problem solving teaching in basic theory part of technical college

1 MINISTRY OF EDUCATION AND TRAINING THAI NGUYEN UNIVERSITY TO VAN KHOI PROBLEM SOLVING TEACHING IN BASIC THEORY PART OF TECHNICAL COLLEGE Major: THEORY AND HISTORY OF EDUCATION Code: 62.14.01.02 SUMMARY OF DOCTORAL DISSERTATION OF EDUCATION Thai Nguyen - 2013 2 LIST OF PUBLISHED WORKS REALATED TO THE DISSERTATION BY AUTHOR 1. To Van Khoi (2008), “Innovation of vocational training activities at “Thai Nguyen College of Industry”, Industrial Magazine, (2), Page 45- 46. 2. To Van Khoi (2012), “Some measures for vocational training quality improvement at technical colleges”, Industrial Magazine, (1), Page 48- 49. 3. To Van Khoi (2012), “Awareness of problem solving teaching at Thai Nguyen College of Industry, Education Magazine, 294(2), page 31-32, 43. 4. To Van Khoi (2013), “Principles of problem solving teaching at technical colleges”, Education Magazine, 311(1), page 33-35. 5. To Van Khoi (2013), “Building up tools for test and learning outcomes assessment of students at technical colleges under the teaching approach to solve the problem”, Education Magazine, 318(2), page 23-24. 19. 6. To Van Khoi (2012 – Project Manager), “Research and solution proposal for vocational training quality improvement at technical colleges in northern mountainous regions, scientific topic at Ministry Level, code: 050.11.RD, date of acceptance 06/4/1012. 1 INTRODUCTION 1. The reason to choose the research title Resolution of the Party Congress has confirmed that “Development of Education and Training, Science and Technology is the basis and motivation of the industrialization and modernization of the country” Second Conference of the Central Party, Session VIII has clearly shown: “Strong innovation of educational and training methodologies, overcome one-way imparting of knowledge, practice creative thinking of learners, apply innovative methods and modern means, ensure conditions and time for self-study and self-research for students, especially for university students ” However, this approach has not fully studied in Vietnam, some topics, thesis have mentioned and researched about it but mainly for high school level. Technical colleges have suffered from many difficulties in innovation of teaching methodology, not identified the approach. With above reasons, we choose the title “Problem Solving Teaching in basic theory part of Technical College” to conduct my doctoral thesis. 2. Research objective of the dissertation Identify teaching methods of problem solving in basic theory part of Technical College to improve the training quality and effectiveness at technical colleges through some subjects. 3. Object and subject of the research 3.1. Object of the research Basic theory part teaching process at technical college 2 3.2. Subject of the research Problem Solving Teaching Method in basic theory part of Technical College 4. Scientific hypo-dissertation Problem-solving teaching in basic theory part at technical college currently has suffered from many difficulties if they are identified and implemented suitably problem-solving teaching methods such as: Building up problem-solving teaching methods; choose, coordinate suitable teaching methods with teaching situations in order to improve positively awareness of knowledge of students; choose, use techniques and teaching means; construct learning assessment means and building up active learning environment to enhance the effective participation of students for actual situation solution to improve quality and training effectiveness at technical college. 5. Research tasks 5.1. Building up theoretical basis of problem solving teaching in basic theory part at technical college. 5.2. Assessment of problem solving teaching status at some technical colleges in northern mountainous areas. 5.3. Proposal of teaching methods for 4 parts of basic theory at technical college. 6. Research scope 6.1. Research’s content is limited in basic theory in curriculum at technical college. 6.2. Research location includes 10 schools of northern mountainous areas. 6.3. Experiment of problem solving teaching of some basic theory subjects of Electrical and Electronics Engineering at Thai Nguyen Industrial College 3 7. Research approaches and methods 7.1. Group of theoretical research methods History Method, analysis method, summary of theory, Generalization and systematization method 7.2. Group of Practical research methods - Methods of observation, investigation, questionnaires, direct interview; methods of product research; Pedagogical Experimental Methods and Expert methods. 7.3. Supportive methods: Use of statistical formulas to data processing 8. Argument for protection 8.1. Problem solving teaching meets training targets at technical colleges, which helps students to form actively habits and positive learning. 8.2. Problem solving teaching helps students to reach theoretical knowledge and form situation solving skill. 8.3. Building up problem solving teaching methods, improve the training quality and effectiveness at technical college. 9. New aspects of the dissertation 9.1. Overall research issue on problem solving teaching in basic theory at technical college 9.2. Systematize theoretical issues of solving teaching and applicability of problem solving teaching at technical college. 9.3. Assessment of awareness status of lecturers of roles and teaching situation under problem solving approach currently at technical college. 9.4. Build up problem solving teaching methods in basic theory part at technical college. 4 9.5. The Dissertation is considered as reference for lecturers, students on the innovation of teaching methods at technical college in current phases. 