Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.Rèn luyện kỹ năng phát triển chương trình giáo dục nhà trường cho sinh viên đại học ngành giáo dục tiểu học.
MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATION SCIENCE PHAM THI YEN TRAINING SCHOOL EDUCATIONAL CURRICULUM SKILLS FOR UNDERGRADUATE STUDENTS MAJORING IN PRIMARY EDUCATION Major: Theory and history of education Code: 9.14.01.02 SUMMARY OF THE DOCTORAL DISSERTATION OF EDUCATION SCIENCE HANOI - 2022 Work was completed at: THE VIETNAM NATIONAL INSTITUTE OF EDUCATION SCIENCE Scientific instructor: Instructor 1: Dr LUONG VIET THAI Instructor 2: Professor PhD NGUYEN THI HUONG Examiner 1: Professor PhD DUONG THI HOANG YEN Examiner 2: Professor PhD PHO DUC HOA Examiner 3: Professor PhD NGUYEN TUYET NGA This doctoral dissertation will be defended at the Institute-level Thesis Judging Committee meeting at the Vietnam National Institute of Educational Science, 101 Tran Hung Dao, Hanoi At , on date Month year This doctoral dissertation can be found at: - National Library of Vietnam - The Library of the Vietnam National Institute of Education Science INTRODUCTION Rational of the study School Education program is the implementation and concretization of the national educational program in each school; school education program has diverse forms of learning associated with each school, each educational institution with its own characteristics in terms of natural conditions, certain socio-economic and educational situations School education program development is the process by which the school concretizes the national education program, making the national education program suitable at the highest level with the reality situation of the educational institution On the basis of ensuring the general requirements of the national educational program, the school will select, develop the content and determine the implementation method that reflects the characteristics and is suitable to the school's practice in order to meet the development requirements of the learners, effectively implementing educational goals The importance of the school educational program development is to make the school educational program vividly reflect the actual situation of the school, the learning and development needs of students in the school From the academic year 2020-2021, the general educational program of 2018 was officially implemented The general education program of 2018 was built in an open way, shifting from "mainly equipping knowledge to comprehensively developing learners' capabilities and qualities" [19] The program only stipulates the general principles and orientations on the requirements to be achieved on the quality and capacity of students, educational content, educational methods and evaluation of educational results, not too detailed regulations, to create conditions for schools and teachers to be proactive and creative in implementing the program With that orientation, the general educational program of 2018 requires teacher to build the education plan that is appropriate to the conditions of the locality, school and characteristics of students, in which choosing methods and form of teaching and assessment of educational results according to the orientation of developing students' capacity With the mission of training teachers, pedagogical universities must innovate training content and methods, focusing on developing the qualities and competencies of students so that they can effectively implement the new general education curriculum, to meet the requirements to renew innovation In addition to equipping students with a knowledge system, it is necessary to form and train them with pedagogical skills, including skills in developing school communication programs Skill development of school educational program is indispensable skill of pedagogical students If they lack this skill, they are not able to participate efficiently in developing school education programs Thus, practicing skill development of school educational programs for pedagogical students in general, primary education major in particular is urgent issue both in theory and practice The practice of training primary-school teacher shows that: universities of pedagogy has renewed training content and method, enhanced in practicing professional skills in students so that they can quickly adapt to the reality of reforming general education However, in some universities, the training of skill development of school education program for students has not been given due attention, while the new general education program requires teachers to have capacity to develop school curriculum Thus, some of graduated students still face many difficulties and embarrassment in implementing school curriculum and their capacity to develop school curriculum is still limited For these reasons above, we selected the topic: “Training school educational curriculum skills for undergraduate students majoring in primary education” to study Purpose of the research On the basis of researching theory and practice, the thesis proposes measures to train skill development of school educational programs for undergraduate students majoring in primary education, contributing to improving training quality, meeting the requirement to renew general education Objects and subjects of the study 3.1 Objects of the study The process