tóm tắt luận án tiêng anh giáo dục hướng nghiệp cho học sinh trong dạy học môn công nghệ ở trường trung học phổ thông

1 MINISTRY OF EDUCATION & TRAINING THAI NGUYEN UNIVERSITY TRINH VAN CUONG CAREER-ORIENTED EDUCATION FOR STUDENTS IN TEACHING THE SUBJECT TECHNOLOGY IN HIGH SCHOOL Major: THEORY AND EDUCATIONAL HISTORY Code: 62 14 01 02 SUMMARY OF DOCTORAL DISSERTATION OF EDUCATIONAL SCIENCE THAI NGUYEN - 2013 Dissertation was completed at: COLLEGE OF EDUCATION – THAI NGUYEN UNIVERSITY Scientific supervisors: Assoc.Prof Dr Ha The Truyen Prof Dr of Science Nguyen Van Ho Opponent 1: Opponent 2: Opponent 3: The dissertation will be defended before the Jury at: COLLEGE OF EDUCATION - THAI NGUYEN UNIVERSITY At hour date month 2013 The dissertation can be studied in: Learning resource center – Thai Nguyen University Library of Hanoi National University of Education LIST OF PUBLISHED WORKS REALATING THE DISSERTATION BY AUTHOR Trinh Van Cuong (2009), “Promoting the role of Vocational Comprehensive Technical Center", Education magazine, No 205, issue 1, January 2009, page -10 Trinh Van (Anh) Cuong (2012), “Research of career-oriented education in teaching Technology in high school”, Education management magazine, No 41, October 2012, page 33 -35 Trinh Van Cuong (2012), “Career-oriented education in teaching Technology in high school and implementation measures”, Education magazine, No 297, issue 1, November 2012, page 20-22 Trinh Van (Anh) Cuong (2012), “Integrating career-oriented education in teaching Technology in high school”, Education management magazine, issue 43, December 2012, page 41-45 Trinh Van (Anh) Cuong (2013), “Practical basis of career-oriented education in teaching Technology in high school", Education management magazine , No 45, February 2013, page 55-58 Trinh Van Cuong (2013), “Some forms of career-oriented education for high school students", Education magazine, No 306 , issue 2, March 2013, page 11-12 Trinh Van Cuong (2013), “Improving awareness of career-oriented education in teaching technology in high school", Educational & Social Magazine, No 24, March 2013, page 33-35 Trinh Van Cuong (2013), “The potential of career-oriented education in teaching technology in high school", Education management magazine, No 44 , April 2013, page 51-54 Trinh Van Cuong (2013), “Application of information technology in career-oriented education for high school students through technology subject", Educational equipment magazine, No 93, May 2013, page 28-30 10 Trinh Van Cuong (2013), “Real situation of career-oriented education in teaching Technology subject in high school", Education magazine, No 310, issue 2, May 2013, page 22-23 11 Trinh Van Cuong (2013), “The process of teaching Technology subject by integrating career-oriented education for high school students", Educational & Social magazine, No 27, June 2013, page 24-27 12 Trinh Van Cuong (2013), “The process of career-oriented education for students through technology subject in high school", Education Management magazine, No 51, August 2013, page 39-43 INTRODUCTION The reason to choose the research title According to the figures of General Statistics Office, Vietnam 's population now reaches nearly 90 million people, ranking 13th in the world and the 2nd in Southeast Asia In term of labor force, Vietnam has 51.4 million people aged 15 and older in the labor force, accounting for 58.5 % of its total population Among 51.4 million labors, there are nearly 7.8 million trained labors, accounting for 15.4 % of the population In urban area, trained workers reached 30.9 % , while in rural areas this figure is only % Career-oriented education is the education which orients career for students, helping them know of human resource demands of society, characteristics of specialized professions and thereby they make decision to choose a job which is suitable for their competence, forte and excitement Having an appropriate job brings a happy mean of support for each individual and it can help form a high qualified human resource for society to meet the requirements of economic and cultural development Once students oriented a career which is appropriate with their own interest and capabilities, they will have a great motivation to study in order to pass the entrance exam to vocational schools or universities which they have been chosen and when they study in those schools, they will make efforts to study well, to have a profession in order to ensure a long happy life in the future Content of Technology courses in high school is related to various careers in the fields of agriculture, forestry, fishery, industry, business as well as economic life of the family Career-oriented education for students in teaching technology courses will make interest in learning for the students, allowing them to increase understanding of careers in society and a comprehensive and active vision for career orientation, and also to save time and money for career-oriented work at