Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.Phát triển năng lực tổ chức hoạt động trải nghiệm cho sinh viên ngành giáo dục tiểu học ở các trường đại học khu vực Tây Nguyên.
Manh Huong Nguyen, Thi Thuy An Le MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI ANH MAI DEVELOPING THE COMPETENCE OF ORGANIZING EXPERIENTIAL ACTIVITES FOR PRE - SERVICE TEACHER OF PRIMARY EDUCATION AT THE UNIVERSITIES IN TAY NGUYEN REGION Major: Theory and history of education Major code: 9.14.01.02 SUMMARY OF PHD DISSERTATION IN EDUCATION SCIENCES Manh Huong Nguyen, Thi Thuy An Le HA NOI – 2022 THE WORK WAS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific supervisor: Assoc Prof Dr Hoang Thanh Thuy Prof Dr Nguyen Thi Thu Thuy Examiner 1: Prof Dr Nguyen Thi Hoang Yen Education Management Academy Examiner 2: Assoc Prof Dr Pho Duc Hoa Hanoi University of Education Examiner 3: Assoc Prof Dr Nguyen Vu Bich Hien Hanoi Metropolitan University The thesis is defended at the thesis examination council at Ha Noi national university of educattion at … on … Manh Huong Nguyen, Thi Thuy An Le The dissertation can be found at: National Library, Hanoi or Library of Hanoi National University of Education RESEARCHER’S PUBLICATIONS RELATED TO THE THESIS Nguyen Thi Anh Mai, Hoang Thanh Thuy (2019), “Developing the competence of organizing experiential activities for preservice teachers of Primary Education – an essential requirement in implementing the General Education Curriculum”, Proceedings of the 1st international conference on: Invation in Learing Instruction and Teacher Education – ILITE 1, University of Education publishing house, p.305 – 314 Nguyen Thi Anh Mai, Hoang Thanh Thuy, Le Thi Thuy An, Luu Thi Diu, Le quang Hung, Nguyen Thi Thanh Hien, & Nguyen van Chien (2020) “Developing the competence of organizing experiential activities for pre-service teachers–The case in Vietnam” International Journal of Psychosocial Rehabilitation, 24 (05) Link: https://www.psychosocial.com/article-category/issue-5/ Nguyen Thi Anh Mai (2021), “Establishing the procedure to develop students’ competence of organizing experiential activities in accordance with the practical teaching at primary schools ”, Journal of Education and Society, 4/2021, ISSN 1859-3917 Nguyen Thi Anh Mai., Hoang Thanh Thuy (2021) “Creating EvaluationStandard of Ability to Organize Experiential Learning Activities for Primary Education Students”, Scientific Journal Hanoi National University of Education – Volume 66, issue 5, 12/2021, ISSN: 2354-1075 Manh Huong Nguyen, Thi Thuy An Le INTRODUCTION Rationale of the research 1.1 In the field of education and training, experiential activity is an important activity that is interested by many researchers and advanced educational institutions in the world Programs of many countries with developed education in the world such as the US, UK, Germany, Japan all attach great importance to and make experiential activities a compulsory educational content of the general education curriculum Experiential activities can be the main activities included in the general education program, or are extra-curricular and supplementary programs to enhance opportunities for students to have practical experience In recent years, in our country, the general education program has undergone drastic reforms aimed at improving the quality and integrating, gradually approaching international education It is evident that the 2018 General Education Program has built experiential activities as a compulsory educational activity and distributed the duration for this content up to 105 periods/year The manual for the implementation of the 2018 General Education Program has affirmed: experiential activities are educational activities to develop life experiences for students, giving them the opportunity to apply knowledge at home school to deal with real life situations Experiential activities play an extremely important role in the process of comprehensive personality development for students The process of organizing the experience is designed based on the students' experience, so this activity sparks interest, curiosity and motivates them to participate In experiential activities, it is more important for students to actively and actively conduct the experience than the results of the experience process The capacity of teachers to organize experiential activities is a decisive factor in the effectiveness of the co-curricular activities in the general education program In order to organize experiential activities in the 2018 General Education Program, the teaching capacity in general and the capacity to organize experiential activities in particular is necessary for the teaching staff Teachers who have the capacity to organize experiential activities will meet the professional standards specified in Circular No 20/2018/circulation - Ministry of Education and Training on Regulations on Professional Standards for teachers of general education institutions and at the same time meet the requirements of the reform of general education in the current context At the primary level, experiential activities are educational content implemented from the 2020-2021 school year, so teachers in primary schools are still quite confused in organizing experiential activities, so they have not yet responded the goals of the General Education Program 2018 1.3 Developing the capacity to organize