MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION DAO VIET HUNG DEVELOPING SELF STUDY AND ABILITIES AND KNOWLEDGE APPLICATION ABILITY FOR STUDENTS OF AGRO UNIVERSITIES THROUGH[.] Phát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tích Phát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tíchPhát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tíchPhát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tích
MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION DAO VIET HUNG DEVELOPING SELF-STUDY AND ABILITIES AND KNOWLEDGE APPLICATION ABILITY FOR STUDENTS OF AGRO UNIVERSITIES THROUGH ANALYCAL CHEMISTRY MODULE Major: Theory and method of teaching Chemistry subject Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS HA NOI - 2020 WORKS COMPLETED AT HA NOI NATIONAL UNIVERSITY OF EDUCATION Scientific instructor: Assoc Prof Dr Dang Thi Oanh Assoc Prof Dr Dang Xuan Thu Reviewer 1: Assoc Prof Dr Dao Thi Viet Anh Hanoi Pedagogical University Reviewer 2: Dr Nguyen Thi Kim Thanh VNU University of Education Reviewer 3: Assoc Prof Dr Tran Thi Hong Van National University of Education The thesis will be defended in front of the Thesis Evaluation Committee at department level at Hanoi National University of Education At… hour….on the … day of 2020 The thesis can be found at: National Library, Hanoi or Library of the National University of Education LIST OF SCIENTIFIC WORKS RELATED TO THE DISCLOSURE OF THE THESIS A SCIENTIFIC ARTICLES Dao Viet Hung (2013), Using a group discussion method (Seminar) in renewing the teaching method of Analytical Chemistry module at Thai Nguyen University of Agriculture and Forestry, Journal of Science and Technology - Thai University Nguyên, Vol 05, p.33-40 Dao Viet Hung (2016), Situation - solutions to improve the quality of Chemistry modules for first-year students at Thai Nguyen University of Agriculture and Forestry, Journal of Science and Technology - Thai University Nguyen, Vol 05, p.3-7 Dao Viet Hung, Dang Thi Oanh (2016), Applying project teaching in teaching analytical chemistry module for students of University of Agriculture and Forestry - Thai Nguyen University contributing to the development of the capacity to apply knowledge , Journal Journal of Hanoi National University of Education, Vol.61, p.79-86 Dao Viet Hung, Dang Xuan Thu (2017), Designing the website "tuhochoaphantich.com" and deploying the form of self-study for students of Nong Lam University - Thai Nguyen University , Proceedings of International Science Conference, No in particular, p.63-69 Dao Viet Hung (2017), Some practical exercises in teaching analytical Chemistry module to develop the ability to apply knowledge for students of Nong Lam University - Thai Nguyen University, Journal of Education, Vol.415, p.45-47 B SCIENTIFIC RESEARCH PROJECTS Dao Viet Hung (Project Manager) (2013), Mã số: TN2013- 38, Using group discussion method (Seminar) in innovating teaching method of Analytical Chemistry section at Nong University Lam Thai Nguyen Grassroots level, University of Agriculture and Forestry - TNU Mai Thi Ngoc Ha, Dao Viet Hung (participating), Pham Thi Thanh Van (2014), Code: TN2014-2, Researching and proposing solutions to promote self-study ability and improve mastery initiative for students of the first year of Thai Nguyen University of Agriculture and Forestry Grassroots level, University of Agriculture and Forestry - TNU Dao Viet Hung (Project Manager) (2016), TN 2016 -04, "Developing selfstudying and applying analytical Chemistry skills for students of Thai Nguyen University of Agriculture and Forestry" Grassroots level, University of Agriculture and Forestry - TNU Dao Viet Hung (Project Manager) (2018), T2018 -01 Building a website "Tuhochoadaicuong.edu.vn" to develop self-studying ability for students of Thai Nguyen University of Agriculture and Forestry Grassroots level, University of Agriculture and Forestry - TNU PREAMBLE Reason to choose a topic The issues of self-study and self-training of learners have been deeply concerned by the Party and the State for many years Continue to implement the policy of fundamental and comprehensive innovation in education and training (Education and Training) set out in Resolution of the 8th Plenum of the 11th Plenum (Resolution 29-NQ / TW), the 12th Party Congress emphasizing the direction: “Education is a top national policy Developing education and training to improve people's knowledge, train human resources and foster talents To strongly shift the educational process from mainly equipped with knowledge to comprehensive development of capacity and quality of learners; Education and Training development must be linked to the needs of socioeconomic development, national construction and defense, with scientific and technological advances; striving in the coming years, creating fundamental and strong changes in the quality and effectiveness of education and training; strive to 2030, Vietnam's education reaches advanced level in the region ” Resolution 29-Decison / TW emphasized: “For higher education, focus on training highlevel human resources, fostering talents, developing qualities and competencies of self-study, self-enriching knowledge, bright created by learners ” This confirms that the Party and the State have considered self-study and selftraining as a key issue with extremely important position in the country's Education and Training strategy In the "Output standard of the training disciplines of the University of Agriculture and Forestry - Thai Nguyen University (TNU)" emphasized one of the output standard requirements for students as: "Ability to research, have selfcompetence Study to continue to improve and