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Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phát triển năng lực giải quyết vấn đề cho sinh viên trong dạy học môn Tư tưởng Hồ Chí Minh tại các trường đại học khối ngành kỹ thuật ở Việt Nam hiện nay.Phụ lục 1 ĐƠN ĐĂNG KÝ DỰ TUYỂN MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE SON TUNG DEVELOPING PROBLEM SOLVING CAPACITY FOR STUDENTS IN TEACHING HO CHI MINHS IDEOLOGY.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE SON TUNG DEVELOPING PROBLEM-SOLVING CAPACITY FOR STUDENTS IN TEACHING HO CHI MINH'S IDEOLOGY AT UNIVERSITIES OF ENGINEERING MAJORS IN VIETNAM TODAY Major: Theory and teaching methods of political education subject Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE HANOI – 2023 The project was completed at: Hanoi National University of Education Research supervisor: Assoc.Prof.Dr Dao Thi Ngoc Minh Reviewer 1: Assoc.Prof.Dr Trinh Dinh Tung Hanoi National University of Education Reviewer 2: Assoc.Prof.Dr Nguyen Thi Kim Dung Ho Chi Minh National Academy of Sciences Reviewer 3: Dr Ha Thi Dang Huong Hanoi University of Science and Technology The thesis is defended before the Thesis Judging Committee meeting at Hanoi National University of Education At…….hour…….date…….month…….year 2023 The thesis can be found at: The thesis can be found at the library: National Library, Hanoi or the Library of Hanoi National University of Education INTRODUCTION Rationale Currently, teaching to develop capacities is becoming a common trend and is becoming more and more popular in many countries around the world Many countries around the world have had a drastic change in the direction of shifting from teaching to impart knowledge to teaching to develop learners' capacity That is output-oriented teaching, open teaching, and not only paying attention to activating learners intellectually, but also paying attention to training problem-solving capacity associated with real-life situations, ie learners not only know theoretically but also know what to from what they already know In that teaching process, learners are self-disciplined, active, and actively participate in learning activities to gradually form and develop the necessary capacities for themselves under the guidance of teachers In fact, in recent years in our country, the issue of teaching with the orientation of developing learners' capacity has been discussed a lot because the current practice of content-oriented teaching is revealing a number of limitations such as: : heavy on providing theory, not oriented towards practice and action As a result, learners are equipped with systematic knowledge but weak in practical skills, life skills, limited in the development of individual capacities Therefore, in order to meet the requirements of practice, it is very necessary to switch from content-oriented teaching to capacity development teaching Education at the university level not only aims to equip students with basic knowledge, the basis of majors, but also needs to equip students with necessary capacities, including problem-solving capacity - one of the most core capacities to adapt to the rapid changes of social life, and at the same time close the gap between human resource training of the university and the needs of society At universities, the subject Ho Chi Minh's Ideology contributes to equipping students with scientific knowledge about Ho Chi Minh's comprehensive and profound system of views on basic issues of the Vietnamese revolution; forming capacity, working methods, beliefs, revolutionary sentiments; contributing to the students' revolutionary stance and views on the basis of Marxism-Leninism and Ho Chi Minh's ideology In addition to the theoretical origin, Ho Chi Minh's Ideology is also rooted in practice, derived from practice and returned to direct practical activities Therefore, through teaching Ho Chi Minh's Ideology, in addition to fostering and consolidating students' revolutionary stance, improving political bravery; being steadfast in the goal of national independence associated with socialism; actively fighting and criticizing wrong views; it also helps students know how to apply Ho Chi Minh's ideology to solve real-life problems For universities of engineering majors, students often take the entrance exam with groups A, A1 (natural sciences) And when they enter the universities, they live in the natural scientific, technical, and technological environment, therefore, in their thinking, they are inclined to mechanics, machines, experiments, positivism, analysis and problem solving according to the logic of pure science and technology They are practical people, preferring actions to thoughts This is very different from students of other majors, especially the social sciences, in which there are theoretical problems Therefore, they urgently need to develop problem-solving capacity to adapt to the diverse and complex, ever-evolving realities of life From the importance of developing problem-solving capacity for students of universities of engineering majors and from the characteristics of the subject, it can be seen that teaching Ho Chi Minh's Ideology can not just stop at knowledge, but also towards the development of essential and core capacities for learners, especially problem-solving capacity Stemming from that requirement, we choose the problem "Developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today" as the thesis topic Objectives Through the study of theoretical and practical basis, the thesis proposes principles and measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in order to contribute to the better realization of the subject's goal, which is to form and develop students' qualities and capacities, especially the problem-solving capacity Object and