giáo dục kỹ năng ra quyết định cho sinh viên đại học bản tóm tắt tiếng anh

1 INTRODUCTION The urgency of this research Among life skills, decision-making skill is considered to be a core in the life skills and plays an extremely significant role in the life of every individual Therefore, the education of decision-making skill is one of the key tasks of life skills education In the ever-changing modern society, human have to face up with both opportunities and challenges In fact, there are a number of unfortunate negative phenomenon happening to students due to the lack of life skills and good decisions when facing a problem of life Some decisions even are wrong, influencing the long-term future of the youngsters Surveys shows the needs of students about acquiring life skills high, including some that are much concerned as: decision-making skill, communication and behavioral skill, skill to cope with stress, job searching skill and skill against as well as avoiding the social evils Although there are classes of training life skills, soft skills for students in which some may be the optional programs at university or services of skills training companies, there is still a lack of systematic research on life skills, soft skills education in general and decision-making skill in particular Therefore the title “The education of decision-making skills for college students” to be chosen for research Aims of the reasearch To determine measures of educating students in decision-making skills, so they would know how to solve the problems encountered in life properly, to avoid the risks in modern society, contributing to the success in their lives Research object and subject 3.1 The object The process of educating life skills, soft skills for students 3.2 The subject Relation between methods and results of educating decision-making skill for students Hypothesis When making decisions, students nowadays are still sentimental, thus, they would easily encounter risks or failures in life If decision-making skills education were systematic, in which it is ensured the basic steps of decision-making and organization skills for students to apply in solving primary problems in school and daily life with various educational measures, students would improve their ability of making appropriate and effective decisions Research tasks 5.1 Building a theoretical basis of decision-making skills education for students 5.2 Investigating and evaluating the actual state of decision-making skills education for students in some universities 5.3 Recommending measures to educate decision-making skills for students Designing the content and organizing the experiments of decision-making skills education experiments for students through practical research activities Research Methodology 6.1 Group of theoretical research methods We use those methods of analysis, synthesis, comparison, generalization, modeling concepts, the factors that constitute the basis of of theorical education in decision making skills for students 6.2 Group of practical research methods 6.2.1 Investigation method (in anket) We use the anket investigating form to collect information on the status of decision making skills and educating this skill for students 6.2.2 Method of in-depth interviews We use in-depth interview method to interview a number of students, lecturers and administrators to find out the status of decision making skills of students, and educating this skill for students and the causes of those situations 6.2.3 Observation method We observe the activities of students to learn the change in their attitude, behavior during the process of building up decision making skills to verify and supplement the information obtained from the survey, interviews and experimental process 6.2.4 Studying typical-case method Studying typical-case method help us to clarify the positive changes in selecting and making appropriate decisions to solve the problems encountered in life after participating in the experiment 6.2.5 Experimental method We use this method to evaluate the feasibility and effectiveness of the measures using to educatie decision making skills for students, contributing to scientific hypothesis testing 6.2.6 Working product method Regards to the process of making decision in groups of students in the experiment situations to evaluate decision making skills of students and through the log we note out the application of decision making skills in situations that students encounter in life (Activities followed Experiments) 6.3 Groups of complementary methods 6.3.1 Method of processing data obtained by statistics and SPSS software This method is used to process the data collected from situation and expremental investigation to draw the necessary conclusions 6.3.2 Expert method Using this method to refer the opinion of some experts in developing the research outline, choosing research methods, setting survey questionnaire and assessing decision making skills Research scope - Decision making skills is mainly examined under the aspect of socio-psycological ability - Investigating the decision making skills of students in six universities: Hue University, Vinh University, Hong Duc University, University of Construction, Foreign Trade University, Hanoi University of Education and organizing the experiments in Hong Duc University - Experiment form of educating decision-making skills for students is club activity - Number of researchers: 