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MINISTRY OF EDUCATION & TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION LE QUANG HUNG EDUCATING TRADITIONAL CULTURES OF THE CENTRAL HIGHLANDS FOR STUDENTS OF ETHNIC MINORITY BOARDING SCHOOLS SPECIALTY: EDUCATIONAL SCIENCES A SUMMARY OF DOCTORAL THESIS HA NOI - 2022 This scientific reserach work was completed at Ha Noi National University of Education Name of scientific Supervisors: Assoc Prof Dr Vu Lu Hoa Assoc Prof Dr Trinh Thuy Giang Thesis reviewer 1: Assoc Prof Dr Nguyen Tien Hung The Vietnam National Institute of Educational Sciences Thesis reviewer 2: Assoc Prof Dr Phan Thanh Long Hanoi National University of Education Thesis reviewer 3: Assoc Prof Dr Nguyễn Vũ Bích Hiền Hanoi Metropolitan University This thesis will be denfended at PhD Thesis Committee of Ha Noi National University of Education at …time … month day 2022 This thesis can be accessed at: - National Library of Vietnam - Ha Noi National University of Education Library INTRODUCTION Rationale for the study Traditional culture is the quintessential beauty of the nation, the unique identity of each ethnic group The preservation of traditional cultures is of great significance to the survival of a nation In the trend of globalization and international integration, together with the absorption of world civilization is the “dissolution”, which is losing the beauty of the nation’s traditional culture Facing opportunities and challenges, our Party has determined that the preservation and promotion of traditional cultures is a key strategic task This shows that preserving and promoting the traditional culture of each country plays a very important role in the trend of modern integration Culture is a phenomenon that is universal in humanity, but exists in a particular community Each unit of culture is the human community Community culture can be considered in the area, country, region In each cultural unit, the community is generalized through the general characteristics of the area in which the culture exists Traditional culture is the typical culture of each community that has been distilled and persisted for a long time Traditional culture is a reference system for all behavior patterns and activities of a community of people Thanks to the systems of traditional culture, there are new cultural orientations and cultures imported from other countries and civilization One of the most important functions of culture is educational On the other hand, traditional culture has the function of guiding educational content The establishment of the position of traditional culture is demonstrated through the contents of the overall educational program, the criteria for evaluating textbooks, and the criteria for assessing students’ ability The education of traditional cultures occupies an important position in the overall educational task The Central Highlands of Vietnam is known not only for its geographical features and natural resources, but also for its unique traditional cultures The traditional cultural heritage in the Central Highlands has unique features such as gong performances, epics, shifting agriculture, customary laws, writing, festivals In addition, there are hundreds of relics such as: Buon Ma Thuot thick house, Bao Dai Palace and Lac Giao Communal House, Kon Tum Prison along with the features of cuisine, costumes, and traditional crafts Following the direction of the Ministry of Education and Training, the traditional culture education program for high school students has been implemented since 2018 in the spirit of the new general education program The current situation of cultural education in Vietnam has the following shortcomings: the quality and effectiveness of education and training are not high; The education of humanity, morality and lifestyle are still overlooked; The work of leadership, direction and management of culture still has many confusions and delays in institutionalizing the Party’s views and policies on culture The problem is to find a way to enhance the effectiveness of the process of educating the national cultural identity for the young generation of Vietnam, especially students in high schools today Thus, the selective education of traditional cultures for students, especially ethnic minority students, has been identified by the Party as one of the strategic tasks of the education sector in the current period With the above reasons, we established the topic: “Educating traditional cultures of the Central Highlands for students of ethnic minority boarding schools” Purpose of the study This study aimed to research the theoretical and practical basis and propose measures to educate traditional cultures of the Central Highlands for students of ethnic minority boarding schools, and contribute to the successful implementation of the goal of comprehensive education in high schools, contributing the implementation of traditional culture education goals in the 2018 general education program, preserving and promoting traditional cultures of the Central Highlands Research objects and subjects 3.1 Research object The process of teaching traditional cultures of the Central Highlands for students of ethnic minority boarding schools 3.2 Research subject Measures of teaching traditional cultures of the Central Highlands for students of ethnic minority boarding schools Research hypothesis Educating traditional cultures of the Central Highlands is an important task to realize the goal of comprehensive education for students in high schools and is an important method in the strategy of preserving and promoting the national identity of the Central Highlands However, the current situation of traditional cultures education for students of ethnic minority boarding schools in the Central Highlands is still limited and has not contributed to meeting the requirements of current educational goals If measures of teaching traditional cultures of the Central Highlands are synchronously implemented to affect students, an educational environment can be created for students to practice and experience traditional cultures This will also contribute to improving the efficiency of the process of educating traditional culture for students in ethnic minority high schools Research mission 5.1 Research on the theoretical basis of educating traditional cultures of the Central Highlands for students of ethnic minority boarding schools 5.2 Evaluate the reality of educating traditional cultures of the Central Highlands for students of