Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.Phát triển năng lực sử dụng công nghệ thông tin và truyền thông trong dạy học Tin học cho học sinh dự bị đại học dân tộc.
1 MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION LE VAN SON DEVELOPING COMPETENCE IN USING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING INFORMATICS FOR ETHNIC MINORITY PRE-UNIVERSITY STUDENTS Major: Theory and Methodology of Teaching Industrial Technology Code: 9.14.01.11 SUMMARY OF THE DOCTORAL THESIS ABOUT EDUCATIONAL SCIENCE HA NOI-2022 The research was finished at: HA NOI NATIONAL UNIVERSITY OF EDUCATION Full name of scientific instructors Assoc.Prof.Dr Le Huy Hoang Dr Ngo Van Hoan Judge 1: Assoc.Prof.Dr Mac Van Tien Judge 2: Assoc.Prof.Dr Pham Ngoc Thang Judge 3: Assoc.Prof.Dr Nguyen Hoai Nam The thesis will be defended in front of the Thesis Assessment Council at University level held at Ha Noi National University Of Education at , date month year 2022 The thesis can be found at the library: - Hanoi National Library - Ha Noi National University Of Education INTRODUCTION Rationnale of the subject In the 21st century, mankind has been entering the era of information and communication technology along with the knowledge economy in the trend of globalization ICT is the key to the foundation for the socio-economic development of countries around the world Information and communication technology has changed lives, learning and working ways, improving the efficiency of learning, improving labor productivity, and sustaining economic growth The use of ICT is an integral part of modern society The ability to use ICT is a "life skill", becoming the "requirement and right" of every human For Vietnam, ICT plays an important role and position in the development of the country Our country is in the process of industrialization and modernization of the country, shifting to a knowledge economy and globalization trend With the challenges of the fourth industrial revolution , learners need to have the ability to seek actively, receive information, expand knowledge and create Resolution No.29-NQ/TW plenum XI on the renewal of basic, comprehensive training and education, thus, the innovation of teaching method, the learning outcome assessments and train in the direction of comprehensive development of learners' competencies and qualities , especially lifelong learning competence , and adaptive competence to advanced sciences in the world Human resource training for mountainous and remote areas in the current period is a matter of concern at all levels and sectors As a part of the national education system, "The State establishes higher education schools for children of ethnic minorities and children of ethnic minority families who permanently settle in areas with extremely difficult socio-economic conditions, in order to contribute to the training of human resources for these regions” Ethnic Minority Pre-University has the task of supplementing knowledge and fostering culture for ethnic minority students who have graduated from high school but failed the university entrance exam After a year of studying at a pre-university school, ethnic minority students are systematized and fostered in terms of quality, capacity, and sense of learning to continue their studies at university, this is a source of future cadres, contributing to economic, political and social development and ensuring national defense and security for mountainous areas and ethnic minority areas For more than 40 years, Ethnic Minority Pre-Universities have been interested in improving the quality of fostering students of ethnic minorities However, the results still not meet the requirements of training resources for ethnic minority cadres In general, students' academic ability is still weak, not really active in learning, not fully promoting their own abilities Due to the unequal level of students, ethnic diversity, and language interference, which leads to difficulties in learning Students have not been interested in fostering their ability to use ICT to approach university learning Knowledge and skills in Informatics in the process of studying at high schools are still fragmented, and the ability to link knowledge and skills to solve problems arising in practice is still limited Stemming from the above reasons, the author has selected and researched the topic: "Developing the competence in using information and communication technology in teaching informatics for ethnic minority pre-university students" Research purpose: Research and develop a framework of competence in using ICT, develop a theoretical framework and propose measures to develop ICT use competence for ethnic minority pre-university students in teaching Informatics Objects, subjects and scope of research: 3.1 Research target: The process of teaching informatics in Ethnic Minority PreUniversities 3.2 Research subjects: - Competence to use ICT; - Developing competence to use ICT in teaching informatics for ethnic minority students 3.3 Research scope: The topic examines the current situation of competence and competence development in using ICT for college students and teachers at schools in the study area, including: Central Ethnic Minority Pre-University; Sam Son Ethnic Minority Pre-University; Nha Trang Ethnic Minority Pre-University; Ho Chi Minh City Ethnic Minority Pre-University Experimental activities at Sam Son Ethnic Minority Pre-University Scientific hypothesis: If it is possible to propose and implement a system of measures in teaching informatics in the direction of developing the competence to use ICT, suitable for the type of Ethnic Minority Pre-University, with the psycho-physiological characteristics of the ethnic minority students The competence to use ICT will be developed for Ethnic Minority Pre-University students Research tasks: - Research on the theoretical basis for developing the competence to use ICT in teaching informatics for Ethnic Minority Pre-University students - Examining the current situation of teaching Informatics in Ethnic Minority Pre-University in the direction of developing students' ability to use ICT.- Building a competence framework for using ICT for ethnic pre-university students - Proposing measures to develop the competence of using ICT for ethnic preuniversity students according to the established competency framework standards - Test and evaluate the effectiveness and feasibility of the proposed measures as well as the quality of informatics teaching after applying the measures Research method: Theoretical research methods: Analyze, synthesize, compare theoretical documents, documents, undertakings and policies of the Party, State, ministries, central branches and localities; research projects at home and abroad with contents related to the competence to use ICT - Practical research methods: Investigator, expert, pedagogical experiment in order to examine the reality, test and evaluate the proposed measures - Mathematical statistical methods: Data processing in examining the current situation and testing and evaluating the proposed teaching methods New contributions of the topic Theoretical: Systematized and developed a theoretical basis for the development of students' ability to use ICT in teaching informatics in Ethnic Minority Pre-University In practice: The competence framework for using ICT has been developed for Ethnic Minority Pre-University students; Assessing the current situation of ICT use competence of Ethnic Minority Pre-University students; Proposing three measures to develop the ability to use ICT of Ethnic Minority Pre-University students through teaching Informatics; Test, evaluate and confirm the feasibility and effectiveness of the proposed measures through expert and experimental pedagogical methods Structure of the thesis: In addition to the introduction, conclusion, list of references, appendices, the thesis content includes chapters: Chapter 1: Theoretical and practical basis for