experiential activities for pre-service students of primary education is a necessary and must-do thing right from the vocational years at university In order for teachers to have the competence to organize experiential activities, there must be a process of formation, training and development right from the years of vocational training in universities and throughout the years of working in high Manh Huong Nguyen, Thi Thuy An Le schools Therefore, students of pedagogy need to form and develop the sense and habit of training the ability to organize activities right from the time they study at the pedagogical school Teacher training schools should consider the development of the capacity to organize experiential activities for students as one of the important goals of the bachelor's pedagogical training program This requires higher education to continue to make more efforts to improve the quality of training to meet the requirements of innovation Recently, educational leaders and administrators have paid much attention to investing in education and teacher training to meet the professional standards of high school teachers, including those of primary school teachers, professional teachers, and teachers to the implementation of the 2018 General Education Program Specifically, in primary school teacher training programs, there is a goal of forming teaching capacity and general educational capacity, including the ability to organize experience activities experiment, but the results are not as expected Therefore, the formation, fostering and development of the capacity to organize experiential activities for pre-service students of primary education is the task of educational managers and lecturers in pedagogical schools 1.4 In fact, the implementation of capacity development for organizing selfstudy activities for for pre-service students of primary education at universities in Tay Nguyen region still faces many difficulties and inadequacies In recent years, overcoming socio-economic difficulties, education and training work in Tay Nguyen region has made many efforts to achieve positive results, but this is an area with favorable conditions and quality education is almost the lowest in the country Currently, in Tay Nguyen region, primary school teacher training is assigned by tay Nguyen university and Dalat university in order to provide the primary source of primary school teachers for provinces of Tay Nguyen region The number of students who are ethnic minorities studying Primary Education at these universities accounts for a large number (35%) plus difficulties in pedagogical training at regional universities multidisciplinary makes ensuring and improving the quality of training is always a challenge for the school Through the practice, pedagogical practice shows that students majoring in Primary Education in the 3rd and 4th years at universities in Tay Nguyen region still face many difficulties when guiding students to participate in activities educational activities in general and experiential activities in particular They still lack understanding of experiential activities, leading to poor planning and implementation of activities In addition, the development of capacity to organize experiential activities for pre-service students of primary education in higher education institutions is also a very new content, so lecturers face difficulties in the teaching and learning process practical guide for students In order to overcome the above situation, it is necessary to have specific measures to impact from the pedagogical school, especially in the training of primary school teachers This will contribute to improving the efficiency of the pedagogical capacity development process for students at pedagogical universities Manh Huong Nguyen, Thi Thuy An Le Stemming from the above theoretical and practical issues, I chose to research the topic "Developing the conpetence of organizing experiential activities for preservice teacher of Primary education at the universities in Tay Nguyen region" as thesis, with the desire to contribute to improving the quality of teacher training in the current context of educational innovation Research purpose Based on theoretical research and the actual situation of developing competence to organize experiential activities for pre-service teacher of Primary Education at universities in Tay Nguyen region, the thesis proposes measures to develop the capacity to organize experience activities for pre-service teacher of Primary Education, thereby contributing to improving the quality of educational human resources, ensuring the fulfillment of the requirements of the new general education program Object and subject of the research 3.1 Research object The process of developing pedagogical competence of students at pedagogical universities 3.2 Research subjects The process of developing competence to organize outdoor activities for preservice teacher of Primary Education at universities in Tay Nguyen region Scientific hypothesis Developing the competence to organize experiential activities for pre-service teacher of Primary Education has been initially interested and focused by the education sector However, the practice of developing capacity to organize experiential activities for pre-service teacher of Primary Education at universities in the Central Highlands region still has many shortcomings and