of training skill development of school educational programs for undergraduate student majoring in primary education in universities of pedagogy 3.2 Objects of the study The relationship between training skill development of school educational programs for undergraduate student majoring primary education and the development of the primary education curriculum Scientific theory It is possible to improve the effectiveness of training skill development of school educational programs for undergraduate students majoring in primary education if system of skill development of schooling education programs and propose measures for training skill development in schooling education program based on the process and skill training path which has been standardized; also in accordance with the requirements of university training program and general education program of 2018 Tasks of the study 5.1 Research on the theoretical basis of the problem of training skills to develop school curriculum for university students majoring in primary education 5.2 Assessing the reality of training skills in developing school curriculum for university students majoring in primary education 5.3 Proposing measures to train skills in developing school curriculum for university students majoring in primary education and experimenting with one measure Scope of the study 6.1 Limits on research content The thesis researches measures to practice skills to develop school curriculum for university students majoring in primary education at subject/activity level, through a number of modules (School educational programs development, Primary school education); Methods of teaching subjects ) and through practical activities, training students' pedagogical skills in primary schools 6.2 Limits on the study area - Research on the reality of training skills in developing school education programs for undergraduate students majoring in general education at Hanoi National University of Education, Saigon University and Vinh University in the school years 2016-2017; 2017-2018; 2018-2019 - Pedagogical experiment with students of the Department of Primary Education at Saigon University Research approach and methods 7.1 Approach The thesis uses the following approaches: System - structure approach; practical approach; access to implementation capacity; approach the output standard 7.2 Research Methods 7.2.1 Theoretical research method group This group of methods aims to collect theoretical information to build the theoretical basis of the topic In this group, there are the following methods: Analysis - synthesis of documents; generalize independent statements 7.2.2 Group of practical research methods This group of methods aims to collect practical information to build the practical basis of the topic In this group, there are the following methods: Survey by questionnaire; exchange and interview; observe; product research; Get expert opinion: pedagogical experiment 7.2.3 Mathematical statistical methods Using statistical formulas and computer software to process the obtained data quantitatively, compare and present the research results of the thesis Defense point of view 8.1 The skill of developing school educational curriculum is an important skill of high school teachers in general, and primary school teachers in particular in the context of reforming the current general education program This skill should be trained for students during the pedagogical training process at the University of Education, through the modules of the pedagogical training program 8.2 The training of skills in developing school educational curriculum for undergraduate students majoring in Primary Education still has certain limitations and inadequacies, mainly due to the lack of clear definition of the content, process, and measures to practice this skill, in line with the pedagogical training program at the University of Education 8.3 In order to effectively train school education program development skills for undergraduate students majoring in Primary Education, it is necessary to synchronously apply measures based on the structure of school curriculum development skills; the process of training curriculum development skills; at the same time based on the pedagogical training program at the University of Education Thesis contribution 9.1 The thesis has contributed to clarify more theoretical issues about training school educational curriculum skills for undergraduate students majoring in Primary Education at University of Education In particular, the specific skills of developing school curriculum need to be trained for undergraduate students majoring in Primary Education; building a complex structure of skills to develop school curriculum and training process for undergraduate students majoring in Primary Education 9.2 Scientific data has been collected on the basis of survey, analysis and objective assessment of the reality of training skills to develop school curriculum for university students majoring in Primary Education The results of the research on the current situation of the thesis are an important practical basis to propose measures to train skills in developing school curriculum for university students in primary education, to meet the requirements of innovation in general education 9.3 From the results of theoretical and practical research, the thesis has