developing competence to use ICT in teaching Informatics for ethnic minority students Chapter 2: Measures to develop the competence to use ICT in teaching Informatics for ethnic minority students Chapter 3: Testing and Evaluation MAIN CONTENT OF THE THESIS Chapter 1: THEORETICAL BASIS AND DEVELOPMENT PRACTICE COMPETENCE USE OF INFORMATION TECHNOLOGY AND COMMUNICATIONS FOR STUDENTS AT THE ETHNIC MINORITY PRE- UNIVERSITY 1.1 Research overview of the problem In this section presenting an overview of domestic and foreign studies on ICT competence development in general, and ICT use competence Research results show the nature and structure of ICT competence, clarify the theoretical and practical basis of using ICT for ethnic minority students Up to now, no research works develop competence of ICT use, particularly for subjects of the students at the ethnic minority pre-University Research directions on ICT competence, development of ICT competence under main issues: Firstly, related to technology knowledge; 2nd skills related to the use of technology; The third is the attitude of using technology At the same time, the common point is associated with knowledge and skills in using computers, communication devices, and software to exploit, process, store and share information 1.2 Some basic concepts 1.2.1 Competence Competent concept has the origin of Latin "Competentia" means "to meet " Competence has been interested in research by many domestic and foreign researchers Competencies are understood in many different ways: Competencies are synthesized from knowledge, skills and attitudes In this research scope, the author conception: Competence is the mobilization of the synthesis of necessary knowledge, skills and attitudes to successfully perform tasks in specific conditions 1.2.2 Information and communications technology Information and Communication Technology (ICT) is the abbreviation of (Information and Communication Technologies) , is understood as a diverse set of tools and technology resources, which are used to communicate and create, information dissemination, storage and management The structure and components of ICT include ICT tools, ICT resources, and usage of ICT Definition: “ICT is a diverse set of technological tools, resources, and scientific methods used to communicate, exchange, create, store, and manage information” 1.2.3 Competence to use ICT The competence to use ICT is one of the common competencies emphasized in the educational systems of many countries The thesis proposes and uses the concept of ICT competence as follows: “The competence to use ICT is the general mobilization of diverse knowledge, skills, and attitudes about information and communication technology to communicate and exchange information exchange, create, store and manage information in accordance with legal, ethical and social regulations” 1.2.4 Competence development in the use of ICT Competence development is the process of transforming an individual's competence in a positive direction, helping to improve awareness and operational skills on the basis of existing knowledge and skills, through learning and training to supplement, perfect the formation of component competencies that not yet exist, and at the same time improve the existing component competencies from low to high level The thesis proposes the concept of developing ICT competence: “Developing ICT use competence is the transformation of ICT use competence to a higher level in communication, exchange, creation, and storage activities, manage information according to legal regulations, ethical and social standards" 1.3 Competency framework for using ICT of ethnic pre-university students 1.3.1 Basis for building competence framework for ICT use 1.3.1.1 Characteristics of ethnic pre-university students College preparation is a program that prepares students who are studying or have just graduated from high school with important knowledge and skills to be able to study effectively when entering the university classroom The pre-university system is implemented in the education systems of developed countries such as the UK, Australia, New Zealand, Japan For Vietnam, students of the Ethnic College Preparatory School are children of ethnic minorities who have graduated from high school, passed the entrance exam for pre-university study, and after one year of studying at the project school university, based on the results of study, training, students' registration aspirations and the allocation quota approved by the Ministry of Education and Training, students will be allocated to study at universities in the whole country country The children have an average age of 18-19 years old, even many children aged 21-22 years old, have entered the teenage years, this is an age of fairly complete physical development and they also develop mentally personality, cognitive, and emotional aspects The specific psychological characteristics of students are reflected in the following aspects: - About perception: Sentimental awareness of ethnic minority students is quite good, although it lacks comprehensiveness, sentimentality, ambiguity, cannot see the nature of things and phenomena The problems require abstract and complex thinking, the children have difficulty partly due to the limited common language - About the needs: Their need is to go to the university according to their individual aspirations, so most of them have a common mentality that is to strive to study and practice to achieve high results - Regarding communication: Ethnic pre-university students are often honest and enthusiastic, but are shy and not confident in communicating in front of a crowd The language is used in Mandarin and their own language, many of them still don't pronounce Mandarin clearly, and their vocabulary is limited, leading to limitations in expression From studying the psychological characteristics of ethnic minority students (perception, needs, communication), to have an orientation to organize appropriate Informatics teaching, in order to develop positive psychological characteristics help students quickly achieve the criteria in the ICT use competency framework 1.3.1.2 Principles of building competence framework for ICT use The building of a competency framework for using ICT for ethnic minority students ensures principles: Scientific, practical, feasible, objective and comprehensive 1.3.2 Methods and processes for building competence framework for ICT use 1.3.2.1 Construction method Using expert method to build competence framework for using ICT for ethnic minority students 1.3.3.2 Construction process Building a competence framework to use ICT for ethnic minority students for ethnic minorities includes the following steps: Table 1.1: Process of building competence framework for using ICT for ethnic minority students Step Implementation content first Studying documents, identifying the bases for building the competence framework Identify component competence Building criteria for component competence Seek expert advice on competency frameworks and criteria Completing the competency framework 1.3.3 Competence framework for using ICT After the peer review process, the proposed ICT competence framework includes: Table 1.2: Competence framework for using ICT of ethnic minority students STT Component competence Criteria Basic computer skills Understanding computers Working with computers Working with the operating system Ability to use application Use word processing software software and utility Use spreadsheet software software Use presentation software Use learning software Use utility software Ability to search, use Search for information on the internet resources on the Internet, 10 Selection and use of resources on the communicate and internet cooperate in the network 11 Using Internet services, social environment networks Competence to use ICT 12 Using the camera, webcam facilities 13 Using projectors, scanners, printers 14 Use mobile devices Ability