Tổ chức hoạt động trải nghiệm cho học sinh trung học cơ sở qua môn giáo dục công dân TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCIES HOANG PHI HAI ORGANIZING EXPERIENTIAL ACTIVITIES FOR SECONDARY SCHOOL PUPILS THROUGH CIVIC EDUCATION Major: Theory and history of education Code Number: 9.14.01.02 SUMMARY OF DOCTORAL THESIS IN EDUCATION SCIENCES Ha Noi, 2021 Thesis finished at: THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCIES Supervisors: Dr Luu Thu Thuy Assoc.Prof.Dr Dang Quoc Bao Reviewer 1: ………………………………………………………… Reviewer 2: ………………………………………………………… Reviewer 3: ……………………………………………………… The thesis will be defended at the Thesis examiner council of Institute at The Vietnam National Institute of Educational Sciencies, 101 Tran Hung Dao Street, Hoan Kiem District, Ha Noi At …… on ………… The thesis can be found at: - National Library of Vietnam, 31 Trang Thi, Hoan Kiem District, Ha Noi - Library of The Vietnam National Institute of Educational Sciencies, 101 Tran Hung Dao Street, Hoan Kiem District, Ha Noi CONTENTS CONTENTS i INTRODUCTION 1 Reasons for choosing the research topic Purposes and tasks of the research 3 Object and subject of the research Scientific hypothesis Scope of research Methodology and Research Methods Theoretical poit to be defended New contributions of the thesis The structure of the thesis CHAPTER THEORETICAL BASIS OF ORGANIZING THE EXPERIENTIAL ACTIVITIES FOR SECONDARY SCHOOL PUPILS THROUGH CIVIC EDUCATION 1.1 Literature Review 1.1.1 Studies related to experiential activities and the organization of experiential activities 1.1.2 Researches related to the innovation of teaching methods in general and the teaching methods innovation of Civic Education in particular 1.1.3 Some comments and problems for the thesis 1.2 Some theoretical issues about experimental activities 1.2.1 Some basic concepts 1.2.2 Learning model through experiences 1.2.3 Teaching model through experiences 1.2.4 Characteristics of experiential activities in teaching 10 1.2.5 The role of orgnazing experiential activity in teaching in secondary school 10 1.3 Characteristics of secondary school pupils 10 1.3.1 Physiological characteristics of secondary school pupils 10 1.3.2 Psychological characteristics of secondary school pupils 10 1.3.3 Character development characteristics of secondary school pupils 11 1.4 Some theoretical issues about teaching Civic Education in secondary school 11 1.4.1 Goal of Civic education at secondary school 11 1.4.2 Requirements to meet specific competencies 11 1.4.3 Content of Civic education at secondary level 11 1.4.4 Organizational forms of Civic education teaching at secondary level 11 1.4.5 Methods of teaching Civic education at the secondary level 11 1.5 Characteristic of organizing experiential activities for secondary school pupils through Civic Education 12 1.6 Several factors affect the organization of experiential activities for secondary school pupils through Civic Education 12 1.6.1 Subjective factors 12 1.6.2 Objective factors 12 Conclusion Chapter 12 i CHAPTER CURRENT SITUATION OF ORGANIZATION EXPERIENTIAL ACTIVITIES FOR SECONDARY SCHOOL PUPILS THROUGH THE CIVIC EDUCATION 13 2.1 Overview of the current situation survey process 13 2.1.1 The purpose and object of the survey 13 2.1.2 Suvey content and methods 13 2.2 Status survey results 13 2.2.1 Awareness situation of Civic Education teachers 13 2.2.2 Current situation of experiential activities organization for secondary school pupils through Civic Education 15 2.2.3 Current situation of testing and evaluating the results of participating in experiential activities for secondary school pupils through Civic Education 17 2.2.4 Current situation of results of organizing experiential activities for secondary school pupils through Civic Education 17 2.2.5 Advantages and disadvantages of the process of organizing experiential activities for secondary school pupils through Civic Education 17 2.3 Cause of the situation 17 2.3.1 Objective reasons 17 2.3.2 Subjective reasons 18 Conclusion Chapter 18 CHAPTER PRINCIPLES AND PROCESSES OF ORGANIZIN EXPERIENTIAL ACTIVITIES FOR SECONDARY SCHOOL PUPILS THROUGH CIVIC EDUCATION 18 3.1 Principles of organizing experiential activities for secondary school pupils through Civic Education 18 3.2 Organizational process experiential activities for secondary school pupils through Civic Education 19 3.3 Several methods are used to organize experiential activities through Civic Education in secondary school 19 3.4 Summarizing and evaluating the results of pupils' experiential activities through teaching the subject in secondary schools according to the orientation of capacity development 19 Conclusion Chapter 20 CHAPTER PEDAGOGICAL EXPERIMENT 20 4.1 Pedagogical experiment plan 20 4.1.1 Purpose of pedagogical experiment 20 4.1.2 Object of pedagogy experiment 20 4.1.3 Teacher of pedagogy experiment 20 4.1.4 Content of pedagogical experiment 21 4.2 Methods and processes of pedagogical experiment 21 4.2.1 Experimental method of pedagogy 21 4.2.2 Process of pedagogical experiment 21 4.2.3 Data processing stage, analyzing pedagogical experimental results 21 CONCLUSION AND RECOMMENDATION 23 Conclusion 23 Recommendation 24 LIST OF AUTHOR’S PUBLICATIONS RELATED TO THE THESIS T1 ii INTRODUCTION Reasons for choosing the research topic 1.1 The industrial revolution 4.0 that we are going through has a strong impact on all countries in the world, including Vietnam Especially, the rapid development of the fields of: biotechnology; digital