Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.Phát triển năng lực dạy học phân hóa cho sinh viên ngành Giáo dục Thể chất các trường Đại học Sư phạm.MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU VIET HUNG COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL UNIVERSITIES Ma.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION VU VIET HUNG COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL UNIVERSITIES Major: Theories and History of Education Code: 9.14.01.02 SUMMARY OF DOCTORAL THESIS IN EDUCATION Ha Noi, 2023 The work was completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION Sciencetific instructors Assoc Prof Nguyen Thi Thanh Hong Dr Mai Quoc Khanh Examiner 1: Prof Dr Nguyen Thi Hoang Yen Education Management Academy Examiner 2: Assoc Prof Dr Pho Duc Hoa Hanoi National University of Education Examiner 3: Assoc Prof Dr Nguyen Nhu An Vinh University The dissertation will be defended before the meeting of the School-level thesis council at Hanoi National University of Education at the time hour day month year 2023 The thesis can be found at the library: - National Library of Vietnam (Hanoi) - Library of Hanoi National University of Education DANH MỤC CƠNG TRÌNH CƠNG BỐ Vu Viet Hung (2018), "Theory on developing differentiated teaching capacity for students majoring in Physical Education at Hanoi Pedagogical University", Journal of Educational Equipment, No 175, period - 2018, p 19-21 Vu Viet Hung – 38th-term Postgraduate, Hanoi National University of Education (2020), “DEVELOPING DIFFERENTIATED TEACHING COMPETENCE FOR PHYSICAL EDUCATION STUDENTS TO MEET EDUCATIONAL INNOVATION REQUIREMENTS”, International Scientific Conference on Psychology - Education for the development of students and happy schools, Hanoi National University of Education, October 2020, Ministry of Education and Training, p 196 - 203 Mai Quoc Khanh, Phan Trung Kien, Nguyen Thi Thanh Hong, Trinh Thuy Giang, Tran Viet Cuong, Nguyen Dang Trung, Tran Trung Tinh, Vu Viet Hung, Duong Van Khoa, Cao Danh Chinh, Tran Dinh Chien, Le Thu Thuy (2021), Pedagogical professional education for studetnts of Hanoi National University of Education to meet the requirements of innovation and improve the quality of teacher training, Turkish Online Journal of Qualitative Inquiry Volume 12, Issue 9, pp.2648-2668 Vu Viet Hung (2023), Research overview on developing differentiated teaching capacity for students of physical education majors at pedagogical universities, Education Equipment Magazine, No 285, period – 3/2023, p 45-47 Vu Viet Hung (2023), Differentiated teaching capacity of students of Physical Education major at pedagogical universities, Journal of Educational Equipment, No 286, period – 4/2023, p 133-136 INTRODUCTION Rationale In the national education system, pedagogical universities (pedagogical universities) are major centers for training and fostering school teachers, educational administrators, and developing training programs, compiling programs, and teaching teachers programs, textbooks for all levels of education, and consulting at all levels of management to develop educational policies Teaching differentiation in education is an orientation that has been carried out for a long time in all education systems, in all periods with different requirements, levels and forms However, due to many reasons, in general, the effectiveness of differentiated teaching and integrated teaching compared to the new requirements is still limited and inadequate Differentiated teaching is an orientation in which school teachers organize teaching according to subjects, in order to ensure that the educational requirements are appropriate to the psycho-physiological characteristics, pace, abilities, needs and interests of different students students; on that basis, maximize the inherent potential of each school student Physical education is a specific discipline, so the teaching of physical education in schools has specific requirements In the new high school curriculum, physical education is a compulsory subject conducted from grade to grade 12 Physical education contributes to the achievement of the educational goals of development qualities and competencies of school students, with a focus on: equipping school students with health care knowledge and skills; motor knowledge and skills; forming practice habits, the ability to choose appropriate sports to practice to improve health, develop physical strength and motor qualities; on that basis, helping school students have a sense of responsibility for their own health, family and community, adapt to living conditions, live happily, and get along with everyone In pedagogical universities, the training of school teachers of physical education is aimed at forming qualities and competencies for students to meet the requirements of the physical education subject program at all levels of the national education system and sports activities schools Physical education and school sports activities are very close to students' daily activities such as walking, running, swimming or playing sports, In terms of space and time Different participants require that school teachers, in addition to specialized knowledge and skills, have certain competencies to organize teaching activities to suit the participants In fact, in training students Physical education, university teachers at pedagogical universities have also focused on developing for students competence of differentiation teaching, however, the results have not really been achieved as expected due to the influence of objective factors and Subjective as the pedagogical training program for students, there is still a lack of updates on this process of formation and competence development for students, there is no specific process to design and organize competence development of differentiation teaching for students, or the context of the epidemic in recent years has not allowed the organization to organize competence development of differentiation teaching for students in the direction of experience on a regular basis From the above theoretical bases and practice, we choose the topic "Competence development of differentiation teaching for Physical education students in pedagogical universities" to study the thesis Research objectives Based on the research on theoretical bases and practice on competence development teaching differentiated for students Physical education at Pedagogical universities, the topic proposed measures competence development teaching differentiated for Physical education students at Pedagogical universities in order to improve the quality of training create a team of school teachers of physical education for high schools in the national education system, thereby contributing to improving the quality of education and training in the current context Research objective and subjective 3.1 Research subjectives Pre-service teacher education of Physical education students in pedagogical universities 3.2 Research objectives Process for competence development of differentiation teaching for Physical education students in pedagogical universities Research hypothesis Competence of differentiation teaching is one of the core career competences of physical education students, however, in reality, many students physical education have not been able to develop this competence development appropriately due to many different objective and subjective factors If a system of component competencies is identified that is consistent with the physical education characteristics and the outcomes of pedagogical universities; At the same time, measures are identified focusing on building the process of implementing lessons, building and using practical exercises in teaching, organizing the implementation of experiential learning hours, and innovating learning outcome assessment teaching improving the results of competence development teaching differentiation for students physical education in pedagogical universities, contributing to improving the quality and effectiveness of training the current team of school teachers physical education Tasks of the research 5.1 Building theoretical bases for competence development teaching to differentiate students from Physical education at Pedagogical universities 5.2 Survey, assessment practice competence development teaching differentiation for students Physical education at Pedagogical universities 5.3 Proposing measures of competence development teaching to differentiate physical education students from pedagogical universities 5.4 Experiments measures competence development teaching differentiation for students Physical education at Pedagogical universities Research scopes Currently, nationwide, the network of pedagogical universities is spread across different regions and provinces Within the scope of this topic, we survey practice competence development teaching differentiated physical education students at pedagogical universities: pedagogical universities Hanoi, pedagogical universities sports Hanoi, pedagogical universities Thai Nguyen, Hong Duc University, pedagogical universities Ho Chi Minh city and experiments at pedagogical universities Hanoi Specifically, the thesis conducted a survey to collect opinions of 60 teachers specializing in physical education at pedagogical universities; 50 managers at high schools and 302 students in the 3rd/4th year who are studying at the educational departments of pedagogical universities have been identified Methodology and methods of the research 