679 students, 120 lecturers - Time of survey: March 2010 - Experimental time: August, 2010 to December, 2011 The contribution of thesis 8.1 In theory The thesis contributes and develops the theories on decision-making skills education for students in the context of higher education in Vietnam 8.2 In practice The research results reflect the state decision-making skills and decision-making skills education for students today On that basis, we introduce the measure of education associated with solving common problems in student life in order to help them make appropriate decisions, avoiding risks and contributing to the improvement of adaptive capacity in modern society The discussing arguments - Decision-making skill is one of the core life skills directly associated with problem solving skills If individuals had the proper decision-making skills, they would be able to solve problems effectively, because decision-making skills has oriented meaning, and solving the problem is the implementation stage - It is possible for us to form, train and develop decision-making skill to students by equipping the basic steps of decision-making skills, then we organize students to apply this skill into identify target , manage time, solve conflict, cope with the social evils - Educating and training decision-making skills at the same time require and promote related life skills such as critical thinking, creative thinking, value determining, goal defining… Therefore, decision-making skill education must be adhered to other life skills education as a whole Chapter THEOTICAL BASIS OF EDUCATING DECISION MAKING SKILL TO STUDENTS 1.1 Historical overview of the research issue 1.1.1 The external researches The authors mentioned the decision making in different types of decisions, identifying the steps of decision making process, the factors interfering with the decision-making as well as making effective decision, methods of making important decisions and be responsible to their decisions Apart from researches on decision-making skill of all subjects in daily life, there are also some studies on decision-making skill in time management, learning planning, eating and drinking leading to success in sport, military or avoiding risks in complex enviroment From management perspective, the studies mentioned decision-making as the key issue in management; discussing the process of decision making and decision-making stages , the matters of selecting decision in manufacturing management Researches on the field of management psychology refer to those elements such as: preparing decisions, conditions to ensure the effectiveness of decisions, influences on the leaders’ prestige on their decisions, the obstacles on the way of implementing, testing and evaluating The studies of decision-making skill in the field of business mentioned the whole process of effective decision-making, from the beginning to the final stage, the definition and classification of decisions, content of identifying the decision-making styles; the ways to get to a decision; choosing decision-making participants; collecting information; predicting the future 1.1.2 The domestic researches Decision-making skill education for learners is mentioned in the studies for pupils or disadvantaged children of Nguyen Thanh Binh, Luu Thu Thuy, Nguyen Thi Oanh… In Vietnam, decision-making skills have also been considered in different fields as management science, management psychology, military, business In summary, throught studying both external and domestic researches, it is obvious that there are studies on decision-making skills as a life skills or management skills, but there is no research on educating decision-making skill for students Therefore, studying decision-making skill education to solve problems in the lives of students today is indeed a new and essential issue 1.2 Relevant tool concepts 1.2.1 Skill There have been a great number of researches on skills which set up different concepts and the author of this thesis accords with Vu Dung’ attitude, it is said that: "Skill is the ability of effectively manipulating knowledge about acting procedure which has been perceived by the subject to perform the corresponding task" 1.2.2 Life skill The concept of life skills is very diverse, the understanding of life skills associated with specific cultures and contexts In this topic the author chose the concept: Life skill as the socio-psychological capacity which helps people adapt, communicate, solve situations in modern social in a positive and effective way 1.2.3 Decision-making skills Making decision means: The achieving of optimal alternative from a number of alternatives to solve the problems, situations in life Decision-making skill is: The ability of people to chose the optimal alternatives from the possible options to promptly and effectively solve problems in life The efficiency needs to be associated with contribution and appropriate to contexts 1.2.4 Decision-making skill education Educating decision-making skills is an deliberate and organized influence process with relevant content, methods and measures of educational forces in order to build up and develope decision-making skills for educated people 1.3 The process of educating decision-making skills for student 1.3.1 The necessity of educating decision-making skills for students 1.3.1.1 Social request It’s necessary that people in contemporary society should be equipped