school, avoid overlapping and duplication between contents in career-oriented education However, in current situation, career-oriented education in high school is not be cared properly By the reasons mentioned above, we choose the issue "Career-oriented education for students in teaching technology in high school" to make a contribution to high school implement career-oriented education task practically and effectively 2 Research objective of the dissertation On the basis of theoretical research and assessment of the real situation of career-oriented education for students in high school in the northeastern region of Vietnam, the dissertation aims to propose measures of career-oriented education for students in teaching technology, contributing to implement well goals of career-oriented education in high schools in this region Object and subject of the research 3.1 Object of the research Career-oriented education for high school students in teaching Technology 3.2 Subject of the research Career-oriented education measures for students in teaching technology in high schools in northeastern region of Vietnam Scientific hypodissertation The selection of career for the majority of ethnic minority high school student in northeastern region of Vietnam is mainly based on feeling, on majority, because school has not implemented well the career-oriented education for students If the school uses appropriate measures in accordance with psychological characteristics of students in mountainous area, the local practical conditions to teach Technology in integration of career-oriented education under innovation method, the effectiveness of career-oriented education will be improved Research tasks - Researching theoretical basis of career-oriented education for students in teaching technology in high school - Investigating and evaluating the real situation of careeroriented education for students in teaching technology in high schools in the northeastern region of Vietnam - Proposing measures for career-oriented education for students in teaching technology in high schools in the northeastern region of Vietnam - Experimenting education Research limit - The title researches career-oriented education for students in teaching Technology in 10th, 11th, 12th grade in high school - Investigating 16 high schools representing urban, rural, mountainous and island areas of 10 provinces in northeastern region of Vietnam, in school years from school year 2008-2009 to school year 2010-2011 - Organizing a 2-round pedagogical experiment in high schools in the Northeast region of Vietnam, in school year 2010-2011 and 2011-2012 Protected arguments - Career-oriented education for high school students of ethnic minority areas in Northeast mountainous region is a human activity, creating happiness for each individual and students’ family as well as meeting the demand on human resources of the local and the country - Career-oriented education for high school students in teaching Technology is a way having many potentials, advantages and being consistent with psychology of minority students and educational practice in Northeast region of Vietnam New findings of the dissertation - Enriching the theory of career-oriented education for minority students in teaching technology in high school - Assessing properly the real situation of career-oriented education for students currently in high school in the Northeast region of Vietnam - Proposing measures to integrate career-oriented education for high school students in the northeast region of Vietnam in teaching technology, helping to train human resources for local and the country Research methodologies 9.1 Methods to research theory 9.2 Methods to research practice 9.3 Supportive methods 10 Structure of the dissertation Besides introduction, conclusion and recommendation, the dissertation content includes chapters Chapter THEORETICAL BACKGROUND OF CAREER-ORIENTED EDUCATION FOR STUDENTS IN TEACHING TECHNOLOGY IN HIGH SCHOOLS 1.1 Overview of research issues 1.1.1 The researches in the world In the mid-nineteenth century in France, the industrialization process developed rapidly, it has been found that the occupational system has become more diverse and complicated; the production specialization has exceeded in comparison with the stages of agricultural and industrial production, and thus the book "Careeroriented guidance for career choices" appeared [44, page 7] - In 1883, the United States, an psychologist Ph Ganton gave birth to research works on occupational competence, proposed to use the test method (Test) with the aim of helping students choose a career - At the beginning of the twentieth century in the United States, Britain, France, Sweden the centers of vocational services appeared Especially, in 1908, Pason F., the lecturer at the University of Garvared (USA) was the first person to use the term " Career-oriented guidance " founded the Occupational Council in Boston to help workers