QUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNGQUẢN LÝ DẠY HỌC HAI BUỔINGÀY Ở CÁC TRƯỜNG TIỂU HỌC THÀNH PHỐ HÀ NỘI ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC PHỔ THÔNG
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION - - VU THI ANH DAO THE MANAGEMENT OF TEACHING TWO SESSIONS A DAY AT PRIMARY SCHOOLS IN HANOI CITY TO MEET THE REQUIREMENTS OF INNOVATION IN GENERAL EDUCATION Major: EDUCATION MANAGEMENT Code: 9.14.01.14 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE Hanoi, 2023 The work was completed in: Faculty of Education Management Hanoi National University of Education Supervisor: Assoc.Prof.Dr Nguyen Ke Hao Dr Nguyen Thi Hien Reviewer 1: Prof TS Phan Van Kha Vietnam Institute of Planning and Education Reviewer 2: Dr Nguyen Quoc Tri Hanoi University of Education Reviewer 3: Dr Dang Loc Tho Hanoi Capital University The thesis will be defended in front of the Examination Council at the University level which will be held in Hanoi National University of Education at hours date December 2023 The thesis can be found at the library: - Library of Hanoi National University of Education - National Library, Hanoi INTRODUCTION Rationale Education and training play an important role in the existence and development of each nation and each country Today, in the process of fundamental and comprehensive renovation of education and training, meeting the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration, the strong development of science and technology, in the competition and integration of the global economy, the role of education and training becomes even more important Our Party has affirmed: To fundamentally and comprehensively renew education in the direction of standardization and modernization Renovating curricula, contents, teaching and learning methods at all educational levels and levels Resolution No 29-NQ/TW dated November 4, 2013 Central Conference of the 8th term XI on fundamental innovation copy, comprehensive education and training The fundamental and comprehensive renovation of primary education is to shift from teaching with knowledge (theory) as the focus to teaching with the goal of discovering and developing students' abilities and qualities The Government's educational development strategy for the period 2011-2020 clearly states: "By 2020, 90% of primary schools will organize two lessons per day" In recent years, the two-day teaching model has had an important change in social awareness and a strong growth in size, number of students and schools However, up to now, teaching activities of two sessions/day have not been directed fully, comprehensively and synchronously, in accordance with and meeting the requirements of reforming general education The 2018 general education program was first implemented at the primary school level, starting from the 2020-2021 school year for grade the 2021-2022 school year for grade 2; the 2022-2023 school year for grade 3; 2023-2024 school year for 4th grade.To effectively implement the 2018 general education program, teaching requirements are required Two sessions/day is one of the important requirements Accordingly, in the professional management and administration activities of the principal, one of the contents that should be focused on is to ensure the effectiveness of teaching activities twice a day Theory and practice show the need to study the issue of teaching and learning management twice a day in order to clarify the characteristics, content elements, processes, and conditions to help ensure the educational effectiveness of students school In recent years, in Vietnam in general and in Hanoi in particular, the number of primary schools switching to two-day teaching is increasing day by day In order to be able to carry out full-day teaching, many schools and localities still face many difficulties in terms of facilities, funding, teachers, family and social conditions, educational content; There is no synchronization in the management of teaching and learning two sessions/ day Teaching activities of two sessions/day and management of teaching activities of two sessions/day in primary schools have many shortcomings in response to the current requirements of reforming general education Thus, it can be said that the management of two-day teaching activities in primary schools has not met the needs of students' parents, the learning needs of students, and has not met the development of students of society, the quality of teaching is not comprehensive, the coordination of educational forces is not synchronized Therefore, to find a management measure to improve the quality of teaching two sessions/day is very necessary nowadays Therefore, we selected the problem "TREATMENT MANAGEMENT TWO Sessions/Day in Primary Schools of Hanoi City to meet the RENOVATION REQUIREMENTS OF GENERAL EDUCATION" as the topic of our doctoral thesis The research’s goal Based on theoretical and practical research on teaching two sessions a day, the measures have been proposed to manage the two-session teaching a day at primay schools in Hanoi to contribute to improving the quality of education in the primary schools in Hanoi in particular and Hanoi and the whole country in particular Object and Subject 3.1 Research object Teaching two sessions a day at elementary schools in Hanoi 3.2 Research subject Management measures of teaching two sessions a day at elementary schools in Hanoi Scientific hypothesis Although the two-session teaching a day of primary schools in Hanoi have achieved some achievements, partly meeting the needs of parents, the management of this activity still has limitations and shortcomings If appropriate, feasible measures are proposed, the management of two- session teaching a day can be applied and be widely disseminated in the whole system of primary schools in Hanoi, it will contribute to improve the quality of education of Primary School, Hanoi in