MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES --- NGUYEN THI ANH THU DEVELOPING HIGH SCHOOL STUDENT’S COMMUNICATION COMPETENCE IN A MULTICU
Trang 1MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES
-
NGUYEN THI ANH THU
DEVELOPING HIGH SCHOOL STUDENT’S COMMUNICATION COMPETENCE IN A MULTICULTURAL ENVIRONMENT
THROUGH EXPERIENTIAL LEARNING
Major: Theories and History of Education
Code: 914.01.02
ABSTRACT OF DOCTORAL THESIS IN EDUCATIONAL
SCIENCE
Trang 2The project was completed at:
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
Scientific Instructor:
1 Assoc Prof TS Nguyen Hong Thuan
2 Assoc Prof TS Nguyen Thi Thanh Hong
Critique 1:
Critique 2:
The thesis will be defended in front of the Departmental Thesis Grading Council meeting at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi
In hour day month year
The thesis can be found at:
- National Library
- Library of Vietnam Institute of Educational Sciences
Trang 3BEGIN
1 Reasons for choosing a topic
The general education program promulgated under Circular
No 32/2018/TT-BGDDT of the Ministry of Education and Training, signed on December 26, 2018, effective from February 15, 2019, has indicated that "The general education program needs to form and develop for students core competencies", In which, there are three common competencies: self-ownership and self-learning ability, problem-solving and creativity ability, communication and cooperation ability Thus, communication capacity is a core competency that needs to be formed and developed through all subjects and educational activities [7]
On the other hand, globalization and international integration create a multicultural environment It promotes bringing nations closer together, stimulates flows and forms of exchange, makes people stay
in all parts of the world understand each other more and more, grasp all situations, update everywhere, and contributes to improving people's knowledge and self-affirmation of ethnic groups and individuals In this multicultural environment, each country, region, ethnic group, and individual has its cultural features that require people to have good communication skills to quickly adapt, receive, learn, and improve the quality of social relationships At the same time, communication also requires people to respect each other's differences and identity values, which sets a requirement for education
to move towards educating global citizens with core life values, including respect, tolerance, peace, cooperation
Communication is essential for high school students to improve their ability to learn, exchange, and gain a lot of experience In the current period, high school students have many opportunities to access many sources of knowledge and different cultures worldwide through mass media and social networking platforms To help them integrate, coexist, adapt and develop, they need to have the ability to communicate
in a multicultural environment
Developing communication capacity for high school students has been focused on, and many results have been achieved However, the issue of developing communication skills in a multicultural
Trang 4environment, helping students have good communication skills in a multicultural environment, is still relatively new, has not been implemented synchronously and the results achieved are not high The development of communication capacity in a multicultural environment for high school students is mainly carried out through integrating subjects and topics of educational activities outside of class hours, with less emphasis on experiential activities in schools
The issue of developing communication skills has been mentioned in many studies However, the issue of developing communication skills in a multicultural environment for high school students is still very new Therefore, it is necessary to conduct systematic, methodical, and thorough research on the issue of developing communication capacity in a multicultural environment so that high school students can find appropriate and effective paths and practices
For the above reasons, we boldly carry out the topic
"Developing high school student’s communication competence in a multicultural environment through experiential learning", based on
theoretical research and understanding the current situation, we propose a process and some measures to develop communication capacity in a multicultural environment for high school students
2 Purpose of the study
Based on theoretical research and the current situation of developing communication capacity in a multicultural environment for high school students, the thesis proposes measures to develop communication capacity in a multicultural environment for high school students through experience, contributing to improving the quality of education of high schools
3 Subjects and objects of study
Trang 5The communication capacity in a multicultural environment for high school students is still limited At the same time, the development of communication capacity in a multicultural environment for students in high schools is not practical, and there are still many inadequacies Through experience, if educational activities are organized according to a scientific and logical process, by the capacity of teachers, with the practical conditions of the school, the ability to communicate in a multicultural environment will be developed for high school students
5 Research Tasks
5.1 Building a theoretical basis for the development of human resources
in MTV for high school students through experience
5.2 Survey on the current status of the development of traffic resources in the MTV for high school students
5.3 Propose measures to develop traffic in the MTV for high school students through experience
5.4 Pedagogical experiments aim to determine the effectiveness and feasibility of several measures to develop communication capacity in
a multicultural environment for high school students through the proposed experience
6 Limitations on the Content and scope of the study
The development of traffic in the MTV for high school students through experience is related to many subjects It is carried out in many different ways and measures, with diverse contents and forms Within the scope of the thesis, the author only focuses on the following issues:
6.1 Limitations on research content
- The multicultural environment in society is expressed in many different aspects, such as rituals and festivals, traditional items, indigenous knowledge, language of communication, architecture, and traditional institutions However, within the scope of the thesis, the author only focuses on studying cultural differences in the school environment, expressed mainly through language, indigenous knowledge, traditional institutions, etc
- There are many different paths and measures to develop traffic in the MTV for high school students, within the scope of the
Trang 6thesis, the author will focus on researching the process and measures
to build the NTV in the MTV for high school students through experience in school
6.2 Limitations on the scope of survey objects and pedagogical experiments
- The survey was conducted on the following subjects: students, teachers and administrators at 07 high schools across the country, with
an environment containing multicultural elements such as: Regional and national multiculturalism; Multicultural ethnic (ethnic group); Multicultural, personal
- The project conducted experiments on subjects and students of 02 high schools
7 Research approaches and methods
7.2.1 Group of theoretical research methods
Including methods of analysis, comparison, synthesis, generalization, and systematization used in the study of documents related to the thesis
7.2.2 Group of Practical Research Methods
- Interview method:
To collect, supplement, and clarify more in-depth qualitative information about the current situation of developing communication capacity in a multicultural environment for high school students
Interview thesis: students, teachers, and high school administrators
- Questionnaire survey method
Based on the theoretical research results, the thesis identifies the information to be collected and builds a questionnaire for high school students and teachers
+ Questionnaire for students: to collect information on the current status of communication capacity in a multicultural
Trang 7environment and the current situation of developing communication capacity in a multicultural environment for students in high schools
+ Questionnaire for teachers: To collect information on the current situation of high school students developing communication skills in a multicultural environment
- Experimental methods
The author introduces measures to develop cross-cultural communication capacity for high school students through experiential activities proposed for educational practice in high schools to test the feasibility and value of the measures
- Expert Methodology
Conducting exchanges and consulting with general education experts, including teachers, administrators, and researchers, in researching both the theoretical and practical aspects of the project to collect and supplement information,
7.2.3 Group of support methods
- Methods of data processing using statistical and data analysis software
Figures have been investigated and dealt with using the Microsoft Excel 2010 software system, SPSS, to determine the characteristic parameters with scientific objectivity
8 Defensive arguments
- Thesis 1: Communication ability in a multicultural environment plays a vital role for high school students, helping them communicate well in a multicultural environment The ability to communicate in a multicultural environment of high school students
is composed of many component competencies, each of which has a specific role in communication The synchronous development of these component competencies will help form and effectively develop communication competencies and communication competencies in a multicultural environment for high school students
- Thesis 2: The ability to communicate in a multicultural environment of high school students still needs to be improved The reason is that educational activities to develop communication capacity in a multicultural environment at school are still ineffective
Trang 8In addition, the capacity of teachers to organize academic activities to build labor in the MTV for students is not high
- Thesis 3: Students' ability to communicate in a multicultural environment is formed and developed through many different pathways, primarily through experience, including experience in educational activities and experience in teaching
- Thesis 4: Students' communication ability in a multicultural environment is formed and developed in a particular order Therefore,
it is necessary to propose a scientific, appropriate and effective process when organizing experiential activities in educational and experiential activities in teaching
- Thesis 5: The communication ability of high school students
in a multicultural environment is influenced by many factors, including objective and subjective factors In particular, the factors belonging to the capacity of teachers and the factors of programs and activities for the development of human resources in the MTV in high schools are the most influential Suppose teachers are fostered in the capacity to organize labor development activities in the MTV for high school students In that case, teachers will effectively manage activities, improving the school's educational efficiency
9 New contributions to the project
9.1 Theory
- Supplementing and perfecting the theory of developing communication capacity in a multicultural environment through experience for high school students
- Identify the structure and essential component competencies
of communication skills in a multicultural environment of high school students
- Identify the process and elements of the educational process
to develop the workforce in the MTV through experience for high school students
9.2 Practical
- Determine the current status of communication capacity in a multicultural environment of high school students and the current status of organizing the development of labor in the MTV through experiences for students in high schools
Trang 9- Propose practical and feasible measures to develop traffic lights in MTV through experience for high school students
9 Structure of the thesis
The thesis consists of an introduction, 03 chapters and a recommended conclusion
Chapter 1: Theoretical basis for the development of human resources
in the MTV for high school students through experience
Chapter 2: The current situation of the development of human resources in the MTV for high school students through experience
Chapter 3: Measures to develop human resources in the MTV for high school students through experience
Trang 10CHAPTER 1: THEORETICAL BASIS FOR DEVELOPING COMMUNICATION SKILLS IN A MULTICULTURAL ENVIRONMENT FOR HIGH SCHOOL STUDENTS
THROUGH EXPERIENCE 1.1 Overview of problem research
1.1.1 Studies on communication competence and development of communication competence
- Competency studies
- Studies on communication skills
- Studies on the development of communication skills: through teaching subjects, through experience
1.1.2 Studies on multicultural environments
- Studies on the cultural environment
- Multicultural Studies
1.1.3 Studies on capacity development in a multicultural environment
1.1.4 General comments on the overview study
In the process of researching, the author finds that there are many studies on the development of communication skills and a multicultural environment, however, these studies mainly research on the development of communication skills through the teaching of subjects in schools such as English, Mathematics, Literature The author has not found any research on developing communication skills
in a multicultural environment, primarily through experiential activities Therefore, the research thesis on developing communication capacity in a multicultural environment for high school students will supplement and perfect the theory of capacity development in general
1.2 Concept of the tool of the thesis
- Communication ability is a combination of many personal attributes in the process of interacting with people, helping individuals
to be aware of the object of communication, master themselves and adjust the communication process, to exchange information with each other, emotions, interacting with each other, meeting the requirements
of communication activities and ensuring the implementation of this activity appropriately and effectively
Trang 11- The cultural environment is a vivid sum of tangible and intangible cultural elements surrounding people, they interact with each other and have an interactive relationship with people in a particular space and time, to promote the harmonious and comprehensive development of human beings, in which human beings play the role of subjects, both
an important factor and its most important product
- Communication ability in a multicultural environment is a combination of many personal attributes in the communication process, helping individuals to master themselves, be aware of the object of communication, and control the communication process effectively in a multicultural environment
- Developing communication capacity in a multicultural environment for high school students is the process of purposeful and systematic impact of educators on educational subjects by improving and perfect communication capacity for students, helping students carry out practical communication activities in a multicultural environment