ethnic minority boarding schools 5.3 Propose measures and pedagogical experiments to educate traditional cultures of the Central Highlands for students of ethnic minority boarding schools Scope and limitations of the study 6.1 Limits on research content The thesis studies the education of some traditional and cultural contents of the Central Highlands including: Central Highlands gong culture, festival culture, folklore, written culture, culinary culture, and folk musical instruments, ethnicity, crafts and traditional Costumes The thesis also focuses on experimental measures of traditional culture education: Central Highlands gong culture for ethnic minority students in boarding high schools 6.2 Limits on location and research object The survey was conducted on the current situation of traditional culture education on 900 students and 102 teachers from 09 boarding high schools for ethnic minorities in the Central Highlands of Vietnam Pedagogical experiment was carried out on 59 students of N’Trang Long ethnic minority high school, Dak Lak province 6.3 Limits on study time The survey took place in the academic year 2018 - 2019 The experiment was carried out in the academic year 2019-2020 (from December 2019 to February 2020) Research design and methodology 7.1 Research paradigm Some views on the methodology underpinning the thesis include: System view - structure; Historical - Logical and Practical Views 7.2 Research approaches Traditional culture is a broad category Traditional culture research is based on the following approaches: Cultural Approach; Access to activities; Access to Ethnology 7.3 Research methodology To solve the proposed research tasks, we use the following research methods: 7.3.1 Literature study On the basis of an overview of researches in and outside Vietnam on issues related to traditional culture education for students, documents, viewpoints, guidelines and policies of the Party, State, we systematized some basic theoretical issues related to traditional culture education for ethnic minority students in high schools 7.3.2 Mixed methods Methods used for questionnaire survey and empirical investigation include: Educational Investigative Method; Research Methods Products Educational Activities; Professional solution; Observation Method; Case study method; Pedagogical Experimental Methods and Mathematical Statistical Methods The arguments defended 8.1 Educating traditional cultures for ethnic minority students in high schools in the Central Highlands is an urgent requirement in order to preserve and promote the cultural diversity of ethnic minorities in the Central Highlands in particular and ethnic groups across the country in general The traditional cultural contents that need to be protected, preserved and developed include: Central Highlands gong culture, festivals, folklores, writings, culinary culture, ethnic musical instruments, and professions, crafts and traditional costumes 8.2 There are still many limitations in the teaching and learning activities for students in ethnic minority high schools, from the development of program content to the organization and implementation of activities The results of traditional culture education for ethnic minority students in high schools in the Central Highlands are not high enough to meet the current educational reform requirements The shortcomings stem from many reasons: the awareness of the participants is low, the forms of education are limited, the educational content is not rich and there is no synchronous coordination of the participating forces education 8.3 The effectiveness of traditional culture education can be improved using the following measures: (1) Developing the content of the Central Highlands traditional cultural education program: Integrating the Central Highlands traditional cultural education content for ethnic minority students in high schools through teaching potential subjects; (2) Developing a form of experiential teaching: Designing experiential and career-oriented topics about the traditional cultural values of the Central Highlands; (3) Building the school landscape to educate the students about the traditional culture of the Central Highlands; (4) Coordinate with social forces to organize traditional cultural activities in the Central Highlands for students to participate From the positive effects of traditional culture education, the Central Highlands traditional cultures are preserved, contributing to successfully promoting the Party’s direction on preserving and promoting good traditional cultures in the community New contributions of the thesis 9.1 Systematize the existing literature of traditional culture education for ethnic minority students in high schools; analyze the characteristics, contents and methods of traditional culture education; develop evaluation criteria and expression level of the current state of traditional culture education; identify factors affecting traditional culture education for ethnic minority students; Propose teaching measures to raise awareness, attitudes and actions of students in preserving and promoting traditional culture 9.2 Describe and assess the reality of traditional culture education for ethnic minority students in ethnic minority high schools and factors affecting the process of traditional culture education for ethnic minority students in high schools in the Central Highlands 9.3 Propose principles and measures of Ethnic Culture and Sports education for ethnic minority students in ethnic minority high schools The results of the thesis are the basis for implementing traditional culture education for ethnic minority students in the Central Highlands 10 Thesis structure In addition to the introduction, conclusion, and recommendations; references and appendices, the content of the thesis is organized into chapters: Chapter 1: Theoretical foundations of traditional culture education for students in boarding high schools for ethnic minorities; Chapter 2: The current situation of traditional cultural education in the Central Highlands for students in boarding high schools for ethnic minorities; Chapter 3: Measures to improve traditional culture education for ethnic minority students in boarding high schools for ethnic minorities in the Central Highlands and pedagogical experiments CHAPTER 1: THEORETICAL BASIS ON TRADITIONAL HIGHLANDS CULTURAL EDUCATION FOR STUDENTS OF ETHNIC MINORITY BOARDING SCHOOLS 1.1 An overview of traditional cultural education for students of ethnic minority boarding schools 1.1.1 