7.1 Methodology To conduct research on the topic, we approach some research methodological perspectives as follows: Historical - logical approach; access competences; differentiated approach; access to experience; practical approach; 7.2 Methods of the research: Group of research methods theoretical bases (Analysis, synthesis, systematization and generalization); group of practical research methods (questionnaire survey method; expert method; observation method; research method for educational products and activities; experiment method) and group of supporting methods Defense approach 8.1 Differentiated teaching capacity is an important component in the teaching capacity system of students majoring in Physical Education at pedagogical universities; Developing differentiated teaching capacity for students of Physical Education major will meet the output standards of pedagogical universities and meet the requirements of teaching innovation under the 2018 General Education Program 8.2 The situation of developing differentiated teaching capacity for students majored in Physical Education at pedagogical universities has not really achieved the expected results due to various subjective and objective reasons, but most importantly, there is no system of measures to develop this capacity in a synchronous, scientific and appropriate manner 8.3 In order to differentiate competence development teaching for physical education students, it is necessary to identify a system of component competencies suitable to physical education characteristics and to the outcomes of pedagogical universities; at the same time, measures to focus on building the classroom implementation process are identified; develop and use practical exercises in teaching; organize the implementation of lessons in the direction of experiential learning; and innovating learning outcome assessment teaching will improve the competence development teaching effectiveness of differentiation for students physical education in pedagogical universities nowadays New contributions of the thesis - The thesis contributes to enriching and deepening the theoretical bases of competence development teaching differentiation for students physical education at pedagogical universities, especially the framework of differentiated teaching competence of students majored in Physical Education in pedagogical universities would be clarified - Analysis, assessment is practice competence development of differentiation teaching of students physical education at pedagogical universities; point out limitations, causes of limitations and points to be overcome to meet the requirements of development differentiation teaching in training students physical education - Propose measures competence development of differentiation teaching of students physical education at pedagogical universities, contributing to improving the quality of student physical education training, meeting the requirements of the educational innovation process in today's high schools 10 Structure of the thesis Excluding from Introduction, Conclusion and Recommendations, References, Research appendix, the thesis includes four chapters: Chapter Theoretical bases for Competence development of differentiation teaching for Physical education students in pedagogical universities Chapter Practice of Competence development of differentiation teaching for Physical education students in pedagogical universities Chapter Measures for Competence development of differentiation teaching for Physical education students in pedagogical universities Chapter Experiments for Competence development of differentiation teaching for Physical education students in pedagogical universities Chapter THEORETICAL BASES FOR COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL UNIVERSITIES 1.1 Overview Differentiation teaching is a positive teaching perspective that has been researched by scientists around the world and in Vietnam, affirming the correctness according to the teaching laws and teaching orientation today However, with the characteristics of teaching in Vietnam, the study of theoretical bases and the application of differentiation teaching in practice still have many shortcomings such as lack of unity, lack of connection, fragmented research results, etc It is necessary to build a system of theoretical bases on differentiation tea ching and how to apply it in accordance with Vietnamese practice to meet modern teaching trends The issue of competence development teaching for pedagogical students has a orderracted much aorderention from domestic and foreign authors and today is increasingly focused on deeper research However, competence of differentiation teaching and competence development of differentiation teaching for pedagogical students have not had specific studies 1.2 Competence of differentiation teaching students Physical education trường pedagogical universities 1.2.1 Competence of differentiation teaching 1.2.1.1 Competences * Definition: Competences is the successful implementation of a certain activity based on the mobilization of necessary knowledge, skills and aorderitudes corresponding to that activity in a given environment and conditions * The structure of competences: Competences is composed of factors: Knowledge, skills and psychological conditions for the performance of an individual's activities, in which skills are considered as core factors 1.2.2 Differentiation teaching * the concept of teaching, differentiation teaching: differentiation teaching is a teaching perspective that requires teachers when organizing the teaching process of the same program, but there is a distinction between individuals or groups of school students in learning based on certain criteria such as: : competences; style, cognitive pace, needs, interests, physicality, In learning and social characteristic s of each school student to bring the best teaching effect * scientific basis of differentiation teaching: philosophical basis; foundations of sociology and sociology of education; psychological basis; educational institution * the nature of differentiation in teaching Differentiation teaching is carried out according to a rigorous process that includes basic steps: 1) classifying school students by cognitive level: teachers must classify school students exactly to so, teachers need to perform initial assessments (formal or informal) at a time near the content lesson From there, teachers will determine the level of awareness, interest in learning, and interest of school students 2) develop and implement a differentiated teaching plan: based on information about the cognitive level of school students, combined with standards of knowledge, skills, and aorderitudes, teachers develop teaching goals for each school student , select teaching content and conduct the teaching process in the direction of differentiation 3) assessment and summary: teachers conduct formal and informal assessments from which to draw necessary experiences and make timely adjustments and supplements to improve the effectiveness of the next teaching and learning process * Approaches, levels and trends of differentiated teaching - approaches to differentiated teaching: developing and implementing different educational program options and organizing different types of schools or schools in the education system; building an overall curriculum with the same overall goal consists of two blocks: content and main activities; take a distinct classroom approach to increase individual and group learning effectiveness, tied to personalized teaching - levels of differentiation teaching: differentiation teaching can be done at levels: macro and micro * current trends of division in teaching: diversification towards training human resources to meet the requirements of social division of labor; diversification towards the development of individual intellectual potentials; diversify towards creating learning opportunities for everyone to access education and succeed in school and life 1.2.1.3 Competence of differentiation teaching * concept *) competences teaching: is the effective performance of the task of equipping knowledge; Forming skills, techniques, intellectual development and shaping the worldview and ethical qualities for students on the basis of skillfully combining professional knowledge and pedagogical skills of school teachers *) differentiated teaching competences: is a combination of manipulations and actions of teachers in order to carry out the teaching process to differentiate individuals or groups of school students in the classroom based on certain different criteria of school students To achieve the goal, the task of differentiation teaching has been set out * Differentiated teaching competences system The system of differentiated teaching competencies includes: Competences in research students and teaching programs; Competences design lessons in the direction of differentiation; Competences organize the implementation of differentiated lessons; Competences test, learning outcome assessment learning of students; Competences manages teaching and student management 1.2.2 Competence of differentiation teaching students Physical education trường pedagogical universities 1.2.2.1 Concept Competence of differentiation teaching of physical education students at pedagogical universities is a combination of actions and actions of students in order to carry out the teaching process to distinguish between individuals or groups of school students in the classroom