proposed measures to train the development of school curriculum for university students majoring in Primary Education In particular, the thesis has built a process of training skills in developing school curriculum for undergraduate students majoring in Primary Education at the subject/activity level, which can be applied to the process of training students majoring in Primary Education at University of Education, contributing to improving the quality of training 10 Thesis structure In addition to the introduction, conclusion, appendices, list of references, the thesis consists of chapters: Chapter 1: Theoretical basis of training skills to develop school curriculum for undergraduate students majoring in Primary Education Chapter 2: The status of development skill training school education curriculum for college students specialized primary education Chapter 3: Methods for training school educational curriculum skills for undergraduate students majoring in Primary Education Chapter THEORETICAL BASIS OF TRAINING SKILLS TO DEVELOP SCHOOL CURRICULUM FOR UNDERGRADUATE STUDENTS MAJORING IN PRIMARY EDUCATION The status of development skill training school education curriculum for college students specialized primary education 1.1 OVERVIEW OF THE RESEARCH PROBLEM 1.1.1 Studies on school educational curriculum development In foreign countries, research works follow the following directions: - Research on general issues of school curriculum development There are works by the authors Bezzina, Brady, Marsh, Hanay … These works have clarified the concept of school educational curriculum development; characteristics, principles, and arguments for school curriculum development - Research on teacher, student and community involvement in school curriculum development There are works of the authors Bezzina, Howells, Keys These works have clarified the role of teachers, students and the school curriculum development community - Practical research on school curriculum development in other countries There are works of the authors Boyd, Elliot, Hairon, Catherine On the basis of practical research on the development of school curriculum in countries such as New Zealand, Australia, Canada, the United Kingdom, the United States and Singapore, these works have shown that, although the context may be different, between these countries there are common models, processes and participants in school curriculum program development Therefore, countries can exchange and learn from each other's experience in developing school curriculum In the country, there are research works of Nguyen Vu Bich Hien, Luong Viet Thai, Nguyen Cong Khanh, Do Ngoc Thong … These works have clarified the terms of school educational curriculum development; the meaning of the school's educational curriculum development; Developing school educational curriculum according to competency approach … 1.1.2 Studies on skills and skills training to develop school educational curriculum for undergraduate students majoring in primary education In the world, there are research works of Apdulina, Cusmine, Kixegov … In the country, there are research works by Nguyen Ngoc Chinh and Le Dinh Son, Pham Minh Hung, Dang Thanh Hung … These works have clarified the concept of skills, skills to develop school curriculum; elements of school curriculum development skills … Some authors such as Pham Minh Hung, Phan Quoc Lam, Chu Thi Thuy An, Chu Thi Ha Thanh have researched on training pedagogical experience for university students majoring in Primary Education But for training skills to develop school curriculum for undergraduate students majoring in Primary Education, almost no author has studied in-depth 1.2 BASIC CONCEPTS OF THE TOPIC 1.2.1 Educational curriculum, school education curriculum 1.2.1.1 Educational curriculum A curriculum is understood as an overall plan of educational activities for a specified time, which defines the goals that learners need to achieve, and clearly defines the scope and level of content, methods, means, forms of educational organization, methods of evaluating educational results in order to achieve the set educational objectives 1.2.1.2 School education curriculum The school curriculum is a program built by the school's teachers on the basis of both meeting the general requirements of the national curriculum and the local curriculum, and being suitable to the actual conditions of the school and the characteristics of the students The school educational curriculum shows openness, giving autonomy to schools and teachers in the development and implementation of the curriculum On the basis of the national curriculum, the local curriculum, the school principal together with the teachers develop the school curriculum to suit the specific conditions of the school and the characteristics, demand, interest of students 1.2.2 School education curriculum development School curriculum development is understood as the process by which the school concretizes the national curriculum, making the national curriculum consistent with the school's practice at the highest level On the basis of ensuring the general requirements of the national curricula and local curricula, the school selects, develops the content and determines the implementation method that reflects the characteristics (mission, vision, core values) and in accordance with the school's practice in