh Thought according to integrating perspectives at universities in Hai Duong province - From the basis of the the theology and practice of the topic, the the diss impeachment the diss impeachment on the necessity of knm education for students in teaching Ho Chi Minh Thought according to integrating perspectives at universities in Hai Duong province - The pedagogical experimental results of the the diss impeachment have affirmed the correctness of the proposed measures and can be applied to the teaching activities of Ho Chi Minh Thought at universities in Hai Duong province in particular, universities nationwide in general today - The the dission can be used as a reference for lecturers of Ho Chi Minh Thought, research scientists, students and other readers in teaching, research and learning 9 Structure of the thesis Excluding from Introduction, Conclusion and Recommendations, References, Research appendix, the thesis includes four chapters: Chapter 1: Research overview of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in current universities Chapter 2: Theoretical and practical bases of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought according to integrating perspectives in universities today Chapter 3: Principles and solutions of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought according to integrating perspectives in universities today Chapter 4: Pedagogy experiment 4 Chapter 1 RESEARCH OVERVIEW OF SOFT SKILLS EDUCATION FOR UNDERGRADUATES IN TEACHING THE SUBJECT HO CHI MINH THOUGHT IN CURRENT UNIVERSITIES 1.1 Research overview of soft skills and soft skills education 1.1.1 Researches of soft skills Over the years, researchers at home and abroad have become increasingly interested in researching soft skills This has been confirmed through the number of published research works However, these works have been primarily focused on determining the importance of soft skills; initially interested in defining the concept, characteristics of soft skills and some specific soft skills, but there is no unity among the researchers The characteristics of soft skills have not been determined to be unified No topic has been comprehensively identified in terms of soft skills system and soft skills evaluation criteria 1.1.2 Researches of soft skills education These works have mainly focused on general research on soft skills education The concept, goals, content, methods and forms of soft skills education have not really been agreed among researchers In particular, there has been no comprehensive study of soft skills education in terms of reasoning, situation and measures 1.2 Research overview of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought according to integrating perspectives In general, the published and approached topics and research works, although not focused on the study of soft skills education for undergraduates through the subject, but more or less contain and suggestive about soft skills education, the ability to soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities There is no work to clarify the necessity of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought as well as comprehensively identify the objectives, contents and ways of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities 1.3 Values and issues given in research overview to the dissertation 1.3.1.Values of works that was reviewed In general, most of these research topics have approached and solved relatively comprehensive and rich research and solving issues, including in-depth research topics on the necessity and importance of soft skills for students; the soft skills system required by current students; assess the status of soft skills to propose solutions, require strengthening education, developing soft skills education for Vietnam students Along with Marxism - Leninism, the subject Ho Chi Minh Thought is the foundation of reasoning and practice, is the principle for all revolutionary actions of our People under the leadership of the Party, is the property, is a great value of our Party, the State, the People and the entire nation of Vietnam , so the subject Ho Chi Minh Thought has been and will continue to be set, interested, researched Many topics, works, thematic books on the subject Ho Chi Minh Thought The overview of the topics and works has published research on the subject Ho Chi Minh Thought as well as research on teaching methods, propaganda, 5 education Ho Chi Minh Thought helps the process of implementing this thesis has a foundation, scientific foundation, reasoning and solid practice, inheritance and development So far, there are almost no topics and works set out in depth and focused on the implementation and research on soft skills education for students through teaching the subject Ho Chi Minh Thought The fact that there is no or no topic, the study of soft skills education for students through teaching the subject Ho Chi Minh Thought seems to be a difficult, big challenge when implementing this thesis In fact, this is considered an opportunity, a factor expressing the newness of the thesis, because surely the scientific material of soft skills education is available in the system of topics of the subject Ho Chi Minh Thought The important and practical meaning of reasoning and practicality, ensuring the value of the thesis is the exploitation and promotion of those values, research