based on other criteria certain distinctions of school students in order to achieve the set goals and tasks of differentiation teaching, which is to help school students form, develop health care skills, exercise skills, practice sports habits and practice qualities, competences to become a citizen of physical and mental harmony, meeting the requirements of the cause of national construction and defense and international integration, contributing to the development of the stature and physical strength of the Vietnamese people; at the same time discovering and fostering sports talents 1.2.2.2 Features of physical education students Students physical education also has the common characteristics of students of pedagogical universities, besides it also has its own characteristics associated with their majors These characteristics directly affect the learning process, competence development training and professional qualities of physical education students in schools First of all, physical education students must have an understanding of the party's lines and policies, and have a firm political stance Only in this way will they be able to fulfill the noble mission of their future profession, which is to educate the young generation in the socialist orientation Second, students in physical education have perseverance, passion for their profession, love for people, love for children, sympathy and understanding, and a great sense of responsibility Third, students in physical education must have a highly developed intelligence, a sharp mind, quick and effective problem-solving, and high adaptability In addition, physical education students must constantly actively learn, explore, and occupy not only professional knowledge but also social knowledge and cultural values of the nation and humanity Fourth, physical education students also need to have the competences of selfstudy, self-study, self-improvement to increasingly improve their intellectual capital, ready for future work with good results Finally, physical education students must always be aware of the purpose of becoming school teachers in the future This goal will become a guide that motivates them to constantly work to achieve it 1.2.2.3 Competence of differentiation teaching framework of students Physical education at Pedagogical universities Based on the analyzed bases, The thesis determines the competence of differentiation teaching framework of students Physical education at Pedagogical universities as follows: Figure 1.2 Competence of differentiation teaching framework of students specializing in physical education at pedagogical universities Criteria Competences in student research and teaching program Norm 1.1 Analyze, assess and differentiate students 1.2 Research the program, teaching content in accordance with the goals and requirements of students Contents 1.1.1 Fully identify the content to learn about students 1.1.2 Select and use appropriate methods and tools to learn students 1.1.3 Process the information obtained about students, determine and classify the competence levels of students 1.2.1 Define course objectives and requirements 1.2.2 Determine the structure and content of the course suitable for students Competences design lessons in the direction of differentiation 2.1 Determine the lesson objectives to ensure the common and individual strengths of students 2.2 Analyze lesson content 2.1.1 Initial assessment to classify students 2.1.2 Clearly define the physical education competencies that need to be formed for students 2.1.3 Define lesson objectives in the direction of differentiation (minimum and advanced goals) 2.2.1 Select the contents suitable for the students 2.2.2 Hierarchy of learning content according to appropriate levels so that students can access it 2.3.1 Determine teaching methods, organizational forms, teaching means and techniques appropriate to the lesson 2.3.2 Determine teaching methods, organizational forms, teaching means and techniques suitable to students' characteristics and teaching conditions 2.3.Choosing methods, means and forms of teaching organization suitable to the goals, contents and competences of students 2.4.Design teaching 2.4.1 Identify teaching and learning activities appropriate and learning activities to the competences of students 2.4.2 Design teaching and learning activities suitable to the methods, means, organizational form of teaching and competences of students 2.5 Design graded 2.5.1 Identify different levels of exercise exercises suitable for 2.5.2 Design graded exercises competence students 3.1 Using teaching 3.1.1 Proficient use of teaching methods and techniques methods, media, appropriate to the goals and competencies of school Competences techniques and students organize the teaching organization 3.1.2 Using a variety of teaching organizations specific implementation to Physical education of 3.2 Collect and process 3.2.1 Use appropriate methods and tools to collect and differentiated feedback in teaching, process feedback in teaching lessons master your own 3.2.2 Take control of your emotions and actions emotions and actions 3.3.3 Communicating 3.3.1 Using language and non-verbal in teaching suitable in the classroom for students 3.3.2 Create and maintain interaction between teachers and students for competence development for students 3.4 Observe and correct 3.4.1 Identify behaviors that need to be adjusted by unexpected school students students' behavior in the 3.4.2 Correct unexpected student behavior in the classroom classroom 4.1 Design the 4.1.1 Build criteria, assessment scale assessment tool suitable 4.1.2 Building a system of questions and exercises Competences for the subject and level associated with practice to assess competences students test, learning of the students outcome 4.2 Implement 4.2.1 Proficient use of assessment methods and tools assessment of learning outcome according to the competences approach students' assessment learning of 4.2.2 Combine assessment of school students' learning learning in the students activities according to standards of qualifications and right direction competences 4.3 Guide and 4.3.1 Guide students to self-assessment supervise students 4.3.2 Supervising students self-assessment self-assessment 1.4 Factors affecting competence development teaching differentiation for students physical education at pedagogical universities Competence development teaching differentiation for students in physical education at pedagogical universities is influenced by many factors such as: students' perception of competence development of differentiation teaching; the activeness and initiative of students; students' learning methods; perceptions of administrators and university teachers about competence development teaching differentiation for students; competences teaching university teachers; training program for school teachers of pedagogical universities; physical conditions of pedagogical universities Conclusion for the chapter Chapter of the thesis systematized and supplemented theoretical bases on competence development of differentiation teaching for students specializing in physical education at pedagogical universities Chapter also corrects some concepts related to the thesis and is being understood differently such as pedagogical, teaching, differentiation teaching, competences, competencesteaching, competence of differentiation teaching, competence development of differentiation teaching and competence development of differentiation teaching for physical education students pedagogical universities In addition, chapter of the thesis has also identified and analyzed the paths to competence development of differentiation teaching for physical education students in pedagogical universities, and pointed out the factors affecting the effectiveness of competence development of differentiation teaching for physical education students in pedagogical universities The content theoretical bases on competence development of differentiation teaching for physical education students in pedagogical universities presented in chapter has an important role, serving as a basis for research, survey practice and proposing measures of competence of differentiation teaching for physical education students in pedagogical universities in order to improve the training quality of pedagogical universities, meeting the professional labor standards of current school teachers Chapter PRACTICE OF COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL UNIVERSITIES 2.1 Overview of survey practice 2.1.1 Survey location The survey has been carried out at pedagogical universities under the ministry of education and training, which are: (1) pedagogical universities Hanoi; (2) pedagogical universities in Ho Chi Minh City; and (3) pedagogical universities – hue university 2.1.2 Purpose, object and time of the survey * Survey purpose: The survey aims to assess practice competence development of differentiation teaching for students specializing in physical education at pedagogical universities and factors affecting the effectiveness of competence development of differentiation teaching for students specializing in physical education at pedagogical universities From there, proposing measures competence development of differentiation teaching for students specializing in physical education at pedagogical universities, contributing to improving the quality of training school teachers in general and school teachers gdtc in particular in pedagogical universities, meeting the