Research works on traditional culture The research on values and culture was initiated in 2002 through the first study of the National Center for Social Sciences and Humanities (2002) The authors and research groups we synthesized include: Tran Van Binh (2004; 2006), Tran Ngoc Binh (2008), Dilworth A P & Gibson B E (2002), Nguyen Trong Chuan and Nguyen Van Huyen (2002), Tran Van Giau (1980), Vu Ngoc Khanh (2006), Ngo Duc Thinh (2010), Nguyen Thi Hai Yen (2011), Linh Nga Nie Kdam (2013), Nguyen Thi Huong Giang (2014), Nguyen Thi Hoang Nguyen (2018), Phan Huy Le (2020) Generally speaking, most studies related to ethnic minorities in the Central Highlands still focus on the basic theories, but not delve into the actual investigation, status and develop measures to preserve and promote traditional cultures effectively From practice, it is necessary to conduct in-depth studies on the traditional culture of ethnic minorities in the Central Highlands in order to properly identify, preserve and promote the good of traditional culture Researches on ethnic minorities, especially the traditional culture of ethnic minorities, have attracted the attention of many researchers from a very early age Notable authors include: Padilla A M & Lindholm K J (1995), John Tomasi (1995), Donovan and Christoper (2002), Abhoud Syed M Lingga (2004), Alfredo J A., Janette K & William F T (2006) ), Bob Baulch, Truong Thi Kim Chuyen, Dominique Haughton & Jonathan Haughton (2007), La Roche, M J., Fuentes, M A., & Hinton, D (2015), Dang Hoang Giang (2015a), Dang Hoang Giang (2015b) , Dang Trong Ho (2021) Although there have been studies on the current situation and influencing factors related to traditional cuture, the number of those researches is still quite limited compared to the needs of society, especially in the field of education There should be more research works related to the cultural issues, traditional culture of ethnic minorities in the field of education in order to identify, preserve and promote the traditional culture of the ethnic groups 1.1.2 Research projects on ethnic minority traditional culture education The studies on the process of traditional cultural education are synthesized including: Rosalie G B (2007), Nguyen Thi Nguyet (2010), Quach Thi Nhan (2016), Le Thi Thu Trang (2017), Pham Tuan Anh (2017), Chu Thi Ngan (2018), Nguyen Xuan Huyen (2019) In general, there are many studies on the education of the common traditional cultures of the nation such as patriotism, solidarity, and national pride among secondary school students and ethnic minorities in some provinces in the North of Vietnam The study of traditional culture education for ethnic minority high school students has also been implemented in some places, but only from the perspective of educational activity management, which has not yet reflected the actual situation and experimental results of the entire teaching process and study In particular, there have been no studies referring to the typical traditional cultures of the Central Highlands This is the blank point of the overall research picture that we want to contribute to further clarify the issue of traditional culture education for ethnic minority students in the Central Highlands 5 1.1.3 Overview of research works and problems to be solved in this thesis An overview of research works on traditional culture and traditional culture education allows us to generalize the whole research picture of traditional culture education as follows: In the field of traditional culture, researchers have investigated the characteristics of traditional culture by ethnic group (Abhoud Syed M.L, 2004; Tran Ngoc Binh, 2008) From there, researchers generalize traditional culture features through the characteristics of ethnic community groups (Phan Huy Le, 2002; Dang Trong Ho, 2021) In addition, researchers also warn about the following issues: representativeness of ethnic minority studies (Alfredo, Janette and William, 2006); the issue of respecting ethnicity in research (Padilla and Lindholm 1995) and standardizing scales for ethnic minorities (La Roche, M J., Fuentes, M A., & Hinton, D 2015) Some studies focus on some beautiful expressions of traditional culture (Linh Nga Niê Kdam, 2013); the influence of traditional culture on people’s problems (Dilworth & Gibson, 2002); In the field of research on traditional culture education for learners, the studies have generalized some key features of educational policies and perspectives (Rosalie G B, 2007) In addition, researchers have generalized the reality of traditional culture education on ethnic minority learners (Le Thi Thu Trang, 2017), students (Nguyen Thi Nguyet, 2010; Tran Thi Cam Tu, 2017), is a student (Pham Tuan Anh, 2017; Chu Thi Ngan, 2018; Nguyen Xuan Huyen, 2019) There have been basic studies on traditional culture, issues related to the current situation and influencing factors, but the number is quite limited compared to the development needs of society, especially in the field of education There should be more research works related to the cultural issues, traditional culture of ethnic minorities in the field of education in order to identify, preserve and promote the values of traditional culture of ethnic minorities The study of traditional culture education for ethnic minority high school students has also been implemented in some places, but only from the perspective of educational activity management, which has not yet reflected the actual situation and experimental results of the entire teaching process and study In particular, there have been no studies referring to the typical traditional cultures of the Central Highlands This is the blank point of the overall research picture that we want to contribute to further clarify the issue of traditional culture education for ethnic minority students in the Central Highlands Thus, the problem for researchers to solve is: systematize the theoretical basis for basic concepts related to education of traditional culture in the Central Highlands; Principles of traditional culture education; building the process of educating traditional culture for high school students; On the basis of the current situation of traditional culture education in the Central Highlands, develop measures to improve the effectiveness of the process of traditional culture education for ethnic minority high school students 1.2 Traditional cultures of the Central Highlands 1.2.1 Definitions of culture, tradition and traditional culture of the Central Highlands * Culture: is