and design of lesson plans, lectures, on the one side affirms the practical ability of soft skills education through teaching the subject Ho Chi Minh Thought, on the other behalf of bringing breakthroughs, feasibility to soft skills education for students through the subject 1.3.2 Issues given in research overview to the dissertation The dissertation impeachment is responsible and must successfully implement these objectives and tasks That is, building the reasoning basis of soft skills education in teaching the subject Ho Chi Minh Thought in universities; Conceptual explanations: Soft skills, life skills and skills necessary to perform soft skills education for students in teaching the subject Ho Chi Minh Thought; Pointing out the characteristics and peculiarities of the subject Ho Chi Minh Thought, the organic relationship between soft skills education content for students and the subject knowledge Ho Chi Minh Thought in the course of teaching subjects; Clarify the practical basis of soft skills education for students in teaching the subject Ho Chi Minh Thought in universities today On that basis, the thesis must set out the principles and measures of soft skills education for students in teaching the subject Ho Chi Minh Thought in universities and conduct pedagogical experiments to test the results of the application of forms and measures proposed by the thesis Conclusions of chapter 1 Chapter 1 overview of topics and research works related to the diss impeachment That is, a research overview of soft skills, necessity and education, development of soft skills for students in the world and Vietnam; Overview of the subject Ho Chi Minh Thought, on soft skills education for students in teaching the subject Ho Chi Minh Thought Based on the research overview, chapter 1 assessed the value and problems arising from the thesis, affirming that there are gaps, especially the research gap in soft skills education for students in teaching the subject Ho Chi Minh Thought in universities This is an important basis for researching and implementing this the dissertation The topics and research works domestically and internationally related to the thesis are systematized according to the content circuit including: - Research works on soft skills and soft skills education - Research works on soft skills education for students in teaching the subject Ho Chi Minh Thought according to the integrating perspectives 6 - Analyzing and comparing the names and contents of research works domestically and internationally, building a valid basis for affirming the novelty of the thesis topic - Identifying gaps in research on soft skills education and soft skills education for university students in teaching the subject Ho Chi Minh Thought according to the integrated perspective - Affirming the values of existing research works in implementing the objectives, tasks and research contents of the thesis Chapter 2 THEORETICAL AND PRACTICAL BASES OF OF SOFT SKILLS EDUCATION FOR UNDERGRADUATES IN TEACHING THE SUBJECT HO CHI MINH THOUGHT ACCORDING TO INTEGRATING PERSPECTIVES IN UNIVERSITIES IN HAI DUONG PROVINE TODAY 2.1 Theoretical base of soft skills education in teaching the subject Ho Chi Minh Thought according to integrating perspectives for undergraduates in universities 2.1.1 Overview of soft skills 2.1.1.1 Definition of soft skills * Skills are an individual's abilities to successfully perform certain actions or activities that result in a specified result based on an individual's knowledge of such behavior or activity as well as related things * Soft skills are understood as the ability of individuals to successfully perform activities to establish and develop inter-interactions between themselves and those around them resulting in positive results in professional activities based on the relevant knowledge system that has been formed through the learning process and experience 2.1.1.2 Characteristics of soft skills Soft skills include such characteristics as follows: - Firstly, soft skills are not congenital factors - Secondly, soft skills are not just expressions of emotional intelligence - Thirdly, soft skills are formed by the way of experience rather than merely "loading" knowledge - Fourthly, soft skills contribute to support for knowledge and professional skills, which especially hard skills - Fifthly, soft skills are unique and constantly improved according to the development of education and training process in particular and society in general 2.1.1.3 Classification of soft skills Through the research process, we found that, besides hard skills, each individual's soft skills include basic skills such as: Cognitive skills; teamwork skills, time management skills, communication skills, leadership skills, emotional control skills, crisis overcoming skills, conflict resolution skills, creative skills 2.1.2 Soft skills education for undergraduates 2.1.2.1 Students’ psychological characteristics Students have typical psychological features, this is their strength compared to other ages such as: high self-consciousness, career feelings, capacity and intellectual feelings development (desire to find new things, like to explore, explore), have needs, aspirations to succeed, many dreams and enjoy the experience , dare to face challenges However, due to the limitations of life experience, students also have limitations in selecting and