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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION DEVELOPING THE TEACHING CAPACITY OF HIGH SCHOOL LITERATURE TEACHERS IN THE MEKONG DELTA THROUGH A LESSON STUDY MODEL Speciality: Theory and methods of teaching Literature and Vietnamese Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE HANOI, 2023 The work was completed at Hanoi National University of Education The thesis will be defended in front of the School-level Thesis Judging Committee at Hanoi National University of Education on … hour … date … month … 2023 Thesis can be found at: - National Library, Hanoi - Library of Hanoi National University of Education LIST PAPERS ESTALBISHED RELATED TO THE THESIS TOPIC 2016 Promoting the activities of the Linguistics group in the direction of studying lessons in high schools in Can Tho city National scientific conference: Innovation in literature research and teaching in pedagogical schools Hanoi National University of Education, January 2016, p 568-573 2016 Professional activities based on observations, analytical activities of students in high schools during their time studying Literature in Can Tho city Educational Journal, Special Issue, Term - 6/2016, p.144-147 , Le Thi Hong Hanh 2017 Errors in the writing of high school students in Can Tho city Education Magazine, No 398, 2nd term, January 2017, p.36-41 2022 The situation of developing teaching capacity of high school Literature teachers in the Mekong Delta according to the model of lesson study Education Magazine, Special Issue 6, May 2022, p.115-119 2022 Measures to develop teaching capacity for teachers of Literature in the Mekong Delta according to the model of lesson study Education Magazine, Special Issue 7, June 2022 PREAMBLE Reasons for choosing the topic 1.1 Developing the teaching capacity of teachers of Literature in the Mekong Delta is one of the necessary issues because when this goal is achieved, it will make a significant contribution to the process of "fundamental and comprehensive" innovation in education of nation Literature has an important position in the school, helping students form and develop skills in using Vietnamese language (listening, speaking, reading, writing) In the new context of national education, literature teachers also need a change in thinking and action to meet the urgent requirements of Resolution 29 (2013) of the Party, Resolution 88 (2014) proposed by the National Assembly Each teacher must have the necessary competencies not only to deliver the task of training learners in knowledge and skills, but orient them to develop their qualities and capabilities towards the goal of education and training for global citizens as well 1.2 Developing the teaching capacity of Literature teachers at high schools in the Mekong Delta through a lesson study model, contributing to meet the innovation requirements of the national education program The purpose of the renovation of professional activities in Literature in the direction of studying lessons is to improve the quality of teaching, help teachers and students innovate their way of thinking, teaching and learning towards promoting the positive students' enthusiasm, initiative, creativity, habit and self-study ability, cooperative spirit, and skills to apply knowledge to different situations in learning and practice In order to innovate professional activities in schools in general and in Literature in particular, it is necessary to have a change in the thinking and actions of each teacher, the head of the professional group, especially the school administration The renewal of professional activities according to the lesson research model promises to improve the efficiency and quality of teaching Literature in high schools 1.3 The current situation of developing teaching capacity of high school literature teachers in the Mekong Delta according to the lesson study model has changed positively, but it needs the support of leaders and specialized researchers, and knowledge insights from adaptive education experts Renovating professional activities in Literature according to the model of lesson study with a very specific theoretical and practical basis The low quality of education is the reason forcing schools to innovate In fact, there are many ways and measures to improve teaching quality such as: Renovating lesson plan design, renovating the way teaching activities are organized; innovate instruction on how to study for students; innovation in guiding students to practice; innovate to guide students to apply in practice; organize for students to experience; In which, lesson study is considered as a model, a professional way of teachers, widely applied in schools in Japan In Vietnam, since 2006, case-based teaching has initially brought some positive results, proving its feasibility in fostering and developing teachers' professional and teaching capacity Faced to that reality, the Ministry of Education and Training requires localities, schools and specialized groups to renew professional activities according to the model of studying lessons to become more and more effective, improve the quality of life and the quality of life teaching quality, especially improving student learning outcomes Stemming from the above practice, in order to comprehensively innovate education as well as improve the quality of teaching Literature, promote creative potential, stimulate thinking, challenge career, develop career and professional In order to develop the teaching capacity of Vietnamese language teachers that makes them more professional and firm in their expertise, we have chosen the research topic: “Developing the teaching capacity of high school Literature teacher in Mekong Delta by lesson research model” Research goals and tasks 2.1 Research purposes - Proposing principles and measures to develop teaching competence of Literature teachers in Mekong Delta high schools according to the model of lesson study - Thereby, contributing to improve the quality of education in general and Literature teaching skills of teachers in high schools in the Mekong Delta in particular All of the above issues are aimed at clarifying the research question: How does the lesson research model affect the teaching capacity of teachers of Literature? 