10. Outline of the dissertation Apart from Introduction, conclusion, this dissertation is divided into the 4 chapters. Chapter 1. Theoretical basis of problem solving teaching in the basic theory part at Technical Colleges Chapter 2. Actual situation of Problem Solving Teaching in basic theory part of Technical College Chapter 3. Measures of problem solving teaching in basic theory part of Technical College Chapter 4. Pedagogical experiment Chapter 1 THEORETICAL BASIS OF PROBLEM SOLVING TEACHING IN THE BASIC THEORY PART AT TECHNICAL COLLEGES 1.1. Overview of problem research history 1.1.1. Foreign studies Ideology of problem solving teaching has existed in educational history for a thousand years. In the last years of nineteenth century, researchers as Ghecđơ A.Ia., Xatxiulêvít M. M., Rôgiơcốp N. A., Bantalôn X. P., Rưpnicôva M. A. has studied about this issue. - In 30 th years of the twentieth century, in western countries, concepts of “active teaching method”, “learner-concentrated teaching” were created and widespread in Europe-America. 5 - In 50 th years of the twentieth century, in Europe, many studies about teaching methods were created and solved problems. - In 70 th years of the twentieth century, problem solving teaching is studied in Soviet Union and Eastern European countries by researchers as Okon V., Machiuskin A. M., Cuđriaxep T.V., Kharlamop I. F., Krugliac M. I., Lecner I.Ia. Problem raise teaching is considered as active teaching method; improve thoughts, awareness capacity and engine, attitude and students’ interest formulation. 1.1.2. Domestic Studies In Vietnam, since 60-70 th years of twentieth century, many researchers have studied about problem solving teaching such as: Nguyen Ngoc Quang, Tran Ba Hoanh, Le Khanh Bang, Pham Viet Vuong, Dang Thanh Hung, Nguyen Cuong, Tran Kieu, Nguyen Ngoc Bao, Vu Van Tao and so on. In recent years, many studies on problem solving teaching for basic sciences, some researchers as Nguyen Lan Phuong, Ngo Dieu Nga, Le Van Nam, Nguyen Thi Ngan, Le Trung Thanh, Bui Thi Mui, Nguyen Thi Ha Lan, Duong Dang Thien Huong, Tran Van Kien and other authors. However, studies on problem solving teaching at technical college have not been paid attention much and have no study works. 1.2. Basic concepts 1.2.1. Scientific problems and learning problems - According to Vietnamese Dictionary: “Problem is necessary to be considered, studied and solved” 6 - According to Lecner I. Ia.: Problem is a question raised for someone and he has not known the answer and must find out the answer but he is available some initial media suitable for use in the research it According to Crugliăc M., problem is a complex question on practice or theory which requires the resolution. Author Bui Thi Mui shows that “Problem is is contradictory (or difficult) and requires to consider and solve”. Le Huy Hoang saids “Problem is a question of doubt, uncertainty and difficulties and it is necessary to give to discuss or find the solution”. However Tran Van Kien believes “Problem is problematic question and requires to find the solution”. - Scientific problem is a problematic question in science, and it shall be solved by awareness and scientific action. Scientific problems exist in scientific research activities. Scientific problem is also advanced learning problems. - Learning problem is problem in training program which learners do not know the answer but must study to reach deep knowledge. Lecner I. Ia. remarks: “Learning problem is seen and solved on basis of available means (Knowledge, skills, and experiences). All problems include problematic situations but do not mean that any situation is in problematic”. Under above analysis, we think that: Learning problem is a form of learning content expression, potential knowledge, requires learners to explore, to think of a solution, through which they reach learning content. 1.2.2. Problematic situations and teaching situations * Problematic situations: - According to Rubinstein X. L. (1958): “Thinking usually starts from a problem or a question, or the surprise of questions, from the conflict”. In Lecner I. Ia.’s opinion “Problematic 7 situation is difficult which have clear sense or ambiguity by someone, it is solved by questing for new knowledge and new manners of action. Author Nguyen Bao Ngoc says “Problematic situation is psychological state occurs when people encounter difficulties in terms of intellectual which they cannot explain a new issue by available knowledge but must find out new knowledge, new action”. From above analysis, we believe: Problematic situation in teaching is special psychological state of learners when they suffer from objective contradictions, contradiction between the known and the unknown need finding, on basis of such contradiction solution, learners get their knowledge and methods for reaching such knowledge. * Teaching situations: - According to Nguyen Ngoc Bao “Teaching situation is created by lecturers, pedagogical situation is random situation happening in pedagogical activities”. - Nguyen Ngoc Quang thinks that “Teaching situation is the smallest unit, most elementary logic of the teaching process, including relationship among target, content and method”. - In opinion of Dang Thanh Hung "Teaching situation is connection among physical elements, mental elements and pedagogical forms and structures with contents having the certain contact of past and current experience of learners”. Through comparative analysis between problematic situation and teaching situation, we think that: Teaching situation is actual situation which lecturer summarizes. Including situations created by experience of lecturer on basis of logics of lesson content, teaching experience and level of awareness of the learner to encourage them to actively find the solution. 