subject 3.1 Research object: The process of teaching Ho Chi Minh’s Ideology at universities of engineering majors 3.2 Research subject: Developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors Scientific hypothesis It is very necessary to develop problem solving capacity for students, especially students at universities of engineering majors However, this issue is not really taken into account in practice Stemming from the characteristics of the subject, the teaching of Ho Chi Minh 's Ideology has many advantages in developing students' problemsolving capacity If this problem is studied scientifically in terms of both theory and practice, and applying the principles and measures proposed by the thesis, it will make an important contribution to developing problem-solving capacity for students at universities of engineering majors Mission - To research on the theoretical basis of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities - To survey and evaluate the current situation of developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today - To propose principles and measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today - To organize pedagogical experiments to test the proposed scientific hypothesis Scope of research 6.1 Scope of research on content: The thesis focuses on research and development of problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors 6.2 Scope of research on reality: Actual situation survey and experiment at universities of engineering majors as follows: Hanoi Architectural University; Hai Duong Medical Technical University; Da Nang University of Medical Technology and Pharmacy; Mien Trung University of Civil Engineering; MienTay Construction University Research period: During the academic year 2018-2019 and 2021-2022 Research methodology and methodology 7.1 Methodology: The thesis is based on the methodology of dialectical materialism and historical materialism; modern teaching theory and competency approach teaching theory 7.2 Research method: 7.2.1 Theoretical research method: Using methods of analysis-synthesis, deductive and inductive, logic - history to perform the tasks of the thesis 7.2.2 Practical research method: - Method of summarizing experience, generalization: Using this method is used to study the scientific works of previous researchers to serve as a basis for proposing measures to develop problem solving capacity for students in teaching Ho Chi Minh's Ideology - Survey method: Used in time attendance, questionnaire survey to assess the situation of developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors - Product research method: Using this method is used to evaluate and analyze students' products such as tests, group exercises - Statistical method; experimental method: Used to collect data; using pedagogical experiment is used to analyze, evaluate and compare between the control group and the experimental group to test the scientific hypotheses of the topic - Methods of interview, expert opinion, observation, statistics, experiment: Used to assess the current situation and assess students' progress in developing problemsolving capacity Defensive arguments - The necessity of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today - The principles and measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors that the thesis has proposed should be implemented seriously and synchronously, which will contribute to the development of problem-solving capacity for students and at the same time improve the teaching effectiveness of the subject - The experimental results show the feasibility of the proposed measures when teaching Ho Chi Minh's ideology in order to develop problem-solving capacity for students at universities of engineering majors today Thesis’s contribution - Clarifying theoretical issues about problem-solving capacity and developing problem-solving capacity as well as the need to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors - Generally evaluating the current situation of developing problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today - Proposing principles and measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors today - Hopefully, it will be an essential reference for teachers, students and interested people 10 Thesis structure In addition to the introduction, conclusion, recommendations, appendices, references, the thesis consists of chapters: Chapter Research overview on developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today Chapter Theoretical basis and reality of developing students' problemsolving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today Chapter Measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today Chapter Pedagogical experiments Chapter RESEARCH OVERVIEW ON DEVELOPING PROBLEM-SOLVING CAPACITY FOR STUDENTS IN TEACHING HO CHI MINH'S IDEOLOGY AT UNIVERSITIES OF ENGINEERING MAJORS IN VIETNAM TODAY 1.1 Studies on developing students' problem-solving capacity in teaching 1.1.1 About problem solving capacity In terms of problem-solving capacity, the Program for International Student Assessment (PISA) 2003 introduced the concept of analytical problem-solving capacity when it stated that: Problem-solving capacity is the ability by which an individual uses cognitive processes to solve real, inter-disciplinary situations where solutions are not immediately available Personal capacity is considered through the ability to analyze, quantify, compare and think in general.