2.2 Research mission - Review relevant research papers - Research on theoretical basis: Theoretical research on the lesson research model, on the teaching capacity of Literature teachers in high schools to have a theoretical basis for the research topic - Research on practical basis: Surveying the actual situation of professional activities according to the model of lesson study, surveying the current teaching situation to have a practical basis for teacher preparation, professional activities according to research Lessons from expert groups and teachers - Proposing principles and methods of studying lessons to develop teaching capacity for teachers - Organize experiments to test the feasibility of the principles and measures of professional activities according to the proposed model of studying Literature lessons in high schools Object and scope of the study 3.1 Research subjects - The object of the research is the teaching methods and capacity of teachers of Literature through lesson study - The object is a measure to develop the teaching capacity of teachers 3.2 Research scope - The concept of lesson research, methods and techniques of studying lessons is to have a basis to build and design experimental teaching plans, to test and evaluate experimental teaching results - How to organize professional activities according to the model of studying Literature lessons at high school level - Survey at the high school level and experimental teaching in grade 12 The researcher chooses to develop the teaching and professional competence of teachers because the professional competence of teachers will help them have a lot of experience in teaching Hence, students will have more motivation in learning Literature Research Methods 4.1 Theoretical analysis method 4.2 Educational investigation method 4.3 Professional solution 4.4 Methods from experts 4.5 The case study method Scientific hypothesis Lesson study is a teaching model that has achieved many theoretical and practical achievements in developed educational systems Our country's education sector is currently on the path of renewal with creative incentives to implement the 2018 General General Education Program Therefore, applying the model of lesson study will contribute to capacity development teaching, the professional capacity of teachers in general and teachers of Literature in particular, especially teachers of Literature in high schools in the Mekong Delta in three aspects: designing lesson plans, organizing learning activities and assessing student progress Scientific arguments will be defended 6.1 This study will provide information on the current situation of professional activities according to the research model of Literature lessons in high schools in the Mekong Delta, the level of teachers' response to teaching competence through professional activities according to standard lesson study model From there, the results of the thesis will serve as the basis for the development of teaching capacity, professional competence, and professionalism for teachers of Literature through lesson study 6.2 Teachers at high schools in the Mekong Delta need to develop teaching competence through the implementation of the teaching research model in Literature 6.3 In order to effectively develop the teaching capacity of Literature teachers in high schools in the Mekong Delta, it is necessary to define a teaching competency framework suitable to the professional standards of teachers; at the same time, clearly define measures to build appropriate model of lesson study; renovate the examination and evaluation towards developing the capacity and quality of learners; renovate the way teaching is organized, renew observation when attending class, and enhance contemplation after each session of professional activities Dissertation Contribution 7.1 About logic Inheriting and developing the existing theoretical premises about the capacity to study lessons and teaching; meanwhile, deepening some of the concepts of what is a lesson, what is a lesson study, and professional activities in Linguistics according to the model of lesson study, capacity development and teaching capacity of students teacher Teaching reading comprehension of literary texts by teachers of Literature subject The thesis also proposes principles and measures for professional activities in Literature according to the model of classroom attendance in order to develop the teaching capacity of high school literature teachers in the Mekong Delta 7.2 About practice This study also tests the feasibility and effectiveness of applying the study of Literature lessons in professional activities in high schools Thesis structure Chapter 1: Overview of the research problem Chapter 2: Theoretical and practical basis of developing the teaching capacity of teachers of Literature in high schools in the Mekong Delta according to the model of lesson study Chapter 3: Measures to develop teaching capacity for teachers of Literature in the Mekong Delta according to the model of lesson study Chapter 4: Pedagogical Experiment CHAPTER RESEARCH ISSUES OVERVIEW 1.1 Overview of the lesson study 1.1.1 Studies on the study of lessons by foreign authors The problem study authors study the lesson from a number of different angles We consider in terms of concepts, the origin of the lesson study; how the lesson study process takes place and how the lesson study is done; how to study lessons to Vietnam and how to be supported and implemented by foreign education experts; the school's vision when studying; lesson philosophy and how to regularly renew lessons; teacher's cooperation with school leadership in the study of the lesson and, ultimately, the goal of the lesson study 1.1.2 Studies on the study of lessons by Vietnamese authors