and physics have fundamentally transformed the labor market In the context of needing to satisfy both quantity and quality of products to improve economic efficiency, production no longer requires a large amount of labor, but requires a high qualified workforce In other words, the market needs a brainpowered workforce It is this fact that has set the requirements for the education and training of countries - where supply labor sources according to the needs of the market, must be renewed education - training programs to meet the new requirements of the situation 1.2 Resolution 29 of the Central Committee of the Communist Party of Vietnam in 2013 defines the need “to create a radical and strong change in the quality and efficiency of education and training; to better meet the national construction and defense and people’s learning needs Vietnamese people education to comprehensively develop and bring into full play the potentials and creativity of each individual; love family, love of Fatherland, love of people; live well and work effectively Build an open education, real study, practice, teach well, study well, good management; have reasonable educational structure and modalities associated with building a learning society; ensure quality improvement conditions; standardization, modernization, democratization, socialization and international integration of the education and training system; maintain the socialist orientation and national identity Strive for the year 2030, Vietnam’s education will reach the advanced level in the region” And for general education, it is necessary to focus on “intellectual and physical development, forming the quality and capacity of citizens, discovering and fostering talents, career orientation for pupils Improve the quality of comprehensive education, focus on ideal education, traditions, ethics, lifestyle, foreign languages, information technology, practical capacities and skills, applying knowledge into practice Develop creativity, self-study, and encourage lifelong learning” Implementing the renovation orientation set by the Party and State, the Ministry of Education and Training has implemented the renovation of the general education program One of the highlights of the new general education program, issued by the Ministry of Education and Training on December 26th, 2018, is the change in educational goals, shifting from the goal of equipping knowledge, skills and attitudes to focusing on developing the qualities and competencies of learners; Priority is given to practical activities, applying learned knowledge and skills in learning to life This is a suitable direction to catch up with the rapid development of all fields in social life, helping people to promptly adapt to not being rejected or lagging behind More than ever, the requirements of life skills, capacity of thinking and action are posed more and more in each individual In order to effectively implement capacity-oriented teaching, it is necessary to synchronously innovate in terms of both objectives, content, methods and evaluation, especially innovation of teaching methods The Ministry of Education and Training has given the orientation on teaching methods in which “teachers play the role of organizing and guiding activities for pupils” And pupils’ learning activities include: “issuses discovery activities, practice activities (using what they have learned to detect and solve real life problems)” with “some main forms as follows: learn theory; implementation of exercises, experiments, games, role-playing, research projects, participation in seminars, sightseeing, camping, reading, collective activities, community service activities Thus, teaching methods now focus more on organizing learning activities for pupils, especially organizing highly experiential activities In other words, experiential activities will play an important role in teaching and learning activities of teachers and pupils This requires teachers to have methods and skills to organize well-organized experiential activities to create opportunities for each individual pupil to feel, contemplate, promote their own experiences and abilities, and draw appropriate lessons for themselves and have the ability to act and solve real life problems; on that basis, develop the necessary competencies 1.3 In the general education program, Civic Education is a subject that holds a special position and role in developing pupils qualities and capacities of citizens in the cause of national renewal and international integration, especially general competencies (autonomy and self-study, communication and cooperation capacity, problem solving and creativity) and specific competencies (behavior adjustment capacity, self-development, capacity to learn and participate in socio-economic activities) The outstanding feature of the subject is its high introspective integration “in terms of life skills, ethics, law, economics, and integration of many essential educational topics such as: environment, gender equality, heritage culture, prevention of social evils, finance These contents are closely related to the practical life of pupils, and are associated with topical events in the moral and legal economy, politics, culture, society life of the locality, the country and the world” Because of these characteristics, the organization of experiential activities for pupils in the process of teaching Civic Education is very necessary and has more favorable organizational conditions than other