with life skills in general and decision-making in particular so that they can make appropriate decisions to succeed and enhance their living standard 1.3.1.2 The socio-psychological characteristics of students Students are those who are physically grown up at the stage in which nervous system has developed stably and strength, agility, great endurance, flexibility, toughness thrive In addition, students possess exceptional creativity, dynamics and enthusiasm in social activities If they are well oriented and have good decision-making skill, they will certainly be the key contributors to national science and technology and a fair society As a matter of fact, studying is really time-consming but has an important role in student life Students should not only acquire former and current technology advances but also show their creativeness in studies and career activities Students like to participate social activities, group activities, communication, new things and love to explore, create, they are also sensitive to life, but if they don’t get good orientation, it will have bad affects on their ideals for living 1.3.2 Goals of student decision-making skills education Help students understand the meaning and method of decision making skill implementation also the decision-making stages and the meaning of the decision-making skills, know how to apply decision-making skills in dealing with situations in daily life Therefore, they can build up positive and healthy behaviors or habits which are appropriate with the true values of society, at the same time eliminating the immature decision making habbits which lead to risks in everyday life, forming and training other complementary life skills related to decision-making skills 1.3.3 Content of educating decision making for students 1.3.3.1 Prepare process of implementing decision making skill There are five steps of decision making: detemining the problem, collecting necessary information, listing possible solutions, analyzing them and choosing the optimum one 1.3.3.2 Decision-making skill education in association with students' problems - Apply decision-making skill to solving study problems - Apply decision-making skill to time management - Apply decision-making skill to problems in daily life 1.3.4 Principles of Decision-making skill education for students Decision making skill education for students should conform with principles: experiencing through activities, interaction and behavior change 1.3.5 Methods of Decision-making skill educationfor students Methods of Decision-making skill educationfor students consist of brainstorming, discussion, practice, case study, studying typical examples and games and acting 1.3.6 Methods of Decision-making skill education for students at university Decision-making skill education for students is implemented by some methods: Through studying subjects in curriculum through teaching optional subjects or special subjects on living skills or soft skills, through extra-curricular activities, through corresponding, through real situations 1.3.7 Process of organizing to teach decision-making skill for students - First, organizing for students to experience decision-making skill - Second, organizing and putting students into various situations (maybe assumptions) - Third, requiring students to go on applying decision-making skill in specific situations to consolidate and develop this skill - Forth, evaluating students' results of establishing decision-making skill 1.3.8 Assessment about the level of students' decision-making skill 1.3.8.1 Determining criteria Analyzing the nature and steps of decision-making skill can determine criteria: - Comprehend and apply the five-step process of decision-making - Analyze, recognize and determine problems of the situations - Create and list possible solutions to solve the problems - Be aware of and analyze advantages and disadvantages of each solution - Choose the optimum solution 1.3.8.2 Assessment method Evaluating decision-making should be a combination of methods (method of observation, investigation through questionnaires for lecturers and students and especially, method of observation and product research) 1.3.9 Teaching staff of decision-making skill for students Managing board deligates responsibilities to student mission department, lecturers, form teachers, study consultants, Youth Union and Student Union so as to carry out decision making skill education for 10 students 1.4 Factors influencing decision-making education for students 1.4.1 Objective factors: residence environment, living standards, examples or public figures, class environment, campus, families and student social group Especially, friends have significant impacts on students' decision-making 1.4.2 Subjective factors: goals, value, lifestyle, health, decisiveness, awareness of practice, ability of awareness, especially critical thinking and creative thinking to make a guess, responsibility, ability to take responsibility together with other living skills… Actually, these factors directly affect the teaching of decision-making skill for students and quality of their decisions Chapter SITUATION OF DECISION MAKING SKILLS EDUCATION TO STUDENTS IN UNIVERSITIES NOWADAYS 2.1 Survey aims and methods 2.1.1 Survey aims Studying situation of decision-making of students and decision-making education for them at some universities is to specify the practice and on that basis we would suggest