to recognize the 15 Impact and influence of ICT on impact of ICTs on schools and society society, to use ICTs 16 Ethical behavior when using ICT safely, ethically and 17 Communicating and sharing resources legally on the Internet 18 Participate in ICT activities 1.3.4 Levels of demonstrating the ability to use ICT of ethnic minority students Using the levels of competence development to use ICT according to SOLO scale expressed in levels: pre-structured, single-structured, multi-structured, relational, open network abstraction With these levels of competence development, the quality criteria for assessing the ability to use ICT of ethnic minority students are identified At the same time, determine the extent to which this ability of students has been achieved, thereby taking appropriate measures in the process of fostering higher education so that students can meet and exceed the standards of competence in using ICT 1.3.5 The role of the ICT use framework Competency framework for using ICT plays an important role for ethnic minority students and teachers of Informatics subject: - For ethnic minority students: Competence frameworks play an important role in the process of developing competence to use ICT, helping students have orientation and motivation to learn - For Informatics teachers: The framework of competency in using ICT of ethnic minority students helps teachers identify the goals set for students in each lesson, thereby building teaching content and choosing appropriate methods 1.4 Teaching informatics oriented to develop the competence to use ICT for ethnic pre-university students 1.4.1 Orientation for innovation in teaching informatics Teaching informatics plays an important role in equipping students with the ability to actively seek, receive and expand knowledge in the era of the fourth industrial revolution, connectivity and globalization Informatics is an indispensable tool for each person to be able to study and work in modern society It is necessary to have some innovative orientations in teaching informatics as follows: Contents of teaching informatics must ensure the basic, practical and modern; Ensure students' active participation in learning activities; Enhance extracurricular activities, practice and experiences for students; Enhance integrated teaching; Competency assessment test 1.4.2 Teaching competence development 1.4.2.1 Competence and competence development Signs of competence include (1) The combination of existing qualities with the learning and training process; (2) The mobilization of knowledge, skills and interests, beliefs, etc to successfully carry out activities; (3) Formed and developed through activities, reflected in the effectiveness of activities Competence formation and development can take place in three steps (1) Operational awareness; (2) Practice activities; (3) Evaluate and adjust operations In which, steps and are conducted regularly and continuously, ensuring the development of competence from low level to high level 1.4.2.2 Characteristics of competence development teaching The following are the salient features of teaching to develop competencies and qualities: - The system of competencies and qualities is clearly defined as the output of the training program - The content of teaching and the requirements to be achieved in terms of knowledge and skills of each content circuit and topic should reflect the requirements to be achieved in terms of subject competence - In the competence development orientation program, the teaching method focuses on action and experience; strengthen experimentation and practice; diversify teaching forms, connect school knowledge with real life; maximize advantages in the role of forming and developing the competence and qualities of a number of active teaching methods and techniques - Assessment in the competence development orientation program is identified as an integrated component in the teaching process - Each lesson and educational activity contributes to the formation and development of one, several, and several required requirements of competence and quality - Competence and qualities are formed and developed over time, reaching each level from low to high 10 1.4.3 Teaching methods and techniques for competence development In order to form and develop students' capetence, it is necessary to use a combination of many different methods and forms of teaching organization to develop students' capacity Focus on practical learning activities Currently, there are many active teaching methods and techniques to develop students' competence which are being widely applied in teaching informatics in high schools With the characteristics of a university preparatory school for ethnic minorities, it is possible to choose a number of active teaching methods and techniques to develop students' competence and competence to use ICT such as: Project-based teaching; Teaching problem solving; Teaching practice; Cooperative teaching; Mind mapping techniques; Table cloth technique 1.4.4 Factors affecting the development of competence to use ICT 1.4.4.1 Subjective factors Developing the competence to use ICT for ethnic minority students depends on many factors related to the subject being the student: Students' perception of the ability to use ICT; Students' positivity and initiative in forming and developing their competence to use ICT; Teaching methods of Informatics teachers; Awareness of developing competence to use ICT for ethnic minority students for administrators and teachers 1.4.4.2 Objective factors Pre-university training program; Conditions on ICT infrastructure facilities; The rapid development of ICT; The process of industrialization and modernization of Vietnam 1.4.5 Some ways to develop competence to use ICT in teaching informatics There can be many ways to develop the competence to use ICT for ethnic minority students through teaching Informatics, but within the framework of the thesis, we focus on the three most basic ways to form and develop that ability ICT use competence for disadvantaged students: (1) Through informatics lessons, develop competence to use ICT; (2) Through integrated teaching, associated with practical context; (3) Through the project in learning 1.5 Situation of developing competence to use ICT in teaching informatics for pre-university students 1.5.1 Survey Design With the survey method by questionnaires of 25 teachers and 638 students, the topic surveyed the actual competence of using ICT of ethnic minority students at pre-university schools (Central Ethnic Minority Pre-University) Sam Son Ethnic Minority Pre-University, Nha Trang Central Ethnic Minority Pre-University, Ho Chi Minh City Ethnic Minority Pre-University) 1.5.2 Survey results - The results of the teacher's assessment and the students' self-assessment of their ability to use ICT have properly reflected the reality that students have studied Informatics in high schools but have not been given adequate attention, Informatics is a sub-subject 12 - Students are not aware of the importance of Informatics subject Students who can afford laptops, tablets, and smartphones spend a lot of time using social networks to entertain and connect with friends Not really used for learning purposes - Socio-economic conditions in the place of residence are still facing many difficulties, technology applications in modern life are not available, leading to limited competence to use ICT The use of ICT equipment, exploitation and use of resources on the Internet is not good CONCLUSION CHAPTER From an overview of the research situation in the world and in the country, it is found that it is very important to develop the competence to use ICT for ethnic university students to meet the requirements of learning and real life living With the inheritance and promotion of previous studies, thereby clearly identifying the problems that need to be solved, research has been conducted on the theoretical basis for developing