absorbing 7 new ones These psychological factors have an impact on students' learning, training and striving activities 2.1.2.2 Definition of soft skills education for undergraduates in universities * Soft skills education is a purpose-based, organized process of educating educators to form a full sense of well-being, correct attitudes and behaviors, appropriate habits of preparing, establishing and developing interactions with those around them who are involved in professional activities effectively * Soft skills education for undergraduates in universities is a purpose-based, organized process of staff and faculty to students in order to form a full sense of student, correct attitude and behavior, appropriate habits of preparing, establishing and developing inter-interaction relationships with those around them related to professional activities in effective future, helping them gradually affirm their values in the field of professional activities and social values 2.1.2.3 Purposes of soft skills education for undergraduates in universities Soft skills education for universities to achieve basic goals of consciousness, attitudes, behaviors and habits 2.1.2.4 Contents of soft skills education for undergraduates in universities Soft skills education content for students is the content of the activities of lecturers and students in the educational process Specific contents of the process of soft skills education for students of universities include: Self-awareness skills education for students; Teamwork skills education for students; Time management skills education for students; Communication skills education for students; Educate students on their own leadership skills; Emotional control skills education for students; Crisis-overcoming skills education for students; Conflict resolution skills education for students; Creative skills education for students 2.1.2.5 Principles of soft skills education for undergraduates in universities The process of soft skills education for students of universities should ensure principles such as: Ensuring the purpose of the process of educating students at the University; Ensuring cohesion with social and professional life; Ensuring unity between conscious education and the creation of students' behavioral habits; Ensuring the advantages of the students in the educational process; Ensure reasonable respect and requirements for students in the educational process; Ensure unity between the pedagogical organizational role of lecturers and the self-active, independent, creative role of self-education of students; Ensure systematic, next, continuous in the educational process 2.1.2.6 Ways of soft skills education for undergraduates in universities There are many ways to soft skills education for university students, in which we can mention some educational paths such as: Through teaching subjects in the school; through the collective activities of students; through social activities for students; through self- training and self-cultivation activities of students 2.1.2.7 Factors impacting on soft skills education for undergraduates in universities Soft skills education for undergraduates in universities is influenced by a number of different factors 2.1.3 Soft skills education in teaching the subject Ho Chi Minh Thought for undergraduates in universities The Ho Chi Minh Thought Curriculum at universities was issued under Decision No 52/2008/QD - BDDT on September 18, 2008 by the Minister of Education and Training In order to implement soft skills education for students in teaching the subject Ho Chi Minh Thought in universities achieved high quality and efficiency, lecturers need to fully identify 8 goals, contents, methods, forms and tests, evaluate the results of soft skills education for students in teaching the subject Ho Chi Minh Thought 2.1.4 Integrating perspectives and teaching according to integrating perspectives Integrating perspectives are understood as the recognition of all things and phenomena in the objective world as a unified whole and requiring a holistic study Education from an integrative perspective refers to the integration and interweaving of different educational contents into one activity to bring about educational effectiveness We believe that, from an integration point of view, the integration process needs to ensure a number of specific requirements: Integration must achieve a content consistency; integration must achieve teaching and educational purposes; integrating genealogy towards scientific and practical problems; content can be integrated between subjects or non-subjects 2.2 Practice of soft skills education in teaching the subject Ho Chi Minh Thought according to integrating perspectives for undergraduates in universities in Hai Duong province today 2.2.1 Overview of the research area 2.2.2.1 Universities in Hai Duong province In Hai Duong province, there are 5 universities: Hai Duong University of Technology Medicine; Sao Do University, Thanh Dong University; Hai Duong University; Hung Yen University of Technical Education (Base 3) 2.2.2.2 Lecturers of Universities in Hai Duong province Statistical results show that so far, the total number of university teachers in Hai Duong province is 1313 people, of which, the number of lecturers teaching the subject Ho Chi Minh Thought is 33 people 2.2.2.3 Undergraduates of Universities in Hai Duong province