choose the appropriate jobs [63] - In 1897, Russia, the book of Career-oriented guidanceappeared, stating the meaning of the job selection before applying to university - In the years 1960 – 1970, the Federal Republic of Germany (West Germany), there were the research works of "the organization method for high school students to practice at plants, factories, service business establishments"[64] - At this time in the German Democratic Republic (East Germany), there were the education science research works of the vocational training organization for students - Allan Walker, an Australian with the work: "Some issues in Australian education management" found that: "The school is not only the place to teach the theory but also the one to form labor skills for students " [109, p 53] - The Japanese Author Magumi Nishino required "to foster basic knowledge and skills of the necessary fields in society, have an attitude of respect for employees and the ability to choose future careers in accordance with each individual " [74, p 49] - In 1996, Jacques Delos, the President of International Committee on Science and Education (UNESCO) confirmed that the twenty-first century education is: "Learning to know, learning to do, learning to live together and learning to assert" These are four pillars of education, he stressed: "High school students need to dominate the opportunity to develop their competence by participating in occupational activities along with learning scientific and academic subjects” [110] 1.1.2 Researches in Vietnam In Vietnam, since the 1980s of the last century, career-oriented education for high school students has been noted for research by many scientists in many different aspects Some authors can be mentioned such as: Pham Tat Dong, Pham Minh Hac, Nguyen Van Ho, Dang Danh Anh, Nguyen Nhu At, Pham Huy Thu, Doan Chi, Tran Khanh Duc, Ha The Truyen, Nguyen Viet Su, Nguyen Duc Tri - The author Pham Minh Hac said that "education is directed by thought for the development of technology" [45, p 36], which noted: "Priority to the career-oriented education" [46, p 46] - The author Pham Tat Dong had his researched works: Theoretical and practical backgrounds of vocational activities; Occupational inspiration, the issues of vocational contents and methods for students, youth - The author Nguyen Van Ho with his work "Establishing and developing the vocational system for Vietnamese students" [53] proposed the forms of coordination between schools, career-oriented training centers, production centers in career-oriented training for high school students - A different research direction done by the author list of Dang Danh Anh, Nguyen Viet Su and their coworkers about: The motive of job selection; The inspiration of job selection; The ability of adapting career-oriented students; youth and career [1] - According to the author Nguyen Trong Bao: "Careeroriented education is both a basic problem and an urgent one of high schools " [5, p 35] - The author Nguyen Nhu At studied: "The methodology problem for building the career-oriented education contents in high schools in Vietnam" - The author Hoang Duc Nhuan reaffirmed the need to organize career-oriented education activities in high schools to prepare young people for the world of working and careers - The authors of Ha The Truyen, Nguyen Van Le, Bui Van Quan had their deep and extensive studies on the content: "Careeroriented guidance through the activities of teaching basic subjects in high schools" in the science and technology Program of the State level KX05 – Topic KX - 05 -09 Accordingly, the authors asserted: "Thoroughly knowing the career-oriented spirit in subjects will make the quality of teaching and learning improved " [71] However, there have not been any works on career-oriented education for students in teaching the Technology in high schools 1.2 The basic concepts related to the topic 1.2.1 Occupation In our view point: Occupation is a form of social labor, thanks to the training, the employees have the knowledge, occupational skills and attitude, can create (manufacture) the corresponding kinds of material or spiritual products to meet the needs of themselves and society Occupation is both social and personal Any occupation also contains a specific value system, which is: occupational knowledge, occupational skills, occupational tradition and economic efficiency that is brought from occupation 1.2.2 Career-oriented guidance In our view point: Career-oriented guidance is the activities of the school, family and society, in which the school plays a key role to guide students to understand the occupational world and choose a career in accordance with his own aspiration to be ready to enter the labor force to meet the human resource needs of the locality and nation 1.2.3 Career-oriented education In my point of view, Career-oriented education is the pedagogical activity with the purpose, program content conducted by the school to help students