the competence of using ICT for ethnic minority students The focus in chapter is to develop a framework of ICT use competence for ethnic pre-university students and the criteria of competence The proposed competency framework includes 05 component competencies, with 18 specific criteria Simultaneously, a survey was conducted on the current situation of ICT use competence of ethnic minority pre-university students in four ethnic preparatory schools nationwide with 25 informatics teachers and 638 students The survey results show that: The level of achievement of the competency criteria, built in the c ompetence framework for ICT use, is mostly medium, some criteria are weak Determining this level of achievement shows that the college preparatory training process needs to have appropriate impacts on each component competence to help students quickly achieve the criteria according to the competency framework The ways to form and develop ICT use competence for ethnic minority students are clear, but the effectiveness is not high, because the impact is not regular and the impact measures are not appropriate Determining the current status of factors affecting the process of forming and developing ICT use competence for ethnic pre-university students but have not had specific impacts to change The application of active teaching methods and techniques of Informatics teachers is still difficult With the theoretical basis and the actual situation of ICT use competence of ethnic minority students in chapter is the scientific basis to propose measures to develop ICT use competence for ethnic minority students in chapter CHAPTER 2: MEASURES TO DEVELOP USAGE COMPETENCE INFORMATION AND COMMUNICATIONS TECHNOLOGY IN TEACHING INFORMATICS FOR STUDENTS OF THE ETHNIC MINORITY PRE-UNIVERSITY 2.1 Features of teaching Informatics in ethnic preparatory schools 2.1.1 Teaching characteristics in ethnic preparatory schools 13 - Teaching content: The teaching program at the Ethnic College Preparatory School is both high school and accessible to higher education, and at the same time has the characteristics of meeting the needs of creating educational resources training cadres for mountainous, deep-lying and remote areas The program's characteristics are basic, modern, systematic, close to reality, creating opportunities for students to consolidate and systematize high school knowledge to be eligible to enter universities The content of the teaching program is implemented in accordance with Circular 48/2012/TT-BGDĐT dated December 11, 2012 of the Ministry of Education and Training on promulgating detailed outlines of 11 pre-university subjects - Teaching plan: The duration of study and practice at the Ethnic University preparatory school is 01 year, the actual study time is 28 weeks In addition to consolidating and re-systematizing high school knowledge for students, teachers also have to guide students in learning methods and scientific research, helping them approach university-based learning methods according to Circular 26/2016/TT-BGDĐT Teaching activities at ethnic preparatory schools have their own characteristics such as teachers and students must cooperate closely with each other; Teachers are close, often interested in students' feelings and learning goals, attach teaching content to students' learning experiences, and often motivate and encourage students - Form of learning: Learning activities in class and learning activities outside of class time In addition to class time (main course, extracurricular), the remaining time (including Saturday and Sunday) is within the scope of educational activities outside of class time (including: Self-study, morning experience creating and working in groups) 2.1.2 Objectives of teaching informatics in ethnic preparatory schools The objective of Informatics subject in the pre-university program is to systematize the basic Informatics knowledge learned in the current high school curriculum, to select and edit it to suit the level and target audience Ethnic preuniversity students, and at the same time have access to general informatics knowledge at universities and colleges Train students to have the habit of thinking, working rationally, scientifically and accurately 2.1.3 Contents of teaching informatics in ethnic preparatory schools The actual study time is 28 weeks, the time frame for teaching Informatics is periods/week According to Circular 48/2012/TT-BGDDT dated 11/12/2012 of the Ministry of Education and Training on promulgating detailed outlines of 11 preuniversity subjects 2.2 Orientation and principles of building measures 2.2.1 Orientation to build measures Orientation 1: Measures must be aimed at the output standards of ethnic minority students Orientation 2: Gradually raise the requirements for students Orientation 3: Focusing on developing students' ability to use ICT for real-life situations in learning and training at the university Orientation 4: Measures must be suitable to the practical conditions of teaching Informatics at ethnic minority colleges 14 2.2.2 Principles of building measures - Ensure the purpose: The purpose of a job is the initial intended result determined to be achieved - Ensure systematicity: Measures to develop competence to use ICT for ethnic minority students must have a dialectical relationship with each other and support each other in a unified whole - Ensure practicality: Measures are consistent with the current practice of fostering higher education in terms of objectives, content, programs, ways of organizing teaching and learning, and conditions for the training process - Ensure feasibility: Measures that both reinforce and develop existing use competence create a foundation for students to practice and develop themselves when they graduate At the same time, it must be consistent with the real time studying at the university - Ensure inheritance and development: Inheriting measures to develop the competence of students and students and the knowledge and skills of using ICT that students have accumulated in high school to build new measures to develop the competence to use ICT for students with special needs - Ensuring modernity: Measures to ensure updating with new achievements of ICT, and at the same time being flexible, flexible and open-minded 2.3 Some measures to develop competence to use ICT for ethnic minority students 2.3.1 Measure 1: Design informatics lessons to develop competence to use ICT 2.3.1.1 Purpose of the measure In order to develop the competence to use ICT in teaching informatics for ethnic pre-university students, it is necessary to have a process of teaching informatics that is oriented towards competence development for students The process of teaching informatics focuses on developing competence to use ICT according to the established competency framework, so that teachers of Informatics at ethnic preparatory schools serve as a basis for implementing the teaching program, and at the same time help ethnic minority pre-university students quickly form and develop their ability to use ICT as required 2.3.1.2 Contents of the measure The key content of this measure is to design informatics lessons to develop competence to use ICT, to propose lesson plans on some topics of Informatics subject in the pre-university training program - Designing informatics lessons to develop competence to use ICT: In order to be suitable for ethnic minority pre-university students, we propose the Informatics lesson to develop competencies for specific theory and practice as follows: For the theory lesson: Step 1: Determine the lesson objectives a) Objectives of Informatics lesson - Fully express the contents of the teaching objectives including: knowledge objectives, skill goals and capacity development goals 15 - Sticking to the requirements of Informatics teaching content, the required requirements of the component's competencies according to the already built ICT use competency framework - Ensure