order to meet the development requirements of learners, effectively realize educational goals 1.2.3 Skills and skills to develop school educational curriculums 1.2.3.1 Skills A skill is the performance of a certain action (for example, teaching activity, educational activity, educational program development activity, etc.), based on knowledge and experience as well as psychological conditions inside each individual to achieve the desired result 1.2.3.2 Skills for developing school educational programs The skill of developing school educational program is a form of action that is voluntarily performed by the subject based on knowledge of the school educational program, meeting the needs and characteristics of each school, bringing about the effect of positive change extreme for the school Skills for developing school curriculum are not a single skill but a combination of many component skills In each component skill, there are certain operations 1.2.4 Training skills to develop school educational programs Training skills to develop school curriculum for university students majoring in general education is the process by which the subject is systematically practiced, trained, and mastered the knowledge and skills of understanding and analyzing actual needs in the context the current situation of the society and the locality; current program analysis; know how to assign and arrange work systematically and logically; determine the requirements to be met; then design the program; implement the program and have methods of testing and evaluation to match the overall goals of the national program and the school program 1.3 THEORY ON SCHOOL EDUCATION PROGRAM DEVELOPMENT SKILLS OF UNIVERSAL STUDENTS OF ELEMENTARY EDUCATION 1.3.1 The place of skills in the development of school education programs in the training program of primary education at the pedagogical university In the primary education training program, this skill has the following position: As a requirement in the output standards of the primary education training program of the Pedagogical University; Included in the basic and specialized modules in the training program of the general education sector; It is one of the contents of regular pedagogical training and pedagogical practice in the training program of the general education major at the University of Pedagogy 1.3.2 Bases for determining skills in developing primary school educational programs To determine the skills to develop educational programs in primary schools, it is necessary to base them on the following bases: Outcomes standards of training programs in primary education of universities; the process of developing curriculum for primary school education; skills for developing primary school curriculum 1.3.3 Structure of skills to develop elementary school curriculum The structure of skills to develop educational curriculum in primary schools has the following elements: 1) Knowledge of methods of performing operations, actions and knowledge of action objects; 2) The operating system, actions and means used; 3) The purpose and task for which the action is to be performed 14 Meet the output standards for students majoring in primary 4.45 education Meet the professional standards of teachers of general education 4.34 institutions Meet the requirements of the 4.36 general education program 2018 Meet the job position of university students majoring in primary education upon 4.41 3.81 4.32 3.62 4.34 3.63 4.42 4.39 3.67 4.39 4.37 3.68 graduation _ X From the data of Table 2.11, it can be seen that the survey subjects all have the correct and complete awareness of the meaning of training skills in developing school education programs for univversity students majoring in primary education This is considered an advantage for training this skill for students 2.4.2 Situation of the implementation of the goals and requirements for developing skills in school education programs for university students majoring in primary education Table 2.12 The results of the implementation of the goals and requirements for developing skills in school education programs for university students majoring in primary education Survey subjects Managers Teachers Students _ X Level _ X Level _ X Level Help university students majoring in primary education have a full awareness of school education programs and develop school education programs 2.84 2.91 2.67 Improve the ability to develop school education programs for university students majoring in primary 2.68 2.61 2.62 No Goals and Requirements Training goals 15 education Fostering the right attitude for university students majoring in primary education in training skills to develop school education programs 2.76 2.67 2.63 X 2.76 2.73 2.64 Ensure the purposefulness and selfdiscipline of training skills to develop school education programs 2.76 2.73 2.68 Ensuring the science of training skills to develop school education programs 2.71 2.69 2.66 3 Based on students' self-training 2.65 2.63 2.64 _ Training requirements _ 2.70 2.68 66 X From the data of Table 2.12, it can be seen that the survey subjects all rated the implementation of the training goals and requirements in training skills to develop school education programs for students at an average level (level 3) 2.4.3 Situation of implementing content training skills to develop school education programs for university