requirements of current educational practices and professional standards of school teachers 10 * Survey subjects: The author conducted a survey to collect opinions from 60 teachers specializing in physical education at pedagogical universities; 50 administrators, school teachers at high schools and 302 students in the 3rd/4th year who are studying at the pedagogical universities of pedagogical universities have been identified * Survey time The survey was carried out for months, from February 2021 to June 2021 2.1.3 Survey content Based on the research tasks, the thesis deploys the content of survey practice competence development of differentiation teaching for students specializing in physical education at pedagogical universities, including: (1) practice competence of differentiation teaching of students specializing in physical education at pedagogical universities universities; (2) practice competence development of differentiation teaching of students specializing in physical education at pedagogical universities 2.1.4 Survey method The survey methods used include: Survey method; interview method; observation method; active product research methods; professional solution 2.1.5 How to process data and assessment scale - How to process data: Qualitative information is analyzed and synthesized to give common characteristics Quantitative information is processed according to mathematical statistical formulas with the support tool being Microsoft Excel software - Assessment scale: The interval scale used in questions about level and frequency has the smallest value of 1, the largest is and the distance value is 0.8 The significance of the mean for the interval scale is shown in Figure 2.1 Figure 2.1 Average range scale - 1.80 1.81 - 2.60 2.61 - 3.40 3.41 - 4.20 4.21-5.00 Levels of Poor Weak Average Poor Weak Poor Weak Poor Weak Poor Weak competenc Fair Good Average Fair Average Fair GoodAverage Fair Good Average Fair es Good Good Not Responding Not Responding Not Responding Not Responding Not Responding Low Responding Low Responding Low Responding Low Responding Low Responding Relatively Good Relatively Good Relatively Good Relatively Good Relatively Good Levels of Responding Good Responding Responding Good Responding Good Responding Good adaption Responding Very Good Responding Very Responding Very Responding Very Good Responding Very Good Good Good Good Not used Rarely Not Not used Rarely Not used Rarely Not used Rarely Not used Rarely Levels of often Quite often Not often Quite Not often Quite Not often Quite Not often Quite usage Very often often Very often often Very often often Very often often Very often No influence No influence No influence No influence No influence Liorderle influence Liorderle Liorderle influenceLiorderle influence Liorderle Levels of Influencing Much influence Influencing Much Influencing Much influence impact influence Very Influencing Much influence Very influence Very Influencing Much influence influence Very influence influence influence Very influence influence Never/Never use Never/Never use Never/Never use Never/Never use Never/Never use Frequency Occasionally/ Occasionally/ Occasionally/ Occasionally/ Occasionally/ 11 2.2 Practice competences teaching phân hóa students Physical education trường Pedagogical universities 2.2.1 Practice awareness of differentiated teaching and the importance of differentiated teaching 2.2.1.1 Practice awareness of the nature of differentiated teaching The results obtained from the study are shown in the figures below: Figure 2.2 Survey results on students' perceptions about the nature of differentiation teaching order Contents No % Rank Teach and learn at the individual pace of each individual and group of school students As a method of competence development students Teaching is conducted in different ways with different requirements and in different time periods Assessment and confirmation of learning results according to the competences of students Linking training with practical professional activities 113 37.4 104 34.4 171 56.6 81 26.8 69 22.8 In general, the survey results show that students specializing in physical education at pedagogical universities participating in the survey have initially understood the nature of differentiation teaching through its contents However, from the obtained research results, it is also shown that there is still a large number of students specializing in physical education participating in the survey who not have the correct awareness of the nature of differentiation teaching 2.2.1.2 Practice perceives the importance of competences teaching differentiation The results obtained from the study are shown in the figures below: Figure 2.3 The results of the perception survey of teachers, school leaders, teacherspt and students on the importance of competence of differentiation teaching Teachers School leaders, Students Order Các mức độ teacherspt No % No % No % very important 48 80.0 24 48.0 183 60.6 importance 10 16.7 23 46.0 92 30.5 normal 3.3 6.0 24 7.9 less important 0.0 0.0 0.7 not important 0.0 0.3 60 100.0 0.0 100,0 Total 50 302 100,0 The research results in figure 2.3 show that: - Assessment of students about the importance of competence of differentiation teaching: the number of students assessment competences teaching at a very important level is 60.6%, accounting for the largest percentage The second is the important level accounting for 30.5%, the third is the normal level accounting for 7.9%, the fourth is the less important level accounting for 0.7% and the last is the unimportant level accounting for 0.3% - assessment of teachers about the importance of competence of differentiation teaching: the number of teachers assessment competences teaching at a very important level is 80.0%, accounting for the largest percentage The second is the important level 12 accounting for 16.7%, the third is the normal level accounting for 3.3% None of the teachers assessed competence of differentiation teaching at a low or unimportant level - The assessment of school leaders, teacherspt about the importance of competence of differentiation teaching: the number of school leaders, teacherspt assessment competences teaching at a very important level is 48.0%, accounting for the largest percentage The second is the important level accounting for 46.0%, the third is the normal level accounting for 6.0% There are no school leaders, teacherspt that assess competence of differentiation teaching at a low or unimportant level 2.2.1.3 Practice is aware of the tasks when performing differentiation teaching The results obtained from the study are shown in the figure below: Figure 2.4 Survey results on students' perception of jobs when doing differentiation teaching Order Contents State the objectives (the competencies to be achieved) and design the learning content Determining the standard of learning outcome assessment learning lessons in the direction of differentiation Use teaching methods that are appropriate for each individual and group of students Design a learning process for each student and group of students Directly instruct students to follow their own learning processes Use a variety of teaching methods and media Learning outcome assessment learning for each student Guide students to self-assessment and peer assessment (assessment of classmates) Feedback and store the learning results of each student Rate (%) Disagree Confusing Agree Std Rank 1.0 17.9 81.1 2.80 0.424 1.7 22.8 75.5 2.74 0.476 3.6 20.5 75.8 2.72 0.524 2.6 26.5 70.9 2.68 0.520 1.3 22.8 75.8 2.75 0.466 3.0 22.8 74.2 2.71 0.515 2.0 23.8 74.2 2.72 0.491 3.6 25.8 70.5 2.67 0.543 2.6 24.8 72.5 2.70 0.514 2.72 The obtained research results show that: in general, the majority of physical education students are aware of the work to be done when teaching in the direction of differentiation (70.5% - 81.1% of students agree with jobs specific has been determined) The information about the above research results requires universities, physical education faculty leaders and professional faculties to research and apply appropriate measures to help physical education students gain full awareness enough about the work to be done when teaching differentiation 2.2.2 Practice teaching in the direction of differentiation of students physical education The obtained research results show that: student assessment of teaching practice in the 13 direction of differentiation of students physical education reached the "irregular" level with levels in common ranging from 3.25 to 3.32 The number of students who regularly and very often perform the above tasks when practicing differentiation teaching accounts for a lower percentage than the percentage of students who never/rarely, not often perform the tasks when practicing differentiation teaching 2.2.3 Practice uses materials when planning lessons in the direction of students Physical education The obtained research results show that: Instructional documents for Physical education students to plan lessons in the direction of differentiation are performed by students at an irregular level with general = 3.22 (ranging from ,17 to 3.27) 2.2.4 Practice performs tasks when planning lessons in the direction of differentiation of physical education students The obtained research results show that: Looking at Total, we can see that the majority of physical education students have not regularly performed the necessary tasks we outlined when planning lessons in the direction of differentiation All jobs have an assessment