more effective methods in educating the skill for students 2.1.2 Survey methods The methods include Questionnaire, method of in-depth interviews (to managers, lecturers and students), observing students’ decision-making, studying typical-case method 2.2 Analysis of research results about the real situation of some issues on decision-making skill and 16 daily problems (26.11% often and 40.03% quite often) A small number of students ignore the problems (over 3.59% often and 5.02% quite often) Therefore, most students are aware of dealing with daily problems because they prepare possible solutions in an active way In fact, over 50% of students rarely or never put aside situations, 0.28% of them sometimes make late decisions and 0.43% make prompt decisions quite often 2.3.3 The real situation of students' decision-making way According to results in table 2.5b (thesis), two most chosen ways by students are considering thoroughly to find out the best solution ( over 80% students choose often and quite often) and analyzing the problems to choose the suitable solution (nearly 90% students choose often and quite often) A lot of students also select the way of making decisions according to personal experience (about 80% students choose often and quite often) The results show that students are quite cautious about making a decision on a certain issue However, they are still not aware of analyzing and choosing suitable solutions In actual fact, a lot of students don't take problems into consideration before making decisions but make up their mind according to their experience or interests 2.3.4 The steps of students' decision-making Research results in table 2.7b (thesis) show that students consider their decision-making process to be quite good All steps are chosen by students often and quite often with a high percentage (over 50%) Some steps are selected by students often and quite often with high percentages such as determining problems (over 86%), choosing the optimum solution (over 80%) and listing possible solutions (approximately 70%) Hence, the majority of students carried out and conformed to all steps This is a chance for them to make good decisions If we had used method of observing and researching products to assess, the results would have been definitely worse With a view to supplementing the above results and checking whether students make decisions following the steps in the correct way or not, we put forward question 10b (Appendix 1, thesis) and question 17 11b (Appendix 2, thesis) The results in table 2.7c (thesis) indicate that up to 78.9% of students have disordered decision-making skill Our interviews show that most of students make decisions according to their subjective, interests and feelings without conforming to a certain process That's why there is no certainty about whether their decisions are relevant or not 2.3.5 Students' demands for being taught about decision-making skill 2.3.5.1 Level of students’ demands for being taught about decision-making skill Table 2.8 (thesis) indicates that students have high demands for being taught about decision making skill (over 88% of students want and really want) Students are in urgent need of decision making skill because they are well aware of its significance Percentage of students who not want to be taught this skill is very small And this situation should be taken into consideration by universities 2.3.5.2 Issues of students’ demands for being taught about decision-making skill The figures in 2.9 (thesis) show that students' opinion on their demand for decision-making skill education are nearly similar to those of managers and lecturers but students have a higher percentage of opinions on the demand than mangers and lecturers Students' demand for being taught about decisionmaking skill is the highest in the field of daily life (71.59%) accompanied by teaching decision-making together with other supplementary skills (70.01%), in future career activities (67.29%) and in studies (61.69%) Future career activities and studies are difficult issues to students In reality, students are still confused about making decisions on many fields of life This would be because there are so many challenges and changes in social life but students are lack of life experience and don't easily adapt to these changes And due to their lack of financial aids and low living standards, a great number of students encounter difficulties in making their own living to pay tuition fees 2.4 The real situation of decision-making skill education for students at university 2.4.1 Assessments of managers, lecturers and students about the level of Decision-making skill education for students 18 Table 2.10: Assessments of managers, lecturers and students about the level of decision-making skill education for students Managers and lecturers Students No Answers Quantity % Quantity % No answer 0.83 0.86 Not educated 3.33 50 7.17 Rarely 11 9.17 84 12.05 Sometimes 37 30.83 317 45.48 Quite often 54 45.00 139 19.94 Often 13 10.83 101 14.49 The results in table 2.10 indicate that students have lower appreciation towards the level of being taught about decision-making than managers and lecturers Only 30% students feel that they are taught decision-making skill often and quite often Nearly 20% students reckon that they rarely or not taught about decision-making skill These are undeniably worth taking notice of Actually, our assessments are mainly based on