limitations If the thesis proposes measures to develop the competence of organizing experiential activities for pre-service teacher of Primary Education in accordance with the perspective of developing learners' competencies such as creating motivation and excitement for students, diversifying teaching methods of pedagogical subjects, creating opportunities for students to experience and practice, the process of developing capacity to organize experiential activities will achieve results Research tasks - An overview study of theoretical issues on developing capacity to organize experiential activities for for pre-service teacher of Primary Education - Survey, analyze and evaluate the current situation of capacity to organize experiential activities, develop the capacity to organize experiential activities for preservice teacher of Primary Education at universities in Tay Nguyen region - Proposing measures to develop the capacity of organizing experiential activities for pre-service teacher of Primary Education at universities in Tay Nguyen region Manh Huong Nguyen, Thi Thuy An Le - Experimenting with some measures to develop the capacity of organizing experiential activities for pre-service teacher of Primary Education at universities in Tay Nguyen region Scope of the research 6.1 Content of the research The thesis studies the process of developing The competency of organizing experiential activities for for pre-service teacher of Primary Education In this thesis, the process of developing the capacity to organize experiential activities for students in primary education will be studied under the following approaches: + The competency of organizing experiential activities is studied from the perspective of Education + Developing the competency of organizing experiential activities carried out according to the educational process approach + The structural component of The competency of organizing experiential activities is studied from the perspective of organizing the educational process 6.2 Research section The thesis conducts research on the object of investigation: Lecturers teach the course related to experiential activities and develop capacity to organize experiential activities; regular students in the 3rd and 4th years of Primary Education major of two universities: Tay Nguyen university and Dalat university; teachers in primary schools associate pedagogical internships 6.3 Objects of pedagogical survey and experiment - Surveyed subjects: In this study, the thesis surveyed 298 subjects, including: + 22 teachers teach courses in the pedagogical profession + 46 teachers in elementary schools + 230 pre-service teacher of Primary Education at Tay Nguyen university and Dalat university - Subjects of pedagogical experiment: 47 full-time pre-service teacher of Primary Education of 4th year general education at Tay Nguyen University Methodology and research methods 7.1 Research methodology 7.1.1 Practical approach This point of view indicates that in order to solve the problems posed in the thesis, it must be derived from teaching practice, closely following the content of the current training program as well as the policy of innovation of the education sector to ensure ensure inheritance and development Developing the competence to organize experiential activities for pedagogical students must be practical and solve the backlogs in teaching at the university of pedagogy and contribute to the successful implementation of the educational reform of our country Manh Huong Nguyen, Thi Thuy An Le 7.1.2 Activity Access Active approach is a popular research trend in educational science Teaching in the modern perspective is an activity created from the direct interaction between the teacher and the learner, the unity between teaching and learning activities Pedagogical training activities aim to develop professional competencies for students, including the ability to organize experiential activities Therefore, in this study, we rely on the activity perspective to analyze the teaching and training activities of the lecturers with the students' learning activities and pedagogical training activities to get the evaluations in line with the practice of teacher training in general and developing the competence to organize experiential activities for students in particular 7.1.3 Approach to capacity development The development perspective focuses on developing students' latent abilities The development approach is associated with the concept that the learner is the center of the teacher, who plays the role of organizing, guiding them to find and collect information, suggesting problem solving, creating conditions for learners to practice, contact with reality, learn how to detect and solve problems in a flexible and creative way, revealing the hidden abilities of students The thesis applies this approach with the aim of developing the competence to organize experiential activities for preservice teacher of Primary Education in Tay Nguyen region Research focuses on the capacity system to organize experiential activities required in each student The study in the above approach will help students not only accumulate subject knowledge but also know how to perform practical activities effectively, using their existing knowledge to organize experiential activities effective experience in professional practice as well as future professional