The authors study the problem of studying lessons in several aspects in Vietnam We look at how issues like case studies emerge; the influence of lesson study on the development of teaching and professional competence of teachers; lesson concept and distinguish lesson from lecture; business operation process according to the study model; need to pay attention to students in learning process; lessons learned after a period of studying the lesson and how to maintain professional activities according to the lesson study model 1.2 Studies on the teaching competence of teachers and the teaching competence of teachers in Literature subject 1.2.1 Studies on the teaching competence of teachers 1.2.1.1 Capacity concept Capacity comes from the Latin word “competentia”, which means response According to Hoang Phe’s Vietnamese Dictionary (editor) (1997), capacity is “the ability, subjective or natural condition available to perform a certain activity The ability to complete a certain type of activity with high quality” [95] From the author's point of view, based on the perspectives and understandings of the capacity of domestic and foreign researchers, the concept of competence can be drawn as follows: Capacity is a broad concept, with many interpretations and perceived in many different fields Capacity is formed and developed in association with living and learning environment; Capacity is formed through action; Capacity is the ability to perform with the goal of knowing and doing Capacity is the highly effective performance of a specific activity/work in a certain field by an individual or a group of people Capability is formed based on the available human qualities The basis to help form Capacity in a person is that person's habit of thinking, persistence and continuous action Capacity has basic characteristics: Capacity is revealed in activities; efficiency of energy; coordination of many resources The structure of Capacity consists of three core components: knowledge, skills and attitudes Those are also views that are consistent with the views of researchers around the world 1.2.1.2 An overview of the teaching capacity of teachers a) Studies on the teaching capacity of foreign authors Many foreign authors have researched on teaching capacity, focusing on the following core and basic competencies: communication capacity; Adaptation; planning; thinking and creativity; co- operate; self-study, lifelong learning; on information and communication technology; emotions; specialization If a teacher has all these capabilities, they will become a good and capable teacher, especially teaching capacity, professional capacity, and professional competence b) Studies on the teaching capacity of Vietnamese authors There are many research works of Vietnamese authors on teaching capacity The teaching capacity of teachers is reflected in many factors, but the most important is: the ability to convey knowledge, interpret opinions and abstract theories; extensive knowledge of the subject; proficient practice skills; using a variety of teaching methods; active learners; state and communicate effectively with learners, attract students through lecture content, ensure fair and objective assessment of learners; In the trend of educational innovation towards capacity development, Creative experiential education becomes a compulsory requirement in schools Therefore, the development of teaching capacity of teachers is an urgent and practical requirement, requiring constant efforts from many sides, many departments, and many managers, but the most important thing is still striving, the efforts of each teacher himself 1.2.2 Studies on the teaching capacity of English language teachers Talking about the capacity of teachers of Literature, the thesis understands this concept according to the capacity specific to the subject, which means that the teacher must really be an active reader, speaker, writer, and listener, proactive, capable of self-study, expertise, understanding, independence, creativity, sophistication, sensitivity, and literary quality To develop this capacity, teachers of Literature must really seriously invest time and effort in designing lesson plans, organizing teaching activities, and drawing experiences after teaching hours In the capacity of teachers in general and the capacity of teachers of Literature in particular, it is necessary to have the following competencies: communication capacity; information and communication technology (ICT) capacity; ability to think critically and solve problems; creative capacity; general cultural competence; emotional and aesthetic capacity; pedagogical capacity In addition to the above competencies, teachers of Literature need to understand the issues of Linguistics and Literature Not only that, a good Literature teacher is also a talented pedagogue and has an artistic soul (Le Thi Minh Nguyet, 2018) And author Phan Trong Luan said that teachers in Literature class must not only understand the work but also have to face more than forty human worlds, although they are of the same age, but are not uniform and homogeneous in terms of aesthetics, living capital, cultural capital [69, p.165] Students’ psychology also changes daily according to the development of the market mechanism, so it is difficult for teachers to grasp what is going on in their hearts, which directly affects the perception of students Student literature Therefore, author Phan Trong Luan pointed out, if a teacher is not sensitive about humanistic and aesthetic feelings or lacks understanding about people and life, it is difficult to create for students the necessary emotions in Literature class, especially the hours of reading comprehension [69, p 168] In order to help teachers of Literature perform their basic tasks in the teaching process in order to develop their own teaching and professional capacity, educational managers need to have measures to support and encourage Literature teachers always need to cultivate, supplement, and improve their professional skills