that students have never done 2.2.5 Practice uses teaching methods and techniques when performing lessons in the direction of differentiation of physical education students The obtained research results show that: students physical education often use methods such as: observation, practice, test, game, presentation of sample manipulation, assessment of visual presentation, Rate The opinions of students that these methods/technologies are implemented by students very often and quite often account for more than 80% (from 82.1% - 85.8%) The above results show that, in the process of competence development teaching at pedagogical universities, physical education students have used teaching methods and techniques when performing lessons in the direction of differentiation, but that is quite often in accordance with the rules, characteristics and characteristics of physical education Students used teaching methods and techniques quite often when performing lessons in the direction of differentiation suitable for majors such as practice, observation, demonstration of sample manipulation, but rarely used learning materials, brainstorming , situations, projects because physical education is a specific field of learning in the yard, heavy in practice, 2.2.6 Practice uses teaching facilities when conducting lessons in the direction of differentiation of physical education students The obtained research results show that the use of new teaching facilities only focuses on a number of specialized means of the discipline, teaching means can be used with the masses, not yet differentiated, and The facilities are useful for the operation of personalized methods, with specialized characteristics of physical education to help students actively, enhance practice ability, support self-study and self-training ability of students has not been given due attention 2.2.7 Practice uses teaching organizational forms when conducting lessons in the direction of differentiation of students physical education The obtained research results show that: in the forms of teaching, the form used most often by students when performing a lesson in the direction of differentiation of students physical education is the "group practice organization" ranked 1st with The average score is 3.35/5 points, of which 51.3% of the assessment comments are "quite often" and 0.7% of the assessment comments are "very often" Next is the form of "lecturing" ranked second 14 with an average score of 3.31/5 points, in which the assessment comments at the level of "very often" and "quite often" account for 47.7% of the assessment comments 2.2.8 Practice assessment of physical education students about the implementation of the content, form, methods and tools for testing learning outcome assessment learning of students The obtained results showed that: * Regarding the test content, assessment: Students physical education quite often focuses on assessment of acquired knowledge (52.6%), Implementation process (43.4%); Mastery of motor manipulations (44.7%); only a few students assessment Coordinating activities with others in the group and attitudes when participating in learning and training; Combining knowledge and skills to solve situations arising in learning and professional practice is rarely assessed * Regarding the form of testing, assessment of students' performance assessment: Physical education students mainly use the form of assessment assessment of students, which is "Test assessment at the end of the lesson" with more than 50% of the assessment opinions quite often becoming up Meanwhile, the forms of "Checking at the beginning of the lesson" and "Checking during the lesson organization" have more than 50% of the assessment comments as Infrequent or Very rarely * Regarding testing methods, assessment of students' financial performance: The methods of assessment of students' assessment of students' performance are not often used by students when organizing teaching in the direction of differentiation The above results can confirm that the assessment method of assessment in teaching in the direction of differentiation of physical education students is still scattered and not concentrated Some methods are not even suitable for expertise but are assessed higher than specific methods such as "Practice test" or "Through active product" assessment * Regarding testing tools, assessment of students' performance: The assessment tools have been surveyed by the author, the results show that there is a difference for Physical education The tool most used by students for questions and answers, articles, 2.2.9 Practice assessment competences teaching differentiation of physical education students 2.2.9.1 Assessment of university teachers about the level of competence teaching differentiation of physical education students The obtained research results show that: the average score of assessment levels of teachers about practice, the level of competence of differentiation teaching of students specializing in physical education is 3.22 which is equivalent to the average level In which, the competencies to analyze the total program and the subject program are ranked 1st, with an average score of 3.35 The second place is the competences to prepare the lesson in the direction of differentiation, with an average score of 3.30 The third correct is the competencies learning outcome assessment in the divergent direction, with an average score of 3.23 and the last is the competencies learning outcome assessment in the divergent direction, with an average score of 2.99 2.2.9.2 Assessment of high school administrators about practice competences teaching differentiation of students physical education The obtained research results show that: through practice and internship at high schools, students physical education have revealed competence of differentiation teaching through practice and internship hours The assessment results of school leaders and teacherspt on competence of differentiation teaching of physical education students show that the competences of students are only achieved at an average level Specifically, in the competencies surveyed, the competencies that analyzed the total program and the subject program were highest by school leaders and teacherspt assessment with an average score of 15 3.31, only 47.7% of the assessment competencies of the students were satisfied at high and very high level, in which very high level only 0.3% opinion Besides, "competences teaching in the direction of differentiation teaching" and "competences learning outcome assessment in the direction of differentiation" have more than 20% of the opinion of school leaders and teacherspt that students respond at a low and very low level 2.2.9.3 Students' self-assessment of practice competences teaching differentiation The obtained research results show that: the assessment of students about the level of competence of differentiation teaching is similar to the assessment opinion of university teachers, school leaders and teacherspt when affirming the competence of differentiation teaching of physical students education is currently only achieved at the "average" level with the average score for levels of 3.25 2.3 Practice competence development teaching differentiation for students physical education pedagogical universities 2.3.1 Practice awareness of the purpose of competence development teaching differentiation for students physical education Almost absolutely teachers think that the purposes we give are assessed by teachers as important and very important, in which the purpose of assessment is very important, at least 60% of the opinions Students' awareness of the purpose of competence development teaching to differentiate physical education for students is also very good, but there is still a small number of students who are not fully aware of this activity 2.3.2 Practice the content of the physical education training program at pedagogical universities The obtained research results show that the majority of teachers from pedagogical universities participating in the survey (96.7%) confirm that the content of physical education training programs at pedagogical universities is built to meet the requirements of "combining theoretical and practical courses” This is the result achieved after the efforts of pedagogical universities, which are directly the team of teachers, in front of the orientations to innovate content and training programs of the ministry of education and training during the past years 2.3.3 Practice detailed program content of specialized physical education training modules at pedagogical universities The obtained research results show that: the survey assessment subjects of detailed program content of specialized physical education training modules at pedagogical universities met the requirements of competence development of differentiation teaching for students in the following criteria: training program objectives” and “theoretical content combined with practical content” The remaining criteria are assessed as not meeting the requirements of competence development of differentiation teaching for students 2.3.4 Practice implements differentiated competence development teaching paths for physical education students The obtained research results show that the survey respondents have similar opinions when affirming that the paths of competence development of differentiation teaching for physical education students mentioned above are used in practice at pedagogical