students' opinions because they can experience whether they are educated the skill or not The reason for the difference in level of students' being taught about decision-making skill would be that they take further courses in skill training centers or part in voluntary activities of clubs at university 2.4.2 Forms of educating decision-making skill for students Studying the issue we have found out the results in table 2.11(thesis) Research results from the above table indicate that 60% managers and lecturers and 53.8% students reckon that students are taught about decision-making skill by dealing with real situations It is actually the most chosen form by managers, lecturers and students This is absolutely true because students get decisionmaking skill through their practices and experience Throug real information, some universities such as Foreign 19 Trade University, Hanoi National University of Education, Hue University have classes of living skills/ soft skills for students Another form should be teaching decision-making skill through classes of living skills and soft skills, which is highly appreciated and approved by managers and lecturers (30% mangers and lecturers and 23.1% students) Teaching the skill through reality, countryside, sightseeing, contests, consulting member and club activities are many other organizing forms which are underestimated by managers, lecturers and students This clearly proves that the above organizing forms at university are of little use or even no use 2.4.3 Results of educating decision-making skill for students Table 2.12: Results of courses in organizing forms of decision-making skill education for students Managers and Students No Effectiveness lecturers Quantity % Quantity % Understand the significance of decision-making skill 68 56.67 407 58.39 in daily life Know necessary steps to make best decisions 26 21.67 168 24.10 Apply decision-making steps to situations in daily life 33 27.50 193 27.69 Other The statistics in table 2.12 show that opinions of managers and lecturers are quite consistent with those of students in terms of effectiveness of decision-making skill education for students In fact, stusdents don't get much comprehension after taking part in classes for living skills 58.39% of students are aware of the significance of decision making skill education The percentage of students who are aware of the significance is double those who know steps in decision making (24.10%) and only 27.69% apply the steps to situations in daily life 20 2.4.4 Teaching staff for decision-making education for students Results in table 2.13 (thesis) show that the most highly appreciated groups are Youth Union and Student Union (67.50% managers and lecturers and 55.81% students choose) followed by form teachers, study consultants, student mission department (over 65% managers and lecturers choose) though they are not highly appreciated by students (over 30%) Managing board is not highly appreciated by students (13.49%) From practical observation, we've learned that these people are core forces in teaching living skills and decision-making skill for students 2.4.5 Assessment about degree of satisfaction towards the process of Decision-making skill education for students From the figures in table 2.14 (thesis) together with finding out reasons, we've learned that there is a limitation on experience, decision-making and finance and students' time and interests, which has bad effects on the effectiveness of organizing and thus, the degree of satisfaction and great satisfaction are not high enough 2.5 Factors influencing students' decision-making skill Figures in table 2.15 (thesis) show that objective factors such as environmental and social effects, parents' desire and family background are highly appreciated by managers, lecturers and students Moreover, subjective factors individual experience, analytic and prediction ability also have great impacts on students 2.6 The real situation of difficulties in educating decision-making skill for students Our research results in table 2.16 (thesis) indicate that students always long to practice decisionmaking skill as well as soft skills but universities still not pay enough attention to the issue That's why students are looking for soft skill training centers to study Difficulties such as lack of time and financial aids are also recognized by a great number of students (40%) A small number of students consider their ignorance as a difficulty (18.94%) 21 Chapter METHODS OF EDUCATING DECISION MAKING SKILL FOR STUDENTS 3.1 Principles of educating decision-making skill for students Apart from basing on theory and reality mentioned in chapter and 2, it’s necessary to conform with below principles to educate decision making skill for students: Ensure complex access to other teaching methods; ensure that teaching methods are suitable for students' needs, expectations and character; ensure decisionmaking skill education through practices and applying the skill to situations in daily life; ensure the principle of getting access to activities and joining with students 3.2 Decision-making skill education for students Teaching methods of decision making skill for students consist of educating the skill through a combination of subjects, compulsory and optional subjects, special subjects for life skills and soft skills, corresponding member and extra curricular activities such as practices, sightseeing and clubs 3.3 