a collection of the most typical features of a particular ethnic community, expressed in the following aspects: tangible culture, spiritual culture and artistic culture * Tradition: are elements of cultural and social conservation expressed in behavioral standards, ideas, customs, practices, habits, lifestyles and behaviors of a historically formed human community and has become stable, passed on from generation to generation and preserved for a long time *Traditional culture: are cultural elements preserved in a society It is expressed in the standards of behavior, ideas, customs, practices, habits, lifestyle and behavior of a community of people It reflects the culture of the community at a given time Traditional cultural features are formed over a relatively long, stable period and are passed on from generation to generation * Traditional culture of the Central Highlands: is a system of traditional cultural elements in the Central Highlands that are handed down from generation to generation These are cultural elements bearing the characteristics of the Central Highlands, including: Central Highlands gong culture, festivals, folklores, writings, culinary culture, ethnic musical instruments, and crafts, and Traditional Costumes 6 1.2.2 Types of traditional cultures in the Central Highlands The types of traditional culture in the Central Highlands are very rich and diverse Collectively, the Central Highlands’ traditional culture is divided into three basic types: tangible culture, spiritual culture and artistic culture 1.2.3 The values of the traditional cultures of the Central Highlands The traditional culture of the Central Highlands carries many values and is considered in many different aspects Those values include: material values and spiritual values; immediate and long-term value; values to individuals and values to the community 1.2.4 Some traditional cultural contents of the Central Highlands In the current study, the Central Highlands traditional culture is studied through cultural contents: Central Highlands gong culture, festivals, folklores, ancient stories, rhyming words, writings, costumes, musical instruments, ethnicity and traditional crafts 1.3 Educating traditional cultures of the Central Highlands for students of ethnic minority boarding schools 1.3.1 Characteristics of ethnic minority boarding schools and ethnic minority boarding school students’ psychophysiology * Characteristics of ethnic minority boarding schools: is a school established exclusively for children of ethnic minorities It operates in accordance with regulations and charters of high schools according to Decree 05/2011/ND-CP * Ethnic minority boarding school students’ psychophysiology: Students studying at the school (95%) are ethnic minority children In addition to the general psychological characteristics of the age group of high school students, they also have some outstanding characteristics: boarding school, language limitations 1.3.2 Definitions of educating traditional cultures of the Central Highlands for stuents of ethnic minorty boarding schools * Education: includes educational activities related to the education of the young generation, it is associated with educational activities and educational process at school * Educating traditional cultures of the Central Highlands for stuents of ethnic minorty boarding schools: is an educational activity of traditional cultural forms with characteristics of national cultural identity in the Central Highlands, including: space of gong culture in the Central Highlands, festivals, folklores, writings, culinary culture, ethnic musical instruments, crafts and traditional costumes for boarding high school students of ethnic minorities with the aim of raising awareness, ideology, morality and lifestyle for them 1.3.3 Principles of educating traditional cultures of the Central Highlands for stuents of ethnic minorty boarding schools Educating traditional cultures for students needs to ensure the following principles: principle of purposefulness, planning; principlesp of self-discipline and voluntary participation in activities; principle taking into account age characteristics and individuality; the principle of combining the educational force with the positivity, independence and creativity of the educated 1.3.4 Processes of educating traditional cultures of the Central Highlands for stuents of ethnic minorty boarding schools * Purposes of educating traditional cultures of the Central Highlands Educating traditional culture is oriented to the common goal of knowledge, skills and attitudes for students * Contents of educating traditional cultures of the Central Highlands: The contents of traditional folk culture education include: educating awareness about the contents of traditional cultures, educating students’ attitudes towards traditional cultures, educating positive behaviors in conservation and promotion of traditional culture values 7 * Methods of educating traditional cultures of the Central Highlands: It is possible to use a variety of teaching methods of traditional and folklore: question and answer; presentation; explanation; class discussion; lightning, mind map, tablecloth, group work, situation, role play, puzzle piece * Models of educating traditional cultures of the Central Highlands: considering models of teaching traditional cultures to students, an integration with school subjects can be used; education through organizing extracurricular activities; education through cultural activities in villages; education through organizing for students to attend festivals; education through activities of Ho Chi Minh Communist Youth Union; education through cultural and artistic activities * The process of educating traditional cultures of the Central Highlands includes steps: Select and name the activity; Determine the goal of the activity; Determine the content and form of activities; Prepare for action; Conduct operations; End of activity * The forces participating in educating traditional cultures of the Central Highlands include: Board of Directors, Board of Parents and Students, Collective of Teachers, Department of Youth Union/Team; Family; Cultural centers of villages and communes; Local cultural officers; village elder, village chief, bon * Evaluating the results of educating traditional cultures of the Central Highlands: Currently, there is no separate subject on traditional culture, so we develop criteria and levels to evaluate the current situation of traditional culture education results and