[120] In terms of structure of problem-solving capacity, research works in the country have also mentioned the structure of problem solving capacity from different angles Some typical research projects can be seen such as: Author Dinh Quang Bao in his research has said that: Manifestations of specific problem-solving capacity are: (1) Students can analyze situations; identify and address problem situations (2) collect and clarify relevant information; propose and analyze some solutions to solve problems; choose the most suitable solution (3) implement and evaluate problem-solving solutions; reflect on how to solve problems to adjust and apply in new contexts [33] In the research, author Nguyen Thi Lan Phuong said that: Structured problem-solving capacity includes components such as: Understand the problem; recognize problem situations; identify and interpret information; share understanding of the problem [73], 1.1.2 About developing students' problem-solving capacity in teaching In the country, there have been a number of research authors on fostering and developing problem-solving capacity through teaching a number of specific subjects for high school students, including: Nguyen Anh Tuan ( 2002) [85], Vuong Duong Minh (2011) [113], Nguyen Thi Lan Phuong (2014) [77]; Nguyen Thi Hong Luyen (2016) [76], and some other authors Author Nguyen Thi Phuong Thuy with her doctoral thesis also mentioned the process, how to apply the project teaching method in teaching the organic chemistry section to develop problem solving capacity for students in the Northern Mountain High School [88] Besides, there are also a number of studies on assessing the problemsolving capacity of learners in some subjects Authors such as Thai Thi Nga [100], Le Thi Thu Hien [58], Nguyen Thi Hong Hai [79] can be mentioned 1.2 Researches on developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today 1.2.1 About developing students' problem-solving capacity in teaching political theory subjects Author Tran Thi Mai Phuong said: "The basic problem is to find out how to flexibly apply teaching methods to promote the positive aspects of each method in order to enhance the activeness, initiative and creativity of students in learning, on that basis helps learners know how to cooperate in learning, to be active, proactive and creative in detecting and solving problems, both having the necessary basic knowledge and training the ability to act…”[101] p 38] Author Luu Thi Thu Ha affirmed: "Teaching Marxist-Leninist philosophy plays an extremely important role for students At the same time, it systematically equips students with a scientific materialistic worldview, provides students with the basic principles of dialectical thinking, but also contributes to the formation of problem solving capacity in students…” [106 p 324] From there, the author proposes solutions to improve problem solving capacity through teaching the basic principles of Marxism-Leninism 1.2.2 About developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today In fact, there have been a number of studies on the application of some active teaching methods to develop students' capacity in teaching Ho Chi Minh's Ideology These can be mentioned as: Author Dang Thi Mai and author Tran Nguyen Hao discuss applying group discussion method in teaching Ho Chi Minh's Ideology to develop students' capacity However, it can be affirmed that: up to now, in Vietnam, there has not been a systematic and complete research on developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today This is the reason for us to continue to delve deeper into this issue 1.3 Overview of the research results inherited by the thesis and the issues that need further research 1.3.1 Overview of the research results inherited by the thesis Most of the studies on developing problem-solving capacity in teaching mainly focus on high school level and through a number of specific subjects, with little mention of developing problem-solving capacity for students at the university level, especially for students at universities of engineering majors And most of the research works in Vietnam have only focused on developing problem-solving capacity through the application of a number of specific teaching methods The theoretical and practical basis of the problem has not been systematically studied, thereby proposing principles and measures to develop problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors 1.3.2 Issues that need further research First, continue to clarify the theoretical basis for developing problem solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today Second, to survey, investigate and evaluate the current situation of problem solving capacity development for students in teaching Ho Chi Minh's Ideology at universities of engineering majors Third, to propose principles and measures to develop problem solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today Fourth, to conduct pedagogical experiments to verify the science, practicality and feasibility of the measures proposed in the thesis Conclusion of chapter Through an overview of research works in the world and in the country on issues related to the thesis topic, it has helped the author to have an overview of the history of problem research, to selectively inherit the correct views and ideas of previous scientists, from which to continue to study issues that have not been studied deeply by scientists There have been many research works referring to different angles of problemsolving capacity development in teaching, such as discussing problem-solving 11 2.1.1.2 Developing problem solving capacity in teaching Capacity development teaching is becoming an inevitable trend and is increasingly popularly applied in many countries In our country, in recent years, teaching problems in the direction of developing learners' capacity has been discussed a lot because the current content-oriented teaching practice is revealing a number of limitations such as: heavy on providing theory, not oriented towards practice and action The basic objective of teaching to