universities at the pedagogical university level quite often, and at the same time insisting that "teaching" is the path assessed most often in the paths of competence development of differentiation teaching for students physical education at pedagogical universities 2.3.5 Practice uses teaching methods and techniques in the direction of competence development teaching to differentiate physical education students The obtained research results show that in the practice of organizing the training process of school teachers in general and training school teachers of physical education in particular, 16 pedagogical universities have used a variety of methods and techniques teaching in the direction of competence development teaching differentiated for physical education students 2.3.6 Practice uses teaching organizational forms in the direction of competence development teaching to differentiate physical education students The obtained research results show that: teachers and students of pedagogical universities unanimously affirmed that many forms of teaching organization in the direction of competence development teaching differentiated physical education students have been used in practice 2.3.7 Practice implements the process of teaching students physical education of university teachers The obtained research results show that when teaching the subject in charge, teachers of pedagogical universities applied the process of teaching students physical education at a "quite regular" level with an overall score of 4.19 Considering the correlation of the steps in the process of teaching students physical education, it can be seen that there is a close connection of the steps The steps assessed most often are: stimulating learning motivation for students; state the learning objectives to be achieved; discuss and agree with the school on learning methods; organizing groups/individuals to practice; assessment competences of students The steps assessed at a lower performance level are: providing learning materials and tools; organize research activities related to theoretical knowledge; organize research on skills training process; Update assessment conclusions in students' records 2.3.8 Practice taking the test, learning outcome assessment learning students physical education The obtained research results show that: testing activities, learning outcome assessment learning students physical education are focused on implementation The forms, methods and tools used are quite diverse in the learning outcome assessment learning students physical education is focused on performing at a "fairly frequent" level 2.3.9 Practice facilities for competence development teaching differentiation for students physical education The obtained research results show that: in general, there is agreement between two groups of subjects, namely school leaders, teachers and students physical education, and pedagogical universities participating in the survey about the "adequate" and "level" assessment new/modern" of the cstudentsc, pt system serving competence development of differentiation teaching for students physical education Specifically, the two groups of survey respondents assessed that the system of facilities serving competence development of differentiation teaching for physical education students was "relatively adequate" and "relatively new/relatively modern" Practice research on this issue requires pedagogical universities to research and deploy more appropriate solutions to strengthen the assurance of the cstudentsc, pt system for competence development of differentiation teaching activities for students physical education in the most complete and increasingly modern direction is the yard conditions, facilities, tools and supplies for practice in the classroom; theory classroom combined with practice 2.3.10 Practice difficulties of physical education students in the process of competence development teaching differentiation at pedagogical universities The obtained research results show that: in general, the majority of students specializing in physical education at pedagogical universities participating in the survey found difficulties in the process of competence development of differentiation teaching (from 50.3% to 59.9) % of the total number of students participating in the survey confirmed the identified difficulties) A large number of students participating in the survey (ranging from 29.8% to 41.4% of students according to the assessment of each identified difficulty) have not clearly identified the difficulties for the process of competence development of differentiation teaching There are 17 7.3% - 10.6% percentage of students participating in the survey who disagree with the difficulties in the process of competence development of differentiation teaching, but these students did not give specific explanations 2.3.11 Practice factors affecting competence development teaching differentiation for physical education students The obtained research results show that: in general, the school leaders and teachers participating in the survey confirmed that the above factors have a great influence on competence development of differentiation teaching for students specializing in physical education 2.4 Assessment of the practice 2.4.1 Advantages The majority of students were correctly aware of the nature of teaching and the role of competence of differentiation teaching for the future profession of school teachers of physical education The teaching process at pedagogical universities also includes the most basic steps; Although the methods and forms of teaching organization are not diverse and rich, teachers have also used basic methods and forms to help physical education students acquire knowledge and partly practice professional skills in general, including competence development of differentiation teaching Facilities, equipment and facilities for competence development of differentiation teaching activities for physical education students have basically been ensured at a relatively complete and relatively modern level 2.4.2 Limit The survey practice results show competence of differentiation teaching for students physical education at pedagogical universities: students physical education have certain competencies in differentiation teaching, but they are weak and not have a deep understanding of the nature of the teaching differentiation teaching The competence development teachingth for students physical education at pedagogical universities still has many limitations related to the training program and the organization of the training process 2.4.3 Reason The shortcomings of the process of competence development of differentiation teaching for students physical education at pedagogical universities today stem from different subjective and objective reasons Conclusion for the chapter The results of the research on cognitive practice of differentiation teaching show that the majority of students and teachers, school leaders, school physical education teachers have full awareness of competence of differentiation teaching (the essence of differentiation teaching; importance of differentiation teaching, the role of competence of differentiation teaching for professional activities of school teachers); competence development of differentiation teaching for students specializing in physical education at pedagogical universities (necessity and purpose of competence development of differentiation teaching for students specializing in physical education at pedagogical universities) The survey practice results also show that: physical education students not often practice teaching in the direction of differentiation; students also face difficulties in selecting and using materials when planning lessons in the direction of differentiation; not regularly perform tasks when planning lessons in the direction of differentiation; not often use different teaching methods, means and forms of organization In addition, there are limitations of students physical education in terms of implementing the contents, forms, methods and tools of testing, learning outcome assessment learning of students In general, the competence of differentiation teaching of physical education students is currently only "average" This 18 requires leaders of pedagogical universities, specialized faculties and teachers to continue to improve the competence development of differentiation teaching for students Competence development of differentiation teaching activities for students physical education at pedagogical universities surveyed have improved and achieved positive results, but still need to be improved Chapter MEASURES FOR COMPETENCE DEVELOPMENT OF DIFFERENTIATION TEACHING FOR PHYSICAL EDUCATION STUDENTS IN PEDAGOGICAL UNIVERSITIES 3.1 Principles of building measures Measures competence development of differentiation teaching for students physical education at pedagogical universities are proposed based on basic principles such as: ensuring training objectives; ensure compliance with outcomes; ensure conformity with the characteristics of the discipline; Ensure focus on practice and experience for students 3.2 Measure competence development teaching differentiation for students physical education at pedagogical universities 3.2.1 Curriculum development of Theoretical Teaching on differentiation teaching for physical education students in a modular manner To develop the program of Theoretical Teaching on differentiation teaching for physical education