students majoring in primary education The thesis also surveyed the situation of implementing the content of training skills to develop school education programs for students at the level of subjects/educational activities From the survey results on training component skills, the thesis has summarized the results of assessment of training skills in developing school education programs at the level of subjects/educational activities for students Table 2.18 Summary of results of assessment of skills training content develop school education programs at the level of subjects/educational activities of students Survey subjects Training content No Managers _ X Teachers Students Level _ X Level _ X Level 2.67 2.74 Training skills to analyze and evaluate educational contexts and 2.65 needs 16 Training skills to determine the goals of school education 2.69 2.70 2.75 2.62 2.72 3 2.65 2.68 2.60 2.64 3 2.65 2.70 programs Training skills to design school education programs in primary 2.60 schools Training school skills education to implement programs in 2.63 primary schools Training skills to evaluate and adjust school education programs 2.57 in primary schools _ X 2.63 From the data of Table 2.18, it can be seen that the content of training skills to develop school education programs for university students in primary education is rated at (average) and (weak) levels by the subjects 17 2.4.4 Situation of the way to practice skills in developing school education programs for university students in primary education Table 2.19 The results of implementing the way to practice skills in developing school education programs for university students in primary education Survey subjects No Training way Managers Teachers Students _ Level _ X Level _ X Level 2.80 2.81 3 2.87 2.84 3 2.74 2.79 X Through teaching professional 2.74 pedagogical modules Through pedagogical training and 2.82 pedagogical practice Through self-training of students 2.66 _ 2.74 2.80 2.81 X From the data of Table 2.19, it can be seen that, in the forms of training skills to develop school education programs for students, the more appreciated form is Through pedagogical training and pedagogical practice And the form Through selftraining of students is the lowest rated 2.4.5 Actual situation of implementation procedures of training school educational curriculum skills for undergraduate students majoring in primary education Table 2.20 Results of implementing general procedures of training school educational curriculum skills for undergraduate students majoring in primary education Surveyed subjects Provide Managers Teachers Students _ X Rank _ X Rank _ X Rank 2.71 2.72 2.72 2.63 2.65 2.70 master 2.55 2.59 2.68 General procedure TT knowledge on school educational curriculum skills for undergraduate students majoring in primary education Organize for students to observe and practice according to models Practice thoroughly to 18 school educational curriculum skills for undergraduate students majoring in primary education _ 2.63 X 2.65 2.70 From the statistics of table 2.20, it can be seen that: all surveyed people evaluated the implementation of procedures of training school educational curriculum skills for undergraduate students majoring in primary education at an average level (level 3) In this part, the dissertation also surveys the actual situation of evaluating the results of training school educational curriculum skills; the actual situation of factors affecting the training of school educational curriculum skills for undergraduate students majoring in primary education 2.5 GENERAL EVALUATION OF THE ACTUAL SITUATION The dissertation has made general evaluation of the actual situation of undẻgraduate students’ school educational curriculum skills and the actual situation of training school educational curriculum skills for undergraduate students majoring in primary education (advantages and disadvantages); from there, từ rút nguyên nhân thực trạng Conclusion of chapter In recent years, universities have achieved initial results in training skills to develop school curriculum for university students majoring in general education However, in this activity, schools still have many limitations and shortcomings The research results of chapter are the practical basis to propose the process and measures to train skills in developing school curriculum for university students majoring in general education in chapter 19 Chapter MEASURES FOR TRAINING SCHOOL EDUCATIONAL CURRICULUM SKILLS FOR UNDERGRADUATE STUDENTS MAJORING IN PRIMARY EDUCATION 3.1 PRINCIPLES FOR PROPOSING MEASURES When proposing measures for training school educational curriculum skills for undergraduate students majoring in primary education, it is essential to base on the following principles: Guaranteed targeting; Ensure system integrity; Guaranteed Standard Output; Promoting the positivity and interest in training professional skills of students; 3.2 SOME MEASURES FOR TRAINING SCHOOL EDUCATIONAL CURRICULUM SKILLS FOR UNDERGRADUATE STUDENTS MAJORING IN PRIMARY EDUCATION 3.2.1 Exploit contents of pedagogical professional modules for training school educational curriculum skills for undergraduate students majoring in primary education 3.2.1.1 Measure goals Help teachers grasp and apply how to exploit the content of pedagogical modules to train school educational curriculum skills for