Conditions for ensuring the effectiveness of Decision-making skill education for students The conditions consist of guidance, lecturers, students, time, facilities and finance 3.4 Experimental teaching 3.4.1 Experimental subjects We have carried out an experiment in decision-making skill education for students K12 (58 students in Experimental research group and 60 in Control experiment group) and students K13 (39 students in Experimental research group and 40 in Control experiment group) at Faculty of Psychology -Education in Hong Duc University 22 3.4.2 Experimental content The experiment is carried out in the forms of club activities about decision making in determining relevant goals, studies, time management, behavior, sentimental relationship and avoiding social evils 3.4.3.Criteria and assessment scale We evaluate the level of students’ decision making skill according to the following criteria: * Awareness: We require students to understand and analyse the nature of decision making skill, list all decision making steps in the right order, roles and significance of the skill in daily life and know well about contents of decision making skill in behavior, avoiding social evils, sentimental relationship, determing relevant goals and time management * Attitude Students should be enthusiastic about taking courses in decision making skill to apply to their daily life, supporting the right and fighting against the wrong * Behavior In order to assess students’ decision making skill, we base on signs of decision making skill such as suitability, flexibility and effectiveness and use different methods like observation and investigating through questionnaires and interviews The author also used this tool to evaluate students’ decision making skill for each topic by combining method of observation with product research to figure out how frequent students carry out steps above in situations of each topic - Asessment scale 23 In terms of awareness, we have tests with mark In terms of behavior, we use five-level form for mark The assement is based on total mark of awareness, attitude and behavior 3.4.4 Results of influence experiment The results are illustrated as follows Graph 3.2: Results of Control Graph 3.1: Results of Experiemental research group’s experiment group’s awareness awareness before and after the before and after the first influence first influence 24 Graph 3.3: Results of Graph 3.4: Results of Control Experiemental research group’s experiement group’s attitude attitude before and after the first before and after the first influence influence Graph 3.5: Results of Experiemental Graph 3.6: Results of Control experiement group’s behavior research group’s behavior before before and after the first influence and after the first influence 25 Graph 3.7: Results of Experiemental research group’s awareness before and after the second influence Graph 3.8: Results of Control experiment group’s awareness before and after the second influence Graph Graph 3.10: Results of Control experiement 3.9: Results of Experiemental research 26 group’s attitude before and after the second influence group’s attitude before and after the second influence Graph 3.11: Results of Experiemental research group’s Graph 3.12: Results of Control experiement group’s behavior before and after the second influence behavior before and after the second influence After two experiments, we've come to a conclusion that - Average point of criteria and general average point of students' awareness, attitude and behavior improve according to students' time for living and studies at university However, the growth rate of those mentioned criteria of Experimental research group is much higher than the students of Control experiment group This apparently proves that our influence measures promote the development of decision-making skill for students - The standard deviation tendency of both Experimental research group and Control experiment group have a tendency to decrease according to time but there is no evident difference between the two groups The reason would be that a lot of students in Experimental research group develope at a higher level than those in Control experiment group and this reduces the deviation value of some certain criteria though there is only a small declination (which means that there is still no equal 27 development among students) - In terms of each group's correlation degree before and after each influential experiment, difference in Control experiment group is smaller than that of Experimental research group In addition, correlation point before and after influential experiment of Experimental research group is lower than that of Control experiment group The result evidently proves that measures of influencing students are definitely effective in enhancing the level of their decision-making skill 3.5 Studying typical examples With a view to supplementing the study issue, we use method of studying the situation among three students Research results indicate that 100% students of the study reckon that decision-making skill plays a very important role in our lives Before joining in the club about teaching decision-making skill, students often make decisions according to their habits and little experience or their relatives' instructions and even their character, habits and personal interests After experiments, we have studied their diaries of experience in their daily lives and we've