students according to the module, it is necessary to follow the following steps: step Assess the current training program of Theoretical Teaching; step Redefine the objectives of the professional training program aligned to the training outcome of Physical Education; step 3: select the content of the differentiation teaching module; step Define the activities of the differentiation teaching module; Step Design the activities for the differentiation teaching module 3.2.2 To instruct the students to design their lesson plan with differentation teaching based approach The lesson plan is the script to carry out the lecture and each type of lecture such as theory lecture, practical lecture, needs different implementation steps To have a lesson plan in the direction of differentiation, it is necessary to have a process of preparing lesson plans in a logical, scientific and feasible manner The process of designing differentiated competence development teaching for students includes the following contents: teaching preparation; teaching plan design 3.2.3 To instruct the students to implement their lesson plan with differentation teaching based approach In order to build a process of organizing the implementation of the lesson to competent development of differentiation teaching for students, teachers need to understand the structure of the content of the lecture to design the teaching process accordingly In addition, it is necessary to learn about the school's facilities, specialized classrooms and teaching equipment as well as the class of students (number of students, level differentiation, self-study competences to design the organization of the teaching process , divide the group into groups to suit students The thesis building the process of organizing competence development of differentiation teaching for students includes the following 06 steps: step Stimulating the students' positive learning aorderitude; step Introduce the topic/lesson; step Guide students to study theoretical content; step Guide students to practice; step Assessment 19 competence of differentiation teaching of students; Step Guide students to self-study and self-practice 3.2.4 Building and using practice exercises with steps to differentiate competence development teaching for students To competence development of differentiation teaching for students, teachers need to design learning tasks, exercises showing the behaviors of competencies corresponding to different levels will be assigned to students Ideally, those tasks and assignments would be differentiated in accordance with each student's near development area To grade assignments, teachers can use the following grading methods: grading according to the openness of the task; classification according to the complexity of the task; leveling according to the number of operations to be performed in the task; grading according to students' self-reliance 3.2.5 Organizing teaching competence development of differentiation teaching for students in the direction of experience Teaching is confirmed as a highly practical profession Studies show that, with good practical experience, prospective school teachers demonstrate beorderer ability to connect theoretical knowledge with educational practice and are more confident Much of the information school teachers need for effective decision-making comes from a realworld context Through practical experience in high school, students also learn theory Based on the analysis of school students' activities, the teacher's plans and exercises, the videotapes of school teachers and school students as well as the learning and teaching situations can all help school teachers to draw conclusions The relationship between theory and specific cases of teaching activities Experiential education - teaching theory by and in practice, taking practice to teach theory and teaching theory to effectively apply in practice is the way to use high schools as a training environment for school teachers Thereby, promoting initiative, positivity and creativity in building knowledge, training skills, critical thinking and practical understanding in students Students physical education besides experiencing in high school, they can also participate in sports activities… 3.2.6 Develop criteria for assessment competence of differentiation teaching and guide students to self-assess according to the criteria Assessment criteria is an important measure to confirm the competences differentiation teaching of students after practicing for each content to be assessed, thereby, drawing conclusions about their competence development level Assessment criteria is an important and indispensable scientific basis for assessment competences differentiation teaching of students physical education Currently, there is no set of assessment criteria to assess competences differentiation teaching of physical education students Therefore, building criteria for assessment competences teachingth is very necessary and meaningful Assessment competences differentiation teaching is to compare, contrast and evaluate the competences differentiation teaching actually achieved in students with the expected results defined in the training objectives according to the competences standards Therefore, building the criteria for assessment competences differentiation teaching needs to identify the component competencies of the competences differentiation teaching of physical education students, identify the constitutive components of each component competences to determine the assessment criteria and determine the assessment competences level to assess each criterion of each component competences 20 The process of developing criteria for assessment competences differentiation teaching of physical education students at pedagogical universities is conducted according to the following steps: step 1: identifying specific competencies that need assessment; step 2: analyze and define criteria and indicators of each competence; step 3: develop assessment criteria; Step 4: establish the level of expression of the criteria built Conclusion for the chapter Based on the results of theoretical research and practice competence development of differentiation teaching for students physical education at pedagogical universities, and at the same time, based on basic principles such as the principle of ensuring training objectives; principles of ensuring conformity with outcomes; the principle of ensuring conformity with the characteristics of students; On the principle of ensuring the focus on practice and experience for students, the author proposes a system of measures to improve the results of competence development of differentiation teaching for students in physical education at pedagogical universities, including 06 measures Each measure is built according to a scientific and reasonable logic and has an impact on competence development of differentiation teaching for students physical education at pedagogical universities The measures are in a unified whole, without contradictions, therefore, when implemented into practice, the training process at pedagogical universities can create a comprehensive and comprehensive impact for the competence development process of differentiation teaching students physical education pedagogical universities can achieve positive results Chapter PEDAGOGICAL EXPERIMENTS 4.1 Overall of the experiments 4.1.1 Experiment purposes Experiments are conducted to test the correctness of the proposed scientific hypothesis and confirm the necessity and feasibility of the proposed measures Specifically: assess the level of development in the competence differentiation teaching of physical education students when applying the proposed measures Thereby, it proves that the proposed measures can develop competences in differentiation teaching and improve the quality of school teachers physical education training, meeting the requirements of educational innovation 4.1.2 Objects of experiments The subjects of the experiments were 28 students k68 physical education at pedagogical universities hanoi Experiments were conducted in rounds: round experiments (from October to December 2021) with 28 students, in which, group was 14 students; group is 14 students Experiments round (from February to March 2022) with 14 students, in which, group is 07 students; group is 07 students Based on the results of previous subjects, students are selected and divided into experimental and control groups on the principle of equivalent input competencies 4.1.3 Experiment contents, form and process * Contents of experiments Due to the limitation of conditions and time of the thesis as well as the actual operation process of pedagogical universities in the context of the epidemic, the thesis conducts 21 experiments to develop some competence components of competence of differentiation teaching competences to design lessons in the direction of differentiation and competences to organize the implementation of differentiated lessons For the experiments group: apply the built measures in competence development differentiation teaching For the control group: perform competence development teachingth in the current conventional way, without the application of the above measures * experiment form: conducting parallel experiments between the control group and the experiments group Lecture experiments are conducted according to the teaching plan of pedagogical universities in Hanoi * experiments process: experiments process includes the