activities Therefore, the thesis research poses the task of not only providing knowledge about experiential activities to students in the most explicit way, but also needing to form and develop the capacity to organize experiential activities for students 7.1.4 Approaching the output standard The output standard is the affirmation of the training institution about the expectations and wants a graduate can after the training process When researching on capacity development to organize experiential activities for students in primary education, sticking to the training output standards of Primary Education is closely associated with practice In pedagogical schools, the training program always determines the goals and output standards for each discipline, starting from the standards related to organizational capacity Experiential activities to be able to select development content 7.2 Research Methods 7.2.1 Theoretical research methods The thesis uses the following methods: Analysis, synthesis, generalization, systematization of theories from collected documents The thesis analyzes and synthesizes relevant documents which are: Manh Huong Nguyen, Thi Thuy An Le - Documents, viewpoints, undertakings and policies of the Party, State, branches, etc in the matter of teacher training and development; Research Professional Standards for Teachers; - Research work at home and abroad on experiential activities, developing capacity to organize experiential activities 7.2.2 Practical research methods - Method of pedagogical observation: Observing and recording pedagogical training activities at pedagogical schools in the study area Can be observed directly or using technical means Observing the students' attitudes and positive abilities when practicing organizing experiential activities in the module Organizing educational activities in primary schools and pedagogical practice activities - Method of survey by questionnaire: Design 03 questionnaires for lecturers, students and primary school teachers to survey the situation of developing capacity to organize experiential activities for students of pedagogical universities Highlands region - Interview method: The interview method was conducted to collect additional information to the statements discovered through other methods Interviewees are lecturers who teach courses related to capacity development to organize experiential activities for students and instructors at practice and internship establishments; student - Methods of researching products of educational activities: Collecting, researching and analyzing products in students' learning activities and pedagogical training Studying documents, summarizing data, summarizing reports of each pedagogical internship and internship to discover advantages and limitations in order to contribute to clarifying the current situation of the research problem - Method of consulting experts: Consult with scientists in the method of building a set of survey questionnaires Besides, it also collects opinions of people with experience and in-depth knowledge in the field of teacher training on the research contents of the thesis - Experimental pedagogical method: Systematic experiment of measures to develop competence to organize experiential activities for students of universities in Tay Nguyen region to confirm the feasibility and effectiveness of the measures 7.2.3 Mathematical statistical methods The topic uses mathematical statistics and data processing software SPSS to quantify the results obtained and draw necessary conclusions for the thesis Defended points The competence to organize experiential activities is one of the competencies that need to be developed for students majoring in Primary Education The competence to organize experiential activities includes the following component competencies: capacity to plan experiential activities, capacity to implement experiential activities and capacity to evaluate experiential activities The current situation of capacity to organize experiential activities of pedagogical students of Manh Huong Nguyen, Thi Thuy An Le 10 Primary Education at universities in Tay Nguyen region is low (mainly level 2) and the development of capacity for organizing activities The current experience for students has not had high results, so it is necessary to develop measures to develop the capacity of organizing experiential activities for for pre-service teacher of Primary Education There are many measures to develop the capacity of organizing experiential activities for pre-service teacher of Primary Education If those measures are aimed at forming motivation and interest in learning for students, creating an environment for students to practice, and using many forms of teaching in pedagogical subjects, the process of developing develop the capacity to organize experiential activities for new students to achieve high results New contributions of the disertation - In terms of theory, the thesis complements and enriches the theory on the issue of developing the capacity to organize experiential activities for pre-service teacher of Primary Education Identify the criteria and component competencies of the experience organization competency framework - About practice + The thesis assesses the current situation of developing the capacity to organize self-study activities for pre-service teacher of Primary Education at universities