8 1.2.3. Problem solution and problem-solving model 1.2.3.1. Problem solution According to Vu Van Tao, towards applying ideas “Problem solving in Vietnam” is target category; this ideology is considered as capacity need forming, training as problem solving capacity; in the category of training methods, it is considered as high step of active educational methods, it is problem solving teaching method” Therefore, in our opinion, problem solving is activity process of learners, which means they learn by problem solving. In this duration, individual must implement logical thinking, inductive, interpret, synthesize, critique activities and raise hypothesis and the choice of appropriate data, the decision on how to solve. 1.2.3.2. Problem-solving model * 5-Step model of George Polya: Polya George’s problem solving model includes 5 steps. * 3-Step model of Rob Foshay and Jamie Kirkley: According to Rob Foshay and Jamie Kirkley, two American authors, problem solution process includes 3 steps. Two model analysis, we offer structural model of problem solving process in teaching as follows: 1 st Step: Identify the problem; 2 nd Step: Find the solution method; 3 rd Step: Decide the problem solving method. 1.2.4. Problem solving learning Kharlamop I. F.confirms: “Learning is a positive cognitive processes”. In Problem solving learning process, learners must research, practice and experience to accumulate experience, willing to face with complex problems in actual life. [...]... skills of lecturers in problem solving teaching basic theory part + Requirement of skills of students + Difficulties when teaching problem solving in basic theory part + Awareness of lecturers and students on teaching problem solving conditions 2.3.2.2 Actual situation of teaching problem solving of lecturers of basic theory subjects + Actual usage of problem solving teaching in lessons + Actual usage of. .. teaching and developing problem- solving skills for students 3.2 Measures of problem solving teaching in basis theory part of technical College 3.2.1 Building up the process of problem solving teaching i) Purposes of the measure: - Build up the process of problem solving teaching in a certain logical order, to achieve teaching purposes - Find scientific basis to build up the process of problem solving. .. 3 MEASURES OF PROBLEM SOLVING TEACHING IN BASIC THEORY PART OF TECHNICAL COLLEGE 3.1 Principals in suggesting measures of problem solving teaching 3.1.1 Ensure the consistency between theory and practice in problem solving teaching 3.1.2 Ensure the consistency between teaching and learning based on the promotion of self-awareness, active, independence of student in problem solving 17 3.1.3 Ensure the... situation of problem solving teaching in basic theory part at some technical colleges 2.3.1 Target, content, object and method of survey 2.3.1.1 Target of the survey Assess the real situation of awareness, understanding on problem solving teaching and difficulties in organization and implementation of problem solving teaching in basic theory part at some technical colleges 2.3.1.2 Contents of the survey... structure of lecturers and students in problem solving teaching - Control activities, generate students’excitement and availability of learning iii) Manners of measure implementation: On the basis of theoretical and practical research of problem solving teaching in basis theory part and inheritance of problem solving teaching process of previous researchers, we propose problem solving teaching process in. .. technical colleges 1.4.2.1 Learning at technical college is professional relating to technical issues 1.4.2.2 Learning at technical college requires learners to be active, positive and flexible 1.4.2.3 Learning at technical college requires students to have sense of community 11 1.5 Principles and levels of teaching problem solving 1.5.1 Principles of teaching problem solving in the basic theory part 1.5.1.1... students problem solving thought 13 Chapter 2 ACTUAL SITUATION OF PROBLEM SOLVING TEACHING IN BASIC THEORY PART OF TECHNICAL COLLEGE 2.1 General outline of technical colleges in surveyed location in northern mountainous areas 2.1.1 Characteristics of surveyed areas 2.1.2 Overall of favorable and difficult assessment 2.2 Analysis of programs and target of basic theory subjects 2.2.1 Training Program At technical. .. teaching in lessons + Actual usage of teaching methodologies + Actual usage of levels of problem solving teaching levels + Levels of problem solving teaching approach of lecturers + Actual situation of problematic situation design capacity in teaching of lecturers + Actual condition of problem solving teaching organization of lecturers those teach basic theory part + Actual lessons and situation which... Methods of mathematical statistics on basis of SPSS software to process and data analysis 2.3.2 Actual situation survey results 2.3.2.1 Actual situation of awareness of lecturers and students on teaching problem solving + Awareness of problem solving teaching concept + Awareness of the necessity of problem teaching solving + Awareness of the role of problem solving teaching + Requirements of necessary... conclude: Problem solving learning is implemented study duties under problem solving form by learners which is given by the lecturer to create and form new knowledge and skills 1.2.5 Problem solving teaching I.Ia.Lecner defined as follows: Problem solving teaching is a teaching method in which students participate systematically in problem solving process and problematic mathematic issues built according . Theoretical basis of problem solving teaching in the basic theory part at Technical Colleges Chapter 2. Actual situation of Problem Solving Teaching in basic theory part of Technical College Chapter. students on teaching problem solving + Awareness of problem solving teaching concept + Awareness of the necessity of problem teaching solving + Awareness of the role of problem solving teaching +. Measures of problem solving teaching in basic theory part of Technical College Chapter 4. Pedagogical experiment Chapter 1 THEORETICAL BASIS OF PROBLEM SOLVING TEACHING IN THE BASIC THEORY PART