subjects in secondary schools in particular, in high schools in general However, the reality shows that: The organization of experiential activities for pupils in teaching Civic Education in secondary schools is still very limited today Teachers have not implemented or the implementation is not correct, still formal, not effective That is due to many reasons, including the reason that the organization experiential activities is not appropriate and has not been carried out according to reasonable principles and processes Another reason is that up to the present time, there has not been any scientific work that has fully and systematically studied this issue For the above reasons, we choose the topic: “Organizing experiential activities for secondary school pupils through Civic Education” as our research direction Purposes and tasks of the research 2.1 Purposes of the research From researching the theoretical and practical basis, topic proposes principles and processes of organizing experiential activities for secondary school pupils through Civic Education in order to contribute to develop pupils the necessary competencies of Vietnamese citizens 2.2 Tasks of the research - Research the theoretical and practical basis of organizing experiential activities for secondary school pupils through Civic Education - Analyze and evaluate the current situation of organizing experiential activities for secondary school pupils through Civic Education - Propose principles and processes of organizing experiential activities for secondary school pupils through Civic Education - Conduct experiments to test the science and feasibility of the proposed principles and procedures Object and subject of the research 3.1 Research object The teaching process of Civic Education in secondary school 3.2 Research subject The process of organizing experiential activities in teaching Civic Education in secondary school Scientific hypothesis If the process of organizing experiential activities for secondary schools pupils through Civic Education is done according to reasonable principles and processes, from preparation, implementation to review and evaluation, according to the experiential teaching model, it will contribute to the development of pupils’ necessary competencies of Vietnamese citizens Scope of research - The scope of the research content: only studies the organization of experiential activities for secondary school pupils through the Civic Education according to the 2018 Civic Education Curriculum for Secondary Education - Scope of research area: Research on the situation at 11 secondary schools in Quang Binh, Quang Tri and Thua Thien Hue provinces, namely: Thanh Hoa secondary school (Tuyen Hoa - Quang Binh), Bac Son secondary and high school (Tuyen Hoa - Quang Binh), Quang Trung secondary school (Quang Trach - Quang Binh), Hai Tan secondary school (Hai Lang - Quang Tri), Hai Lang secondary school (Hai Lang - Quang Tri), Thuan secondary school (Huong Hoa - Quang Tri), Dakrong secondary school (Huong Hoa Quang Tri), Pham Van Dong secondary School (Hue City - Thua Thien Hue), Ham Nghi secondary School (Hue City - Thua Thien Hue), Thuy Duong secondary school (Huong Thuy - Thua Thien Hue), Loc Bon secondary School (Phu Loc - Thua Thien Hue) Methodology and Research Methods 6.1 Methodology - The system approach: The process of teaching Civic Education includes many elements: objectives; contents; methods and means; check and evaluation The current educational reform must carry out synchronously all the elements in the above-mentioned teaching process In which, teaching methods is an important element - Practical approach: Consider the process of organizing the experiential activities through the practice of teaching Civic Education in secondary schools - Approaching the goal: Organizing the experiential activities for secondary school pupils through Civic Education is to develop the qualities and capacity of Vietnamese citizens for pupils - Activity approach: The study of organization of experiential activities for secondary school pupils through Civic Education should be researched from activity preparation to operation implementation and review and evaluation of activities 6.2 Research Methods To evaluate the current situation of organizing experiential activities for secondary school pupils through Civic Education today, we use a combination of the following groups of methods: 6.2.1 Group of theoretical research methods Research, analyze, compare, synthesize, research works, monographs, dissertations, thesis, scientific conference reports, scientific articles, related to the research topic 6.2.2 Group of practical research methods - Questionnaire survey method for teachers and pupils of 11 secondary schools: Quang Binh, Quang Tri, Thua Thien Hue - Interview method for some managers, teachers and pupils of the 11 secondary schools mentioned above - Observation method: Taking time and observing some experiential activities through the teaching of Civic Education at schools participating in surveys and experiments 6.2.3 Pedagogy experimental method Using parallel experimental plans, choose the experimental class and the control class with the same number of pupils, the same level of awareness, the same time to implement the subject program During the experiment, in each experimental round, the experimental layer and the control layer are always maintained and not changed The conduct of pedagogical experiment is to apply, analyze, evaluate, compare and prove