in Tay Nguyen region This situation is the basis for proposing development measures to improve the quality of training for pre-service teacher of Primary Education in universities in Tay Nguyen region + Proposing a number of measures to develop the capacity of organizing selfstudy activities for pre-service teacher of Primary Education The results of the practical research will be a valuable reference for the administrators of the pedagogical universities and the teachers teaching the subjects of the pedagogical profession and the teachers of primary schools - Measures to develop the capacity to organize self-study activities for preservice teacher of Primary Education proposed in the thesis can be applied to the training of primary school teachers in universities in Tay Nguyen region, contributing to improving the quality of training primary school teachers in the current context 10 Structure of the thesis In addition to the introduction, conclusion and recommendations, the thesis consists of chapters: Chapter 1: Theory of developing the competence of organizing experiential activities for pre-service teacher of Primary Education Chapter 2: The situation of developing capacity to organize experiential activities for pre-service teacher of Primary Education at universities in Tay Nguyen region Chapter 3: Measures to develop the capacity of organizing experiential activities for pre-service teacher of Primary Education at universities in Tay Nguyen region and pedagogical experimentt Manh Huong Nguyen, Thi Thuy An Le 14 curriculum popular education today 1.4.2.3 Contents of developing capacity to organize experiential activities Based on the professional standards of primary teachers, the outcome standards of the pedagogical university level, the 2018 General Education Program, based on the steps of conducting a pedagogical activity, we offer the following contents: developing capacity to organize experiential activities including: The competence to design experience plan activities; The competence to implement experiential activities; the competence to evaluate experiential activities 1.4.2.4 Ways to develop the competence of organizing experiential activities for prestudents Primary Education The process of developing capacity to organize experiential activities for preservice teacher of Primary Education needs to be organized regularly, continuously, systematically and in different ways such as teaching modules; training activities; Practice practice; practical experience activities; student self-training 1.4.2.5 Forces involved in developing capacity to organize experiential activities for pre-students in Primary Education Including: Lecturers teaching Education subjects; Lecturer of Primary Education 1.4.2.6 Check and evaluate the results of capacity development for organizing experiential activities The development of the capacity to organize experiential activities for students requires appropriate assessment methods Based on standards, criteria and indicators to assess student achievement Regular assessment is carried out during the student's participation in learning and training; Periodic assessment by midterm essays, major assignments at the end of the term; Summative assessment through the assessment of the learning results, the practice of the lecturers and the self-assessment of the students themselves 1.5 Factors affecting the development of capacity to organize experiential activities for for pre-service teacher of primary education Students' awareness of the capacity to organize experiential activities; Students' motivations, ideals, and interests in the learning process; Students' existing knowledge, skills and abilities; Awareness of teachers and primary school teachers about the need to develop the capacity to organize experiential activities for students; Competence of primary school teachers and teachers; Primary school teacher training program; Study document; Methods of assessing students' learning and training results; Study environment CHAPTER CAPACITY DEVELOPMENT SITUATION ORGANIZATION OF EXPERIENCE ACTIVITIES FOR FOR PRE-SERVICE TEACHER OF Manh Huong Nguyen, Thi Thuy An Le 15 PRIMARY EDUCATION AT UNIVERSITIES IN TAY NGUYEN REGION 2.1 General characteristics of bachelor's degree training in Primary Education in pedagogical universities in Tay Nguyen region In Tay Nguyen, there are currently universities, within the scope of the thesis we conduct research on typical universities in pedagogical training: Tay Nguyen University and Da Lat University 2.2 Conduct a survey on the current situation and research methods on the situation of capacity development to organize experiential activities for preservice teacher of Primary Education 2.2.1 Survey objective Fully assess the current situation of the performance of students' capacity to organize experiential activities, develop the capacity to organize experiential activities for pre-service teacher of Primary Education and point out the causes of the situation 2.2.2 Survey content - Describe the current state of awareness of primary school teachers, teachers and students about experiential activities in primary schools - Describe the current situation of students' ability to organize experiential activities in Primary Education - The situation of developing the capacity to organize experiential activities for pre-service teacher of Primary Education