how to evaluate the results of traditional culture education in the Central Highlands for middle school students Ethnic boarding school through an experimental entrance and exit test 1.4 Factors affecting the education of traditional cultures of the Central Highlands The factors affecting the education of traditional culture for high school students of ethnic minorities in the Central Highlands were investigated, including: Policies of the Party and State; Contents of the traditional culture education program; Teachers' teaching methods; Teaching capacity of teachers; The student's own positivity; Student's extroversion; Economic conditions of the family; Facilities and conditions for organizing teaching activities; The coordination between family - school - society; Objects of the activity (Teachers, village elders, cultural officials) Chapter conclusion In chapter 1, the thesis has focused on synthesizing and analyzing researches, concepts and characteristics to clarify the scientific basis of the problem to be researched Starting with an overview of domestic and foreign research on traditional cultural education for students, we have located the research context Next, we have built some simulation concepts related to the topic In addition, we also analyze the characteristics of high school students from ethnic minorities, the characteristics of the traditional cultural education process and the factors affecting this process At the end of the chapter, we have built the manifestation level of the current state of traditional cultural education through the evaluation criteria CHAPTER 2: THE REALITY OF EDUCATING TRADITIONAL CULTURES OF THE CENTRAL HIGHLANDS TO STUDENTS OF ETHNIC MINORITY BOARDING SCHOOLS 2.1 An overview of the Central Highlands area and the participants 2.1.1 An overview of the Central Highlands area The Central Highlands consists of provinces, ranked in order of geographical position from North to South, including Kon Tum, Gia Lai, Dak Lak, Dak Nong and Lam Dong The Central Highlands is the convergence of 54 ethnic groups across the country who come here to live and work together to build a richer and more beautiful Central Highlands 2.1.2 An overview of the participants in the current study Table Characteristics of the samples (900 students) Total Percentage Samples Number N % % Gender Grade Province School Male Female Grade 10 Grade 11 Grade 12 Dak Lak 571 329 444 270 186 386 63,4 36,6 49,3 30 20,7 42,9 Gia Lai 154 17,1 Kon tum Dak Nong Lam Đong N’Trang Lơng (Dak Lak) Tay Nguyan Ea H’Leo N’Trang Long (Dak Nong) Ayun Pa Gia Lai Kon tum Sa Thay Lam Dong 137 125 125 106 186 94 124 72 82 81 57 98 15,2 13,9 10,9 11,8 20,7 10,4 13,8 8,0 9,1 9,0 6,3 10,9 900 100 Table 2 Characteristics of the samples (102 teachers) Total Percentage N % % Male 18 17,6 Gender Female 84 82,4 Dak Lak 42 42,2 Gia Lai 21 20,6 Province 102 100 Kontum 15 14,7 Dak Nong 16 15,7 Lam Dong 7,8 Kinh 57 55,8 Ethnic Other 45 44,2 2.2 The survey on the reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam We organized a survey to survey the current situation of learning traditional cultures of ethnic minority students: awareness of the importance of traditional culture education, students’ awareness of eight traditional cultures, students’ attitudes towards traditional culture education, and behavior active participation in traditional culture lessons, factors affecting the learning process of traditional culture; Survey on the actual situation of teaching traditional culture to ethnic minority students: teachers’ awareness of the importance of teaching traditional culture to students, frequency of preparing lectures, content, methods, and teaching methods teaching, factors affecting the process of teaching traditional culture to students 2.3 The results of the survey on the reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam 2.3.1 Overal evaluation on the reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam 2.3.1.1 The importance of traditional culture education Table Self-assessment of the importance of traditional culture education for students Samples Group Number Students Teachers Total Level of importance Not at all important Slightly important Neutral Frequenc y 45 386 % Frequenc y % Frequenc y 1,0 5,0 42,9 0 28 0 1,0 27,5 46 414 % 1,1 4,5 41, Important 460 51,1 73 71,6 533 53, Very important 900 100 102 100 1002 100 Total 2.3.1.2 The effectiveness of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam Table The effectiveness of educating traditional cultures Group Students Teachers Total Level of Frequenc Frequenc Frequenc effectiveness y % y % y % Not at all 547 60,8 604 60, effective 57 55,9 Slightly 210 23,3 254 25, effective 44 43,1 74 8,2 1,0 75 7,5 Neutral 55 6,1 0 55 5,5 Effective 14 1,6 0 14 1,4 Very effective 900 100 102 100 1002 100 Total 2.3.2 The reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam 2.3.2.1 The reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam shown in learning activities * Students’ perception of the contents of the traditional culture of the Central Highlands Table Students’ perception of the contents of the traditional culture of the Central Highlands Mean Level Rank No information Some information Neutral Know well Know very well Percentage of choice Gong culture 4,86 Very high 0,2 0,6 1,3 8,7 89,2 Festivals 4,17 High 2,6 3,4 11,9 38,2 43,9 Folklores 4,37 Very high 0,9 1,6 8,9 37,4 51,2 Writings 3,73 High 3,0 18,8 13,7 31,3 33,2 Cuisines 3,70 High 0,9 13,0 22,4 42,4 21,2 Traditional instruments 4,27 Very high 1,1 2,7 6,7 46,8 42,8 Traditional crafts 4,24 Very high 0,3 0,8 7,3 57,6 34,0 Traditional costumes 3,91 High 2,2 9,1 15,1 43,0 30,6 Contents Table The level of students’ understanding of traditional cultures through assessment exercises 10 36,9 4,2 0,8 0,7 1,40 64,6 32,0 2,7 0,6 0,2 Writings 1,50 Very low 60,9 30,7 6,9 0,9 0,7 Cuisines 1,53 Very low 53,9 40,7 4,6 0,3 0,6 Traditional instruments 1,40 Very low 65,7 29,6 3,6 1,1 0,1 Traditional crafts 1,47 Very low 57,4 38,9 2,6 1,1 0,0 Traditional costumes 1,44 Very low 60,6 36,0 3,0 0,2 0,2 points 57,4 Very low points Folklores Festivals points Rank 1,50 Very low Very low Gong culture points Level 1,50 Contents point Mean Percentage of paper selected 63,0 27,9 6,4 1,3 1,3 Total 1,47 Level Very low * Students’ attitudes towards traditional cultural education activities Table Students’ attitudes towards traditional cultural education activities Mean Level Rank Strongly disagree Disagree Neutral Agree Strongly agree Percentage of agreement