Statistics of students in universities in province Hai Duong shown in Figure 1 as following: Figure 1 The number of students in universities in Hai Duong province No University School year School year School year 2017 - 2018 2018 - 2019 2019 - 2020 1 Hai Duong University of Technology Medicine 2798 2664 2511 2 Sao Do University 2545 2346 2443 3 Thanh Dong University 1335 1259 1068 4 Hai Duong University 1556 1331 1300 5 Hung Yen University of Technical Education (Base 3) 717 727 601 Total 8951 8327 7923 2.2.2 Introduction of the survey * Purposes and objectives of the survey: We conducted a survey to assess the status of the research on 33 lecturers teaching the subject Ho Chi Minh Thought and 427 students * Contents of the survey: We studied many contents related to the status of research topics * Subjectives, objectives and time of the survey: We conducted a survey to assess the status of the research on 33 GV teaching the subject Ho Chi Minh Thought and 427 students at five universities in Hai Duong province, a number of educational managers in universities and the employers The time duration for the survey: from September to December 2018 11 - Students’ assessment of the level of soft skills in needs and development in universities Figure 4 Students’ awareness of their levels of soft skills in universities Levels Skills Good Decent Average Weak Poor No % No % No % No % No % Self-awareness skills 47 11.0 180 42.2 171 40.0 22 5.2 7 1.6 Teamwork skills 60 14.1 188 44.0 162 37.9 14 3.3 3 0.7 Time management skills 56 13.1 178 41.7 176 41.2 15 3.5 2 0.5 Communication skills 51 11.9 192 45.0 166 38.9 17 4.0 1 0.2 Leadership skills 53 12.4 187 43.8 164 38.4 22 5.2 1 0.2 Emotion control skills 54 12.6 183 42.9 167 39.1 21 4.9 2 0.5 Crisis-overcoming skills 62 14.5 168 39.3 173 40.5 22 5.2 2 0.5 Conflict resolution skills 61 14.3 182 42.6 167 39.1 16 3.7 1 0.2 Creativity skills 60 14.1 189 44.3 157 36.8 17 40.0 4 0.9 Through Figure 4, we found that the majority of students surveyed rated students' soft skills at "Decent" (the assessment rate for this level in students ranged from 39.3% to 45.0% of the total number of lecturers surveyed) In addition, between 11.0 and 14.5% of comments assessed the status of soft skills in students at the "Good" level Research results are obtained through the use of interview method with a number of educational managers in universities and the employers in Hai Duong province with the question: "Your assessment of the level in employees’ soft skills who were trained at universities in Hai Duong province?" helped us get more practical information to confirm the reality The research results obtained about the status of university students’ soft skills have provided practical information that requires schools, especially teachers, to continue to pay attention to research and apply appropriate methods and measures to gradually develop skills for students Thereby we may have been contributing to improving the educational quality of the schools, helping them to supply the labor market with qualified human resources, highly professional with good soft skills 2.2.3.3 Practice of factors impacting on soft skills education for undergraduates in universities in Hai Duong province The results of the study showed that: In general, there is a unity among the groups of respondents in assessing the impact of objective and subjective factors on soft skills education for undergraduates of universities when all confirmed the factors that we study, proposed are at the level of "Influence" and "Influence much" , no comments were evaluated at the level of "Normal", "Less Influential" or "No Influence" The respondents agreed that the group of subjective factors influenced soft skills education for undergraduates of universities compared to the group of objective factors The group of students who were university lecturers rated the above factors higher than the student group (Average points overall were 4,66 and 4,53) 2.2.4 Practice of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province 2.2.4.1 Lecturers and students’ agreement of developing soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province The results of the study showed that lecturers and students of universities in Hai Duong province surveyed affirmed that soft skills education in teaching the subject Ho Chi Minh Thought in universities is capable of developing soft skills for undergraduates 12 2.2.4.2.The importance of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province The results of the study showed that 100% of university lecturers and students surveyed said that soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought is "Very important" and "Important" There is no idea that "Less important" or "It doesn't matter." Thus, the participants realized the importance of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities This is a convenient basis for universities and lecturers to organize the process of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought At the same time, it is also an important basis for students to organize, train themselves, develop soft skills for themselves in the process of participating in studying the subject Ho Chi Minh Thought, as well as additional activities for this subject 2.2.4.3 Practice of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province The results achieved