through the ways of developing the capacity to organize experiential activities - Causes of the current situation and factors affecting the process of developing the capacity to organize experiential activities for pre-service teacher of Primary Education 2.2.3 Respondents To survey the current situation of developing capacity to organize experience activities for pre-service teacher of Primary Education, we studied 22 lecturers teaching subjects related to Primary Education major, 46 elementary teachers and 230 3rd and 4th year pre-service teacher of Primary Education at Tay Nguyen university and Dalat university 2.2.4 Survey methods and techniques The thesis uses the following research methods: pedagogical observation method, interview method, survey method by questionnaire, research method of educational activities, expert method and numerical processing data by means of mathematical statistics 2.3 The results of the survey of the situation 2.3.1 The reality of awareness about the ability to organize experiential activities in primary school The above results allow us to confirm that most of the primary school teachers, Manh Huong Nguyen, Thi Thuy An Le 16 lecturers and students have quite good awareness of experiential activities in primary school; the importance, objectives and forms of organization of experiential activities in primary school 2.3.2 The current situation of students' ability to organize experiential activities in Primary Education The majority of lecturers and students have understood the concept of the capacity to organize experiential activities, well aware of the importance of the capacity to organize experiential activities as well as the component competencies for pre-service teacher of Primary Education, students have had a number of experiences in organizing experiential activities when doing pedagogical practice The survey results also show that although students have correct and relatively complete awareness, the capacity to organize experiential activities is still limited (mainly at level 2) The reason lies in many stages, lies in the instructor and the performer in the learning and training process 2.3.3 Situation of capacity development in organizing experiential activities for pre-service teacher of Primary Education in Tay Nguyen region Most lecturers and students are aware of the nature and necessity of developing the capacity to organize experiential activities for pre-service teacher of Primary Education The lecturers have made certain researches and improvements in the application of the content, methods, forms of teaching organization, and methods of assessing the ability to organize experiential activities for students in the teaching process lecturers have approached forms of capacity development to organize experiential activities, using currently popular assessment forms However, the process of developing the capacity to organize experiential activities for students still has some shortcomings and difficulties stemming from certain reasons CHAPTER METHODS OF DEVELOPMENT OF CAPACITY ORGANIZING EXPERIENCE ACTIVITIES FOR PRE-SERVICE TEACHER OF PRIMARY EDUCATION AT UNIVERSITIES IN TAY NGUYEN REGION AND EXPERIMENTAL PEDAGOGY 3.1 Requirements when developing measures to develop capacity to organize experiential activities for pre-service teacher of Primary Education - Ensure the output standards of the Primary Education training program - Ensure compliance with the conditions of the training process - Ensure a close relationship with the primary school - Ensure the promotion of active learning and research of students 3.2 Methods of development of competence organizing experience activities for pre-service teacher of primary education at universities in Tay Nguyen region 3.2.1 Building motivation and excitement for students about developing their capacity to organize experiential activities a The goal of measures Manh Huong Nguyen, Thi Thuy An Le 17 Motivation and interest are very important factors in motivating students to practice and develop their own capacity b Content and implementation * Create motivation, interest in the learning process of students In the teaching process, the lecturer plays a very important role in updating and introducing the requirements for the required pedagogical competence of students Teaching activities always need to create motivation and excitement about experiential activities and develop students' capacity to organize experiential activities * Creating motivation and interest in learning in the process of vocational training for students: It is necessary for students to have early and regular access to the pedagogy of primary school teachers It is necessary to create favorable conditions and environment for students to study and practice such as: equipping learning and training equipment, playgrounds, clubs, contests, etc * Promote the image of a future elementary school teacher for students to follow The fact that students are well aware of career values and orientation of vocational values and values of primary school teachers is an important factor to help them gain interest, motivation to study as well as develop their capacity Organize your own experiences In addition to providing and regularly updating the adjustments and innovations in the capacity of pre-service teacher of Primary Education, including the ability to organize experiential