develop problem-solving capacity is to positively influence and change the components of problem-solving capacity in learners In that teaching process, it requires the maximum promotion of the initiative, positivity and creativity of learners along with the role of the teacher in organizing and guiding 2.1.2 Developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities 2.1.2.1 Characteristics of knowledge of the module Ho Chi Minh Thought and engineering students with the development of students' problem-solving capacity The characteristics of Ho Chi Minh Thought together with this subject have some characteristics such as: The unity between life, career, morality, lifestyle with the thought of leader Ho Chi Minh; the unity between theory and practice; comprehensiveness and system in interpreting the issues of the Vietnamese revolution; Ho Chi Minh's thought is not a constant, but is constantly being supplemented and developed Many new specific issues, which have just arisen in the current renovation, Ho Chi Minh have not had the conditions to mention But he provided us with principles, methodological principles Students and young people who are the future owners of the country must know how to apply Ho Chi Minh's spirit, Ho Chi Minh's method to think and find ways to solve practical problems Most students at universities of engineering majors take the entrance exam with groups A, A1 (natural sciences) And when they enter the universities, they live in the natural scientific, technical, and technological environment, therefore, in their thinking, they are inclined to mechanics, machines, experiments, positivism, analysis This is very different from students of other majors, especially the social sciences, in which there are theoretical problems Especially, living in a ever-evolving and complex society like today, it is important to focus on forming and developing 12 problem-solving capacity for students at universities of engineering majors through teaching subjects Starting from the characteristics of the subject, Ho Chi Minh's Ideology shows that there are many advantages to developing students' problemsolving capacity 2.1.2.2 Factors affecting the development of students' problem-solving capacity in teaching Ho Chi Minh's Ideology - For students: It can be said that the student age is a period of complete physical, mental and physiological development, capable of self-awareness, selfassessment, and self-regulation in learning activities These characteristics create favorable conditions for the formation and development of problem-solving capacity in each student However, in order to this, students themselves must first be aware of the importance of forming and developing problem-solving capacity through studying Ho Chi Minh's Ideology - For teachers: To develop problem-solving capacity for learners, teachers' teaching activities need to be professional and master necessary skills such as: (1) problem selection skills; (2) skills to lead learners; (3) Inspection and evaluation problem - Objective factors such as: Learning materials, facilities and learning environment are very important factors in the process of teaching and developing learners' capacity 2.2 The real situation of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam 2.2.1 Survey on the real situation of developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today 2.2.1.1 Process of surveying the situation Survey purpose: In order to assess the current situation of developing problemsolving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in Vietnam today; thereby, see the advantages and limitations of developing problem-solving capacity for students in teaching; determine the cause of the limitations; from there, propose measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology in an effective way 13 Survey content: To survey the necessary contents to assess the reality of developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors Respondent: To conduct a survey on 32 teachers and 570 students at universities of engineering majors distributed in North-Central-South regions Including: Hanoi Architectural University; Hai Duong Medical Technical University; Da Nang University of Medical Technology and Pharmacy; Mien Trung University of Civil Engineering; MienTay Construction University Survey method: Survey by the questionaire: Questionaire for teachers and questionaire for students and by other methods (observation, conversation, discussing research problems with teachers and students ) Survey time: years (school year 2018-2019 and school year 2021-2022) 2.2.1.2 Real situation survey results Teacher survey results: From the survey results, it was found that most of the teachers were aware of the necessity of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology However, due to many different reasons, the level of implementation in the course of teaching the subject is still limited, not regular and continuous; has never even been implemented; The survey results show that: teachers often use the presentation method (100%); Teachers also face certain difficulties in developing students' problem-solving capacity Student survey results: There are 41.22% of students think that the attitude towards learning the subject is normal; even 14.91% did not like the subject Although this is just a subjective point of view of students, however, it also shows that teaching the subject is not really exciting for students The majority of students think that it is very necessary to develop problem-solving capacity in subject teaching (56.31%); Most students think that: Teachers mainly use assessment of the learning process through tests and exams (54.56%) and use assessment by studying students' learning products (32.45%) 2.2.2 Assessment of