1.3 Communication ability in a multicultural environment of high school students
1.4 Point out the differences in people's needs, interests, dreams, and ideals
1.5 Indicate differences in appearance (height, weight, composition of body parts, etc.)
1.6 List the differences of people with disabilities 1.7 Explain the cultural differences of each locality, region, and country of the classmates (including taboos in customs and customs)
Trang 121.8 Point out the differences in students' voices from different regions, ethnicities, and countries
2.2 Clearly define your gender and gender
2.3 Present your strengths and weaknesses
2.4 Identify your needs, interests, dreams, and ideals 2.5 Tend to choose and participate in activities that promote their strengths and improve their weaknesses
2.6 There is a tendency to choose cultural values with traditional identities (such as respect for teachers, studiousness, tolerance, compassion, solidarity, etc.)
2.7 Selectively absorb non-traditional cultural values (such as discipline, freedom, cooperation, self-confidence, )
2.8 To perform acts by the cultural identity of their locality, nation or country
2.9 Use words or behaviors that are appropriate for people in the LGBT community
2.10 Don't force others to follow their preferences if they don't want to
2.11 Cherish everyone's dreams (Do not ridicule, ridicule, make jokes about other people's dreams, but always encourage and encourage you to realize your dreams)
2.12 Respect the differences in appearance and personality of people (do not discriminate, ridicule, ridicule)
2.13 Helping people with disabilities Use speech or behavior that is appropriate for people with disabilities
2.14 Do not make fun of your customs and customs (clothes, habits, language, etc.)
Trang 132.15 Be flexible in accepting the customs and customs where friends live
2.16 Learn to speak the language of students from different regions, ethnicities and countries
2.17 Do not ridicule you when you have a difference
in language (speaking with a local accent, stuttering )
2.18 When there are cultural differences, put yourself in your shoes and accept them
2.19 Stay calm, courteous, and listen if there are cultural differences while communicating with you 2.20 Be open to all students in school and class activities (regardless of gender, personality, region, ethnicity, etc.)
2.21 Tends to negotiate and convince you when views are not the same
2.22 Make decisions to act based on respect for the views of friends
2.23 There is a tendency to change the subject of communication with you when stress appears 2.24 Understand and have a favorable view of cultural differences in communication (understand why you behave and say how you do, easily understand and accept)
2.25 Be proactive in communicating, as shown in loud and explicit language
2.26 Boldly present personal views and opinions 2.27 Be close, open, and warm during communication
2.28 Always be consistent with personal views and opinions Give appropriate arguments to convince people to agree with their views
2.29 Be willing to listen and absorb the individual's point of view when people come up with convincing arguments or find it inaccurate or inappropriate
Trang 143.4 Hear, understand and speak the voices of several ethnic groups in their country
3.5 Be sensitive, quickly recognize difficulties that arise in communication
3.6 Quickly identify resources, select objects and means that can support solving communication difficulties
3.7 Have the skill of refusing with a persistent but tactful attitude when necessary
3.8 Be sensitive and aware of dangers in the process
of communication From there, ingenious measures exist to escape from danger and protect yourself
1.4 Developing communication skills in a multicultural environment for high school students
1.4.1 The process of developing communication skills in a multicultural environment
1.4.1.1 Objectives of developing communication capacity in a multicultural environment
The goal of developing communication skills in a multicultural environment is to help students:
- Be aware of the role and significance of developing communication capacity in a multicultural environment; the process
of forming and developing human resources in the National Front; paths for developing human resources in the National Front
- Awareness of occupational safety in their environment
- Helping students develop component competencies related to occupational safety in the Marine Corps
- Form a positive attitude when communicating in the MTV for yourself
1.4.1.2 Content of developing communication capacity in a multicultural environment for high school students