scientific hypotheses of the topic 6.2.4 Supporting methods - Expert consultation method: Use this method to consult an expert on: + Situation survey toolkit + Results of the current situation survey + Principles, processes of organizing the experiential activities for secondary school pupils through Civic Education - Statistical mathematical method: The survey results, scores of the tests in the process of experimental organization are handled by statistical math method and done on Microsoft Excel, from which make objective and scientific comments and conclusions to the research issuse Theoretical poit to be defended Thesis 1: Organizing the experiential activities for pupils teaching Civic Education plays an important role in improving the effectiveness of subject in order to implement the goal of developing the necessary competencies for pupils Thesis 2: The process of organizing experiential activities in teaching Civic Education should be carried out according to the following principles: must be consistent with the goals and contents of the 2018 Civic Education curriculum at the secondary level; must be consistent with the experiential learning process in order to develop necessary competencies for pupils; must be suitable to the psycho-physiological characteristics, educational needs and operational needs of secondary school pupils; must be suitable to local socioeconomic - cultural conditions, local educational requirements and actual resources of the school; must ensure the active participation of pupils, pupils’ parents and the community Thesis 3: In order to develop pupils’competencies, the process of organizing experiential activities through Civic Education is in accordance with the process of learning through experience of David Kolb Thesis 4: Conditions to ensure the implementation of the process of organizing experiential activities through the Civic Education include: the capacity of the management staff and the teachers teaching the Civic Education; Conditions of facilities and equipment; pupils' ability and interest in participating in activities; coordination and support from other forces (school; family; society) New contributions of the thesis First: Theoretically - Systematize the theoretical issues about the organization of experiential activities for secondary school pupils through Civic education Second: In terms of practice - Clarify the picture of the current situation of the organization of experiential activities for secondary school pupils through Civic education current - Proposing principles and processes of organizing experiential activities for secondary school pupils through Civic education, contributing to develop for pupils the necessary qualities and competencies of Vietnamese citizens The structure of the thesis In addition to the Introduction, Conclusions and Recommendations, References, Appendices, Thesis Contents are presented in four chapters: * Intellectual growth: Secondary school pupils have the ability to use complex thinking operations when perceiving things and phenomena such as analysis, evaluation, synthesis * Communication needs and emotional formation of middle school pupils: The communication of pupils at lower secondary school age is a special activity where the object of this activity is another person - a friend, a comrade 1.3.3 Character development characteristics of secondary school pupils Secondary school pupils began to show an interest in themselves, in their personality qualities The grasp of the psychophysiology, personality development characteristics of pupils is an important scientific basis for us to build a process of organizing experiments suitable for pupils, promoting the effectiveness of teaching methods to improve quality subjects 1.4 Some theoretical issues about teaching Civic Education in secondary school 1.4.1 Goal of Civic education at secondary school For secondary school, the specific goals are defined as follows: Helping pupils to understand basic ethical standards, laws and their values and meanings; be proud of family, homeland and ethnic traditions; respect, tolerance, care, and help others; self-discipline, actively learning and working; have a correct and clear attitude towards phenomena and events in life; take responsibility for yourself, your family, your school, society, your job and the environment Helping pupils to have general knowledge, basic ethics, life skills, economics, law; assess the attitudes and behaviors of themselves and others; selfregulate and remind and help friends and relatives to adjust their attitudes and behaviors according to ethical and legal standards; perform jobs to achieve goals, perfect plans and personal development; know how to establish, maintain a relationship with people around, adapt to changing society and solve simple problems in the life of individuals, communities in accordance with cultural values, ethical standards, community rules, legal regulations and age groups 1.4.2 Requirements to meet specific competencies The competencies formed and developed in the subject of physical education (behavior adjustment capacity, self-development capacity, capacity to learn and participate in socio-economic activities) are typical expressions of these competencies general and scientific competencies mentioned in the general program 1.4.3 Content of Civic education at secondary level Focus on four main knowledge circuits: moral education; life skills education; legal education; economic education 1.4.4 Organizational