I always have a positive attitude towards traditional culture education I respect what my ancestors left behind 3,41 High 28,8 4,2 6,9 18,2 41,9 3,81 High 11,7 10,8 5,3 29,8 42,3 I love everything that has become traditional culture I actively participate in lessons on traditional culture I am ready to protect the traditional culture I am always conscious of preserving traditional culture I always strive to study to become the successor of traditional culture education for the next generation I am always proud of myself for learning traditional culture 3,48 High 24,7 3,7 1,2 40,0 30,4 2,38 Average 42,8 17,7 10,4 16,9 12,2 2,33 Average 40,9 18,8 15,2 16,8 8,3 2,72 Average 39,1 14,8 ,8 25,6 19,8 2,64 Average 30,7 25,9 3,7 28,6 11,2 3,30 Average 13,1 22,6 8,4 32,9 23,0 Content Mean 3,01 Level Average * Frequency of performing traditional cultural education activities Table Frequency of performing traditional cultural education activities Level Thứ hạng Never Rarely Sometimes Often Very often Actively participate in integrated Mean Contents Frequency 1,56 Very 59,9 31,3 4,4 2,2 2,2 11 activities of traditional culture education Actively participate in extracurricular activities related to traditional culture education Participate in traditional cultural and artistic activities Participate in cultural experience activities Participate in learning traditional cultures in hamlets, villages, hamlets, hamlets Participate in traditional and cultural festivals organized by villages Participate in competitions to learn about traditional culture Participate in exchanges and discussions with artisans, village elders and village leaders on traditional culture low 2,18 1,45 1,52 1,45 1,43 1,41 1,48 Low Very low Very low Very low Very low Very low Very low 40,9 28,2 10,2 13,1 7,6 61,8 31,4 6,3 0,4 61,2 30,1 5,3 2,1 1,2 60,6 34,9 3,6 0,7 0,3 63,1 31,1 5,4 0,3 63,7 32,2 3,6 0,6 58,0 37,2 3,4 1,0 0,3 35,0 30,9 0,6 31,3 20,8 1,4 Actively and creatively perform all Very 1,44 60,6 practical tasks on traditional culture low 10 Actively propagate and mobilize Very relatives and others in the community to 1,40 low 64,4 learn about traditional cultures Mean 1,53 Level * Correlation between students’ perceptions, attitudes and actions Very low r = 0.92** sig = 0,001 Attitudes Attitudes Actions Actions r = 0.81** sig = 0,001 r = 0.64** sig = 0,01 Perceptions Perceptions Figure Correlation between students’ perceptions, attitudes and actions 2.3.2.1 The reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam manifested through teaching activities * Frequency of preparing lectures by teachers before each lesson on traditional culture Table Frequency of preparing lectures by teachers Often Very often 1,0 1,0 8,8 89,2 1,0 3,9 16,7 30,4 48,0 Rank Sometimes 4,21 Very high High Rarely 4,86 Never Identify the suitable traditional culture for the lesson objectives Select contents of traditional Level Contents Mean Percentage 12 culture that can be integrated Integrate content of traditional 3,63 High 4,9 46,1 30,4 18,6 culture education into lectures Select teaching methods suitable to the integration of traditional 3,59 High 16,7 9,8 10,8 23,5 39,2 culture education content with the subject Create conditions for students to practice and experience traditional 2,94 Average 24,5 18,6 17,6 16,7 22,5 cultures * Models of teaching teachers choose to teach traditional cultures Table 10 Frequency of teachers choosing models of teaching traditional cultures Rank Never Rarely Sometimes Often Very often Integrate content of traditional culture through subjects Organize extracurricular activities Organize cultural and artistic activities Organizing competitions to learn about traditional cultures Organize visits and study of traditional cultures in villages, hamlets and villages Organizing themed experiences of traditional culture in the form of a club Organizing a festival of traditional culture Level Contents Mean Percentage 4,04 High 10,8 4,9 4,9 28,4 51,0 1,91 Low 36,3 44,1 14,7 2,9 2,0 1,40 Very low 69,6 21,6 7,8 1,0 1,90 Low 36,3 44,1 14,7 2,9 2,0 1,54 Very low 53,9 39,2 5,9 1,0 1,39 Very low 67,6 26,5 4,9 1,0 62,7 32,4 4,9 0 52,0 39,2 5,9 2,0 1,0 1,42 Organize exchanges and talks with artisans and village elders 1,61 Investigate and collect traditional culture 1,47 Very low Very low Very 58,8 5,3 0,9 0 low Very 10 Encourage self-education 1,07 10 93,1 0,9 00 0 low * Methods of teaching teachers choose to teach traditional cultures The teaching methods explored by us include: Presentation, Lecture, Group discussion, Storytelling, Game, Problem solving, Case study, Modeling, Performances, Field trips The results are listed in Table 2.15 Table 11 Frequency of teachers choosing methods of teaching to teach traditional culture Very often Often Sometimes Rarely Never Rank Level Contents Mean Percentage 13 Presentation 3,69 High 1,0 2,0 42,2 37,3 17,6 Lecture 1,93 Low 32,4 49,0 13,7 2,9 2,0 Group discussion 1,57 Very low 50,0 44,1 4,9 1,0 Storytelling 1,39 Very low 67,6 26,5 4,9 1,0 Game 1,30 Very low 78,8 19,2 1,0 1,0 Problem solving 1,29 Very low 10 75,5 20,6 2,9 1,0 Case study 1,92 Low 32,4 49,0 13,7 2,9 2,0 Modeling 1,56 Very low 50,0 44,1 4,9 1,0 Performance 1,38 1,42 Very low Very low 67,6 26,5 4,9 1,0 62,7 32,4 4,9 0 10 Field trip 2.3.3 Factors affecting the education of traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam Table 12 Factors affecting the education of traditional cultures Contents Students Teachers Total M Rank M Rank M Rank Policies of the Party and State Contents of the cultural education program Teachers’ teaching methods 4,80 4,89 4,80 4,05 3,89 4,03 4,33 4,33 4,33 Teachers’ teaching ability 4,37 4,37 4,37 Student’s own positivity 3,94 4,26 3,97 Student’s extroversion 4,15 2,75 10 4,01 Economic condition of the family Facilities and conditions for organizing teaching activities The cooperation between family, school & society 10 Objects of the activity (Teachers, village elders, cultural officials) 4,18 4,32 4,19 3,93 10 4,14 3,95 10 4,31 3,79 4,26 4,09 3,78 4,06 2.4 An evaluation of the reality of educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam 2.4.1 The results of the survey Survey on the current situation of learning traditional cultures of ethnic minority students: Although students rate traditional culture education as very important, students’ awareness of the eight traditional cultures is very low Students’ attitude towards traditional culture education is average Students participate in activities on the content of learning traditional