to meet the increasing requirements of learners, the change of factors in the teaching process (program, teaching methods, learners, ) Reality has proven, professional activities not only help improve the teaching capacity of each teacher of Literature but also build good colleagues in a learning community; help them find meaning and new values, interesting of the profession 1.2.3 The relationship between lesson study and the development of teaching capacity for teachers of Literature From the above two issues, we can see that there is a close relationship between the study of the lesson and the development of the teaching capacity of teachers Regularly participating in professional activities according to the lesson research model will help teachers have the opportunity to rub and learn from colleagues, thereby they improve the professional capacity and teaching capacity of teachers CHAPTER THEORETICAL AND PRACTICAL BASIS OF DEVELOPMENT OF TEACHING CAPACITY OF LITERATURE TEACHER OF MEKONG DELTA HIGH SCHOOL BY LESSON RESEARCH MODEL 2.1 Theoretical basis 2.1.1 Teacher's capacity to teach 2.1.1.1 The concept of capacity and teaching capacity of teachers a) Capacity Competence is a concept that has been studied a lot in the world and also in Vietnam The concept of capacity used in the thesis: competence is the ability of people to receive and perform certain problems with all their knowledge, skills, attitudes, etc to achieve a quality result In other words, competence is the ability to apply knowledge, skills, experiences, attitudes and interests to act appropriately and effectively in diverse and colorful situations of life In general, from research on capacity, we find that researchers agree on capacity in the following aspects: Firstly, capacity is the ability of people to perform, know how to and can do, high sustainable value Second, human capacity is formed and developed by the inherent qualities of that person, but the most important thing is still thanks to the training and cultivation of that person Third, the components that make up human capacity are knowledge, skills and interest, passion, will, belief, etc of people Fourth, competence helps people to successfully perform a certain type of activity Fifth, the destination of competence is the efficiency achieved by activities in each specific condition or circumstance b) Teacher’s teaching capacity Teaching capacity is the ability to undertake the task of educating students in terms of knowledge, competence and qualities; at the same time is responsible for imparting knowledge in the educational program to students, assessing students’ progress and making relevant reports as required by the school In other words, teaching competence is the ability to receive and perform tasks in the workplace with a level of proficiency determined by quality results achieved 2.1.1.2 Developing the teaching capacity of teachers of Literature Developing teaching capacity for teachers is a process of pedagogical impact in order to transform, perfect and make teachers more progressive, from the “current development zone” to the “proximal development zone” and shape the teacher’s teaching ability as a “recently developed region” “Forward development” meets the set training goals and tasks and develops to become an increasingly professional teacher Literature teachers must also meet the same teaching competencies as other subject teachers in high schools, in addition, need to have the following competencies of a pedagogy: communication ability; information and communication technology (ITC) capacity; capacity to adapt and cooperate; critical thinking, problem solving and creativity; general cultural competence; emotional capacity (aesthetic, humanistic) The above competencies are key competencies, serving as the foundation on which to form and develop well specialized competencies, including pedagogical competence Pedagogical capacity: is the teacher’s special ability The teacher must have knowledge about psychology, student level, knowledge about the teacher’s teaching, understand the goals and teaching program, know how to make lesson plans, know how to test and evaluate students In order to have teaching capacity, it is required that teachers of Literature have the following components: (1) Good background knowledge of in-depth knowledge and wisdom; (2) capacity to design lesson plans; (3) capacity to organize classroom activities; (4) the ability to observe students' learning activities; (5) When organizing teaching, teachers support, comment and give feedback on students’ learning results; (6) Know how to use student learning records in the teaching process; (7) Self-reflection to draw lessons for themselves in the process of teaching; (8) the ability to cooperate with colleagues while exchanging and sharing with colleagues about lessons and students’ learning activities Among the above factors, the author of the thesis is particularly interested in designing lesson plans to help Literature teachers develop their teaching and professional competence Literature teachers, there should be three houses in one house, which are: (1) Literature teacher must be a scientist; (2) Educator; (3) The artist The author believes that the teaching capacity of teachers in general and teachers of Literature needs to have: First, general teaching capacity/key teaching capacity Second, specialized teaching capacity/pedagogical teaching capacity, including many areas: psychological knowledge, student level; knowledge of teachers’ teaching; know how to plan teaching, know how to test and evaluate students; know how to develop school programs;… Third, teachers of Literature must have a thorough, thorough and profound understanding of issues in Linguistics, Literature, Writing, and Literary Theory Fourth, teachers of Literature need to be an educator and have an artist’s soul, know how to absorb poetry and literary works Fifth, Literature teachers need to select, coordinate and apply teaching methods, techniques/methods, and teaching