undergraduate students majoring in primary education 3.2.1.2 Measure content Primary school educational curriculum skills not have separate modules to directly serve their formation As such, it is necessary to exploit contents of pedagogical professional modules to train school educational curriculum skills for undergraduate students majoring in primary education 3.2.1.3 Measure implementation approach To implement this measure, it is a must to: Determine the pedagogical professional modules that have many advantages in training school educational curriculum skills for undergraduate students majoring in primary education to exploit; Implement the exploit of contents of training school educational curriculum skills for undergraduate students majoring in primary education in pedagogical professional modules, etc 3.2.1.4 Measure implementation condition Universities must have pedagogical profession training program to ensure 20 that students have a thorough training of strong pedagogical skills system; the students must be capable of exploiting contents of training school educational curriculum skills for undergraduate students majoring in primary education in pedagogical professional modules 3.2.2 Building procedures for training school educational curriculum skills for undergraduate students majoring in primary education 3.2.2.1 Measure goals Help teachers grasp the organization of activities to train school educational curriculum skills for undergraduate students majoring in primary education in a specific procedure, in order to improve effectiveness of the activities 3.2.2.2 Measure content In order to build activity procedures of training school educational curriculum skills for undergraduate students, it is necessary to design procedures for training school educational curriculum skills for undergraduate students Training school educational curriculum skills are one combined skill, consisting of a number of component skills, both relatively independent and strongly connected to one another As such, along with designing general training procedures, it is a must to design training procedures for each skill component of the school educational curriculum skills at different levels 3.2.2.3 Measure implementation approach To implement this measure, it is a must to: Design general procedures for training school educational curriculum skills for undergraduate students; design procedures to train skill components of school educational curriculum skills for undergraduate students … 3.2.2.4 Measure implementation condition To implement this measure, universities need to have a Guide to build procedures for training school educational curriculum skills; as well as organize training for teachers in building procedures for training school educational curriculum skills Primary school teachers must be familiar with and able to guide students through these processes 3.2.3 Coordinating approaches to organize training school educational curriculum skills for undergraduate students majoring in primary education 3.2.2.1 Measure goals To help teachers grasp how to use different approaches to organize training school educational curriculum skills for undergraduate students; in order to improve 21 effectiveness of training these skills 3.2.2.2 Measure content The approaches to organize training skills for undergraduate students majoring in primary education are very diverse: Practice pedagogical professional modules; train pedagogical professional modules regularly; pedagogical practice; self-training of students, etc These approaches need to be used in coordination to train students' skills in developing school educational programs 3.2.2.3 Measure implementation approach To implement this measure, it is a must to: Help teachers thoroughly understand the roles of the approaches in training school educational curriculum skills for undergraduate students; Giúp giảng viên hiểu rõ vai trò đường rèn luyện KN phát triển CTGD nhà trường cho SV; intergrate requirements of training school educational curriculum skills for undergraduate students in the training approaches; coordinate approaches of training school educational curriculum skills for undergraduate students, etc 3.2.3.4 Measure implementation condition To implement this measure, universities must develop content and processes for training paths; establish a network of primary schools for practice; allocate resources to implement training paths to develop the school's educational program development skills for students 3.2.4 Designing and using techniques to evaluate results of training school educational curriculum skills for undergraduate students majoring in primary education 3.2.4.1 Measure goals The goal of this measure is to design techniques to evaluate results of training school educational curriculum skills for undergraduate students and use these techniques to evaluate results of training school educational curriculum skills for undergraduate students 3.2.4.2 Measure content To objectively evaluate the results of training school educational curriculum skills for undergraduate students, in addition to determining the goals, requirements, and content of the evaluation, it is necessary to design and use evaluation techniques The evaluation techniques for results of training school educational curriculum skills for undergraduate students must be designed so