learned that they apply steps of decision-making process to solve their problems in communication, friendship, love and in avoiding social evils in an effective way after participating in activities of the club about teaching decision-making skill 100% students of the study suppose that its' necessary that universities should organize a lot of extracurricular activities in order that students can make the right decisions with their decision-making skill Especially, students need to join in clubs and other useful activities 28 CONCLUSIONS AND RECOMMENTDATIONS Conclusions Decision-making skill is undeniably a core living skill for each person There are a lot of classifications for living skills but decision-making skill should always be the basic one Here we refer to decision-making skill in daily life Decision making is a form of socio-psychological ability with five steps: determing problems, collecting necessary information, listing possible solutions, analyzing them and choosing the optimum one As a matter of fact, decision-making skill is closely connected with other skills and depends on individual practices and life experience in specific fields Experienced people tend to make appropriate decisions for situations they meet Decision-making skill education ought to be associated with awareness, attitude, belief and practicing certain related skills Furthermore, personal decision-making skill is also concerned with psychological factors such as strong will, sentiment, value, motivation, living skill system etc Decision-making skill education for students is a process of establishing and developing the skill for students through different activities and in forms of corresponding member, extra-curricular activities and combining subjects, through teaching optional subjects on life skill or soft skill Through finding out students’ demands, studies and daily life, the author has identified the issues facing them in decision making so as to come up with suitable contents for decision making skill The content is organized and carried out in the form of clubs according to the following procedures: Process 1: Help students to experience decision making skill; Process 2: Setting up various situations in social fields for students to practice; Process 3: Require students to apply decision making skill to daily life; Process 4: 29 Assess students’ results of decision making skill The content and procedures have been all experimented and the results of two experiements prove our effective process of organizing decision making skill education for students Also, research assumptions of the topic have been tested and research objectives and tasks have been achieved Recommendations - For university managing board Instructing lecturers to associate education of living skills in general and decision-making skill in particular in teaching subjects of the curriculum It is necessary for universities to set up mechanisims and create favorable conditions for students to spend time organizing club activities, setting up meetings etc Also, in order for students to take part in activities for decision-making skill development, universities needs to be equipped with facilities and support medium for student activities such as classes, playground, radios etc It's necessary that universities should be the leader of organizing activities such as talks with experts, inviting corresponding members, select contents and forms of organization Furthermore they also should build up curriculum for teaching living skills including decision making skill for students and equip documents, books which have related contents - For faculties It is recommended that faculties should co-operate with the university, Youth Union and Student Union so as to organize educational activities The head of each faculty had better instruct form teachers, study consultants and lecturers to put forward curriculum for students 30 - For Youth Union and Student Union Youth Union and Student Union should take the initiative in organizing teaching methods in accordance with the ages of students and universities' current situation Youth Union and Student Union had better submit proposals about their demand for being taught decision-making skill to their faculty and managing board so that they can put forward suitable curriculum and teaching methods Besides, they should be as active as they can to cooperate with the universities to organize meetings and seminars, set up clubs, conduct outdoor activities, etc - For students It is necessary that students should take an active part in educational activities such as putting forward their needs and desires, sharing personal experience and discussing with and interacting with other people and organizers Especially, students should have a thorough grasp of the nature and steps of a decisionmaking process ... Average point of criteria and general average point of students'' awareness, attitude and behavior improve according to students'' time for living and studies at university However, the growth rate... socio-psychological characteristics of students Students are those who are physically grown up at the stage in which nervous system has developed stably and strength, agility, great endurance,... interaction and behavior change 1.3.5 Methods of Decision-making skill educationfor students Methods of Decision-making skill educationfor students consist of brainstorming, discussion, practice,