particular, Hanoi in general Research tasks 5.1 Theoretical basis research Research and systematization of fundamental theoretical basis for the management of teaching two sessions a day 5.1.2 Practical research - Research and systematize the theoretical basis of teaching management two sessions/day in primary schools to meet the requirements of general education innovation - Surveying, analyzing and evaluating the current situation of teaching management, teaching twice a day in primary schools in Hanoi to meet the requirements of general education reform - Proposing and testing the necessity and feasibility of two-day teaching management measures in primary schools in Hanoi - Conducting some experimental measures to teach two sessions a day at primary schools in Hanoi Scope of research - The thesis focuses on proposing the management method of teaching two sessions a day at primary schools in Hanoi - The research surveyed at 18 primary schools in Hanoi - Organizing the testing of some measures in the system of proposed measures at 05 primary schools in Hanoi - Time management with two sessions a day - Survey on managers and teachers of at primary schools in Hanoi Methodology and research measures 7.1 Research methodology 7.1.1 Access to the system 7.1.2 Operational approach 7.1.3 Access to management functions 7.2 Research measures 7.2.1 Group of theoretical research measures The analysis, synthesis, generalization and systematization of scientific documents on the management of teaching two sessions a day and documents of the Party, related documents of the Ministry of Education and Training, Hanoi People's Committee, Hanoi Department of Education and Training to develop a theoretical basis and identify a legal basis for teaching management twice a day in the context of educational innovation 7.2.2 Group of practical research measures * The topic used the observation method, questionnaire survey, expert method, direct interview, experience summary * Subjects of the investigation were leaders of the Education and Training Department of Hanoi, experts of the Education and Training Department in charge of primary schools, principals and vice principals of primary schools in Hanoi, some teachers and parents of primary students in Hanoi - Expert method - Interview method - Experience summary method 7.2.3 Mathematical statistical measures Using mathematical statistical measures to process the survey data Theoretical point defended 8.1 The innovation in the management of teaching two sessions is one of the urgent requirements to improve the teaching quality of primary schools 8.2 Teaching activities with two sessions a day at primary schools have many characteristics in addition to the general characteristics of teaching shown in the basic components: teachers, students, two-session learning environment, these elements need to be managed to operate in teaching activities in order to contribute to training students with comprehensive qualities and competencies Contributions of the thesis 9.1 Theoretically The thesis has contributed to enriching the theoretical basis for the management of teaching activities twice a day in primary schools to meet the requirements of general education reform 9.2 In terms of practice - Outline the picture of the current situation of managing teaching activities twice a day in primary schools in the last years, from which to have a comparative perspective on the direction of reform of general education and at the same time seriously continuously draw lessons from experience to overcome shortcomings in teaching and learning management twice a day - Proposing more appropriate and feasible two-day teaching management measures to improve the quality of two-day teaching management in primary schools in Hanoi to meet innovation requirements general education 10 The structure of the thesis * The thesis, besides the introduction, conclusion and recommendations, the scientific works of the author, the list of references and appendices, the thesis consists of chapters Chapter 1: Theoretical basis for teaching and managing teaching with two sessions a day at primary schools meet the requirements of reforming general education Chapter 2: Actual situation of two-session teaching management at primary schools in HaNoi meet the requirements of reforming general education Chapter 3: Management measures to teach two sessions a day at primary schools in Hanoi meet the requirements of reforming general education CHAPTER THEORETICAL BASIS FOR TEACHING AND MANAGING TEACHING WITH TWO SESSIONS A DAY AT PRIMARY SCHOOLS MEET THE REQUIREMENTS OF REFORMING GENERAL EDUCATION 1.1 Overview of the research 1.1.1 Studies of teaching and teaching two sessions a day in primary school According to the educator Confucius, the personality - the individual, the human being - is the foundation and root of all activities of social life The goal of Confucius' education is to train and cultivate "Man" and "Gentleman" to be a mandarin, reconcile class contradictions, "Recovering politeness and reason" to to partially improve the society which was troubled at that time Karl Marx - Friedrich Engels also has profound thoughts on education and training, affirming the special role of education and training for socio-economic, political and core development, the most important is to develop and perfect human personality Karl Marx - Friedrich Engels said that: How society creates people with such characteristics produces such society This idea is of great magnitude because he has made a reciprocal, but close and dialectical relationship between society and people People live under the influence of society, namely that is the impact of education And the education that creates, trains that person how society will be built from such foundation Following the educational ideology of Karl Marx - Friedrich Engels was the great leader V.I.Lenin.V.I.Lenin has been associated