culture at a very low level Survey on the current situation of teaching traditional culture to ethnic minority students: teachers’ awareness of the importance of educating traditional culture for students is very important The frequency of preparing lectures, content, methods and methods of teaching is only low 2.4.2 The existing problems educating traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam Traditional culture education for ethnic minority students in the Central Highlands has not yet brought about high efficiency students are not clearly aware of the integrated learning objectives; Students have not been able to experience traditional cultures; Students have not yet felt interested in the benefits of traditional 14 culture for themselves and the community Teachers are not really knowledgeable about the traditional culture of the Central Highlands, leading to incomplete message transmission, not creating excitement for students In addition, due to the nature of integrated teaching, the contents of traditional culture are only considered as secondary content In terms of assessment, there are currently no specific regulations on evaluating the results of traditional culture education for students This causes many difficulties for teachers in organizing the examination and evaluation of the results achieved after teaching about traditional culture Chapter conclusion Most students and teachers are aware of the importance of traditional cultural education However, the real effectiveness of the traditional cultural education process is not high There is a positive correlation between perceptions, attitudes and actions of ethnic minority students when being educated in traditional cultures at an average to high level CHAPTER 3: MEASURES TO EDUCATE TRADITIONAL CULTURES OF THE CENTRAL HIGHLANDS TO STUDENTS OF ETHNIC MINORITY BOARDING SCHOOLS AND PEDAGOGICAL EXPERIENCE 3.1 Principles of building measures When formulating measures, we adhere to the following principles: Principle of ensuring objectiveness; Principles of ensuring objectivity; Principles to ensure efficiency; Principles of ensuring systematicity; Principles to ensure the promotion of students’ positivity, initiative and creativity; Principles of ensuring practicality 3.2 Measures to educate traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam 3.2.1 Education to raise awareness, foster and develop the educational capacity of the Central Highlands' traditional culture for educational forces 3.2.1.1 Objectives of the measure: Raise awareness and build capacity for educational subjects 3.2.1.2 Methods and conditions for implementation: Raising awareness of target groups: ethnic minority school administrators, teachers and students Depending on the cognitive characteristics of each group of subjects, there are specific conditions 3.2.2 Integrating educational content of Central Highlands' traditional culture for students of boarding high schools for ethnic minorities through teaching potential subjects 3.2.2.1 Objectives of the measure: Integrate traditional culture content into potential subject contents 3.2.2.2 Methods and conditions for implementation: Integrate into the content of lectures related to traditional culture in potential subjects such as GDCD, Literature, History, 3.2.3 Integrating educational content of Central Highlands' traditional culture for students of boarding high schools for ethnic minorities through teaching potential subjects 3.2.3.1 The goal of the measure: to help students access indirect educational content through career-oriented experiential activities 3.2.3.2 Method and conditions of implementation: depending on a variety of experiential and career-oriented activities Teachers need to get consent from students' families and school administrators; Ensure absolute safety for students when participating in experiential activities; Ensure education; It is necessary to disseminate rules before participating; Maintain students' interest by integrating other activities such as: art, quizzes, emulation; Create maximum conditions for students to experience 3.2.4 Building an educational environment of the Central Highlands' traditional culture for students in boarding high schools for ethnic minorities 15 3.2.4.1 The goal of the measure: Raise students' awareness of the Central Highlands' traditional culture through visual impact on students' vision 3.2.4.2 Methods and conditions for implementation: Determine the location where the school needs to build the landscape; Identify typical traditional and cultural contents of the region; Link icons; Design the overall landscape model Conditions: avoid waste, ensure efficiency, should create conditions for students to participate in the implementation of the work under the direction of the designer 3.2.5 coordinate social forces in organizing traditional cultural activities of the Central Highlands for students of boarding high schools for ethnic minorities to participate 3.2.5.1 The goal of the measure: Educating the Central Highlands traditional culture for students through the coordination of social forces to organize cultural activities 3.2.5.2 Method and conditions of implementation: Traditional cultural activities can be held inside or outside the school Activities can be carried out in the form of: writing contest, drawing contest, singing and dancing contest, writing and poetry contest, idea proposal contest, etc Condition: consider the appropriateness between content of traditional culture and time organized with students participating Motivational factors for students' participation Balance between rewards in kind or communication Coordinate many activities during the school year and work towards local traditional culture 3.3 The relationship between the four measures to educate traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam The above implementation measures differ only in the way, form of organization and the main object affecting students Although different, the measures are organically related to each other 3.4 Overview of the experiment 3.4.1 Purpose and scale of experimental site Purpose: verifying the scientific validity of the hypothesis and the feasibility of educational measures on Central Highlands gong culture for ethnic minority students in boarding schools manifested by a change in knowledge approach (integrated teaching, organizing field trips) Scale: Experiment on grade 10 classes of No Trang Long Ethnic Minority High School (Dak Lak) 3.4.2 Model of the experiment: experimental model without control group 3.4.3 Hypothesis of the experiment Hypothesis 1: there is a significant difference in the general average of students before and after participating in the experiment of each measure with the significance level p < 0.05 Hypothesis 2: Of the two proposed measures (integrated teaching, teaching through the organization of field trips), the method of teaching through the organization of field trips will have the highest overall average for each aspect 3.4.4 Process of choosing participants: The selection of the experimental class complies with the selection criteria and is based on the results of Anova’s test analysis on the difference in test results The two selected grades are class 10A2, 10A5 3.4.5 Scale criteria and empirical evaluation Through the input and output test, we designed a scale for students' perceptions, attitudes and actions about gong culture The empirical evaluation is based on a 5-level scale 3.5 Results of the experiment 3.5.1 Pre-test results * Students’ perceptions Table Distribution of level, mean and standard deviation of students in the pre-test TN1 TN2 Level (10A2) (10A5) N % N % Excellent 0 0 Good 0 0 16 Average Poor Very poor 23,3 17,3 20 7,3 17 56,7 19 65,4 30 100% 29 100% 3,23 (Poor) 3,21 (Poor) 1,41 1,37 F =1,25; sig = 0,285 Total Mean SD Anova Test * Students’ attitudes Table Distribution of levels, mean and standard deviation of students in classes participating in the pre-test TN1 TN2 Level (10A2) (10A5) N % N % Low 27 90 26 89,7 Average 10 10,3 High 0 0 Total 30 100% 29 100% Mean 1,32 (Low) 1,32(Low) SD 0,19 0,18 Anova Test F = 0,015; sig = 0,958 * Students’ actions Table 3 Distribution of levels, mean and standard deviation of students in classes participating in the pre-test TN1 TN2 Level (10A2) (10A5) N % N % Low 18 60 16 55,2 Average 12 40 27,6 High 0 10,3 Very high 0 6,9 Total 30 100% 29 100% Mean 1,40 (Average) 1,69 (Average) SD 0,49 0,93 Kruskal K=0,834; sig = 0,659 Wallis Test 3.5.2 Post-test results * Students’ perceptions Table Distribution of level, mean and standard deviation of students’ perceptions in the post-test TN1 TN2 Level (10A2) (10A5) SL % SL % Excellent 3,3 31,1 Good 16,6 31,1 Average 16 53,3 27,5 Poor 16,6 6,8 Very poor 10,2 3,5 Total 30 100% 29 100% Mean 5,37 (Average) 6,66 (Average) SD 1,32 1,49 Anova Test F = 7,31 ; sig = 0,001 *Students’ attitudes 17 Table Distribution of level, mean and standard deviation of students’ attitudes in the post-test TN1 TN2 Level (10A2) (10A5) N % N % Low 6,7 0 Average 21 70 16 55,2 High 23,3 13 44,8 Total 30 100% 29 100% Mean 1,99 (Average) 2,19 (Average) SD 0,26 0,37 Kruskal K= 39,27 ; sig = 0,000 Wallis Test *Students’ actions Table Distribution of level, mean and standard deviation of students’ actions in the post-test TN1 TN2 Level (10A2) (10A5) N % N % Low 13,4 0,0 Average 15 50,0 13,8 High 13,3 20,7 Very high 23,3 19 65,5 Total 30 100% 29 100% Mean 2,47 (High) 3,52 (Very high) SD 1,01 0,74 Kruskal K= 26,99 ; sig = 0,000 Wallis Test After participating in the experimental classes, there were significant differences in students’ perceptions, attitudes and actions This difference is most evident in the perception and action part 3.5.3 A summary of the effectiveness of the experiment Table Results of the T-test of the post-test – Pre-test pair of average scores Mean T-test P Aspect Class Level Level Result ost-test t sig Pre-test Average TN1 3,23 Poor 5,37 2,14 0,00 - 6,05 Perceptions Average TN2 3,21 Poor 6,66 3,45 - 9,15 0,00 Average TN1 1,32 Average 1,99 0,67 0,01 - 3,04 Attitudes Average TN2 1,32 Low 2,19 0,87 - 3,15 0,02 TN1 1,40 Average Average 2,47 High 1,07 - 3,05 0,001 Very Actions TN2 1,69 3,52 1,83 - 1,51 0,00 high Both measures are effective in improving students’ awareness, attitudes and actions about the space of gong culture in the Central Highlands TN2 class has markedly improved in all aspects of perception, attitude and action At this point, Hypothesis has enough evidence to confirm that it is a correct hypothesis 3.5.4 Results of evaluation of measures to educate traditional cultures of the Central Highlands to students of ethnic minority boarding schools in the Central Highlands of Vietnam In order to test the interest, responsiveness of the experimental measures, the suitability and usefulness of the experiment, we conducted a survey of 59 students and 12 teachers of the Literature History – Civil Education group participated in and observed the experimental classes 18 3.5.4.1 Students’ interest in participating measures Table Students’ interest when participating in experimental classes Level Rank Not at all interested Not very interested Neutral Somewhat interested Very interested Contents Mean Number 4,57 Very high Very high 2 25 59 0 27 63 Very high 24 54 28 53 33 50 2 10 25 51 The meaning of the topic The content of the topic 4,70 Teachers’ organization method 4,40 Teachers’ understanding of the 4,48 subject matter Skills for motivating students 4,47 The experience when 4,34 participating in the topic 3.5.4.2 Level of response of the measures Very high Very high Very high Table Self-assessment of the experimental response level of students Rank Very low Low Average High Very high Maintain knowledge of traditional culture Have a proud attitude towards the traditional features of the nation Promote self-discipline, actively learn about other traditional cultures of the nation Apply the knowledge of the topic into practice: making friends, respecting other people Be able to experience traditional culture Level Content Mean Number 4,22 Very high 3 22 50 Very high 4,77 0 19 70 21 65 Very high 4,67 4,06 High 22 29 35 4,11 High 4 13 29 41 Table 10 Self-assessment of the experimental response level of teachers Rank Very low Low Average High Very high Topics can attract students’ attention Topics can maintain students’ Level Content Mean Number 4,65 Very high 0 9,1 18,2 72,7 4,64 Very high 0 18,2 81,8 ... schools 1.3.1 Characteristics of ethnic minority boarding schools and ethnic minority boarding school students’ psychophysiology * Characteristics of ethnic minority boarding schools: is a school... regulations and charters of high schools according to Decree 05/2011/ND-CP * Ethnic minority boarding school students’ psychophysiology: Students studying at the school (95%) are ethnic minority... children In addition to the general psychological characteristics of the age group of high school students, they also have some outstanding characteristics: boarding school, language limitations 1.3.2