that: on one hand, they are based on evaluation techniques for students’ academic performance and results in general; on the 22 other hand, based on the goals, requirement, content and procedures of evaluating results of training school educational curriculum skills for undergraduate students in particular 3.2.4.3 Measure implementation approach To implement this measure, it is a must to: Determine the base of the designs and use evaluation techniques for results of training school educational curriculum skills for undergraduate students; Design techniques to evaluate results of training school educational curriculum skills for undergraduate students; Use the designed techniques to evaluate the results of training school educational curriculum skills for undergraduate students… 3.2.4.4 Conditions for taking measures To implement this measure, universities training primary education must have a Guide on assessing student learning outcomes in general, and evaluating results of pedagogical skills training in particular; at the same time, there is a training quality assurance department and facilities for student assessment activities 3.2.5 Create favorable conditions and environment for students in train practice skills in developing primary school education curriculum 3.2.5.1 Objectives of the measure In order to create an environment and favorable conditions for students to practice their skills in developing the primary school curriculum in the most effective way 3.2.5.2 Contents of the measure The factors that create a favorable learning and training environment for students include: The interest of school leaders in the learning and training of students; The contents and curriculum are built in a modern direction; advanced training methods and forms; evaluate training results based on output standards… 3.2.5.3 The ways of taking measures In order to this, it is necessary to: Raise awareness for teachers and students about the meaning and importance of developing skills in primary school curriculum development; Associate pedagogical training with the reality of primary schools; Building a process of professional training in pedagogy for the whole course for students of Primary Education; create a favorable environment to train pedagogical skills for students majoring in Primary Education 3.2.4.4 Conditions for taking measures To implement this measure, universities with training in Primary Education 23 must be able to mobilize, exploit and rationally use the conditions inside and outside the school for student's skill training activities 3.3 RELATIONSHIP BETWEEN PROPOSED MEASURES In order to train primary school curriculum development skills for undergraduate students majoring in Primary Education, it is necessary to apply synchronously 05 measures proposed by the thesis These measures have a close relationship with each other and influence each other, forming a synchronous impact system on the process of developing skills in developing elementary school curriculum for students 3.4 EXPERIMENTATION 3.4.1 Experimental organization 3.4.1.1 Purpose of the experimentation The purpose of the experiment is to test the effectiveness of one of the proposed measures to train the skills of developing school curriculum for undergraduate students majoring in Primary Education 3.4.1.2 Experimental hypothesis The skills of developing school education programs of university students in primary education can be improved, if the process of processization is applied to practice skills of developing school education programs for university students of primary education 3.4.1.3 Content and method of experimentation a Experimental content Because of time limitation, we only choose to organize an experiment: Build a process of training skills to develop school education programs for university students majoring in primary education Subject implementing the content of the experiment is the lecturer teaching the pedagogical skills modules under the direct direction of the Dean of the Faculty of Primary Education b Experimental method Experiment was conducted on two parallel groups: experimental group and case-control group, according to the following model: Group Experimental Case-control Pre-impact test O1 O2 Solution or impact X - Post-impact test O3 O4 24 Experimental results are measured by comparing the difference between the results of the measurement before and after the impact When there is a difference (expressed in |O3-O4|>0), the researcher will conclude that the applied experimental measure has had results 3.4.1.4 Experimental process The experiment process is carried out according to the following stages/steps: Preparation stage (Selection of site, time and sample of experimental subjects; Determination of standards and scale for evaluating experimental results; Training collaborators); Experimental organization stage (Input survey; 1st experiment organization; 1st experiment results analysis; 2nd experiment organization; 2nd experiment results analysis); Experimental summary stage (General assessment of experiments; Making conclusions and recommendations from experiment) 3.4.1.5 Standards and experimental rating scale The results of the experiment are evaluated based on the improvement of skills in the development of school curriculum development skills of university students majoring in general education In