the real situation and problems with the development of problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors 2.2.2.1 Real situation assessment - Achieved result: Through the survey, we found that the majority of teachers and students are aware of the importance of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors is 14 necessary and indispensable Although not really focusing on developing problemsolving capacity for students in teaching Ho Chi Minh's Ideology, many teachers have used different teaching methods in the teaching process - Limitations: Most teachers little or never to develop problem-solving capacity for students in subject teaching On the other hand, about the application of teaching methods, the survey shows that 100% of teachers use the presentation method mainly during the class This teaching method is biased towards the transmission of theoretical knowledge, one-way reducing students' initiative in absorbing knowledge as well as in using the acquired knowledge to solve real-life problems On the part of students, when asked about their attitude when participating in the study of Ho Chi Minh's Ideology, up to 41.22% of students answered that their attitude was normal This shows that the students are not aware of the importance of the subject This will be a big barrier when applying measures to develop problemsolving capacity for students in teaching the subject 2.2.2.2 Reasons of the real situation and problems with the development of problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors - Objective reasons: Especially, these are technical universities, so this subject is often not respected, considered a sub-subject, student psychology is studying just to pass the exam Because of this awareness, this subject will often be arranged in a large class of students This will make it difficult to organize teaching, especially the combination of many teaching methods and techniques to develop problem-solving capacity for students - Subjective reasons: Because of the nature of the subject, which is heavy on theory, with a large amount of knowledge and limited time for the subject, teachers mainly use the presentation method to be able to convey all the content of knowledge to the learners The inspection and evaluation work towards the capacity approach has been slowly renewed - Problems to be solved are: First, it is necessary to raise awareness among teachers and students about the need to develop students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors Second, it is necessary to apply principles and measures to develop problemsolving capacity for students in teaching Ho Chi Minh's Ideology subject Third, it is necessary to drastically renew the work of examination and 15 evaluation in teaching Ho Chi Minh's Ideology It is necessary to move from mainly assessing knowledge to assessing learners' ability, especially problem solving capacity Conclusion of chapter In this chapter, the author has analyzed the concept and characteristics of capacity development teaching in general and problem solving capacity development for students in teaching Ho Chi Minh's Ideology in particular, factors affecting the development of students' problem-solving capacity in subject teaching In addition, the author also conducted a survey of teachers and students about the situation of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors representing regions of the country The method of conducting the survey is through observation, exchange and questionnaires The survey results show that besides the achieved results, there are still many limitations in developing problem solving capacity for students in teaching Ho Chi Minh's Ideology This is the basis for the author to propose the main principles and measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology universities of engineering majors in the next chapter 16 Chapter MEASURES TO DEVELOP PROBLEM-SOLVING CAPACITY FOR STUDENTS IN TEACHING HO CHI MINH'S IDEOLOGY AT UNIVERSITIES OF ENGINEERING MAJORS IN VIETNAM TODAY 3.1 Basic principles of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology 3.1.1 Course objectives assurance On the basis of the curriculum of Ho Chi Minh's Ideology, we can clearly define the objectives of the subject Ho Chi Minh's Ideology from the point of view of teaching to develop problem-solving capacity, which are: - About quality: Forming for students basic qualities such as: patriotism; Loyalty to the goal and ideal of national independence associated with socialism; Personal responsibility in studying and training to contribute to the construction and defense of the Fatherland - About capacity: Forming for students the ability to think independently, analyze, evaluate, creatively apply Ho Chi Minh's ideology and solve problems in real life, study and work In addition to ensuring the general goal of the subject Ho Chi Minh's Ideology, teachers also need to clearly define and ensure the specific goals of each chapter in the teaching process 3.1.2 Practicality assurance Ensuring the principle of practicality in teaching Ho Chi Minh's Ideology in the direction of developing problem-solving capacity requires teachers to adhere to the following basic requirements: (1) Teachers must base on teaching objects and actual physical conditions to determine objectives, contents, methods and ways of organizing teaching and testing and evaluating accordingly (2) teachers must regularly follow the practice Combine different methods to approach forms and levels of practice (3) Teachers must accurately determine the practical value of the knowledge units in the subject content In the process of teaching, teachers need to clarify the practical meaning of scientific knowledge so that learners can grasp subject knowledge and apply it (4) Teachers must ensure science when bringing practical elements into the lecture 17 3.1.3 Assurance of promoting the active learning of learners To implement this principle in teaching Ho Chi Minh's Ideology in the direction of developing problem-solving capacity, it is necessary to pay attention to the following issues: - First of all, teachers need to make students aware of the goals and meanings of the subject so that they can properly determine the motivation and attitude to study the subject - Students, under the role of the teacher's organization and control, need to conduct independent activities, especially the search for new knowledge, as activities aimed at solving problem situations in learning, life and scientific research according to future careers, of course, it is necessary to organize these activities systematically and in a planned manner 3.2 Measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors 3.2.1 Determining goals and selecting teaching content to develop problemsolving capacity for students in the subject of Ho Chi Minh's Ideology 3.2.1.1 Determining teaching goals To develop the problem solving capacity for students in the course of teaching the subject, teachers need to identify the goals of this development in parallel with the realization of the subject's teaching objectives That is, in addition to sticking to the lesson objectives, teachers need to pay attention to ensuring the development of the components of problem-solving capacity, that is: problem detection, space setting and scientific hypothesis formation, the planning and implementation of problem solving, solution assessment and self-correction for students 3.2.1.2 Selecting teaching content On the basis of studying the program and content of the subject Ho Chi Minh's Ideology, teachers need to research and select lessons and knowledge units in each lesson to be able to implement measures to develop problem solving capacity for students Not all content of Ho Chi Minh's Ideology can develop problem-solving capacity Therefore, teachers must actively research and select the content of knowledge in each chapter, each lesson that is "problematic" or highly practical to organize flexible application of measures to develop problem-solving capacity for students 18 3.2.2 Organizing teaching activities to develop problem-solving capacity for students in the subject of Ho Chi Minh’s Ideology 3.2.2.1 Combining the use of active teaching methods In order to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology, it is necessary to use a combination of different methods, techniques and forms of teaching organization, especially, it is necessary to organize learning activities associated with practice to stimulate and activate learners It is possible to mention here some active teaching methods that have many advantages in forming and developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology such as: problem solving teaching; Group discussion method; Project teaching method 3.2.2.2 Combining the use of basic teaching techniques For the goal of developing problem-solving capacity for students in teaching Ho Chi Minh's Ideology, in order to successfully conduct teaching techniques, teachers need to design interesting and concise topics and problem situations, referring to theoretical knowledge associated with practice for students to participate in solving Some teaching techniques that have advantages in promoting students' problemsolving skills such as questioning techniques, tablecloth techniques, brainstorming techniques, can be mentioned 3.2.3 Evaluating the results of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology In order to assess the development of students' problem-solving capacity in teaching Ho Chi Minh's Ideology, it is necessary to take some specific measures as follows: - Developing criteria to evaluate problem solving capacity - Designing a tool to assess problem solving capacity As described in chapter 2, problem-solving capacity includes four component competencies (skills) that are: (1) Detecting problems, (2) Proposing and choosing solutions to solve problems, (3) Problem solving planning and implementation, (4) Solution evaluation and self-correction The above skills (component competencies) can use tools such as questions, essay exercises; types of questions, objective multiplechoice exercises or using observation sheets On the basis of determining the type of tool to be used to evaluate each type of problem-solving skill, it is possible to develop a tool for evaluation Here, we can use given questions, case exercises 19 Conclusion of chapter On the basis of the established teaching principles, the author proposes a number of measures to develop problem-solving capacity in teaching Ho Chi Minh's Ideology for students at universities of engineering majors, that is: building the goal of developing problem-solving capacity in teaching objectives; applying some positive teaching perspectives and methods that have advantages in developing problemsolving capacity for students such as problem-solving teaching, project teaching method, group discussion method, etc and teaching techniques (questioning technique; tablecloth technique; brainstorming technique) On that basis, the author also proposes measures to test and evaluate the problem-solving capacity of students in the teaching process The proposed principles and measures will be the basis for conducting pedagogical experiments, in order to evaluate the feasibility and appropriateness of these measures in developing problem-solving capacity in teaching Ho Chi Minh's Ideology for students at universities of engineering majors today 20 Chapter PEDAGOGICAL EXPERIMENTS 4.1 Pedagogical experiment plan 4.1.1 Purpose, tasks, experimental principles - Purpose: Pedagogical experiment is an important step to evaluate the feasibility of the proposed measures to develop problem solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors today - Tasks: To achieve the above purpose, the process of organizing the experiment must solve the following basic tasks: (1) Selecting subjects to conduct experiment and control (2) Conducting experimental teaching of selected contents in the subject of Ho Chi Minh's Ideology for the control class with traditional methods and for the experimental class with built-in measures for problem solving capacity development for students + Statistics of experimental results and processing by mathematical statistical methods - Experimental principles: During the experiment, teachers need to adhere to the following principles: (1) ensure objectivity and science in knowledge of Ho Chi Minh's Ideology subject; (2) the results of the experimental process must be suitable for the students selected to conduct the experiment; (3) The experiment must follow the teaching schedule of the school, the professional group 4.1.2 Experimental subject: Experimental subjects are students in the second semester of the second year in the academic year 2021-2022, in which each selected school has 01 experimental class and 01 control class with a total of 262 students participating in the experimental class, 264 students participating in the control class 4.1.3 Experimental content: Experimenting with measures to develop students' problem-solving capacity in teaching Ho Chi Minh's Ideology The experiment was conducted by the lecturers who directly taught experimentally designed lesson plans using the methods developed in chapter 4.1.4 Methods of processing experimental results After collecting experimental data, the author of the thesis uses mathematical statistical methods to process the collected data 4.2 Experimental organization 4.2.1 Conducting experiments * The experimental preparation phase includes: Designing experimental lesson 21 plans; Organizing online training with experimental teachers; Selecting control class and experimental class * The experimental phase includes the following steps: Checking the preparation for the experimental teaching process about lesson plans, teaching aids, and classroom facilities; Conducting experimental teaching; Checking and evaluating experimental teaching results 4.2.2 Analysis of pedagogical experimental results 4.2.2.1 About quantitative assessment * Results of the entrance test of two groups of experimental and control classes According to the statistics of the entrance test scores before the experiment, it shows that the group of students from schools selected for the experiment show that the level and capacity in the two groups of experimental and control classes have similar average scores in terms of academic performance, the level of awareness is not too big difference * Results of experimental class and control class after the first experiment After obtaining the test scores, the author conducts data processing and analysis to evaluate the results of the problem-solving capacity of students of these two groups Level Level Level Level Figure 4.2 The graph shows the levels of learning results of the control and experimental classes after the first experiment *ĐC: Control, TN: Experiment * Results of experimental class and control class after the second experiment The results of the 2nd test after the 2nd experiment showed that the difference 22 between the two groups of classes continued to increase in lesson and the 2nd experimental results were higher than the 1st experimental results It shows that the large scale of influence and the use of pedagogical measures to develop students' problem-solving capacity in teaching Ho Chi Minh's Ideology has contributed to a remarkable effect in experimental classes and developing students' learning capacity better in performing subject tasks Figure 4.3 Frequency chart (%) of experimental and control class scores after 2nd experiment *ĐC: Control, TN: Experiment 4.2.2.2 About qualitative assessment From the quantitative results obtained, the assessment of students' attitudes, skills, and abilities in the learning process as the subject of the teaching process is also an important criterion to evaluate the effectiveness of the proposed impact measures Therefore, collecting students' opinions through the process of experimental teaching on all aspects of students' learning of Ho Chi Minh's Ideology is the basis for an objective and feasible assessment of the subject's class in which the focus is on developing the problem-solving capacity of students at universities of engineering majors in our country today 4.3 Evaluation of experimental results - The teaching process of Ho Chi Minh's Ideology at universities can be taught in the direction of focusing on developing basic problem-solving capacity, suitable for learning objects and specific content of subject knowledge, contributing to improving practicality and effectiveness for students - The group of teaching methods, teaching techniques built in chapter is 23 feasible and appropriate From there, it shows that the hypothesis that the thesis topic sets out has initially been proven from the practice of teaching and learning - The development of problem solving capacities for students at universities of engineering majors in the subject in teaching must always comply with the principles and have appropriate teaching methods Conclusion of chapter In this chapter, the author presented relatively specific plans, contents and methods of conducting pedagogical experiments to evaluate the feasibility of the measures proposed in chapter to develop problem solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors today The results of