specificity, detail, clarity, measurement and evaluation b) The process of designing lesson objectives - Analyze and concretize requirements to be met - Determine the goal of capacity development for the Informatics lesson Step 2: Compilation of teaching content a) Teaching content- Ensure the scientific, basic, practical and up-to-date - Inheriting the teaching content in the current general education curriculum of Informatics, consistent with the content of the Informatics program at the preuniversity school - Consistent with the lesson objectives b) The process of compiling teaching content - Forming the structure of teaching content: On the basis of lesson objectives, list the nouns appearing in the objectives, grouping related nouns as a basis for proposing content for the lesson Analyze the verbs used in the goal as a basis to suggest the depth, complexity of the content covered, or the level of skills that need to be formed and developed for students - Prepare teaching content: Search for documents related to the content of the lesson Use text and image channels to present lesson content in accordance with the lesson structure Check, review, evaluate the suitability with the content structure and descriptions of the content mentioned in the lesson, edit and improve Step 3: Choose teaching methods and techniques - Select method based on content - Select the method based on the goal Step 4: Design teaching activities a) Informatics teaching activities Each Informatics teaching activity needs to have specific and clear goals, the way the organization works must be consistent with the objectives and content of the activity Clearly show the main content of knowledge, activities of teachers, activities of students Describe the method of assessment in teaching activities Show fully and specifically information about when and how to use media and learning materials used in the lesson b) The process of designing teaching activities - Name the activity: The name of the teaching activity usually begins with a verb such as: Learn, discover, apply, compare, The verb used in the activity is selected on the basis of the goal of the teaching activity learn - Determine the goal of the activity: Determined based on the overall goal of the lesson, on the basis of considering the synchronous coordination with the goals of other teaching activities in the lesson - Choosing teaching methods and techniques: Do the same as choosing teaching methods and techniques for the whole lesson presented in step 16 - Prepare materials and study sheets: Building on the basis of learning tasks and selected teaching methods and techniques to ensure learning activities are suitable for students and achieving the objectives of the activity - Evaluation activities: The assessment in each teaching activity represents the thought of evaluating the whole process, for the progress of students' learning For practice hours: - Activity 1: Students learn information related to skills to practice, the content of knowledge learned in the theory class to perform the practice - Activity 2: Students observe the teacher performing the skill and answer questions such as steps to perform the operation, the level to be achieved in terms of skill, common mistakes made when practicing in order to learn experience - Activity 3: Students follow the observed steps sequentially, doing it over and over again, mastering and performing skills in different situations and requirements - Activity 4: Applying skills to perform practical exercises that require application implementation Implementation steps: Step 1: The teacher summarizes the knowledge content of the theoretical part learned; Students listen Step 2: The teacher makes a sample of the practice content, detailing the steps, stating the common mistakes; Students pay attention to follow Step 3: Students follow the observed steps sequentially to mastery; Teachers monitor and guide students Step 4: Students perform practical skills in different situations and requirements Step 5: Students apply synthesis skills to perform basic and advanced exercises; Teachers observe, guide, comment and evaluate students' practice results When students perform activities, teachers need to have specific evaluation criteria Properly assess the role, attitude and competence of students in performing learning activities in order to make appropriate adjustments and instructions to achieve the lesson objectives 2.3.1.3 How to take the measure On the basis of the lesson plan oriented to develop the competence of using ICT for ethnic pre-university students and designed learning tasks Teachers carry out classroom lectures according to built scenarios, teachers play a key role in carrying out competence development-oriented teaching Students must be active in the process of acquiring knowledge and practicing skills to perform learning tasks 2.3.1.4 Conditions for taking measures To effectively implement this measure, the teachers of the Informatics department need to clearly define the ICT use competence to be achieved in the pre-university training program through the ICT use competency framework and criteria specifically to have a basis for designing Informatics lessons Mastering active teaching techniques, deploying flexibly to suit the audience to develop students' ability to use ICT 2.3.1.5 Illustrated lesson plan Teaching topic 4: Computer networks and the Internet Content 2: Internet and some basic services of the Internet 17 2.3.2 Measure 2: Teaching Informatics associated with practical context 2.3.2.1 Purpose of the measure Informatics is a special subject with two parts: theory and practice Teaching theory combined with practice of Informatics, both helping students to grasp the theory and immediately practice the contents and requirements of the lesson For students to mobilize knowledge and skills to solve problems in learning and real life It is necessary to have a system of examples and illustrative exercises to perform in the process of teaching informatics as the context of other subjects in the pre-university training program such as: Drafting, drawing charts, maps, diagrams, formula editing, electrical circuits, data analysis, documentaries, videos, visual images searched on the internet From there, students will develop their ability to use ICT 2.3.2.2 Contents of the measure The process of bringing the context of other subjects into teaching Informatics: Step 1: Analyze the Informatics program and the subjects in the pre-university training program to find out suitable contexts for teaching Informatics Step 2: Design the teaching process: Steps to implement the teaching plan - Determine the goal of the lesson - Determine the content of the context to be included in the teaching - Identify teaching and learning activities of teachers and students - Identify appropriate teaching methods - Identify the teaching means used in the lesson - Define time for each content Step 3: Implement the teaching plan according to the designed process Step 4: Evaluate according to the competency criteria that need to be formed, focusing on the criteria of competence to use ICT, adjusted to suit the target audience of ethnic minority students 2.3.2.3 How to take the measure On the basis of the teacher's lesson plan, based on the Informatics teaching schedule, the teacher actively gives examples and illustrative exercises in the theory class and in the practice time the contextual content of other subjects in the preuniversity training program 2.3.2.4 Analysis of the pre-university Informatics program identifies the context of other subjects * Topic 1: Basic concepts of Informatics - Content 1: Information and information representation + Bringing the context of Math in to represent information in electronic computers using numbering systems such as binary, decimal, and Hexa - Content 3: Microsoft Windows operating system + Give the context of Geography to illustrate the creation of a