forms of Civic education teaching at secondary level The teaching process is always conducted in three organizational forms: individual teaching, group teaching and class teaching These forms are closely related to each other 1.4.5 Methods of teaching Civic education at the secondary level 11 The teaching methods of Civic Education aim to promote the positivity, orient the capacity development for pupils, and really turn the learners into the center of the teaching process Traditional teaching methods are applied in combination with modern teaching methods in a flexible way 1.5 Characteristic of organizing experiential activities for secondary school pupils through Civic Education * Flexible in content and methods * Helping pupils to absorb new knowledge and actively form core competencies of the subject of physical education * Can make good use of local resources * Promoting interaction and shaping pupils’ Civic Education learning methods * Enhance the integration the skills and operational capacities of pupils 1.6 Several factors affect the organization of experiential activities for secondary school pupils through Civic Education 1.6.1 Subjective factors - Consciousness to participate of pupils in experiential activities - Capacity to organize experiential activities of Civic Education teachers - The attention, direction and facilitation of the educational administrator 1.6.2 Objective factors - Funding conditions and facilities of schools and classes - Local cultural and social conditions - The support and participation of the family and society Conclusion Chapter 1 Experiential learning and experiential teaching is a trend, a modern teaching perspective, used by many countries around the world and brings positive results in capacity development for pupils With the introduction of the General Education Program in 2018 in general and the particularity of the 2018 Secondary Civic Education Program in particular, teaching through experience has received more and more attention However, the organization of experimental activities in teaching Civic Education of teachers is still very limited, still heavy on theoretical teaching, less interested in experiences to develop pupils’ capacity In addition, there are not many research documents on the organization of experimental activities in Civic Education The organization of experimental activities through teaching Civic Education at secondary schools is based on the experiential learning model of David Kolb and the specifics of the subject in secondary schools Civic Education in the secondary schools with its own characteristics has created its own characteristics when organizing the experimental activities Factors affecting the organization of extracurricular activities through Civic Education in secondary schools include: subjective factors and objective factors 12 CHAPTER CURRENT SITUATION OF ORGANIZATION EXPERIENTIAL ACTIVITIES FOR SECONDARY SCHOOL PUPILS THROUGH THE CIVIC EDUCATION 2.1 Overview of the current situation survey process 2.1.1 The purpose and object of the survey 2.1.1.1 Survey purpose Assessing the reality of awareness and the actual situation of organizing experiential activities for pupils through Civic Education in secondary schools, serving as a practical basis for research, and proposing principles and procedures for organizing experiential activities through teaching subject in order to contribute implementing subject objectives, developing the quality and capacity of Vietnamese citizens for pupils 2.1.1.2 Object of the survey 11 secondary schools in three central provinces: Quang Binh, Quang Tri, Thua Thien Hue 2.1.2 Suvey content and methods 2.1.2.1 Survey content - The current status of awareness of Civic Education teachers about experiential activities and the appropriateness and importance of organizing experiential activities for secondary school pupils through the Civic Education - The current status of organizing experiential activities for secondary school pupils through Civic Education - The current status of checking and evaluating the results of participating in the experiential activities of secondary school pupils through Civic Education - The current status of results of organizing experiential activities of secondary school pupils through Civic Education - The current status of advantages and disadvantages of organizing the experiential activities of secondary school pupils through Civic Education 2.1.2.2 Survey methods We have conducted an investigation and survey on the current status of organizing experiential activities of secondary school pupils through Civic Education by using a combination of the following methods: questionnaire survey, interview, product research, observation, analyzing data 2.2 Status survey results 2.2.1 Awareness situation of Civic Education teachers 2.2.1.1 Awareness of Civic Education teachers about experiential activities in teaching Civic Education in secondary school 13 Perspectives on experiential activities of in Percentages Number teaching Civic Education (%) Experiental activities in teaching Civic Education is the process by which teachers 0 simply transmit knowledge to pupils from textbooks and subject programs Experiental activities in teaching Civic Education is the process in which teachers 11,0 organize for pupils to absorb new available knowledge Experiental activities in teaching Civic Education is teaching activities designed and organized by the Civic Education teachers, creating opportunities