expand knowledge to meet the economic development needs of the country, especially in the Northern Uplands Using theoretical and practical knowledge equipped to analyze, synthesize and solve specific problems in the field of agriculture and forestry sector ” In order to meet the requirements of education-oriented education as mentioned above, there must be strong innovations in the content, teaching methods, and organizational forms of teaching One of the tasks and solutions that the Party's Resolution also stated is: “Diversify the content and learning materials, meet the requirements of all levels, educational programs, training and needs pray for lifelong learning for everyone ” That is the reason for us to choose and implement the topic: "Developing self-study ability and capacity to apply knowledge for students of Nong Lam University through analytical chemistry module" Purpose of the research Researching some measures to develop self-studying ability and capacity to apply knowledge for students through teaching analytical Chemistry module (high school geometry) in major schools Nong Lam aims to improve the quality of student training at universities Object and subject of the study 3.1 Research object Teaching process analytical chemistry student at the university of Agriculture and Forestry 3.2 Research subjects - self-learning capability, capacity use knowledge and measures to develop that capacity for two students at the University of Agriculture and Forestry; - Analytical chemistry module at the University of Agriculture and Forestry Scope of the research Developing self-studying ability and applying knowledge to students of Agriculture and Forestry University through analytical chemistry module Scientific hypothesis If you use a learning website, practical chemistry exercises and project teaching through analytical chemistry course in an appropriate, effective and appropriate manner, you will develop self-study capacity and competence applying knowledge to students, thereby contributing to improving the quality of training of Agriculture and Forestry University students Research tasks - Researching the theoretical basis for developing self-study capacity and capacity to apply knowledge for students of Agriculture and Forestry University: the concept of capacity, self-study capacity and capacity to apply knowledge; capacity structure; Rated capacity; Innovating teaching methods oriented to develop capacity for students; Rationale for some active teaching methods and teaching techniques at university;- Investigate the reality of training students at some universities in the direction of developing primary and secondary competencies; - Practical research: Understanding the situation of training students at some universities towards student development; Content analysis of analytical chemistry program is being applied at some Agriculture and Forestry Universities; - Research and propose concepts, structure, students of Nong Lam university students and develop a toolkit to assess self-study capacity and knowledge application capacity; - Proposing processes and measures to develop self-study capacity and capacity to apply knowledge through analytical chemistry module for students of Nong Lam University; - Conduct pedagogical experiments to confirm the feasibility and effectiveness of the proposals Method of research 7.1 Group of theoretical research methods: Using a combination of methods of analysis, synthesis, classification and systematization in the study of relevant theoretical documents 7.2 Group of practical research methods: - Learn and observe the process of teaching and training students - Investigating, interviewing, exchanging ideas for lecturers and students - Experimental method of pedagogy - Method of experts: consult and acquire the opinions of educational experts in the research process 7.3 Information processing method Applying statistical math and scientific research application software to handle pedagogical experiment results New points of the thesis 8.1 Systematize and clarify the theoretical basis of competence; self-study capacity and capacity to apply knowledge in teaching analytical chemistry; The teaching methods in university-driven capacity development Survey and assess the situation on the development of self-learning capability and capacity to apply knowledge to students through school chemistry teaching analysis at the University of Agriculture and Forestry; 8.2 Proposing structure and detailed description of criteria according to levels of expression of self-study ability and knowledge application ability Develop and use toolset to evaluate students' self-study ability and ability to apply knowledge in accordance with the proposed measures 8.3 Proposing measures to develop self-study capacity and knowledgeapplying ability for students of Nong Lam University through analytical chemistry module including: (1) Design and use the website "Tuhochoaphantich.com" of analytical chemistry module (2) Application of project teaching methods in teaching analytical chemistry The structure of the thesis In addition to the preamble; General conclusions and recommendations; references; published works; Appendix, the thesis consists of chapters: Chapter Theoretical and practical basis for developing self-study capacity and knowledge application capacity for students (48 pages) Chapter Developing self-study capacity and capacity to apply knowledge for students in agriculture and forestry in universities (66 pages) Chapter Pedagogical experiment (30 pages) List of references (08 pages), appendix (124 pages) Chapter THEORETICAL AND PRACTICAL BASIS OF THE PROBLEM DEVELOPING