directory tree 2.3.3 Measure 3: Organize teaching Informatics according to learning projects 2.3.3.1 Purpose of the measure Teaching Informatics by project-based learning allows exploiting the advantages and characteristics of Informatics subject, creating a favorable environment to stimulate 18 learning inspiration, actively occupying students' knowledge and skills Encourage practical experience, help students connect fragmentary knowledge to perform learning tasks, associated with real life The implementation of learning projects, promoting the advantages of boarding activities of ethnic pre-university students, is convenient in the process of implementation and implementation 2.3.3.2 Contents of the measure Implement learning projects in teaching Informatics for ethnic pre-university students in accordance with the teaching schedule and pre-university training program Informatics teachers prepare project-based teaching plans, select content for projectbased teaching Project-based teaching topics, ensuring practicality, suitable for preuniversity training programs Consists of steps: Preparation, Choosing a topic and planning, Executing the project, Reporting the results, Evaluating the project 2.3.3.3 How to take the measure Informatics teachers develop topics and projects that are connected to reality, suitable for ethnic minority students, boarding environment, suitable to the actual situation of society to Students apply knowledge and skills of Informatics subject to successfully implement the project 2.3.3.4 Conditions for taking measures Agree on the teaching schedule of Informatics subject Teachers select appropriate, highly practical project topics, develop plans, list tasks to be performed, assign tasks, and provide supporting documents for students Orient students the outcome of the project implementation is a clear concrete product 2.3.3.5 Develop project topics that connect practice to develop ICT use competence for ethnic pre-university students The development of project topics connecting practice in teaching Informatics at pre-university schools should follow the following principles: - Firstly, the project topic needs to be suitable with the psychological, physiological and development characteristics of ethnic minority students - Second, the project topic must be associated with the training program for biodiversity conservation - Third, the project topic must be practical and solve some problems in life CONCLUSION CHAPTER From the study of the theoretical basis and the current situation of ICT use competence of ethnic minority pre-university students in Chapter as a scientific basis, Chapter proposes 03 measures to develop ICT use competence for students Ethnic university preparatory students: Designing informatics lessons to develop competence to use ICT; Teaching Informatics associated with practical context; Organize computer teaching according to learning projects The measures are closely related to each other, affecting the development of ICT use competence for ethnic pre-university students The system of measures is built on the basis of principles to ensure objectivity, science, pedagogy, modernity and synchronization Each measure is detailed with its objectives, content and implementation When applying measures to develop ICT use competence for ethnic minority pre-university students, they must be flexible and 19 flexible based on the conditions of teaching means, students' capacity, and program content to achieve the highest efficiency, helping students quickly achieve the criteria in the ICT use competency framework Chapter 3: TESTING AND ASSESSMENT 3.1 Testing by expert method 3.1.1 Purpose, content, object, method, time - Purpose: Check the correctness of the scientific hypothesis that the topic has proposed At the same time, collect information to assess the necessity and feasibility of the proposed measures to develop ICT use competence for pre-university students - Content: Procedures for implementing the proposed measures, lesson plans, assessment sheets, questionnaires for expert opinion - Subjects: 25 Informatics teachers from schools in the study area - Methods and techniques: Collecting opinions by means of questionnaires with 04 levels of assessment for proposed measures to develop ICT use competence of ethnic pre-university students; Qualitative assessment through statistical charts in MS.Excel; Quantitative evaluation by Cronbach Alpha and EFA analysis in SPSS 22.0 to check reliability - Implementation period: From November 2019 to January 2020 3.1.2 Test results 3.1.2.1 Opinions on the necessity of measures Summary of the results shown in the chart: Figure 3: 1: Graph surveying the necessity of measures 3.2.2.2 Opinions on the feasibility of measures The summary is detailed in the following chart: Figure 3: 2: Survey chart on feasibility of measures Thus, the application of measures to develop competence to use ICT for ethnic pre-university students is very feasible and very necessary in teaching informatics 3.2 Tested by pedagogical experimental method 3.2.1 Experimental purpose - Pedagogical experiment was conducted to test the scientific hypothesis of the thesis - Initially confirmed the feasibility and effectiveness of the pedagogical measures proposed in the thesis through teaching practice Assess the level and effectiveness of developing ICT use competence for ethnic pre-university students in the process of pre-university training Confirming the competence to use ICT better when applying the measures proposed in chapter 3.2.2 Experimental content - Implement information technology lesson plans to develop competence to use ICT; - Teaching Informatics associated with practical context; - Implement projects in teaching Informatics 20 3.2.3 Time, place and subject of pedagogical experiment - Time: Conducted in school years 2019-2020 and 2020-2021 according to controlled experimental method - Venue: Sam Son University Preparatory School for Ethnic Minorities - Target audience: Students of the 17th class of the 2019-2020 school year and students of the 18th class of the 2020-2021 school year + Experimental round 1: Students of the 17th class of the 2019-2020 school year + Experimental round 2: Students of the 18th class of the school year 2020-2021 3.2.4 Experimental quest - Prepare experimental content, guide teachers on how to prepare and conduct Informatics lessons, develop their ability to use ICT, put the context of other subjects in the pre-university training program into teaching learning information technology and implementing a number of learning projects - Analyzing experimental data by statistical method on the results of developing students' ability to use ICT - Evaluating experimental results from two aspects: Feasibility and effectiveness of measures to develop ccompetence to use ICT - Prepare experimental content, guide teachers on how to prepare and carry out Informatics lessons through learning tasks oriented to developing competence in using ICT, giving context to subjects in the curriculum pre-university training program in teaching informatics and implementing a number of practical connection projects - Analyzing experimental data by statistical method on the results of developing students' ability to use ICT - Evaluating experimental results from two aspects: Feasibility and effectiveness of measures to develop ccompetence to use ICT The first experimental phase is to explore and diagnose the feasibility of the proposed pedagogical measures The second experiment focused on teaching content so that students could more accurately assess knowledge, skills, attitudes, and learning outcomes through regular observation of lessons and test results On that basis, once again re-affirming the feasibility and effectiveness of the measures 3.2.5 Experimental organization round 3.2.5.1 Select sample pedagogical experiment Selection of input quality in the control class and the experimental class on the ability