show that: Most of the participants are sure that soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought has been on the move in universities in Hai Duong province for ages However, the participants agree that of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province probably is at the level ‘Not regularly’ 2.2.4.4 Achievement and limitions of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province The results achieved: lecturers and students are increasingly interested in: Soft skills; advantages of the subject Ho Chi Minh Thought in soft skills education for undergraduates Seeing the advantages of teaching the subject Ho Chi Minh Thought in developing soft skills for undergraduates and the need for soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought; objectives, forms and methods of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought has been interested in implementing lecturers The problems exist: The problem of designing the plan to teach the subject Ho Chi Minh Thought with soft skills system; The problem of organizing the teaching of the subject Ho Chi Minh Thought with soft skills system; The problem of testing and evaluating the teaching results of the subject Ho Chi Minh Thought with soft skills system 2.3 Necessity of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities according to integrated teaching perspectives Ho Chi Minh Thought's inner circle is a system of creative, revolutionary and scientific perspectives The practice of educating students in our country today shows that many students lack and are weak in life skills in general, soft skills in particular The higher education system has focused heavily on vocational skills training for students, but lacks soft skills education for undergraduates Ho Chi Minh Thought is a subject with many advantages in soft skills education for undergraduates (shown above); at the same time, soft skills education for undergraduates is not only the needs of the students, the school but also the whole society soft skills education for undergraduates in teaching the subject 13 Conclusions of chapter 2 The knowledge of the subject Ho Chi Minh Thought at the University has the advantage in soft skills education for students, so it is necessary to implement soft skills education for students in teaching the subject Ho Chi Minh Thought based on the proper identification, regular implementation, effective objectives , forms and methods of education Over the years, lecturers and students of universities in Hai Duong province have become more and more interested in soft skills systems that need to be formed and developed in students; advantages of the subject Ho Chi Minh Thought in soft skills education for students In order to improve the effectiveness of soft skills education for students in teaching the subject Ho Chi Minh Thought in universities according to integrated teaching perspectives, it is necessary to invest in the activities of designing teaching plans, organizing the implementation of the objectives of teaching, testing and evaluating the teaching results of the subject Ho Chi Minh Thought and soft skills education in teaching the subject Ho Chi Minh Thought Chapter 3 PRINCIPLES AND METHODS OF OF SOFT SKILLS EDUCATION FOR UNDERGRADUATES IN TEACHING THE SUBJECT HO CHI MINH THOUGHT IN CURRENT UNIVERSITIES ACCORDING TO INTEGRATED TEACHING PERSPECTIVES 3.1 Principles of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities according to integrated teaching perspectives The proposed soft skills education solutions for students in teaching the subject Ho Chi Minh Thought in universities in addition to the basic principles must also ensure principles such as: Ensuring the goal of teaching the subject Ho Chi Minh Thought; Ensure that it is consistent with the characteristics of the faculty, fit with students and the practical conditions of the university; Ensuring the basic requirements of life skills education, insuring integrated teaching perspectives 3.2 Solutions of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities according to integrated teaching perspectives 3.2.1 Proposing the targets and selecting the integrated contents in soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities 3.2.1.1 Purposes of the solution The planning of soft skills education for students in teaching the subject Ho Chi Minh Thought in universities in order to create the proactive for lecturers and students in teaching and learning; at the same time, orientation for lecturers in the use of teaching means, methods and techniques Through the teaching plan, lecturers will evaluate the level of completion of their lectures in both quantity and quality 3.2.1.2 Contents and ways to implement the solution * To identify the targets integrated in soft skills education for students in teaching the subject Ho Chi Minh Thought in universities Lecturers need to study and select soft skills to apply to each chapter in the subject At the same time, on the basis of the program, the subject Ho Chi Minh Thought, lecturers proceeded to design the soft skills education plan for students in teaching the subject Ho Chi Minh Thought in the university according to each lesson in the program 14 * To choose the contents integrated in soflt skill education for students in teaching the subject Ho Chi Minh Thought in universities Based on the targets and the