with the famous slogan and a guideline for all mass organizations, schools of Vietnam as well as socialist countries: "Learn - Learn more - Learn forever" Academic career is forever and therefore, the management of school activities should also have the right direction and keep up with the development trend of society Capitalism appeared at the end of the fourteenth century with drastic changes in science and technology, required people to have technical knowledge, at this time, teaching and management issues were concerned by many educators, typically J A Comenxki (1652-1670) - a typical educator of the Slovak Republic in particular and the world in general; he gave principles of visual and consistent teaching, principles to ensure science and systematism He emphasized that teaching effectiveness is very much related to the quality of teachers in applying teaching principles He emphasized the role of education and he said: "People want to become people, they must have education", "The school is the place to train the right people, the workshop to create humanity and happiness" Comenxki especially emphasized the position of a teacher in teaching, forming morality, and personality He said that “Under the sun no more noble profession of teaching”; he set teachers high demands on kindness and moral qualities to set an example for students The common thought and throughout the views of the thinkers, politicians, researchers in countries around the world is education, which is the driving force for socio-economic development and human resources is the decisive asset for the cause of industrialization and modernization of the country In 1994, UNESCO issued a statement: "No amount of progress and achievement can be separated from progress and achievement in the field of education of a country." In 1996, when UNESCO launched contents for the Philosophy of Education in the twenty-first century, the first of which was "Education must be considered as the leading solution to solve socio-economic problems of a country as well as of each individual" 1.1.1.2 Domestic studies Ho Chi Minh's ideological system on education has high practical value for the research process of teaching theory and educational theory of revolutionary education in Vietnam Ho Chi Minh once wrote: "Much of it is due to education." Ho Chi Minh is not only a National Liberation Hero, an outstanding Cultural House, but also a great educator of the nation Ho Chi Minh often did not say big words but spoke very simply but extremely profoundly, poignantly such as: "An ignorant people is a weak people", "Whether the Vietnamese river becomes beautiful or not, whether the Vietnamese people can step up to the glorious monument to stand shoulder to shoulder with the powers of five continents or not, is thanks in large part to their learning"; "For the sake of ten years, a tree must be planted, for the sake of a hundred years, a man must be planted" etc [39] By the synthesis of educational management knowledge, education, psychology, sociology, economics, etc on the basis of Marxism-Leninism theory, Ho Chi Minh thought, the Vietnamese scientists have raised issues on the concept of management, educational management, school management, management of teaching activities, and the functions, principles, management measures, etc In fact, there are a series of research works, textbooks, lectures on management, educational management, management of teaching activities of the authors such as Nguyen Lan, Nguyen Canh Toan, Dang Quoc Bao, Nguyen Thi My Loc, Nguyen Quoc Chi, etc Those works enrich the management theory in general and the management theory in teaching activities in particular Modern education in Vietnam has also witnessed the emergence of many educators with research, textbooks and editorials on educational management organization such as Nguyen Ke Hao, Pham Minh Hac, Ha The Ngu, Dang Vu Hoat, Dang Ba Lam, Nguyen Gia Quy, Tran Kiem, Bui Minh Hien, etc have shown the nature of educational management, orientations for developing Vietnamese contemporary education, etc Up to now, after nearly 20 years of implementing the policy of teaching two sessions a day at primary school, there have been many domestic studies and articles that have analyzed and assessed implementation in localities in both country A number of textbooks, books and scientific materials have contents of educational management, school management and teaching management such as: "Primary students and primary school teaching profession" by Nguyen Ke Hao - 1992 (9); The book presents the most basic and specific concepts about elementary school students, characteristics, thinking, learning, psychology, study habits and awareness of elementary school students In addition, the book also sets out the requirements and tasks that elementary school teaching profession needs to grasp and follow As an activist in the field of specific education at primary school level, the author Nguyen Ke Hao also has the book "Renewing the teaching content and measures at the primary level" in joint research with author Nguyen Huu Dung The book provides directions, requirements and outlines improved measures for educating elementary students The target audience for the book is educational managers, primary school teachers, etc "Science of educational management" by Tran Kiem (10) is a book that aims to provide readers with some theoretical and practical issues related to educational management science such as concept, nature, content, characteristics of educational management science; Qualifications, principles, goals, requirements and measures of educational management; From there, giving the content of education management innovation The book helps educators in general, educational managers in particular have the most basic view of the theory of educational management science In addition, there are books "School management and leadership" by Tran Kiem and Bui Minh Hien, "School management" by Nguyen Phuc Chau and "Managing the pedagogical process in high school" and the author Nguyen Phuc Chau all mentioned measures of school management The books showed how to manage the school of the leadership, the school board to best promote the ability of teachers to teach students and train excellent students 1.1.2 Some research works on two-day teaching management in primary schools 1.1.2.1 Overseas studies In the research works, many Russian educational researchers affirmed: the results of the entire management activities of the school management depend very much on the proper organization of teaching activities of the teaching staff The author M.I.Kondacop has studied in 11 data Studies on education, educational management and studies on twosession/day study at home and abroad are still general, It is not specific at the time when our country is aiming to universalize education to the end of high school The 2018 general education curriculum increases autonomy for educational administrators However, there are still gaps in research on the management of two-session/day teaching activities in primary schools to meet the requirements of general education reform according to the approach to management functions Within the scope of the thesis, the author focuses on the management measures of teaching two sessions a day at primary schools in Hanoi city to meet the requirements of general educational innovation The current renovation of primary education will inevitably lead to changes in management of teaching activities at primary schools Based on the survey, the assessment of the reality of the management of teaching two sessions a day at Hanoi's urban schools met the requirements of innovation in education, the measures will be proposed appropriate to local practical conditions and feasible, to contribute to improving the quality of teaching and meeting the requirements of reforming the general education program 1.2 Theory of teaching two sessions/day in primary school 1.2.1 The concept of teaching two sessions/day in Primary School Full Day Schooling is a way to supplement time for teachingeducation activities every day so that students can study and operate at school all day Teaching sessions/day in primary school is a closed cycle: organizing for students to study and educate at school in the morning, noon and afternoon of the day In the primary school there is day care The teaching program is a unified whole, besides participating in educational activities during school hours, children can eat, sleep, play, participate in extracurricular activities, gifted subjects and practice life skills, etc communication skills, collectivity, autonomy at primary school 1.2.2 Psychophysiological characteristics of primary school students Primary school students are learners who begin to attend grade at the age of and finish school after finishing grade at the age of 11-12 years old, even 14 years old a Physical characteristics b Operational characteristics c The development of cognitive processes d Language and cognitive development 12 e Attention and the development of thinking f Memory and cognitive development 1.2.3 Characteristics and requirements of teaching two sessions/day in primary schools Primary school students study twice a day in primary school, studying both morning and afternoon during the day Teaching two sessions/day is concretized by the desire of the school and families to double the learning time of students to help students have enough time to learn knowledge as well as participate in extracurricular activities of the school Lessons in the formal teaching plan as prescribed by the Ministry of Education and Training and the guidance of the Department of Education and Training will be focused on the mornings In the afternoon, in addition to practicing, reviewing and improving to supplement knowledge and skills in subjects: math, Vietnamese, English, Gifted subjects such as Informatics, Music, Fine Arts, Folk Dance, Practical Experiments will be evenly distributed on weekdays 1.2.4 Educational innovation and requirements for teaching two sessions/day The program ensures the development of learners' qualities and capacities through education and learning activities with specific, active and progressive knowledge and skills Quality requirements: The general education 2018 program contributes to building and training in students basic qualities such as: Patriotism, honesty, diligence, creativity and responsibility Competency requirements Basic competencies include: Thinking and decision-making capacity, negotiation and collaboration capacity, situational handling capacity and creativity General competencies include: Communicative competence, language competence, logical competence, creative capacity, analytical capacity, social competence and creative capacity 1.2.5 Two-session/day teaching activities in primary school (1) Teaching and educational activities include teaching and educational activities during formal school hours and educational activities outside of regular school hours (2) Teaching and education activities during regular school hours shall be carried out through teaching compulsory and elective subjects in the primary education curriculum prescribed by the Minister of Education and Training (3) After-school education activities include educational activities 13 in music, painting, fine arts, physical education, physical education, arts and culture, prevention of social evils, moral education, environmental education, legal education, and life skills education (4) Teaching sessions/day as prescribed by the Ministry of Education and Training Based on the educational program and the school year task plan, the school shall formulate teaching plans and organize the implementation of educational activities suitable to the conditions of the school and its students; 1.3.1 Concept of teaching management and two-session/day teaching management in primary school 1.3.1.1.Management 1.3.1.2 Concept of teaching management in primary school 1.3.1.3 Managing two-session/day teaching in elementary school Theory of teaching management two sessions/day in primary school 1.3.2 The content of teaching management and teaching two sessions per day in primary schools meets the requirements of general education reform The basic functions of educational management are planning, organizing, directing, checking and evaluating The content of teaching management for two sessions/day in primary schools also follows the above functions 1.3.2.1 Make educational plans and two-day teaching programs in elementary schools to meet the requirements of educational innovation 1.3.2.2 Organize the implementation of educational plans in primary schools to meet the requirements of general education reform 1.3.2.3 Directing the implementation of educational plans in primary schools to meet the requirements of general education reform 1.3.2.4 Examination and assessment of teaching in primary schools to meet the requirements of educational innovation 1.4 Factors affecting the management of teaching two sessions/day in primary schools The two-session teaching model is the right policy, consistent with the current socio-economic situation This model contributes to character formation and comprehensive development For primary schools, teaching and learning two sessions a day have become the goal of primary education, contributed to improving the quality of comprehensive education, developed education and training to meet the requirements of innovation in education 14 1.4.1 Factors inside the school - Student learning environment - Awareness of management levels - Managerial qualifications of officers - Professional qualifications of teachers - Student learning attitude 1.4.2 External factors the school - Policy guidelines of the Party and state - Local cultural and educational traditions - Family and social responsibilities CHAPTER ACTUAL SITUATION OF TWO-SESSION TEACHING MANAGEMENT AT PRIMARY SCHOOLS IN HANOI MEET THE REQUIREMENTS OF REFORMING GENERAL EDUCATION 2.1 Overview of the economic, social and educational conditions of Hanoi City 2.1.1 General overview of natural geographic features and economic culture - society - education in Hanoi in general, 2.1.1.1 General overview of natural geographic features and economic culture - society - education in Hanoi Hanoi capital is the leading center for politics, culture and science and technology, and a major center for economic and international transactions of the whole country Hanoi consists of 12 districts, town and 17 suburban districts Hanoi has mountains, hills, and lower terrain from the North to the South, from the West to the East, in which the delta accounts for threequarters of the city's natural area With a prime location and superior geographic features, Hanoi converges on clement weather - favourable terrain to become a major center of socio-cultural, political economy and education of the whole country About education, it is impossible not to assert that for centuries, the position of the capital helped Thang Long - Hanoi become the center of education in Vietnam 15 2.1.1.2 General overview of natural geographic features and economic culture - society - education in Hanoi As one of Hanoi's long-standing urban districts, Hanoi is also an economic, political and cultural environment with characteristics History of formation Socio-cultural and social characteristics of Hanoi city The revolutionary tradition of people in Hanoi city Achievements after 20 years of construction and development of Hanoi 2.1.2 General overview of primary education development in Hanoi Capital's Liberation Day (October 10, 1954) is both a political historical landmark and also opens a new page in history, bringing the capital's education and training (Education and Training) career to the forefront and develop Hanoi city is the first unit in the country to complete the universalization of primary education since 1990 and lower secondary school in 1999 and has made a remarkable development in terms of scale, quality and efficiency It is a major center of education, training and providing important human resources for the cause of building the capital and the country In the school year 2021-2022, the whole city of Hanoi has 2,835 preschools, high schools, vocational education centers - continuing education and training school for educational staff with 2,206,906 students; 138,090 managers, teachers and employees Universities and colleges under ministries and branches in the city have about 120 schools with nearly 1,000,000 students The city has 298 units operating vocational education with a total student population of 192,590 Thus, the achievements that Hanoi's education and training industry has achieved during the past 68 years have affirmed the leading position of the capital's education and training industry in the development of education and training in the country These achievements will be the premise, creating momentum for the education and training sector in the capital to continue to have more achievements on the path of innovation, integration and development 2.1.3 Actual situation of schools and classrooms teaching sessions/day Hanoi has 708 primary schools, of which most of them are public schools The numbers prove that public education is still the main education of the city Most primary school students take two classes a day Education in Hanoi is going right with the requirements of educational innovation 16 Overcrowding at school level, shortage of schools, serious shortage of classes: public schools have a population of up to 50 students/class, some schools are even higher Overcrowding in student size is a common difficulty of primary education today 2.1.4 The actual situation of the quality of education for students who teach sessions/day It can be seen that the learning and teaching situation of primary schools in Hanoi is in line with the criteria and requirements of the educational management of our country However, the evaluation data is also for reference because currently, schools are still putting a lot of emphasis on achievement In the teaching and learning process, the learning assessment for students may not be fully assessed In terms of capacity and quality, good accounted for the highest percentage, good quality accounted for 89% and good capacity was 74% 2.1.5 Actual situation and conditions for teaching sessions/day in primary schools in Hanoi city to meet the requirements of general education reform 2.3.3.1 Actual situation of the contingent of administrators and teachers who teach two sessions per day at primary schools in Hanoi city to meet the requirements of general education reform 2.3.3.2 Actual situation of financial resources and facilities for teaching sessions/day 2.2 Research organization on the situation 2.2.1 Research purposes Survey on teaching teaching twice a day in primary schools in Hanoi city to find out the strengths and limitations of teaching activities and the management of teaching activities twice a day in primary schools in Hanoi Quantitative tools and reviewers will be the basis for implementation to come up with a system of teaching management measures for sessions/day in line with the goals of primary education development in Hanoi city 2.2.2 Research content The status of primary school teaching and factors affecting the effectiveness of teaching activities sessions/day in primary schools in Hanoi; Actual situation of managing teaching activities sessions/day in primary schools in Hanoi 2.2.3 Research area 17 Conduct a survey in 18 public primary schools in the inner city and suburbs of Hanoi city 2.2.4 Research subjects Managers of Hanoi Departments of Education and Training, school administrators, teachers and parents of schools in the study area Managers of education departments of districts: 06 people Managers of schools in the study area: 46 people Teachers: 215 people; Parents of students: 180 people 2.2.5 Research Methodology To use the questionnaire; conducting interviews in person, by phone of managers, teachers, students and parents; observing teaching hours, educational activities, researching products of teachers - students such as lesson plans, classroom products and student take-home products; use secondary data sources through the reports of schools and Hanoi Division of Education and Training 2.3 Current situation of teaching two sessions/day in primary schools in Hanoi 2.3.1 Actual situation of implementing the goal of teaching two sessions/day in primary schools 2.3.2 The actual situation of building school educational programs in the form of teaching two sessions/day to meet the requirements of general education reform 2.3.3 The actual situation of the content of the two-day teaching program in primary schools to meet the requirements of general education reform 2.3.4 Actual situation of implementing innovation in teaching methods and forms of teaching organization to meet teaching two sessions/day in primary schools 2.3.5 The reality of testing and assessing the learning results of students who teach twice a day 2.4 The current situation of teaching and managing two sessions per day in primary schools in Hanoi to meet the requirements of educational innovation Currently, the two-day teaching activities of some primary schools in Hanoi city have not been implemented synchronously and have not really been implemented in accordance with the role and nature of this activity Those limitations are reflected in such aspects as: The 18 management model of teaching and learning activities has not yet been developed The number of students is overloaded, especially in the inner city, so the schools manage this activity in a synchronous and ineffective way, with limited facilities 2.4.1 Actual situation of educational planning and two-day teaching plans in primary schools in Hanoi city to meet the requirements of educational innovation 2.4.2 The reality of organizing two-day teaching sessions in primary schools in Hanoi to meet the requirements of educational innovation 2.4.3 The current situation of directing and teaching two sessions per day in primary schools in Hanoi city to meet the requirements of educational innovation 2.4.4 Actual situation of testing and evaluating teaching twice a day in primary schools in Hanoi to meet the requirements of educational innovation 2.4.5 Actual situation of management of facilities for teaching two sessions/day to meet the requirements of educational innovation 2.5 Actual situation of factors affecting teaching management of two sessions/day in primary school 2.6 General assessment Through a survey of the current situation of managing two-day teaching activities in primary schools in Hanoi city, focusing on basic issues with specific contents of the management of two-day teaching activities days in primary schools in Hanoi city, the author found that: In general, the twoday learning model of the surveyed schools partially met the requirements of the two-day learning model theoretical day This model also initially had some results such as improving the quality of teaching and education of students, improving professional qualifications for teachers and administrators, paying more attention to activities outside of class time, creative experiences, with the participation of a part of students' parents in the life of the school; pay attention to educating students about the elegant behavior culture of Hanoians and bring the capital's cuisine into students' meals and decorate the school's environment Students who stay at school all day with lunch have created trust for students' parents 2.6.1 Strengths 2.6.2 Limitations CHAPTER