to use ICT are similar The basic score distribution ratio is similar, although there is a small difference, this difference is not significant, does not affect the experimental results 3.2.5.2 Quantitative evaluation round Table 3: 8: Distribution of scores of experimental group and control group after round experiment Number of Xi 10 students 45 f (i ) (TN ) 0 13 21 44 f (i ) ( ĐC) 0 10 14 From the table of results Table 3.8, we have the cumulative frequency distribution table of backward convergence of the experimental class and the control class as follows: Table 3.9: Cumulative frequency distribution of backward convergence after round experiment Xi 10 Wi (TN) 22.2 42.2 97.7 0 6.67 2 71.11 91.11 100 Wi (ĐC) 22.2 42.2 97.7 0 6.67 2 71.11 91.11 100 Figure 3.5: The graph shows the cumulative frequency line of backward convergence of the experimental and control classes after the first round of experimentation The graph showing the backward convergence curve of the experimental class group is located to the right of the back convergence line of the control class group This initially gives us the conclusion that the learning quality of the experimental group is higher than that of the control class Variance describes the degree of uniformity or non-uniformity (dispersion) of observed data In the Independent-samples T-test, we need to rely on the results of testing the equality of two population variances by Levene's Test (Levene's Test for Equality of Variances) Levene test results show that the value “Sig = 0.597 > 0.05", so the hypothesis H0 is accepted, that is, there is no difference in the variance of the two populations Therefore, we use the results of “t-test for Equality of Means” in the line “Equal variances assumed” The results of “Equal variances assumed” show that the value “Sig = 0.02 < 0.05” indicates that there is a difference in the mean of the two sample populations The average score in the experimental class (6,6889 points) is higher than the control class (5,7500 points), that is, there is a significant increase in the scores of the experimental class compared to the control class From the above test results, it can be confirmed that measures to develop ICT use competence for ethnic pre-university students are effective in the process of teaching Informatics, so that students' learning outcomes birth is raised 3.2.5.3 Qualitative analysis Using the method of observation and analysis by logging of each experimental period, the results obtained are as follows: - For experimental classes: + Applying measures to develop competence to use ICT, students are allowed to participate in learning activities, develop ideas and express themselves, so the ability to use ICT is clearly demonstrated After applying measures to develop ICT use capacity, students in the experimental class have made great progress in 22 developing ICT use capacity, which is assessed through component competencies and 18 criteria in the competency framework offer At the same time, fostering students' ability to solve problems, ability to work in groups, ability to detect and solve problems + With the implementation of measures to develop competence to use ICT, the majority of students in the experimental class showed signs such as: Studying more actively, proactively and boldly in the learning process, enthusiastic students Passionate about group work, cooperation, discussion helps to improve the effectiveness of class time However, there are still some students who are not active and active in learning, and some have not actively participated in the group's learning tasks We find out, discover the reason why students are still not active, lack of confidence is because they are not used to working in groups, some learning tasks are still inappropriate, giving the context of other subjects The content of teaching Informatics is still abstract This is an issue that the author needs to consider in order to edit more about the learning task, the context of other subjects, to overcome the shortcomings and limitations for the second round of experiment - For the control class: + Students learn according to the normal teaching method, without using measures to develop competence to use ICT + During the lessons, students passively absorb knowledge, the class is not enthusiastic, the number of students participating in expressing opinions and answering questions is not much Students have not self-assessed the level of their own ICT competence, not really interested in Informatics subject Through qualitative and quantitative analysis of the results of the first round of pedagogical practice, it can be confirmed that the initial application of three measures to develop ICT use competence for ethnic pre-university students has had a positive impact on with teachers and students However, the result was not as expected Due to the limited design of learning tasks to form knowledge, the introduction of other subject contexts into teaching informatics is not really appropriate Set a slightly higher level of demand than the student's perceived level As a result, some students have not been able to carry out the required practice content 3.3.3 Organize the round experiment 3.3.3.1 Analysis and evaluation of quantitative results before round experiment The quality of input in the control class and the experimental class on ICT use competency is similar The basic score distribution ratio is similar, although there is a small difference, this difference is not significant, does not affect the experimental results - The mean score of students in the two experimental groups and the control group did not have a big difference 3.3.3.2 Analysis and evaluation of quantitative results after the 2nd round of experiment Table 3.14: Score distribution of experimental group and control group after round experiment Number of Xi 10 students 23 51 f (i ) (TN ) 0 11 15 48 f (i ) ( ĐC) 0 14 13 From the results table 3.14, we have the cumulative frequency distribution table of backward convergence of the experimental class and the control class as follows: Table 3.15: Cumulative frequency distribution of backward convergence after round experiment Xi 10 Wi (TN) 0 1.96 7.84 23.5 45.1 74.5 92.1 98.0 100 Wi (ĐC) 0 4.17 14.5 43.7 70.8 89.5 97.9 100 100 8 Figure 3.8: The graph shows the cumulative frequency line of backward convergence of the experimental and control classes after the 2nd round of experiment The graph showing the backward convergence curve of the experimental class group is located to the right of the back convergence line of the control class group This initially gives us the conclusion that the learning quality of the experimental group is higher than that of the control class Variance describes the degree of uniformity or non-uniformity (dispersion) of observed data In the Independent-samples T-test, we need to rely on the results of testing the equality of two population variances by Levene's Test (Levene's Test for Equality of Variances) Levene test results show that the value “Sig = 0.373 > 0.05", so the hypothesis H0 is accepted, that is, there is no difference in the variance of the two populations Therefore, we use the results of “t-test for Equality of Means” in the line “Equal variances assumed” The results of “Equal variances assumed” show that the value “Sig = 0.002 < 0.05” indicates that there is a difference in the mean of the two sample populations The result of the average score in the experimental class (6,8431 points) is higher than the control class (5,9792 points), that is, there is a significant increase in the scores of the experimental class compared to the control class From the above test results, it can be confirmed that the lesson is designed and organized based on the three proposed measures that have effective effects in the process of teaching Informatics, students' learning outcomes are improved 3.3.3.2 Analysis and evaluation of qualitative results of round Besides the