teaching contents in Ho Chi Minh Thought, educational targets of soft skill identified, the lecturers need to choose the equivalent contents in soft skill education to well integrate in teaching and subject activities: Lecturers need to research and select soft skills to apply to each chapter in the subject At the same time, on the basis of the Ho Chi Minh Thought program and textbook, the lecturers design a soft skill education lesson plan for students in teaching Ho Chi Minh Thought at universities according to each lesson in the program In general, the content of this measure includes the following basic issues: Lesson plan title; number of units; lesson objects; teaching equipment and facilities; the lesson objectives identified; the knowledge content identified; teaching and learning activities; knowledge revision; assessment; comments and note-taking 3.2.1.3 Conditions for implementing the solution In order to implement this measure, there are basic conditions such as: Soft skills system, soft skills education content for students of universities to ensure scientific and practicality It is necessary to have the attention of the Ministry of Education and Training, managers at universities for the process of formation and development of soft skills system for students; innovation teaching the subject Ho Chi Minh Thought and soft skills education for students in teaching the subject Ho Chi Minh Thought 3.2.2 Implementing soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities 3.2.2.1 Purposes of the solution The objective of this measure is to realize the plan of lecturers (as shown above) and form and develop awareness, thought and skills, especially students' soft skills through specific activities during class time 3.2.2.2 Contents and ways to implement the solution - Using appropriate teaching methods in teaching the subject Ho Chi Minh Thought has the advantage in soft skills education for students - Use the dominant teaching facilities in soft skills education for students when teaching the subject Ho Chi Minh Thought in universities 3.2.2.3 Conditions for implementing the solution In order to implement this measure, it is necessary to have the basic conditions such as: It is necessary to have the attention of the Ministry of Education and Training, managers at universities in ensuring the necessary conditions for the formation and development of students' soft skills system There needs to be a unified coordination between lecturers, between lecturers and students, between students and students in the process of implementing soft skills education for students in teaching the subject Ho Chi Minh Thought in universities 3.2.3 Assessment in soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought in universities 3.2.3.1 Purposes of the solution This measure is implemented to determine the level of formation and development of soft skills for students after a period or the process of implementing soft skills education for students in teaching the subject Ho Chi Minh Thought in universities, on that basis, assessing the achievements and outstanding problems , from there, continue to improve the process of soft skills education for students in teaching the subject Ho Chi Minh Thought in universities 15 in the following years, contributing to the optimal development of soft skills system for students, at the same time, contributing to improving the quality of teaching the subject Ho Chi Minh Thought and the training quality in universities 3.2.3.2 Contents and ways to implement the solution - Identifying requirements to be ensured when developing soft skills assessment criteria for students of universities - Determining the level of ate ate of the criteria - Determining soft skills assessment criteria system for students of universities 3.2.3.3 Conditions for implementing the solution In order to implement this measure, basic conditions such as: Soft skills assessment criteria for students need to be studied, agreed and considered as an important tool for the testing and evaluation process There needs to be coordination among the forces involved in examining, evaluating the results of formation and development of soft skills for students of universities Attention should be received by the Ministry of Education and Training, managers at universities for the process of formation and development of soft skills system for students 3.3 Relationships of those above solutions Soft skills education measures for students in teaching the subject Ho Chi Minh Thought in universities now have a separate function should have relative independence, but between the measures there is no contradiction, on the contrary, they always have a unified relationship, impacting back and time with each other , creating a synthetic impact to be able to bring effective soft skills to students in teaching the subject Ho Chi Minh Thought in universities Conclusions of chapter 3 From the results of the study in chapter 3 we draw some of the following conclusions: The measures of knm education for students in teaching the subject Ho Chi Minh Thought in universities in Hai Duong province today besides based on the orientation of innovation of the training process; the basis of reasoning and practice should also ensure a full range of basic principles such as: Compliance with the goal of teaching the subject Ho Chi Minh Thought with soft