for pupils to experience 30 65,0 positive emotions, exploiting existing knowledge and experiences to practice perform the assigned tasks, solve real-life problems related to the Civic Education lesson Experiental activities in teaching Civic Education is the learning process of pupils through solving 31 67,0 the learning tasks set by the teacher Teachers only need to design experiental activities and pupils will actively participate 20 43,0 in those experiental activities The performance of tasks and problems of the experiental activities does not require pupils 7,0 to pay attention to the experience and available knowledge Teachers who organize experiental activities only need to pay attention to the process of 4,0 pupils participating, not need to pay attention to the results of activities Pupils use their existing knowledge and experience to solve practical problems, acquire new knowledge, form and practice skills, and 40 87,0 form the ability to apply and implement, from there, draw lessons for themself Experimental activities in teaching the subject of general education is the process by which 21 46,0 students practice what they have learned Most teachers have a relatively complete awareness of experiential activities in teaching the Civic Education However, there are still some teachers who are not properly aware of this issue It is this that will cause negative effects on the process of No 14 organizing experiential activities through teaching the subject in some secondary schools 2.2.1.2 Teachers’ perceptions of Civic Education about the relevance and importance of organizing experiential activities for secondary pupils through Civic Education Most of the teachers of Civic Education in secondary schools (90%) have the common opinion that: the organization of experiential activities through teaching Civic Education is appropriate and very appropriate However, there are also some teachers (10%) who choose the normal level This comes from the incomplete awareness of the experiential activities in teaching the subject 87.5% of teachers identified that the organization of experiential activities through teaching the subject is important and very important 2.2.2 Current situation of experiential activities organization for secondary school pupils through Civic Education 2.2.2.1 Current situation of designing experiential activities for secondary school pupils through Civic Education Some lesson plans (26 - 43.3%) were initially developed by teachers based on defining goals on the basis of developing learners’ qualities and capacities However, this number has not really dominated because more than 56% of lesson plans still define goals in the traditional way before 2.2.2.2 Current situation of designing process experiential activities for secondary school pupils through Civic Education Performance level Steps in the process of designing experiential No activities through through Civic Education The level X in secondary schools Define activity goals 4,00 Define activity content 3,93 Identify methods/techniques for organizing 3,63 activities Identify means and equipment in the 3,70 organization of activities Build learning tasks in activities 3,25 6 Design the process of organizing activities 3,35 Build resources for the organization to operate 3,20 The teachers initially knew the design process of the experiential activities, but it was not really complete and comprehensive This has a significant impact on the process of teachers organizing experiential activities for pupils 2.2.2.3 Current situation of content and method of organizing experiential activities for secondary school pupils through Civic Education The contents that teachers regularly develop experiential activities are: moral value education (3.70) and legal education (3,42); while fields such as 15 life skills education or socio-economic issues, career orientation is still quite limited, only stopping occasionally As for the use of teaching methods, the survey results show that most teachers still use the system of traditional teaching methods to conduct teaching 2.2.2.4 Current situation of experiential activities organization follow teaching model for secondary school pupils through Civic Education Steps in the process of organizating No experiential activities through through Civic Performance level Education in secondary schools Organize warm-up activities to evoke the students' old knowledge and experiences on the 3,12 subject of the lesson Organize activities for students to discover new 4,50 knowledge and form new experiences Practice the knowledge and abilities formed 4,20 from the discovery step Applying knowledge and experience to the 2,10 practice of social life at home Teachers not have a deep understanding of the organization of experiential activities through the subject Especially, the model of experiential activities is not clearly understood when there are not many teachers who fully and properly implement the model of experiential activities 2.2.2.5 Current situation of the school’s facilities for teaching and learning activities Equipment level No School’s facilities X Playground, training ground 3,00 Hall, multi-purpose room, gymnasium 3,80 Audiovisual media 4,00 Vehicles 1,60 Decorative media 4,30 Guidance and reference documents on 2,30 organizing experience activities Basically, all schools meet the minimum requirements for facilities as prescribed However, schools in different locations have different levels of facilities equipment 2.2.2.6 The