SELF-LEARNING AND APPLIED CAPACITY KNOWLEDGE FOR STUDENTS 1.1 History of research issues on developing self-study capacity and capacity to apply knowledge for students 1.1.1 Studies in the world Researches in the world about self-study and self-study ability have affirmed that self-study ability is one of the important human abilities and one of the core competencies of the 21st century , with the rapid development of science, technology and technology, human knowledge is increasing rapidly So students must know how to self-study and learn for life The ability to apply knowledge is one of the higher levels of students Cognitive psychologists call the application of knowledge and skills a transformation It is often considered the main goal of education 1.1.2 Research self-study capacity and knowledge application capacity in Vietnam In Vietnam, self-study has undergone a long period of research development in both theory and practice Author Nguyen Canh Toan is one of the most active self-study researchers The ability to apply knowledge has also been interested in many educators There are many studies on structural building, proposing measures, assessing self-study ability and capacity to apply knowledge Studies on self-study capacity and knowledge-applying capacity for students from non-pedagogical schools in general and Nong Lam University in particular are of little interest Thus, the dissertation topic has the succession and development of previous studies on developing self-studying capacity and capacity to apply knowledge, in line with the trend of renovating higher education 1.2 Competence, occupational competency, competency structure 1.2.1 Capacity concept, capacity structure 1.2.1.1 The concept of capacity (compentency) 1.2.1.2 Capacity structure 2.2 Capacity occupational and professional standards of students of Agriculture and Forestry 1.2.2.1 Concept of occupational energy 1.2.2.2 Career standards of students in Agriculture and Forestry 1.3 Self-study ability and ability to apply knowledge 1.3.1 Self-learning ability 1.3.1.1 Self learning Self-study is self-thinking, self-conscious, active, self-reliant and active to dominate knowledge, build skills, techniques and learning attitudes 1.3.1.2 Self-study capacity and structure of self-study capacity: 1.3.2 Ability to apply knowledge The ability to apply knowledge is the ability of the learner to solve problems by himself and herself quickly and effectively by applying the acquired knowledge into practical situations and activities to find understand the world around you and be able to transform it 1.3.2.1 The role of applying knowledge in cognitive and learning processes 1.3.2.2 The concept of energy efficiency 1.3.2.3 Structure of NLVDKT 1.4 Capacity assessment tool 1.4.1 Purpose and principle of assessing learners' competencies 1.4.2 Methods and tools for evaluating learners' competencies 1.5 Some university teaching methods contribute Developments To n self-learning capability and capacity to apply knowledge to students 1.5.1 C Matt rationale of active teaching method 1.5.1.1 Cognitive theory (Cognitivism): Learning is the process through ti n 1.5.1 Constructivism: Learning is self-creating knowledge 1.5.1.3 Behavioral theory (behavorism theory): Learning is behavioral change 1.5.2 Some methods of university teaching 1.5.2.1 Forms of organizing teaching at university 1.5.2.2 Characteristics of methods of university teaching 1.5.2.3 Project teaching method a, Project concept - project teaching b, Characteristics of project teaching c, Project teaching classification d, Project teaching process e, Ability to develop students' ability to apply knowledge through project teaching methods 1.6 Application of information technology in teaching 1.6.1 The scientific basis of building a Web site 1.6.1.1 Teaching programming and methods of teaching programming 1.6.1.2 Programize teaching - scripting process 1.6.1.3 Electronic learning materials - courseware General introduction to the Web 1.6.2 Using the Web site in organizing teaching at university 1.6.2.1 The role of using the Web in organizing teaching at university 1.6.2.2 Some orientations for applying Web page in teaching organization in university 1.7 Current situation of teaching and learning modules Analytical chemistry and development of self-study capacity, ability to apply knowledge of students in some Agriculture and Forestry Universities 1.7.1 Purpose, content, target and enumeration area 1.7.1.1 Purpose of investigation: 1.7.1.2 Content of investigation: 1.7.1.3 Investigation method: 1.7.1.4 Subjects and areas: a) For lecturers: Conducting a survey of 32 lecturers of Chemistry at 04 Nong Lam universities from the North, Central and Central Highlands during the period from 2014 to 2016 b) For students: Surveying 1080 students of 04 universities including: Thai Nguyen Agriculture and Forestry University, Vinh University, Hue University of Agriculture and Forestry, Tay Nguyen University Subjects are first-year students in the second semester of the 2014-2015 school year 1.7.2 Survey results and discussion 1.7.2.1 Analysis of survey results for lecturers a Regarding teaching methods, teaching techniques, and evaluation of lecturers: There are 84.38% of lecturers very often use presentation and conversation methods in the teaching process; 46.88% lecturers have never designed lectures and organized classroom teaching activities in the direction for students to selfstudy and self-study knowledge; 62.5% of lecturers had used theina method; 21.88% of lecturers applied project teaching method to analytical chemistry module A survey of 21.88% of lecturers who applied the project teaching