pedagogical experiments are also the basis for the author to continue to adjust and supplement to complete theoretical studies in order to find the right and appropriate measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors in our country today CONCLUSION AND RECOMMENDATION CONCLUSION 1.1 At present, in the world, training towards capacity development has become an inevitable trend In line with the general trend and ensure the principle of unity between theory and practice in teaching political theory subjects in general and Ho Chi Minh's Ideology in particular, the innovation of teaching methods in the direction of developing capacity, especially problem solving capacity for students, is absolutely necessary However, this issue needs to be studied in a more systematic, scientific and complete way 1.2 Through the actual survey results, it is found that most teachers and students believe that it is necessary to develop students' problem-solving capacity in teaching Ho Chi Minh's Ideology at universities of engineering majors However, because of many different reasons, the implementation of this problem in practice has not been regular, continuous and not really effective 1.3 On the basis of assessing the current situation, the thesis has researched and proposed a number of principles and measures to develop problem-solving capacity for students in teaching Ho Chi Minh's Ideology at universities of engineering majors 24 To verify the correctness of those principles and measures, the author has conducted pedagogical experiments at a number of universities The pedagogical experimental results show that the measures given in the thesis are completely appropriate and feasible RECOMMENDATION 2.1 For leaders and managers: - For the Ministry of Education and Training: it is necessary to research and renovate the content and program of Ho Chi Minh's Ideology to suit the duration of credits Need to reduce theory and increase discussion time, Siminar to increase students' initiative, active research in problem solving - For management leaders in universities: it is necessary to be more deeply aware of the role and importance of developing students' problem-solving capacity in teaching Ho Chi Minh's Ideology, especially for students at universities of engineering majors; focus on strengthening facilities, equipment and classrooms to facilitate the combined application of many teaching methods and techniques in order to develop problem-solving capacity for students - For subject teachers: it is necessary to raise more awareness of the need to develop problem-solving capacity for students Spend more time on self-study, selfstudy on capacity development teaching; when developing lesson plans and designing lessons, teachers not just stop at determining what knowledge content needs to be conveyed to students, but also need to clearly define goals towards capacity building for students, especially problem solving capacity Depending on the content, objects and specific conditions, flexibly apply appropriate forms of teaching organization In particular, it is necessary to innovate the assessment method to move from mainly assessing knowledge and skills to assessing learners' capabilities - For students: It is necessary to raise awareness about the importance of developing problem-solving capacity for students, especially students at universities of engineering majors It is necessary to promote their positivity, self-discipline and initiative, to form and develop self-study capacity, on that basis to cultivate flexible, independent and creative qualities of thinking Creativity in the learning process is an active factor in turning humanity's knowledge treasure into its own capital Creative thinking and problem solving have a dialectical relationship with each other, promoting each other's development 25 LIST OF PUBLISHED SCIENTIFIC WORKS RELATED TO THE THESIS Le Son Tung, Ho Chi Minh's ideology on education and fostering youth and the meaning of the problem in the current period, Education Journal, special issue, May 2015 Le Son Tung, Applying the principle of unity between theory and practice in teaching Ho Chi Minh’s Ideology, Education Journal, July 2015 Le Son Tung, Innovating the method of testing and evaluating is one of the important contents in the current teaching innovation of political theory subjects, National Proceedings: "Researching and teaching political theory in the trend of globalization", Hanoi National University of Education, Political Theory Publishing House, 2016 Le Son Tung, Innovating the examination and assessment of learning outcomes in the teaching of Civic Education at high schools according to capacity orientation, National Proceedings: “Innovation in teaching methods and testing and evaluating Civic Education in high schools”, Hue University of Education, January 2017 Le Son Tung, The necessity of innovating teaching methods and testing and evaluating political theory subjects in the direction of capacity development, Scientific Proceedings: "Socio-politics in the integration period - Theoretical and practical issues", Hanoi National University of Education 2, Labor and Social Publishing House, 2017 Dao Thi Ngoc Minh, Le Son Tung, Ho Chi Minh's ideology on educational culture and current educational reform orientation issues, Scientific Proceedings: "Vietnamese culture with the development of the country", Hanoi National University of Education 2, 2019 Le Son Tung, The necessity of improving students' problem-solving capacity in teaching Ho Chi Minh’s Ideology, Vietnamese Teacher Journal, issue no 158, June 2020 Le Son Tung, Applying the problem-solving teaching perspective in teaching Ho Chi Minh's Ideology to develop students' problem-solving capacity, Education Journal, special issue, September 2020