activities through the process of training and teaching, schools need to take advantage of many channels on the school's industry information pages, which are frequently accessed by students such as: school web site, primary education web page, student and alumni facebook page Through the activities being held in recent years such as "Job Day", "Meeting with Employers", "Starting a Business"… Faculty and departments need to develop industry promotion goals, and at the same time describe and introduce the model of a primary teacher with certain qualities and abilities so that students can visualize and establish the required requirements for themselves 3.2.2 Design criteria and standards to assess the ability to organize experiential activities for pre-service teacher of Primary Education a The goal of the measure The standard for assessing the capacity to organize experiential activities for pre-service teacher of Primary Education is the basis for teachers to accurately measure and evaluate the development of the capacity to organize experiential activities of pre-service teacher of Primary Education; serve as a basis for lecturers to choose appropriate content and teaching methods; orientation and building learning motivation for students Manh Huong Nguyen, Thi Thuy An Le 18 b Content and implementation In order to build a standard to evaluate the capacity of the organization of experiential activities, we will define and describe the component competencies, quality criteria and behavioral indicators The components and specific criteria for organizing experiential activities have been developed in the experience organization capacity framework presented in Table 1.1 with standards and 14 criteria The thesis proposes a standard to evaluate the capacity of organizing experiential activities with quality criteria corresponding to the following levels: Level 1: Incompetent Level 2: Having a competency component at the pass level Level 3: Having a competency component at a good level Level 4: Having a good level of competency 3.2.3 Diversifying forms of teaching and developing competence to organize outdoor activities for for pre-service teacher of Primary Education a Applying the flipped classroom model in teaching and developing the ability to organize experiential activities for pre-service teacher of Primary Education * Introduction to the flipped classroom model Flipped classroom is a classroom model where the steps of teaching and learning in the traditional classroom are reversed - that is, listening to theoretical lectures done at home through online videos, hands-on exercises, application, doing exercises, answering questions, discussing in depth knowledge will be done in class The use of the flipped classroom model has realized the point of studentcentered, learner-centered education Therefore, the selection of the above model in teaching and developing vocational competence for students is completely appropriate in the current context * The goal of the measure - For students, this teaching model helps them develop higher-order thinking skills (analysis, evaluation, creativity) in the improved Bloom's cognitive scale Here, lower levels of awareness are implemented by learners at home through pre-provided materials - For lecturers, the organization of teaching activities to develop the capacity of organizing experiential activities for students will be more effective when combining different forms and methods of learning in the flipped classroom Lecturers have more time to communicate, share and discuss with students because learning is not limited by space and time From there, the lecturers better understand the learning ability, the difficulties students face to promptly support and promote the interaction between lecturers and students * Content and implementation Teaching in the flipped classroom model is carried out through the following stages: Stage 1: Deploying theory (students learn before going to class) At this stage, the lecturer assigns tasks and provides learning resources for Manh Huong Nguyen, Thi Thuy An Le 19 students to research Students conduct self-study to complete the task The form of teaching used is an online class with Ms Teams, we upload relevant materials to the class materials section including video tutorials Based on available materials, students individual exercises and also group exercises Students must have proof to report at class time Stage 2: Discussion, practice (During class time) In this step, the teacher organizes for students to report on the performance of the task Students report their results, then collectively discuss and exchange some questions about the content of the lesson Students need to share opinions, ask questions or counter the content that disagrees in the report of another individual or group Instructors prepare advanced tasks to expand knowledge of the content students have acquired from self-study activities At these advanced tasks can help students reach a high level of awareness in Bloom's cognitive scale: analysis, evaluation, and creation At this time, the advanced task means that the student's thinking process is also at a high level With the collective interaction and support of teachers, students perform well in class According to this process, the knowledge acquired by students will be raised from a low level to a high level, which is considered