each skill, we build standards and rating scales according to levels: very good, good, average, weak, very weak 3.4.2 Analyze test results 3.4.2.1 Analyze input results The thesis examines the entry level of students' skills On the basis of analyzing the survey results, we draw the following comments: the input level of skills in the development of school education programs of university students in primary education is still low 3.4.2.2 Analyze test results quantitatively - At the first test The first test about on the level of skills to develop school education programs of university students majoring in primary education in the experimental group was higher than in the control group - At the second test The second test about on the level of skills to develop school education programs of university students majoring in primary education in the experimental group was higher than in the control group; the second time was higher the first The first experiment The second experiment 25 Blue: Good Orange: Average Gray: Weak Blue: Good Orange: Average Gray: Weak Graph 3.3 The chart compares the results of the level of experience in developing the school curriculum of university students majoring in primary education between the first and second experiments 3.4.2.3 Analyze test results quantitatively - The organization of training skills to develop school curriculum according to the process proposed by the thesis has improved the level of this skill for university students majoring in primary education - After being trained in the skills of developing school education programs according to the process, students of the general education major of Saigon University have mastered the general process of training skills in developing school education programs and the process of training specific skill development of curriculum for primary schools - The organization of training skills to develop school curriculum according to the process proposed by the thesis not only improves the level of skills in developing school curriculum in particular, but also contributes to improving the level of pedagogical skills in general for university students majoring in primary education Conclusion of chapter On the basis of theoretical and practical research, the thesis has proposed 05 measures to train the skills of developing school curriculum for students of primary education The proposed measures have a close relationship with each other, interact with each other, creating synergy in training skills to develop school curriculum for 26 students of primary education Each proposed measure has specific objectives, content, implementation, and implementation conditions The experimental results have further confirmed the effectiveness of the proposed measures in training the skills of developing school curriculum for students of primary education These measures can be immediately applied in practice of training skills to develop school curriculum for students of higher education majors of universities 27 CONCLUSIONS AND RECOMMENDATIONS Conclusions The thesis has contributed to supplementing and developing theoretical issues about skills in developing school curriculum and training skills in developing school curriculum for primary education students The thesis has described, analyzed and evaluated objectively the current situation of skills in developing school curriculum of primary education students and the reality of training skills in developing school curriculum for students of primary education at universities in the local area survey desk From there, point out the strengths, limitations and causes of the situation, as a practical basis to propose measures to train skills in developing school curriculum for students of primary education The thesis has proposed 05 measures to train the skills of developing school curriculum for students of primary education Recommendations The thesis has recommendations for the Ministry of Education and Training; for universities; for primary school teachers 28 WORKS RELATED TO THE THESIS CONTENTS WAS ANNOUNCED Luong Viet Thai - Pham Thi Yen (2017), Development of general school education programs and requirements for teachers, Journal of Education and Society, No 75 (136) Pham Thi Yen (2019), School education program development - Opportunities and challenges for primary school teachers, Journal of Education and Society, no 97 (158) Pham Thi Yen (2021), Training skills to develop school education programs for students majoring in primary education, Vietnam Science Education Journal, no 42 Pham Thi Yen (2022), "Some issues on training and developing school educational programs for university students majoring in primary education" Journal of Education and Society, special issue April 2022 ( term 1) ... for undergraduate students; Giúp giảng viên hiểu rõ vai trò đường rèn luyện KN phát triển CTGD nhà trường cho SV; intergrate requirements of training school educational curriculum skills for... the school educational program development is to make the school educational program vividly reflect the actual situation of the school, the learning and development needs of students in the school... conditions of the school and the characteristics of the students The school educational curriculum shows openness, giving autonomy to schools and teachers in the development and implementation of the