aids effectively 2.1.1.3 The framework of teaching competence of teachers of Literature Many countries around the world have developed professional standards of high school teachers with many standards and criteria We base on documents on Professional Standards of High School Teachers of the Ministry of Education and Training in Vietnam and the Ministry of Education in Taiwan and Singapore to build a Teaching Competency Framework of Teacher Literature with seven competencies and twenty-three criteria 2.1.1.4 About the teachers of Literature in the Mekong Delta region The Mekong Delta is the southernmost region of the country The people here are gentle, sincere, generous, hospitable, open, cheerful, respectful, frank, straightforward This personality will greatly affect the teaching and learning of teachers and students here, especially the pronunciation, sometimes not according to the correct pronunciation standard (often wrong: the first sounds tr/ch, d/gi, r/g); rhyme â/ă; question mark/tilde; final sound n/ng, t/c, a/u), also using local words Because the pronunciation is not correct, sometimes the teacher also spells it wrong 2.1.2 Study the lesson 10 students learn like that, teachers speculate on causes and solutions to discuss and share after attending class Step Teaching competence is expressed through the ability of teachers to and must be able to To assess whether a teacher has progressed or not, has developed professional capacity, or not, it is necessary to measure the change of teachers in step As mentioned above, both teacher A and teacher B teach Tay Tien lesson Teacher A is assigned to teach that lesson, teacher A finishes the preparation, teacher A teaches after absorbing the opinions of colleagues Teacher B goes to class, teacher B not only records it in the notebook to change it to the next year, but it is important to consider it before teacher B attends teacher A’s Tay Tien lesson, and after How does teacher B attend that lesson (listen to share, discuss after attending class) how does it change about teaching that Tay Tien lesson? This is the basis for assessing the impact of professional activities on the development of teaching capacity, professional competence, and professionalism of teachers This is also reflected in the teaching results The next day, teacher A went to teacher B’s class, found that teacher B taught more smoothly, or better, teacher B also felt more comfortable Miss A found that, thanks to Ms B attending her class and listening to the expert group’s suggestions, Ms B’s teaching was much better Based on the evaluation criteria in Official Letter No 5555 of the Ministry of Education and Training The group leader or the teacher who takes this form evaluates from the previous period to the next period of teachers A, B, etc, that there is a change, in a more positive direction Teacher B said, I didn’t know about it the other day, but I knew it well by talking with the teachers in the Expert Group That is the tip of the iceberg of power By studying lessons, teachers will better, although measuring a teacher’s progress is very difficult, requiring an investment of effort and time For example, in developing lesson plans, thanks to Ms B and Ms C’s suggestions, I know that idea, thanks to the suggestions of members of the expert group, everyone, especially insiders, has come up with many things When commenting on lesson plans, which factors people care about, which factors are emphasized, the next time the teacher is commented on, the teacher himself (and also the teachers in the expert group) will pay attention to the weak points that element If you can that, the next activity will be smoother So, in fact, in this step 4, Ms A teaches Tay Tien lesson, Ms B comes to the class, then Ms B teaches Ms B’s class that there is a change In order to measure Miss B's progress, just going to Miss B’s Tay Tien poem lesson next time will notice the difference compared to the first time It is measured in teaching results Miss B realizes that Miss B teaches better Ms A, C, D, etc, at the time, Ms B found that Ms B taught differently than Ms B used to teach Just take the criteria in Official Letter 5555 of the Ministry of Education and Training to evaluate, you will see the progress of teachers more clearly, teachers better, teach better Recommendations: Teachers should select specific suggestions from the expert team For example, in the lesson plan, the teacher must know where everyone’s comments are; Ms B, C, D, etc comment on the lesson plan they are interested in, the next time they teach that lesson, the teacher must change and correct it after receiving the comments The teaching competence of teachers must be demonstrated through the ability of people to that job After absorbing, return to the class you teach, then measure your progress Teachers should this regularly So many components of that educational capacity can be through the process of studying the lesson, or only some elements through the process of studying the lesson that teachers need to develop We can use one impact factor to be complete or not, or we need to use all four components to affect the teaching capacity and professional competence of teachers If all four factors are affected, teachers will improve more Therefore, it can be said that studying lessons is only really valuable when all steps are taken And how to prove to everyone that lesson study 11 has helped teachers make real progress This question can be answered by measuring the progress of teachers through Official Letter 5555 of the Ministry of Education and Training before and after receiving comments from colleagues Through this measurement, it can be confirmed that teachers have developed teaching capacity, professional competence, or not after performing professional activities according to the lesson study model 2.2 Practical basis 2.2.1 Survey objective Comment and evaluate the current situation of lesson plan design; the organization of students' learning activities and the status of teachers’ attendance; the contribution, reflection, discussion of the lesson after the lesson, from this practical basis, the thesis author determines for the proposal of measures of professional activities in Literature according to the model of lesson study to influence the development of teaching capacity of teachers of Literature in high schools in the Mekong Delta 2.2.2 Objects, scope of survey - Surveying lesson plans; attend class time; interviews with teachers, students, surveys; exchange and contribute ideas after attending the Literature class at some high schools We surveyed times to find out the teaching capacity of teachers before, during and after conducting the lesson study to have specific analysis and comments on the development of teaching capacity - Survey scope: + Phase 1: Get opinions from high school literature teachers of some provinces/cities: Kien Giang province, Can Tho city, An Giang province, Tra Vinh province + Phase 2: Investigate and interview teachers and students in high schools in the Mekong Delta region: An Giang province; Hau Giang province; Tra Vinh province; Kien Giang Province; Can Tho city + Phase 3: Conducting the third survey to have a basis for the perception of teachers who are leaders of Linguistics and high school literature teachers in the Mekong Delta about research and teaching capacity development 2.2.3 Survey content - Survey design lesson plan - Survey through time attendance: observing student's learning activities - After-hours survey - Survey of teachers and students (through questionnaires, interviews) - Phase 3, the author focused on survey questions about the study of the lesson, about the teaching capacity of teachers after studying the lesson 2.2.4 Describe and evaluate the situation 2.2.4.1 The current situation during the time of studying the lessons of the teachers of Literature in the Mekong Delta a) Lesson planning skills * Stage 1: The researcher conducts a survey on the design of lesson plans of literature teachers and finds that: - Firstly, lesson objectives: In the first preparation, most of the objectives of the lesson plan are still defined in general, have not yet identified the correct verbs expressing the level of awareness students need to achieve such as: to form, to understand, to see… - Second, design the questions of the lesson: Teachers often use the questions contained in the Guide to Standardization of knowledge and skills in Grade 11 Literature - Third, about teaching methods: The lesson plans are observed by the author and found that most of them use the question and answer method and lecture Teachers only prepare questions, 12 rarely combine some other teaching techniques/methods such as: group discussion (group of students, 4-5 students, ), role play, presentation, etc - Fourth, teaching means: little is written in the lesson plan, what tools, means and equipment should be prepared for teaching b) Lesson execution skills * Phase 2: When attending classes with colleagues in some high schools of the Mekong Delta provinces, through observing students’ learning activities, the researcher found that: - Firstly, students’ learning activities: Through observation, the author finds that students are active in learning, serious, focus on studying, perform well the teacher's duties; However, besides that, there are still some students who are not interested in learning - Second, teaching methods/teaching techniques, teaching aids; the teacher’s interest in helping students: On the teacher's side, teachers often use group discussion method Thanks to the use of cooperative teaching methods, the classroom atmosphere is lively, exciting and fun - Third, the assessment of students through individual study records - Fourth, assess students’ comprehension ability: The author has conducted a test to assess students comprehension ability by consulting with teachers and asking students to take specific tests The results of the consultation with teachers are shown in Figure 2.2 and Figure 2.3 below: Figure 2.2 The chart of teachers’ opinions on the level of students’s acquisition of new knowledge Figure 2.3 Chart of teachers’s opinions about students applying new knowledge to solve problems arising in practice This data is also a channel that shows that there are still many limitations to students’s application of new knowledge to solve problems arising in practice The ability to apply problem solving well accounts for only 46.16%, the remaining 53.84% of them are not good at solving 13 problems As for the level of students’s acquisition of new knowledge, students absorb new lessons well, accounting for 61.53%, and the remaining 38.47% students not absorb the lesson well To test the students’s level of acquisition of new knowledge, the author asked students to take a test The specific results are presented in the following figure 2.4: Figure 2.4 Graph of student’s work results c) Skills for professional activities (general reflection, discussion of lessons) Before doing professional activities according to the lesson study model: (1) Teachers prepare relatively well, especially experienced teachers who have the qualities of good teachers of Literature However, besides that, there are still some teachers who are still confused when designing lesson plans (2) The problem that teachers organize students’ learning activities is not flexible (3) The content of knowledge has not been deeply focused on the core knowledge (4) Not really flexible in dealing with situations that occur in class 2.2.4.2 Results of the survey of Literature teachers after studying the lesson In order to understand the teaching capacity of high school literature teachers in the Mekong Delta objectively and accurately, the author of the thesis conducted the third survey of high school literature teachers with 15 questions in many high schools in 10 provinces/cities in the Mekong Delta The author arranges the content of this 15 question survey in many different groups The results obtained from the Linguistics teacher are as follows: - Firstly, about designing lesson plans, using teaching aids and methods - Second, the question of skills to meet teaching needs according to the lesson research model to develop the teaching capacity of Literature teachers - Third, about the skills of feedback and assessment of students in the teaching process 2.2.4.3 The impact of lesson study on the development of teaching capacity of teachers of Literature The author also surveyed the level of awareness of the expert group leaders and teachers of Literature in the Mekong Delta about studying lessons and teaching capacity Each question has levels of answers, these levels of answers are arranged by the author not in order from high to low or from low to high, but randomly arrange levels for teachers to answer objectively, neutrally, the things that the teachers have done The following are figures 2.5, 2.6 and 2.7 clearly showing the awareness of Literature teacher about studying lessons and teaching capacity: 14 Figure 2.5 The chart measures the level of awareness of the expert leader about the lesson study Figure 2.6 The chart measures the teacher’s awareness of the lesson study Figure 2.7 The graph of the level of measuring teachers’ awareness of teaching competence From the above survey results, we find that professional activities according to the lesson research model have directly impacted the development of teaching and professional competencies of Literature teachers, helping them to have more experience in designing lesson plans, organizing classroom hours; contemplation, contemplation CHAPTER PRINCIPLES AND MEASURES FOR DEVELOPING TEACHING CAPACITY OF LITERATURE TEACHERS OF HIGH SCHOOL IN THE MEKONG DELTA BY LESSON RESEARCH MODEL 3.1 Principles of professional activities according to the lesson study model 3.1.1 Principles of ensuring systematicity 3.1.2 Principles of capacity development 3.1.2.1 Principles of lesson plan design 3.1.2.2 Principles of conducting illustrated lessons 3.1.2.3 Principles of discussion and reflection after observing time 3.1.2.4 Principles of adjusting and storing lesson plans 15 3.1.3 Principles of ensuring feasibility 3.2 Measures to develop teaching capacity of teachers of Literature in the Mekong Delta according to the model of lesson study 3.2.1 Measures to develop lesson design skills through collaborative activities to build lessons Teachers can use some bright spots, some new ideas when designing Literature lesson plans in the process of conducting lesson research to develop teaching and professional competence of Literature teachers 3.2.1.1 Pedagogical ideas of the teacher To promote the central role of learners, teachers need to promote the activeness and initiative of students in learning, create conditions for them to develop critical thinking, creative thinking and problem-solving capacity, topic, self-control and self-study ability, aesthetic capacity To that, Literature teachers can use good and creative pedagogical ideas when designing lesson plans such as: (1) Changing the content/material in the textbook; (2) Choose a breaking point in reading comprehension; (3) Train learners’ selfstudy skills; (4) Forming creative capacity for students; (5) Using the strategy of “inferential reading” in teaching reading comprehension of texts 3.2.1.2 Contributions and sharing of pedagogical ideas by members of the expert group Renovating professional activities according to the model of studying lessons requires each member of the professional team to exchange and discuss pedagogical ideas to build better lesson plans When it is a collective product, the teachers in the professional group will not look for the limitations and shortcomings of their colleagues, but only focus on the learners After “running” the program/teaching for the first time, each member of the expert team has the same concern: how students learn about that pedagogical idea From there, the teacher will pay more attention to the students and will find the most optimal solution for that lesson After learning from experience and adjusting the lesson plan, the illustrator (and the participating teacher) continues to “run” the lesson/conduct teaching for the second time After that, every member of the team continued to come up with other ideas, discuss another lesson To illustrate the cooperation in building lesson plans, we introduce a lesson plan design (Tay Tien by Quang Dung) built by an illustration teacher, giving ideas (Ms Ngo Thi Phuong Thao, Thot Not High School) 3.2.2 Developing reading comprehension skills for teachers through teaching illustrated lessons In order to influence the teaching competencies of teachers through professional activities according to the lesson study model, there are many ways and measures to help teachers develop their skills of studying lessons through teaching the lesson disaster 3.2.2.1 Measures used by illustrators to guide students to develop reading ability Language teachers in the teaching process need to develop teaching and professional competence Attending time and observing students regularly will help teachers have a lot of experience, learn a lot of useful things from the content, teaching methods, means, teaching methods, etc The responsibility of the teacher is to How to make students understand the lesson, be passionate about the subject and inspire enthusiasm for students To help students develop those teachings, English language teachers can use the following ways: 16 a) Teacher guides students to use Reading Diary with 10 steps of homework Step The teacher instructs students how to use 10 types of exercises Step The teacher guides students to perform 10 types of reading diary exercises Step The teacher organizes for students to share their reading diary exercises Step Teachers evaluate and give points b) The teacher instructs students to use the Study Card The worksheet is both a lesson that students can complete while preparing at home or during reading in class The author designed a number of Learning Warehouse formats for teachers to