skills education; in accordance with the characteristics of lecturers, students and practical conditions of the school; ensure systematicity Based on the above institutions, the thesis proposes three measures of knm education for students in teaching the subject Ho Chi Minh Thought in universities today including: Planning soft skills education for students in teaching the subject Ho Chi Minh Thought in universities; organize soft skills education for students in teaching the subject Ho Chi Minh Thought at universities; conduct tests and evaluation of soft skills education results for students in teaching the subject Ho Chi Minh Thought at universities Each measure of knm education for students in teaching the subject Ho Chi Minh Thought in universities is built according to a strict structure including the objectives of the measure; contents and methods of implementation of measures and conditions for implementation of measures The proposed measures are not contradictory but unified, creating a unified and capable of bringing the effectiveness of soft skills education to students in teaching the subject Ho Chi Minh Thought in universities 16 Chapter 4 PEDAGOGY EXPERIMENT 4.1 Overview of the pedagogy experiment 4.1.1 Purposes and objectives of the experiment - Purposes of the experiement: The experiment is conducted to verify the correctness of the proposed scientific hypothesis and confirm the feasibility of the measures that have been specifically proposed to evaluate the level of students’ soft skills development in applying the proposed methods Through that, the proposed measures would develop students’ soft skills in teaching the subject Ho Chi Minh Thought in universities, improving their training quality - Objectives of the experiement: Students were selected and divided into experimental groups and control groups + Subjectives in the first experiment were 45 undergraduates in the DK 08 – TDH (the second semester of the school year 2018 - 2019) in Sao Do University, in which 23 undergraduates were selected in experimental group (TN1) and the other 22 ones were selected as the control group (DC1) + Subjectives in the second experiment were 74 undergraduates in the class POL.2001.1_LT (the first semester of the school year 2019 – 2020) in Hai Duong University of Technology Medicine, in which 37 undergraduates were selected in experimental group (TN2) and the other 37 ones were selected as the control group (DC2) 4.1.2 Contents and process of the experiment * Contents of the experiement: Nine soft skills for undergraduates implemented in the experiment For the experimental group: Apply the built-in measures in the development of soft skills for undergraduates For the control group: Implement soft skills development for undergraduates in the usual way, the above measures not applied * Process of the experiement: - Step 1: Experiment preparation + Selecting experimental and control subjects; + Identifying jobs according to each skill to develop for undergraduates; + Developing experimental syllabus; + Preparing conditions for experimentation: teaching rooms, meeting rooms, machinery, programs and teaching materials; + Developing criteria and scales to measure experimental results; + Experimental lecturer: The first experimental lecturer is invited to teach more than 10 years of teaching experience in Sao Do University The second experimental author has been directly teaching at Hai Duong University of Technology Medicine - Step 2: Experiement implementation Implementing experimental teaching and to assess the level of students’ soft skills development The teaching follows the schedule of teaching plans and has the approval of the leaders in Sao Do University and leaders of Hai Duong University of Technology Medicine + The first experimental textbook: Chapter 1 Ho Chi Minh Thought - the establishment and development process + The second experimental textbook: Chapter 2 Ho Chi Minh Thought on national issues and national liberation revolution 17 - Step 3: Post-experiment assessment + Using the assessment of the level of undergraduates’ soft skills to collect information about its status + In terms of quantitatives: The results obtained during the experiment were processed according to the statistical method used in educational scientific research using Microsoft Excel software and SPSS 20.0 software for Windows + In terms of qualitatives: After conducting experiments, assessing the level of soft skills of the experimental group and the control group, the author collegrated the results with the set objectives to confirm the feasibility and effectiveness of the proposed measures 4.1.3 Assessment criteria and scales - Assessment criteria: The author used a set of criteria to assess the soft skills of undergraduates to evaluate the experimental results - Scales: The author uses a rough scale to assess the soft skills of undergraduates The scale for each of undergraduates' soft skills levels is as follows: + If average point from 4.21 to 5.00: Show soft skills at a good level + If average point from 3.41 to near 4.20: Show soft skills at a decent level + If average point from 2.61 to near 3.40: Show soft skills at average + If average point from 1.81 to near 2.60: Show soft skills at a weak level + If average point ≤ 1.80: Show soft skills at a poor level 4.2 Results of the experiment 4.2.1 Results of the first