current situation of the location of organizing experiential activities for secondary school pupils through the subject The implementation of diversification of learning environment has not been done much in schools in Vietnam, including secondary schools, for many different reasons 16 2.2.3 Current situation of testing and evaluating the results of participating in experiential activities for secondary school pupils through Civic Education The evaluation content still has many shortcomings, it is easy to fall into the rut when returning to the assessment of content and theory 2.2.4 Current situation of results of organizing experiential activities for secondary school pupils through Civic Education The effectiveness of the organization of experiential activities in teaching has not yet met the requirements of human training as well as the real needs of society today Pupils may have a firm grasp of theoretical knowledge and have a sense of learning, but what they lack and are weak in is the capabilities and life skills, without specific career orientations, most of them have not actively in applying learned knowledge to solve life’s tasks 2.2.5 Advantages and disadvantages of the process of organizing experiential activities for secondary school pupils through Civic Education * Advantages Firstly, the majority of teachers have learned and have the correct perception of experiential activities in the subject Second, pupils have an interest in learning when they have access to experiential activities Third, the management staff has given appropriate instructions, encouraging teachers to innovate methods in teaching, to invest more and better in the school’s administrative facilities, contributing to improving teaching and learning efficiency Fourthly, teaching through experiential activities is suitable with the characteristics of the subject in secondary schools * Difficulties Firstly, the structure of the program and textbooks is in the process of renewal, the requirements for assessment are not really consistent with the change in methods and new forms of teaching organization Second, a part of teachers are still afraid of difficulties, afraid of change, the level of investment in lectures is not high, still heavy on form, not really effective in teaching Third, pupils are still passive, learning methods are still mainly based on teachers Their life skills are still limited, and the application of theoretical issues to real life is still awkward Fourth, the administrative institutions of some schools have not met the requirements of the organization of experiential activities 2.3 Cause of the situation 2.3.1 Objective reasons The content of the Civic Education in secondary schools in the 2006 program is built according to the content orientation with the subject knowledge and skills standards 17 The number of schools and pupilss at secondary level is large, so the equipment and facilities in schools are still limited and have not fully met the teaching and learning needs of teachers and pupils Research works and documents on experiential activities in the subject of general education are still lacking 2.3.2 Subjective reasons Firstly, pupils are not really interested in the Civic Education subject because of the psychosocial impact Second, current teachers often use their experiences and habits to go to class Conclusion Chapter The survey results show that teachers and pupils have a relatively complete understanding of the group and experiential activities for secondary school pupils through Civic Education However, some teachers are not fully aware of the characteristics of experiential activities, have not brought into play all the strengths of experiential activities in teaching, and the application of experiential activities in teaching has not yet been effective There exist many obstacles for the organization of experiential activities through subject teaching to achieve the desired effect Therefore, the research needs to provide the process and processes of organizing experience activities for secondary school pupils through Civic Education to meet the needs of teachers, bringing high efficiency in subject teaching is essential in the current educational innovation context CHAPTER PRINCIPLES AND PROCESSES OF ORGANIZIN EXPERIENTIAL ACTIVITIES FOR SECONDARY SCHOOL PUPILS THROUGH CIVIC EDUCATION 3.1 Principles of organizing experiential activities for secondary school pupils through Civic Education 3.1.1 Must be in line with the target and content of the Civic Education course at secondary level 3.1.2 Must be consistent with the experiential learning model to develop pupils the necessary competencies 3.1.3 Must match the psycho-physiological characteristics, educational needs and operational needs of secondary school pupils 3.1.4 Must be suitable to the local economic-socio-cultural conditions, in accordance with the local educational requirements and the actual resources of the school 3.1.5 Must ensure the active participation of pupils, parents and the community 18 3.2 Organizational process experiential activities for secondary school pupils through Civic Education 3.2.1 Step 1: The teacher guides pupilss through experiences to remind them of old knowledge and experiences related to the new topic; At the same time, create a positive attitude and attention for pupils before learning new lessons 3.2.2 Step 2: Teachers focus on guiding pupils to participate in experiential activities designed to address set learning goals With the