showed that: 57.14% of lecturers selected projects associated with specialized knowledge of students currently enrolled; 71.43% of lecturers said that student project products are reports presented on powerpoint b Teaching techniques and forms of teaching organization The survey on the use of teaching techniques shows that: 65.63% of lecturers sometimes organize and guide students in group activities to acquire knowledge, consolidate lessons, and apply knowledge; 87.5% of lecturers have never designed supporting materials for students to self-study; 81.25% of lecturers confirmed that sometimes the content of the module is linked to practical applications to stimulate students' passion for learning c) Assess the current situation of students' self-study ability and knowledge application through analytical chemistry module: Self-study planning skills, systematization and mapping of thinking, selfchecking assessment and evaluation through the system of exercises in the curriculum of students are still very weak (> 75%) Only 46.88% of students have the skills to solve these types of exercises 28.13% of students not have the skills to detect some analytical applications in agricultural production, which is why most students have difficulty explaining those applications in agriculture agricultural production In addition, when asked to develop a plan to implement projects with practical applications, students could not it themselves (56.25%) 50% of the students rated as proficient in implementing projects with practical applications From the above data, it shows that students' ability to self-study and apply knowledge is not highly appreciated by lecturers when studying the content of analytical chemistry 1.7.2.2 Analysis of survey results for students a) Investigate the current situation of students' self-study capacity in analytical chemistry study - Attitude of students with analytical chemistry module: Nearly 93.06% of students think that the content of the module is too difficult; 33.24% of students said they liked studying analytical chemistry - Evaluate teaching methods and teaching arrangements of lecturers 59.72% of students said that learning in the lecture hall was still the traditional method: 77.31% of students had never had access to project teaching methods for partial chemistry calculus; 100% of students cannot use the website to support self-study and self-study; 94.63% of students said that self-study and self-study was very difficult; 68.70% of students admitted that during the learning process, lecturers have never asked students to open exercises, practical applied exercises; 18.52% of students regularly make study plans 100% of students use the time of self-study, self-study after class to the homework given by lecturers, only about 50.65% of students study materials for the new lesson by themselves; b ) b) Summary of student self-assessment results and ability to apply knowledge Students self-assess on weak self-study ability and ability to apply knowledge, the results are shown in the following table: Assessment of students on the ability to self-study and the ability to apply knowledge Skills to implement projects with practical application proficiency 4.35% No skills to develop a plan of projects with practical applications Skills to explain the application of high school geometry in agriculture are still embarrassing Skills to detect the application of high school geometry in agriculture are still embarrassing KN VDKT applied in the field of Agriculture - Agriculture relatively proficient 56.25% 78.06% 63.14% 7.50% Knowledge synthesis knowledge is still embarrassing 82.78% KN knowledge classification still embarrassing 68.33% Skills to self-assess and be confused Skills to solve the types of exercises competently 76.57% 17.68% Doing well research skills according to detailed outlines of the module 41.39% Systematizing and establishing land use planning are still embarrassing or not possible 72.96% Making good skills to summarize lesson content Skills to search for information and materials have not been done yet Awkwardness in self-study planning skills 59.72% 19.16% 50.96% 10 Collection capacity and information processing Capacity to implement self-study plans Capacity to evaluate and self-assess result self learning Write a summary of the lesson content - Do not know how to summarize lesson content Systematize knowledge and set up the phone number - Do not know how to systematize, synthesize knowledge, establish a link between the information received No STDTD has been established yet - Summary of lesson content but not enough information Somewhat know how to systematize, synthesize knowledge, establish the relationship between the information received Set up a land use but not complete, detailed Research - Do not know - Already know the content of how to use how to use knowledge the Document the Document m according to module in odule in the implementing implementing a description of the self-study self-study plan the detailed plan but still confused outline, lesso n plans, lectures, TLT K Solve the Not know how Know how to exercises in to the types of the types of the content of exercises of the exercises of the the module module module but not enough - Summary of lesson content that contains sufficient information to provide learners - Know how to systematize, synthesize knowledge, establish the relationship between the information received Set up a complete and detailed phone number Use the Document module to implement the self-study plan fluently Knowing how to solve almost all types of exercises of the module Score from Score> points to points points 10 Test Score