experiment - Pre-experiment results: In order to assess the initial level of ateability of the DC1 group undergraduates and the pre-experimental TN1 group (soft input skills) for undergraduates, the author organized for undergraduates to participate in solving synthetic tasks, observing the attitude of performing tasks, collecting the products of undergraduates Then use the built-in criteria to evaluate those skills The data after the collection has been processed and the results are shown in Figure 4.1 Looking at the figures in Figure 4.1, the percentage of undergraduates who achieved good, fairly, medium, weak soft skills levels of the TN1 group undergraduates and of the DC1 group was quite even 2 groups of TN1 and DC1 did not have a low percentage of undergraduates who achieved soft skills, and the percentage of undergraduates who achieved good soft skills was very small, but mainly focused on average and decent levels Figure 5 Frequency distribution of soft skills levels of TN1 and DC1 in pre-experiment Level Good Decent Average Weak Poor No TN1 DC1 TN1 DC1 TN1 DC1 TN1 DC1 TN1 DC1 Soft skills 1 Self-awareness skills 8.3 7.7 25.0 23.1 66.7 69.2 0.0 0.0 0.0 0.0 2 Teamwork skills 0.0 0.0 25.0 30.8 58.3 53.8 16.7 15.4 0.0 0.0 3 Time management skills 0.0 0.0 16.7 23.1 58.3 53.8 25.0 23.1 0.0 0.0 4 Communication skills 0.0 0.0 8.3 7.7 66.7 61.5 25.0 30.8 0.0 0.0 5 Leadership skills 8.3 7.7 16.7 15.4 58.3 53.8 16.7 23.1 0.0 0.0 6 Emotion control skills 16.7 15.4 33.3 30.8 50.0 53.8 0.0 0.0 0.0 0.0 7 Crisis-overcoming skills 0.0 0.0 16.7 15.4 58.3 61.5 25.0 23.1 0.0 0.0 8 Conflict resolution skills 0.0 0.0 16.7 23.1 66.7 61.5 16.7 15.4 0.0 0.0 9 Creativity skills 0.0 0.0 16.7 15.4 58.3 61.5 25.0 23.1 0.0 0.0 18 To confirm the accuracy of the initial level of soft skills achieved by the TN1 and DC1 groups, we compared the average scores of the two groups with the T-test, with a significance of 0.05 X given as the average point of each soft skill of group TN1; Y given as the average point of each soft skill of group DC1 Hypothesis H0: X = Y (The difference in average scores per soft skill of two groups TN1, DC1 is not meaningful) Hypothesis H1: X ≠ Y (There are statistically meaningful differences in the average scores per soft skill of the two groups TN1 and DC1), with α = 0.05 We used the quantity t to test hypotheses and results expressed in Figure 6 Figure 6 Checking t - test results of soft skills measurement of TN1 and DC1 in pre-experiment No Soft skills Level Group TN1 Group DC1 t Sig.(2- tailed) X Std X Std 1 Self-awareness skills 3.41 0.668 3.46 0.660 - 0.169 0.867 2 Teamwork skills 3.08 0.668 3.15 0.688 - 0.259 0.798 3 Time management skills 2.91 0.668 3.00 0.701 - 0.302 0.765 4 Communication skills 2.83 0.577 2.76 0.599 0.272 0.788 5 Leadership skills 3.16 0.834 3.07 0.862 0.264 0.794 6 Emotion control skills 3.66 0.778 3.61 0.767 0.166 0.870 7 Crisis-overcoming skills 2.91 0.668 2.92 0.640 -0.024 0.981 8 Conflict resolution skills 3.00 0.603 3.07 0.640 -0.309 0.760 9 Creativity skills 3.66 0.778 3.61 0.767 0.166 0.870 The results shown in Figure 6 show that T-test tests with Sig (2-tailed) are bigger than 0.05 This showed no statistically meaningful difference in the average score of nine pre- experimental soft skills between the TN1 and DC1 groups Thus, through the results of the T- test, the H0 hypothesis is accepted, one can confirm the level of soft skills before the experiment of the TN1 group and the DC1 group is considered equal Thus, prior to the experiment, the participants had a certain level of soft skills and were mostly average; the level is quite modest and does not have a good level The average score of soft skills levels between the TN1 and DC1 groups is slightly different but insignificant - Post-experiment results The author applies the experimental measures given to the TN1 group, then evaluates the level of soft skills of the input Post-experimental results are statistically processed and expressed through Figure 7 Figure 7 Frequency distribution of soft skills levels of TN1 and DC1 in post-experiment No Soft skills Level Good Decent Average Weak Poor TN1 DC1 TN1 DC1 TN1 DC1 TN1 DC1 TN1 DC1 1 Self-awareness skills 25.0 7.7 58.3 30.8 16.7 61.5 0.0 0.0 0.0 0.0 2 Teamwork skills 25.0 0.0 50.0 30.8 25.0 61.5 0.0 7.7 0.0 0.0 3 Time management skills 16.7 0.0 41.7 23.1 41.7 61.5 0.0 15.4 0.0 0.0 4 Communication skills 16.7 0.0 33.3 15.4 50.0 61.5 0.0 23.1 0.0 0.0 5 Leadership skills 25.0 0.0 41.7 15.4 33.3 69.2 0.0 15.4 0.0 0.0 6 Emotion control skills 41.7 15.4 50.0 38.5 8.3 46.2 0.0 0.0 0.0 0.0 7 Crisis-overcoming skills 8.3 0.0 41.7 15.4 41.7 69.2 8.3 15.4 0.0 0.0 8 Conflict resolution skills 16.7 0.0 41.7 23.1 41.7 69.2 0.0 7.7 0.0 0.0 9 Creativity skills 16.7 0.0 41.7 23.1 41.7 61.5 0.0 15.4 0.0 0.0 ... the close connection between theory and practice, Ho Chi Minh Thought has many advantages in educating students'' life skills Derived from the above reasons, we chose and implemented the theme:... combining history 7.2 Methods of the research - Theoretical research methods: These methods are intended to collect theoretical information to build the theoretical basis of the topic - Practical... the subject Ho Chi Minh Thought in current universities Chapter 2: Theoretical and practical bases of soft skills education for undergraduates in teaching the subject Ho Chi Minh Thought according