teacher's assessment through the test, using the method of observation and analysis by logging of each experimental period, the results obtained are as follows: - For experimental classes: Applying measures to develop competence to use ICT, students can participate in learning activities, develop ideas and express themselves, thereby demonstrating their ability to use ICT ICT is clearer Students in the experimental class have made a lot of progress, through the test results, they 24 found that their ability to use ICT according to the competency framework has been improved; Learning is more vibrant, active and bolder in the learning process, students enthusiastically work in groups, collaborate and discuss to help improve the effectiveness of the class - For the control class: Students study according to the normal teaching method During the lessons, students passively absorb knowledge, the class is not exciting, the number of students participating in expressing opinions and answering questions is not much Students have not yet self-assessed the level of their own ICT competence The experimentation of measures to develop competence to use ICT for ethnic minority students has drawn very positive conclusions: - The test results show that the use of ICT competence development lessons; Teaching informatics from an integrated point of view and organizing computer teaching according to learning projects will help students improve their ability to use ICT - In order to improve the quality of teaching Informatics, and at the same time develop the ability to use ICT for ethnic minority pre-university students, teachers of Informatics subject need to apply all three of the above measures synchronously Through experiment, we found that the results of applying the proposed measures gave feasible results, consistent with the requirements of developing ICT competence for pre-university students CONCLUSION CHAPTER On the basis of research on the theoretical basis, the current situation of developing ICT use competence for ethnic pre-university students, to develop measures to develop ICT use competence for pre-university students Ethnicity is based on the following principles: Ensuring purposefulness, systematicity, practicality, feasibility, inheritance, development and modernity Proposing measures to develop ICT use competence for ethnic minority preuniversity students has paid attention to the factors of learning environment, output results, and implementation context Measure 1: Design informatics lessons developing competence to use ICT; Measure 2: Teaching Informatics associated with practical context; Measure 3: Organize computer teaching according to learning projects The thesis has tested, through the expert opinion that the team of informatics teachers at university preparatory schools have shown that the measures are very necessary and very feasible, which can be applied to teaching subject Informatics to develop the ability to use ICT for ethnic pre-university students The thesis organizes pedagogical experiments on measures to develop the ability to use ICT for ethnic pre-university students The results were evaluated well, meeting the requirements set forth The experimental results once again confirm that the measures to develop the competence to use ICT for ethnic minority pre-university students are consistent with the research results on capacity, competence development, model, and model The purpose of the pre-university training program 25 is highly systematic, comprehensively affecting the formation and development of ICT use competence for ethnic pre-university students CONCLUSION The thesis was completed with the desire to develop the competence to use ICT in teaching Informatics for ethnic pre-university students, the author has fully completed the tasks set out in the thesis and drawn the following conclusions argue as follows: Systematization clarifies the theoretical basis of the competence to use ICT in teaching informatics, as well as research on the current situation The author finds that the competence to use ICT is a general competence, a core competency, an important competency that is necessary to equip ethnic pre-university students The development of this competence for ethnic minority pre-university students is very necessary, in line with the development trend of modern society and the orientation of general education, contributing to improving the quality of pre-university education get university The specificity of informatics is an important foundation for developing ICTusing competence, helping ethnic pre-university students integrate into modern society, and adapt to the ICT environment in higher education Competence framework for using ICT with component competencies and 18 criteria is scientifically built, based on international and domestic research, suitable to the pre-university training program, has orientation towards the ICT environment at universities The results of the current study show the advantages, disadvantages, and factors affecting the development of ICT use capacity of ethnic pre-university students At the same time, it also shows that the Informatics program in the current pre-university training program, it is necessary to have changes in order to keep up with the orientation of the general education program, to meet the requirements of professional development ICT use capacity for ethnic pre-university students From theoretical research and assessment of the current situation of ICT use competence for ethnic minority pre-university students and on the basis of the built competence framework, from ways to develop ICT use capacity, The thesis has proposed 03 measures to develop competence to use ICT To prove the feasibility and effectiveness of the proposed measures, the thesis has conducted pedagogical experiments Experimental results show that the ability to use ICT of pre-university students has changed in a positive direction, gradually achieving the identified assessment criteria The experimental results are statistically significant, confirming the reliability and validity of the experiment Thus, the proposed measures have practical application value in order to develop the competence to use ICT in teaching informatics for ethnic pre-university students With the above research results, it shows that the research tasks have been solved, the scientific hypothesis has been proven and the research purpose has been achieved according to the requirements set forth 26 LIST OF AUTHOR’S WORKS Le Van Son (2009), "Using Violet software to compose electronic lectures to support teaching activities at pre-universities" , Journal of Education, the special issue of September, page 53-54 Le Van Son (2016), "Applying information technology in innovating teaching methods at the ethnic minority pre-university", Journal of Education, the special issue of April, page 125-128 Le Van Son (2020), "Some measures to improve the teaching quality of Informatics in order to develop competence in using information technology and communication for students at the ethnic minority pre-university", Journal of Education, number 472, page 55-59 Le Van Son, Le Huy Hoang (2021), "Proposed competence framework for using information and commaunication technology for students of ethenic preuniversity school", Journal of Education, number 501, page 18-22 ... preparatory schools 2.1.1 Teaching characteristics in ethnic preparatory schools 13 - Teaching content: The teaching program at the Ethnic College Preparatory School is both high school and accessible... preuniversity training programs Consists of steps: Preparation, Choosing a topic and planning, Executing the project, Reporting the results, Evaluating the project 2.3.3.3 How to take the measure Informatics... applied in teaching informatics in high schools With the characteristics of a university preparatory school for ethnic minorities, it is possible to choose a number of active teaching methods