guidance and support of teachers, pupils will mobilize their existing knowledge and experiences to solve operational tasks, from which pupils discover and occupy new knowledge, form new experiences, develop the qualities and competencies required by the lesson 3.2.3 Step 3: Teachers organize teaching activities to guide pupils to practice and apply new knowledge and experiences in solving simulation tasks and situations 3.2.4 Step 4: Teachers assign tasks and guide pupilss to apply new knowledge and experiences to solve problems and real-life situations of pupils at home, school and community 3.3 Several methods are used to organize experiential activities through Civic Education in secondary school 3.3.1 Organize for pupils to experience through situation handling activities 3.3.2 Organize for pupils to experience through role-playing activities 3.3.3 Organizing for pupils to experience through debating activities: defending and refuting opinions, opinions, and actual phenomena 3.3.4 Organizing for pupils to experience through field trips 3.3.5 Organizing for pupils to experience through playing learning games 3.3.6 Organize for pupils to experience through building and implementing community development projects 3.4 Summarizing and evaluating the results of pupils' experiential activities through teaching the subject in secondary schools according to the orientation of capacity development 3.4.1 Evaluation purpose Provide accurate, timely and valuable information on the degree of meeting the program’s requirements and pupils progress to guide learning activities, adjust teaching activities, manage and develop the program, ensure the progress of each pupil and improve the quality of education 3.4.2 Evaluation form Combination of assessment by grading and commenting on learning results 3.4.3 Evaluation way Combining the assessment of the teachers of general education with experiential activities of pupils, peer assessment of pupils and evaluation of other educational forces inside and outside the school 19 3.4.4 Evaluation methods Using methods: observation, question and answer, evaluation of pupils products and activities 3.4.5 Evaluation Tool Design and use tools: notebooks, questions and answers, checklists, rubrics, tests Conclusion Chapter The organization of experiential activities for secondary school pupils through the Civic Education needs to ensure specific principles The correct implementation of those principles will help the organization of experiential activities ensure to promote its advantages and bring effectiveness in education In order to organize the experiential activities effectively, teachers need to choose a flexible and appropriate organizational process In each step of the process, we proceed to design an illustrative example, and provide some tentative plans in the Appendix The full implementation of the steps in the process is highly experiential, in line with the 2018 secondary school curriculum, contributing to improving the effectiveness of Cicic Education teaching in secondary schools CHAPTER PEDAGOGICAL EXPERIMENT 4.1 Pedagogical experiment plan 4.1.1 Purpose of pedagogical experiment In order to test the correctness of the proposed scientific hypothesis, the feasibility and effectiveness of the process, the forms of organizing experiments through teaching the subject in secondary schools 4.1.2 Object of pedagogy experiment The experiment was conducted with 340 pupils in grades and in the two school years 2017-2018 and 2018-2019 at schools: - Thuy Duong Secondary School (Huong Thuy, Thua Thien Hue) - Bac Son Secondary and High School (Tuyen Hoa, Quang Binh) The experiment time is conducted in the second semester of each school year Each school year, each school chooses classes (2 experimental classes and control classes) 4.1.3 Teacher of pedagogy experiment Experimental teachers are trained in Political Education, Civic Education at Pedagogical Universities, have teaching experience of years or more, have good moral qualities, are responsible and enthusiastic in their work, proficiently use information technology, support and actively participate in the innovation process of teaching methods in the subject in secondary schools 20 4.1.4 Content of pedagogical experiment Due to the limitations of the conditions and time of the thesis as well as the actual operation process of the secondary school, we only selected some content in the secondary education subject to teach experiments 4.2 Methods and processes of pedagogical experiment 4.2.1 Experimental method of pedagogy We conduct experiments with steps in the process proposed in Chapter Before and after teaching experiments, we check the input and output ability of experimental class and control class by 45-minute test make a database to compare with the capacity development of students before and after teaching experiments The control classes are taught according to the traditional lesson plan; Experimental classes are taught according to lesson plans designed with experimental activities 4.2.2 Process of pedagogical experiment 4.2.2.1 Experimental preparation stage 4.2.2.2 Experimental implementation phase 4.2.3 Data processing stage, analyzing pedagogical experimental results - 1st round experiment The average output score of class TN1 is 6.58, higher than the input score of 5.84, a difference of 0.74 points The absolute value of the tested Z (Z=3.997) is larger than the theoretical Z - Two-way 0.05 probability standard Z value (Zlt=1.96) The P(Z