use in the process of guiding students to read texts in class c) Teachers use questions to guide students to read the text (1) The question stimulates students’ background knowledge: Background knowledge is knowledge about language, about genre characteristics of texts and about the world, people, and characters (2) Questions to stimulate students’ ability to associate and imagine: In creative thinking, imagination and association are two very important factors (3) Questions that elicit emotions: In the process of approaching and discovering literary works, teachers need to evoke emotions and creative thinking for students in perceiving literature d) The teacher instructs students to use markup and notes in the margins of the text Highlighting and footnotes is a form that can be used while reading the text and after reading the text to help students grasp key words, keywords, details, images, valid argument; from there, extract the information, the core meaning of the text To use the form of marking and taking notes in the margins, the teacher assigns work to students to prepare at home according to specific tasks e) Teachers organize an interactive environment during text reading time Some measures teachers help students participate in the interactive process in the classroom: (1) Reveal students’ understanding by inviting students to present their thoughts and ask questions use that question for groups to discuss, (2) Invite students to take turns in the discussion, (3) The teacher guides students on how to relate ideas, how to agree, disagree and ways to expand ideas, (4) As students discuss, teachers go to groups to observe students’ discussions, (5) Ask students to explain their ideas f) Teachers organize experiential activities for students Learning through experience to stimulate students' curiosity and discovery of knowledge In the process of students’ experiences, teachers guide students to observe, reflect, analyze, criticize and generalize what they have experienced The process of learning through experience consists of four stages: experience; observing, thinking; generalize, draw conclusions; Plan to test something new 3.2.2.2 Measures to develop skills for participants of illustration teaching through lesson study When participating in a demonstration lesson, participants only use gestures and actions to observe student learning Attendees take photos and record videos to record students’ learning activities to help share and discuss after class more effectively The participant's task is to find out how students are learning 3.2.3 Develop teachers’ skills of assessing students through observing and learning about students in the teaching process 3.2.3.1 Researching individual study records and developing interviewing content as a tool to 17 help teachers diagnose the results and ability of high school students to study Literature * Objective: To help teachers practice well with personal learning records and interview questions to make judgments about students’ learning ability at present and in the future * Background Role: Review of individual academic records and interviews are often considered as a diagnostic step by teachers of a student’s academic ability * Implementation Guide: (1) Step Use individual learning records to evaluate student learning outcomes such as: Progress Records, Progress Records, Goal Records, Achievement Records (2) Step Using questioning in assessing student learning outcomes Questionnaire assessment is a type of assessment that allows students to critique the content of their learning The strength of interviewing is to help teachers identify topics about student experience: Planned Interview, Semi-Planned Interview, Unplanned Interview 3.2.3.2 Improving the grading capacity of Literature teachers * Objective: The goal of the measure is to improve teachers’ skills on the role of grading, from which, teachers will master the performance of grading Literature subjects * Basic role: In the assessment process, Literature teachers need to have the ability to score Assessment should be based on educational goals How the goal is set, evaluates the process by which students aim to achieve that goal * Implementation Guide (1) Step Some key requirements when performing grading (2) Step Determine the scoring mechanism (3) Step Commenting on student work (4) Step Return test (5) Step Solve your questions 3.2.3.3 Design learning tasks in the teaching process with increasing difficulty for students to practice and develop their ability to evaluate learning results * Intent By designing learning tasks from easy to difficult, students will have the opportunity to practice and consolidate knowledge and skills From there, students will improve their ability to evaluate their own learning outcomes * Implementation Guide We propose to design learning tasks to develop students’ ability to assess learning outcomes based on interactive activities with the following levels: - Level (lean, easy) - Level (medium difficulty) - Level (increasing difficulty) - Level (high difficulty, done outside the classroom) 3.2.4 Developing self-awareness and self-reflection skills through learning activities in the process of studying lessons To a good job of contemplating lessons regularly, teachers/ schools can this as follows: - First, school administrators (principals, specialist vice principals) make short visits to classes and record student activity - Second, each teacher will be invited by the administrator to analyze their lesson - Third, the management board shares with teachers the whole school about the teacher's lessons - Fourth, the management board respects and encourages teachers through teaching hours This contemplation and contemplation step can take place after attending classes, which are professional activities according to the lesson study model (step - reflection and contemplation of the professional group/school/school cluster), can also take place in each teacher itself Literature teachers should follow these contemplative steps: