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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION - - NGUYEN ANH TUAN TEACHING MILITARY EDUCATION AT MILITARY UNIVERSITIES ACCORDING TO THE COMPETENCY APPROACH THESIS SUMMARY OF DOCTOR OF EDUCATION SCIENCE HA NOI - 2024 The work was completed at: Hanoi National University of Education Advisor(s): PGS.TS Pham Minh Muc PGS.TS Nguyen Thi Thanh Hong Thesis reviewer 1: Asst Prof PhD Pho Duc Hoa, Hanoi Nationnal University of Education Thesis reviewer 2: Asst Prof PhD Nguyen Nhu An, Vinh University Thesis reviewer 3: Asst Prof PhD Nguyen Thi Thanh Huyen, Thai Nguyen University of Education The thesis is defended at the grassroots thesis grading committee at Hanoi University of Education Committee meeting at …………………………………………… on hour….day…month…year… This thesis can be accessed at: - National Library of Vietnam - Ha Noi National University of Education Library PREFACE Reasons for choosing the topic Competency-based teaching is one of the trends being studied by The contingents of cadres and officers in units of the Vietnam People's Army are the forces that directly command and manage the cadres and soldiers under their authority; as well as the teachers who directly organize the training and education of military personnel according to the contents, programs and plans In order to train and educate soldiers with strong political bravery, high determination, willingness to receive and successfully complete all assigned tasks, Army officers and officers must have a system of competencies, especially pedagogical capacity The formation of competencies for students is a difficult and long-term process and the result of many factors, of which teaching Military Education is the most convenient and effective way However, the teaching of military education is still generally academic and theoretical Expression is that the teaching objectives in the program are determined in a general way; the training program is still designed according to the content approach; Teaching activities still focus on the transmission of scientific knowledge as specified in the program, not fully focusing on the "output" capacity of learners as well as the ability to apply learned knowledge in practical situations of military activities of military officers and officers This is due to many reasons, including the main reason that lecturers have not yet organized the teaching of this subject according to the competency approach Stemming from the above reasons, we choose the issue: T " eaching military education at military universities according to the capacity approach" as the research content Purpose of the study On the basis of theoretical and practical research on teaching Military Education according to the competency approach, the thesis develops teaching methods for Military Education at military universities according to the competency approach in order to form and develop capacity for students, thereby improving the quality of training for Military cadres and officers in the new situation Study subjects and researchers 3.1 Research object: The process of teaching military education at universities in the military 3.2 Objects of the study: Teaching methods of military education at universities in the military according to the capacity approach Scientific hypothesis If the teaching process of military education can be developed according to the capacity approach, action-oriented methods, application of information technology, building a pedagogical environment and innovating the examination and evaluation of learning results of military education according to the capacity approach, it will form and develop the capacity for students, contributing to improving the training quality of cadres and officers at military universities Research mission 5.1 Building a theoretical basis for teaching military education at universities in the military according to the capacity approach 5.2 Survey and assessment of the teaching situation of Military Education at military universities according to the capacity approach 5.3 Proposing teaching methods for military education at universities in the military according to the capacity approach 5.4 Pedagogical experimentation to test and confirm the effectiveness of teaching methods of military education at military universities according to the capacity approach Scope of the research 6.1 Limitation of research content The thesis focuses on the teaching process of Military Education according to the competency approach, ensuring that students are oriented, creating conditions and opportunities for learning, acquiring knowledge, forming and developing competencies 6.2 Limitations of the study area The thesis conducts research on survey subjects who are lecturers and students at universities in the army in the Northern region representing the troops and branches in the whole army, including: Air Defense Academy - Air Force; Coast Guard Academy; The Infantry Officer Training College No.1; Political Officers College; The College of Artillery Officer 6.3 Objects of survey and pedagogical experimentation 6.3.1 Respondents The thesis surveyed and studied 700 people, including: 55 managers and lecturers (teaching Military Education); and 645 students at military universities mentioned above 6.3.2 Pedagogical experimental subjects The thesis conducts pedagogical experiments on classes of 4th year students in the School of Political Officers The total number of students participating in pedagogical experiments was 213, of which: 107 students participated in the first pedagogical experiment and 106 students participated in the second pedagogical experiment 6.4 Research period: Research thesis from 2019 to 2023 Approach viewpoints and research methods 7.1 Approach view 7.1.1 System Approach 7.1.2 Practical approach 7.1.3 Perspectives on accessing competencies 7.1.4 Perspectives on approaching activities 7.1.5 Approach to the process 7.2 Research methods 7.2.1 Group of theoretical research methods: Analysis, comparison, synthesis, generalization, systematization of theory from domestic and foreign documents 7.2.2 Group of practical research methods: Observation methods; questionnaire survey methods; conversational methods; pedagogical research methods; pedagogical experimental methods 7.2.3 Support method: Using SPSS 22.0 software Arguments for protection Thesis 1: Teaching competency-based military education is an appropriate and highly feasible choice in order to form and develop capacity for students at military universities to meet the training and education requirements of military cadres and officers Thesis 2: The current situation of teaching military education at military universities according to the capacity approach still exists many limitations and shortcomings due to many different objective and subjective reasons, but mainly there is no system of teaching methods in a synchronous, scientific and appropriate manner Thesis 3: In order to teach military education at military universities according to the capacity approach, it is necessary to synchronously implement measures: Develop the teaching process of military education according to the capacity approach, apply action-oriented methods in teaching, apply information technology in teaching, build a pedagogical environment in teaching and test innovation, and evaluate the learning results of military education according to the capacity approach New contributions from thesis 9.1 Develop a theoretical framework for teaching military education at universities in the military according to the capacity approach 9.2 Assess the teaching situation of Military Education subject according to the capacity approach in some universities in the military 9.3 Proposing the process of teaching Military Education at universities in the military according to the capacity approach 10 Thesis Organisation In addition to the introduction, conclusions and recommendations, the list of references and appendices, the main content of the thesis consists of chapters: Chapter 1: Theoretical Basis for Teaching Military Education in Military Universities by Competency Approach Chapter 2: Status of teaching military education in universities in the military according to the capacity approach Chapter 3: Assessment of the appropriateness of teaching Military Education in universities in the military according to the capacity approach Chapter 4: Assessment of the appropriateness of teaching Military Education in universities in the military according to the capacity approach Chapter THEORETICAL BASIS OF TEACHING MILITARY EDUCATION AT MILITARY UNIVERSITIES ACCORDING TO CAPACITY APPROACH 1.1 Overview of study issues 1.1.1 Studies on competency-based teaching in schools and in the military 1.1.1.1 Studies on competency-based teaching in schools Competency-based teaching was formed and developed widely in the US in the 1970s and became a movement with new steps In the 1990s, the competency model was developed worldwide Depending on the characteristics of each country as well as the field of education, this theory is changed accordingly In Vietnam, research on competency-based teaching has really developed strongly in Vietnam since 2000 until now Through the studies of Dang Quoc Bao and Pham Minh Mu, Dang Thanh Hung, Nguyen Thi My Loc, Nguyen Thi Tinh, Nguyen Canh Toan, Thai Duy Tuyen Although the research and findings are still limited, the merits of these researchers are that they have drawn the first sketches of the current overall picture of Vietnamese education and have the effect of directing the movement of education in the future These pieces quickly received the attention of researchers, supplemented in longer and academically sharp works, especially the research, design and development of competency-based teaching programs 1.1.1.2 Research on competency-based teaching in the military The ideas of Soviet military pedagogists laid the foundation for the birth of military teaching theory At the same time, when studying the theory and practice of training in military units, Soviet military pedagogists and socialist countries in Eastern Europe also mentioned the development of capacities for cadets and soldiers in military units to meet the requirements of military practice In Vietnam, authors Trinh Quang Tu, Mai Van Hoa, Tran Dinh Tuan, Phan Van Ty all point out that in order to improve the quality of training of officers, it is necessary to research and innovate teaching according to capacity approach, contributing to the formation and development of learners' capacity to meet the requirements of military practice 1.1.2 Studies on teaching education and teaching military education in the military according to the capacity approach 1.1.2.1 Studies on teaching education and teaching military education in the military according to the capacity approach Authors Doan Ngoc Anh, Nguyen Thi Tim Hue, Nguyen Thi Bich Lien, Le Thuy Linh, Nguyen Thi Tuyet, and Tran Thi Tuyet Oanh have studied in depth the teaching of Education for students of pedagogical schools according to their competency approach 1.1.2.2 Studies on teaching Military Education according to the capacity approach in the military Authors Trinh Quang Tu, Nguyen Van Chung, Mai Van Hoa, Tran Dinh Tuan, Phan Van Ty, Than Van Quan, Bui Duc Dung, Le Quang Manh, Luu Hoang Tung have initially studied the teaching of Military Education by approaching capacity from different angles The authors clearly pointed out that it is necessary to organize the teaching of military education according to the capacity approach, contributing to the formation and development of the capacity of officers and officers in the military 1.1.3 General overview of the overall research results and the issues that the thesis should focus on solving 1.1.3.1 General overview of the overall research results * Issues mentioned: Firstly, the works have confirmed and explained the need to switch to teaching according to the competency approach Secondly, research studies have shown some basic contents of competency-based teaching Thirdly, it has shown a number of processes to organize teaching according to capacity approach, especially teaching educational subjects in pedagogical schools according to capacity approach * Issues that have not been mentioned or clarified: Firstly, there is no specific study on the teaching of Military Education according to the capacity approach with all its structural elements Secondly, no work has proposed a method to teach military education at military universities according to capacity approach 1.1.3.2 The basic issues of the thesis need to be focused on solving Firstly, theoretical issues on teaching military education at military universities according to the competency approach need to continue to be improved Secondly, the issues of the current situation of teaching military education at military universities according to the competency approach according to basic education need to be analyzed and clarified Thirdly, the issue of developing teaching methods of teaching military education at military universities according to the competency approach needs to be clarified 1.2 Competence and competency-based teaching 1.2.1 Competencies 1.2.1.1 The concept of capacity Based on the analysis and synthesis of directions and approaches to research on capacity, the thesis concept: capacity is a combination of the elements of knowledge, skills and attitudes of the subject, meeting the requirements of the activity, ensuring the successful implementation of the task or solving the problems raised by life in specific conditions and circumstances 1.1.2.2 Structure of the competency There are different classifications of competencies so the description of the structure and the competency components is also different It can be seen that competency is made up of basic elements: Knowledge, skills and psychological conditions for the performance of the individual's activity, in which skills are considered as core elements 1.1.2.3 Classification of competencies Currently, the currently commonly used competency classification in education science is to divide competencies into two main categories: general competencies and specific competencies The author relies on the classification of competencies in this approach to solve the problems of the thesis 1.2.2 Teaching by competency approach 1.2.2.1 Concepts Based on the synthesis of studies, we believe that competency-based teaching is the process of lecturers designing and organizing the implementation of teaching activities, students actively organize learning activities themselves, aiming to form and develop competencies for students to meet the training program output standards 1.2.2.2 Characteristics of competency-based teaching - Characteristics of teaching objectives - Characteristics of teaching content - Characteristics of teaching forms - Characteristics of teaching methods - Characteristics of testing and evaluation of learning outcomes 1.3 The theory of teaching military education at universities in the military according to the capacity approach 1.3.1 For universities in the military 1.3.2 Characteristics of military education at military universities Military education is a subject that equips students with a basic, scientific and modern knowledge system of education in the military field; forming pedagogical skills, management skills and conducting training, education and management of the process of military education; developing pedagogical thinking for cadres and officers 1.3.3 Teaching the subject of Military Education at universities in the military according to the capacity approach 1.3.3.1 The concept of teaching military education at universities in the military according to the capacity approach Teaching military education at military universities according to capacity approach is the process of lecturers designing and organizing teaching activities, students self-consciously and actively organize learning activities in order to form and develop capacity for students to meet subject output standards 1.3.3.2 The relationship between teaching Military Education and developing capacity for learners at military universities Teaching military education at military universities according to the competency approach has a close connection with the formation and development of competencies for students to meet the practical requirements of military operations in the country military units 1.3.3.3 Teaching Military Education at universities in the military according to the capacity approach * Objectives of teaching Military Education according to competency approach Meet the training program output standards, which are described in detail, clearly expressed and quantified by a system of competencies to be formed and developed for trainees These competencies are directly related to the training, education, management and command of officers and officers in the army The competency system includes general competencies (05 competencies) and specific competencies (09 competencies) * Teaching content of Military Education according to competency approach The content is selected based on the requirements to be achieved in terms of learner capacity, focusing more on practical skills, applying the theory of Military Education to the practice of training and educating military personnel in military units * Teaching methods of Military Education according to the competency approach Lecturers are mainly organizers and facilitators to orient, arouse and promote the cognitive interest and positive and creative thinking of students, focusing on the development of students' capacity * Form of teaching Military Education according to capacity approach Organize diverse forms of learning; pay attention to social activities, extracurricular activities, scientific research, creative experiences * Means of teaching Military Education according to competency approach Create favorable conditions for lecturers to organize teaching activities; help students self-discover and acquire knowledge, support the process of knowledge formation, develop skills and interest in learning, thereby forming and developing competencies for students * Evaluation of the learning outcomes of Military Education according to the competency approach Must be implemented according to the set standards, taking into account the progress of students in the learning process; focus on assessing the ability to apply knowledge in practical situations of training and education of military personnel; At the same time, students must be evaluated and participate in mutual assessment 1.3.4 Requirements for lecturers and students in teaching Military Education at military universities according to capacity access 1.3.4.1 Requirements for lecturers in teaching Military Education at military universities according to capacity access - Recognize the role of competency-based training, the necessity of teaching Military Education subject according to competency-based approach - Having solid professional qualifications, good pedagogical skills and always having a sense of self-study, self-training to improve qualifications - Must have a deep understanding in many different fields - Must have knowledge and understanding of teaching according to competency approach 1.3.4.2 Requirements for students in Military Education at military universities 12 according to the capacity approach 2.3.2.1 The current situation of determining the teaching objectives of Military Education at military universities according to the capacity approach 2.3.2.2 Current situation of designing the teaching content of Military Education at military universities according to the capacity approach 2.3.2.3 Current status of forms and teaching methods of military education at military universities according to the capacity approach 2.3.2.4 The current situation of teaching military education at universities in the military according to the capacity approach 2.3.2.5 Current status of learning activities in military education at military universities according to capacity approach 2.3.2.6 The current situation of information technology application in teaching military education at military universities according to the capacity approach 2.3.2.7 The current situation of evaluation of teaching results of military education at universities in the military according to the capacity approach 2.3.3 The current situation of capacity building results of students in military education at military universities according to the capacity approach * The current situation of the results forms the general competencies of students in the study of Military Education subject according to the competency approach * The current situation of the results forms the students' own competencies in the study of Military Education subject according to the competency approach 2.3.4 The current situation of difficulties in teaching military education at universities in the military according to the capacity approach 2.3.4.1 Difficulties in teaching military education according to capacity approach * Difficulties of lecturers in teaching Military Education according to competency approach * Difficulties of students in learning Military Education according to competency approach 2.3.4.2 Causes of difficulties of lecturers and students in teaching Military Education according to capacity approach * Causes of difficulties of lecturers in teaching Military Education according to capacity approach * Causes of difficulties of students in teaching Military Education 13 according to capacity approach 2.3.5 The current situation of the influence of factors on the teaching of military education at military universities according to the capacity approach 2.4 General assessment of current research results 2.4.1 Advantages The majority of managers and lecturers at military universities have a proper awareness of teaching according to their competence approach and grasp the signs of the nature and suitability of teaching Military Education subject according to their competence approach with the characteristics of learning activities of students in the military environment When teaching military education at military universities according to capacity approach, the majority of lecturers have paid attention to defining objectives, designing content, choosing teaching forms and methods according to capacity approach Lecturers have flexibly used teaching activities to actively engage students in learning Some lecturers have applied information technology in teaching Military Education according to their competency approach The evaluation of the teaching results of Military Education according to the competency approach has also been implemented from different angles Students at military universities are initially aware of the suitability of competency-based teaching; students have identified learning objectives, developed learning plans and tasks; the learning process of Military Education is based on competency-based learning, students have been able to mobilize knowledge and experience to solve learning situations and tasks and have been able to self-examine and evaluate their own learning results Therefore, after completing the course, most students have formed and developed common competencies and their own competencies to meet the military operation requirements of military officers and officers in the future 2.4.2 Limitations There are still some lecturers who not understand the nature, characteristics and relevance of competency-based teaching in military universities The determination and expression of teaching objectives according to the competency approach is not regular, it has not been determined the focus of the competencies to be achieved of learners after the end of the course or lesson; Some lecturers not develop subject objectives in different subjects and not change the lesson objectives to suit the conditions and characteristics of students Designing the teaching content of military education at military universities 14 according to the capacity approach is still monotonous and not diverse, basically designing new teaching content suitable for annual training, designing teaching content to meet credit training has not been implemented much In the teaching process, lecturers still use traditional teaching methods such as presentation, conversation to impart knowledge and one-way experience to students The organization for students to convert theoretical knowledge of military education into feelings and capacities through teaching methods such as practical methods, role-playing methods, cooperative teaching, group teaching is still limited Lecturers have not boldly applied and applied new forms of teaching to teaching, the association of theoretical knowledge in the practice of training and education in military units is still limited Capacity-based teaching activities have not been used synchronously, especially the activities of organizing and directing students to practice the application of capacity in social situations and military activities have not been conducted regularly and scientifically The assessment of learners' learning outcomes is still heavy on the assessment through the essay and objective multiple-choice tests, emphasizing re-enactment rather than assessing the way and the learning path to arrive at the results and assessing the progress of learners in each lesson and learning stage Students in the learning process still choose for themselves how to study in accordance with the score results such as: Memorizing, re-enacting the knowledge of Military Education Competency-based learning activities, especially discussion activities, group exercises, raising questions, learning problems have not been applied by students in the learning process of Military Education This is the cause of the limitations on the formation and development of the capacity of students Lecturers and students have many difficulties in teaching and learning Military Education according to the capacity approach There are many causes of difficulties, in which the causes belong to the lecturer and the student mainly Conclusion of chapter The lecturer has a correct awareness of the objectives and suitability of teaching Military Education according to the competency approach However, there are still a number of lecturers and students who are incorrectly aware of this content, which hinders the organization of teaching this subject according to the competency approach Lecturers have paid attention to defining objectives, designing content, selecting teaching forms and methods according to their competence approach; initially applying information technology in teaching; evaluating learning 15 results according to their competence approach that has been implemented from many different angles Learners know how to mobilize knowledge and experience to solve learning situations and tasks and apply learning contents in social situations and military activities However, the level of design, application of teaching forms and methods according to the competency approach has many differences and unevenness among lecturers; the application of action-oriented forms and methods for students is not high; the assessment of students' learning results is not appropriate The cadets have formed and developed their own general and individual competencies to meet the military operation requirements of military officers and officers in the future However, the level of formation and development of students' capacity is not high and not stable There are many factors affecting the teaching of Military Education according to the competency approach, in which the qualifications, pedagogical capacity of the teaching staff and the activeness and self-consciousness in learning of students are the most influential factors affecting the teaching of the subject according to the competency approach Chapter STATUS OF TEACHING MILITARY EDUCATION AT MILITARY UNIVERSITIES ACCORDING TO CAPACITY APPROACH 3.1 Principles of developing measures 3.1.1 The principle of ensuring the goal, meeting the training program output standards 3.1.2 The principle of ensuring practicality 3.1.3 The principle of ensuring systemicity 3.1.4 The principle of ensuring efficiency 3.1.5 The principle of ensuring integration 3.1.6 The principle of ensuring differntiation 3.2 Status of teaching military education at military universities according to the capacity approach 3.2.1 Develop the teaching process of Military Education at military universities according to the capacity approach Objectives of the measure: Contents and method of the measure: 16 Conditions for implementation of the measure: 3.2.2 Applying action-oriented methods in teaching Military Education Objectives of the measure: Contents and method of the measure: Conditions for implementation of the measure: 3.2.3 Application of information technology in teaching Military Education Objectives of the measure: Contents and method of the measure: Conditions for implementation of the measure: 3.2.4 Building a pedagogical environment in teaching Military Education Objectives of the measure: Contents and method of the measure: Conditions for implementation of the measure: :3.2.5 Renovating the examination and evaluation of learning results of Military Education subject according to the capacity approach Objectives of the measure: Contents and method of the measure: Conditions for implementation of the measure: 3.3 Relationship between measures From the theoretical and practical basis, the thesis has developed teaching methods for military education at military universities according to the capacity approach The above measures are both independent and closely related and complement each other The measures are strictly developed, ensuring scientificity and feasibility In current teaching, lecturers need to coordinate appropriate teaching methods for Military Education to form and develop capacity for students Conclusion of chapter Based on the theory and teaching situation of military education at military universities according to the capacity approach, and at the same time based on the basic principles such as: the principle of ensuring the goal, meeting the output standards of the training program; the principle of ensuring practicality; the principle of ensuring the system and the principle of ensuring the effectiveness, we propose measures to teach military education at military universities according to the capacity approach Relative measures are proposed on the basis of theory and practice of educational research The measures emphasize the factors of the teaching process, especially the role of teachers and learners in the implementation of teaching and learning activities of 17 military education in order to form and develop the capacity for students; create conditions for students to form and develop their capacity, meet the training program output standards, and the output standards of military education, thereby contributing to improving the quality of training for cadres and officers at universities in the military today 18 Chapter EXPERIMENTAL OF TEACHING MILITARY EDUCATION IN UNIVERSITIES IN THE MILITARY ACCORDING TO THE CAPACITY APPROACH 4.1 General issues 4.1 General issues 4.1.1 Purpose of the experimental organization: To verify the feasibility and effectiveness of teaching methods of military education at military universities according to the proposed capacity approach 4.1.2 Experimental content: We conducted experiments on teaching methods of military education according to the proposed competency approach 4.1.3 Experimental hypothesis: If the teaching of military education at military universities is organized according to the proposed method for the experimental group students, and the control group students are organized to teach in the usual way, the results form and develop the capacity for the experimental group students more effectively than the control group 4.1.4 Areas and experimental objects * Experimental area Political Officers college * Experimental subjects - Experiment Conducted on 107 students of course CT24, with an experimental class of 53 students of class CT23A and a control class of 54 students of class CT23B (belonging to the 6th Company/9th Battalion) - The second experiment Conducted on 106 students of CT24 course, with an experimental class of 53 students of CT24H class and a control class of 53 students of CT24I class (belonging to the 13th Company/5th Battalion) * Experimental time - Experimental round Term I, academic year 2021-2022 (from August 2021 to January 2021) - Experimental round Term II, academic year 2021-2022 (from February 2022 to June 2022) 4.1.5 Experimental process: The experiment was conducted in rounds, stages each round Phase - Experimental exploration Phase - Experimental impact 4.1.6 Criteria and scale of evaluation of experimental results * Assess the level of achievement of learners' competency goals * The stability of the evaluation results