as a highly effective way of learning, minimizing the time of teachers' presentations, avoiding boredom for students Stage 3: Learning after class (Homework) This phase is conducted to help students consolidate their knowledge and apply it in practice The learning tasks after going to class are often associated with practice activities such as pedagogical training or pedagogical practice As for the contents of developing the capacity to organize experiential activities, the ultimate desire after class is for students to have a foundation of basic knowledge and skills so that they can practice and practice in order to acquire skills the level of development in the capacity to organize experiential activities At this stage, the most concrete proof of the ability to apply in practice is that students design a plan of experiential activities and complete homework b Organize micro-teaching to develop the capacity of organizing experiential activities for pre-service teacher of Primary Education * The goal of the measure Micro-teaching is widely applied in forging pedagogical capacity in general, and ability to organize experiential activities in particular For the main purpose, lecturers are necessary for students to understand each job to be done and to be trained in each small skill in preparing lectures and organizing activities The effectiveness of micro-teaching is evident in the practice sessions of the module Organizing experiential activities in primary schools and specialized pedagogical training sessions Micro-teaching is very suitable for implementation with two stages of training planning skills for students: lesson planning (designing experiential activity plans) and practicing organizing experiential activities * Content and implementation Manh Huong Nguyen, Thi Thuy An Le 20 The thesis proposes a micro-teaching plan with the following specific examples: Step 1: Guide students to plan specific experiential activities: First, the lecturer provides a sample of the plan for organizing experiential activities in primary schools for students to observe and evaluate, then proceed to identify specific plans for similar problems for students to refer to and apply Conduct group exercises for students to actively engage members and facilitate feedback on group and individual products Step 2: Organize for students to implement the planned experiential activity Based on the results of group activities, the lecturer asked the group to appoint some individuals to practice organizing the designed experiential activities in a micro-class with classmates pretending to be primary school students Students organize experiential activities and pay attention to highlighting skills to create excitement for students to participate in experiential activities The practice is recorded as a document to compare the difference in students' skills after being commented and adjusted The practice will be commented and commented by class members The lecturer summarizes and gives directions for adjustment if it is not appropriate Step 3: Organize assessment – comment on experiential activities organized by students Lecturers and students watch the video together, the process of experiential activities can be rewinded when necessary, especially to analyze the circumstances showing that students have the ability to create excitement to participate in experiential activities for students pupil Students observe, listen to suggestions and learn from and share experiences with each other Step 4: Guide students to re-write the plan of experiential activities After the feedback phase in step 3, the lecturer evaluates the student's performance, then proposes remedial measures as well as suggests new ways and measures for each activity students receive ideas, learn from experience and are given time to compose a plan to adjust the previous limitations, add new content and techniques to improve the quality of activities Step 5: Organize for students to implement the adjusted experiential activity plan At this time, teachers and classmates will only focus on observing how the limitations of the previous lesson will be re-implemented, whether there will be adjustments and innovations, whether the effectiveness will be improved, whether the activity will be effective or not interesting to the participants or not… Step 6: Organize the evaluation – review the experience activities Similar to step 3, the instructor repeats the assessment operations to indicate the student's progress after receiving feedback Students will observe and comment and evaluate first The lecturer will summarize the assessment and point out to the students the results achieved as well as the problems that need to be overcome The practice is continued with the new plan until the students are recognized to have met ... high school teachers, including those of primary school teachers, professional teachers, and teachers to the implementation of the 2018 General Education Program Specifically, in primary school... and primary school teachers about the need to develop the capacity to organize experiential activities for students; Competence of primary school teachers and teachers; Primary school teacher... training and teaching, schools need to take advantage of many channels on the school''s industry information pages, which are frequently accessed by students such as: school web site, primary