following steps: - step 1: prepare experiments - step 2: deploy experiments - step 3: learning outcome assessment after experiments 4.1.4 Experiments hypothesis If the proposed measures are used in the process of competence development differentiation teaching for students, it will contribute to the development of competence differentiation teaching of students physical education, pedagogical universities, Hanoi, thereby improving the quality of teacher training of universities pedagogical universities 4.2 Results experiment analysis From the results obtained through rounds of experiments, the author can confirm that the effectiveness of the pedagogical experiments is stable After having pedagogical effects, initially brought about the effectiveness of competence development of differentiation teaching for students The competence levels of students in groups tn1 and tn2 have increased, more developed than the competence levels of students in groups and It confirms that the application of measures competence development of differentiation teaching for physical education students has contributed to improving the results of competence development differentiation teaching for students specializing in physical education of pedagogical universities Conclusion for the chapter Through two rounds of experiments, the proposed measures showed that when competence development of differentiation teaching for physical education students at pedagogical universities used built-in measures, competences differentiation teaching of students was assessed according to standards and standards specific, clear criteria; competences differentiation teaching of students has also been changed and developed in an upward direction The process of developing the component competencies has integration, combining related knowledge and practicing skills in each lesson/each competence, so students can apply and immediately apply the knowledge they have just learned to practice skills, forge competences autonomy, responsibility for competence development The above results have proved the correctness of the scientific hypothesis proposed by the thesis The application of measures competence development of differentiation teaching for students specializing in physical education at pedagogical universities has had initial effectiveness, contributing to improving the quality and effectiveness of training school teachers of physical education at pedagogical universities 22 CONCLUSION AND RECOMMENDATION Conclusion 1.1 Competences teaching is one of the core competencies in the structure of professional competences of school teachers Development with competences teaching will help school teachers have quality teaching hours, meeting current educational practical requirements The education system in our country's pedagogical universities is performing differentiation teaching, so competence development of differentiation teaching for physical education students in pedagogical universities is an urgent requirement Competence development of differentiation teaching physical education students to pedagogical universities is a long and difficult process Therefore, in order to regularly and effectively implement competence development of differentiation teaching for students physical education at pedagogical universities, it is required that pedagogical universities, which are directly school leaders schools of specialized faculties, teachers need to receive proper knowledge and regular and effective implementation of the components of this process At the same time, maximize the influence of factors affecting the process of competence development of differentiation teaching students physical education at pedagogical universities 1.2 The results of the survey, assessment practice allow to confirm: competence of differentiation teaching of students specializing in physical education at pedagogical universities is currently only average This requires leaders of pedagogical universities, specialized faculties and teachers to continue to improve the competence development of differentiation teaching for students The competence development of differentiation teaching for physical education students at pedagogical universities surveyed has not really achieved high results and needs to continue to be improved 1.3 Based on the results of theoretical research and practice competence development of differentiation teaching for students physical education at pedagogical universities, and at the same time, based on basic principles such as the principle of ensuring training objectives; principles of ensuring conformity with outcomes; the principle of ensuring conformity with the characteristics of students; On the principle of ensuring the focus on practice and experience for students, the author proposes a system of measures to improve the results of competence development of differentiation teaching for students in physical education at pedagogical universities, including 06 measures Each measure is built according to a scientific and reasonable logic and has an impact on competence development of differentiation teaching for students physical education at pedagogical universities The measures are in a unified whole, without contradictions, therefore, when implemented into practice, the training process at pedagogical universities can create a comprehensive and comprehensive impact for the competence development process of differentiation teaching students physical education pedagogical universities can achieve positive results 1.4 Through two experiments, the proposed measures showed that: when competence development of differentiation teaching for physical education students at pedagogical universities used built-in measures, competences differentiation teaching of students was assessed according to standards and standards specific, clear criteria; competences differentiation teaching of students has also been changed and developed in an upward direction The process of developing the component competencies has integration, combining related knowledge and practicing skills in each lesson/each competence, so students can apply and immediately apply the knowledge they have just learned to practice skills, forge competences autonomy, responsibility for competence development 23 1.5 The above results have allowed to confirm: the research tasks of the thesis have been fully implemented, the scientific hypothesis has been proven Recommendation * To the Ministry of Education and Training Approve the outcomes of training majors appropriate to each stage Increase investment and support for pedagogical universities in training, competence development of differentiation teaching for school teachers Regularly and effectively organize competences training courses for university teachers and pedagogical universities Perfecting and promulgating motivational policies for university teachers, school teachers in general and school teachers physical education in general Create all favorable conditions for the application of research results in the thesis * To pedagogical universities Develop, complete and issue outcomes to meet the needs of students and requirements of employers trained in physical education at pedagogical universities Actively coordinate with employers to aorderract them to participate in the training process of school teachers in general and school teachers physical education in particular; as well as assessment of training products * To university teachers Sticking to the school's Outcomes requirements in the organization of teaching the subject or organizing additional activities for the school's school teacher training process Coordinate/support colleagues in performing professional activities Actively guide and support students in the learning process, develop their skills, and career competencies, including competence of differentiation teaching Timely advise/propose ideas to school leaders so that the school can make reasonable and necessary adjustments to the training process of school teachers in general and school teachers of physical education in particular Actively research the General education program; at the same time, regularly coordinate effectively with school teachers to deploy practical activities, practice, pedagogical practice in order to optimally develop competencies teaching in general and differentiated competencies teaching for students physical education in particular * To school leaders and school teachers Need to be aware of their responsibilities in coordinating training school teachers with pedagogical universities It is necessary to consult/share opinions with pedagogical universities, school leaders, university teachers about the practical requirements for competence teaching of school teachers today so that pedagogical universities can make appropriate adjustments from outcomes, to organizing the process of teaching subjects as well as organizing supporting activities for the training process of school teachers in general and training school teachers in particular * To the Physical education students Each student needs to be aware of the career value he or she is pursuing, his or her future career position as well as the ever-evolving and ever-changing requirements for the career he has chosen Self-discipline and active in learning, training development skills and career competences, including competence of differentiation teaching - one of the specific competencies, very important for school teachers of physical education 24