choose a career in line with their own competence, excellence and meet the requirements of society and occupation 1.2.4 Integrated education In school, integrated education is understood as the integration of contents from academic subjects, different learning fields into a "new subject", ensuring the unity and harmony of activities, which aim at achieving learning objectives of each subject Integrated education in high school has levels: "fully integrated, unit integrated and the realistic contact" [65] According to the author of the dissertation, career-oriented educational integration in teaching technological subjects "is the systematic integration and combination of career-oriented education knowledge and technological knowledge into a content which is unified and closely attached together, based on the logical content of each lesson, through which lesson and career-oriented education goals are done" 1.3 Psychological features of high school students High school students of the age of early youth, this is the mature period of physiological, physical aspects The bone, muscular, nerve and genital systems continue to develop, which helps students have a balanced, healthy and good-looking body The body strength is nearly as adults, to help them have many conditions to take part in social activities, work and study Thereby, the structure of the new mentality and new quality of intellectual activities and other psychological aspects is created Future occupation is dominant for exciting subjects The more specific, full and profound an awareness of occupational requirements is, the better they prepare for their future occupation Therefore, the career-oriented education for high school students is very important The career choice has become an urgent task of the students At senior school, the choice is more outstanding They understand that the future life is dependent on whether you know the career options in the right way or not Despite being indifferent, adolescents have to care for and think of career choices [57], [25] 1.4 Psychological characteristics of ethnic minority students High school students from ethnic minorities also have common psychological characteristics of students of the same age, and have special attentive features to organize career-oriented education + Some students have difficulty in language use in thinking, learning and expression of scientific issues + Some students have the ability of slow cognition, thinking problems and are easy to recognize what others have said, have little insight into the causes, meanings, events or consequences of the phenomena + The independently thinking ability and analytical mind are limited, which is often the one-dimensional thought, satisfied with what was available, little research and innovation problems + Lack of flexibility in thinking, less likely to change the way of thinking and acting in line with the new situation, sometimes thinking as machines and stereotypes 10 1.6.1.2 Goals of Technology Characteristics of Technology are followed for the program of each grade with many different sub-subjects: cultivation, livestock, agro-forestry and fishery processing (technology 10), engineering, fabrication and gas (technology 11); electrical engineering, electronic engineering (technology 12) 1.6.1.3 Technology curriculum The technology curriculum at high school levels includes the most basic knowledge, necessary for the correct awareness of natural phenomena, daily life and work in the engineering industry The characteristics of the Technology fully meets the needs of career-oriented education in high schools in both cognitive and occupational skills training Teaching Technology and work of students are a key part and bring efficiency in career-oriented education 1.6.1.4 Dominance and the level of career-oriented education integration for students in teaching Technology Technology has a lot of advantages, career-oriented education integrated potentials for high school students compared to other forms of career-oriented education organizations 1.6.2 Integrated Principles of career-oriented education for students in teaching Technology Career-oriented education is based on pedagogical principles: - Sticking to the standards of knowledge, skills to be achieved in each specific lesson - Follow up a logical process of teaching -The integrated teaching and integration have to meet the requirements of practical teaching - Choices of the integrated content have to be logical, natural and not compulsory - Ensure knowledge, shorten the learning time for students 1.6.3 The process of career-oriented education for high school students in teaching Technology Career-oriented education for students in teaching Technology in high schools consists of the factors: career-oriented education objects, career-oriented education forces, career-oriented education target, career-oriented education contents, career-oriented education methods, career-oriented education means, career-oriented education 11 forms and career-oriented education results for students in teaching Technology 1.7 Factors affecting the quality of career-oriented education for students in teaching Technology in high schools 1.7.1 Contents of the Technology curriculum 1.7.2 The competence of teachers 1.7.3 Positive self-awareness and creativity of students 1.7.4 The organization of extracurricular activities 1.7.5.Learning environment and conditions Conclusion of Chapter Career-oriented education for high school students is the objective requirements of the modern society, is an important educational aspect in the comprehensive education for students Career-oriented education for students has to become one of the key activities at high schools Teaching Technology integrated with career-oriented education will overcome the difficulties and limitations in teaching Technology in high schools now The Status that the students study at a wrong level and they consider Technology as minor subject will be overcame Technology is really very useful for students to develop their own talents, interests Chapter CURRENT SITUATION OF CAREER-ORIENTED EDUCATION FOR HIGH SCHOOL STUDENTS IN TEACHING TECHNOLOGY SUBJECT IN THE NORTHEAST OF VIETNAM 2.1 Overview about current situation survey 2.1.1 Purposes and requirements of the survey 2.1.2 Contents of the survey Survey the awareness and current situation of Career-oriented education for high school students in teaching Technology subject in the Northeast of Vietnam 2.1.3 Objects of the survey The dissertation chooses the objects including Managers, teachers, and students from 16 high schools in 10 provinces in the 12 survey location which is described in details in table 2.1 of the Dissertation 2.1.4 Survey method 2.1.4.1 Opinion collection by questionnaires 2.1.4.2 Topic discussion 2.1.4.3 Education observation 2.1.5 Implementation 2.1.5.1 Study and collect statistic data 2.1.5.2 Summarize the questionnaires 2.1.6 Data processing method 2.1.7 Assessment criteria 2.2 Survey results 2.2.1 Overview about the survey location The mountainous Northeast of Vietnam has its own unique characteristics compared with other regions in the country in terms of geographical, economic, cultural, and educational conditions 2.2.2 Awareness of managers, teachers, and students on careeroriented education for students in teaching technology subject 2.2.2.1 Awareness of managers, teachers, and students on the careeroriented for students Table 2.2 Results for awareness of managers, teachers, and students on the importance of career-oriented paths for high school students Managers Head Students Career-oriented paths teachers Total Career orientation through academic subjects Career-orientation through Careeroriented education Career orientation through production and common vocational training Career orientation through extracurricular activities Total % 13,9 Total % Total 19,5 11 310 % 20,7 14 34,1 25 31,7 434 29,1 22 21 26,6 267 17,8 10 24,4 22 27,8 483 32,4 41 100 79 100 1494 100% 13 2.2.2.2 Awareness of managers, teachers, and students on the importance of Career-oriented education for students in teaching Technology subject Table 2.3 Results for awareness of managers, teachers, and students on the importance of Career-oriented education for high school students in teaching Technology subject Managers Teachers Students NO Degree Very important Important Not very important Not important Absolutely not important Total Quantity % Quantity % Quantity % 19,5 17 21,5 146 9,8 22 53,7 33 41,8 391 26,2 15 21,6 10 24,4 536 35,8 0 2,4 41 100 14 19.0 218 14,6 203 13,6 79 100 1494 100 2.2.2.3 Awareness of managers, teachers, and students on Technology subject and advantages of Career-oriented education for high school students Table 2.4 Assessment of teachers who teach Technology subject on the attitude of students learning Technology subject without integrating Career-oriented education contents NO Attitude of students Quantity Ratio % Very interested 2,5 Interested 16 20,3 Not interested 38 48,2 Do not care, indifferent 11,3 Cannot assess 14 17,7 2.2.3 Objects of career-oriented education in teaching Technology subject - Characteristics of Career-oriented objects for students in teaching Technology subject - Current situation of Technology subject among high school students - Awareness on participating in Career-oriented education among high school students 2.2.4 Current situation of Career-oriented human force for students in teaching Technology subject 14 2.2.4.1 Current situation of Career-oriented human force for students in teaching Technology subject 2.2.4.2 Current situation of Career-oriented capacity among the Technology teachers 2.2.5 Current situation of the implementation of Career-oriented objectives for students in teaching Technology subject 2.2.5.1 Current situation of identifying Career-oriented objectives at lesson design stage Table 2.5 Results of identifying Career-oriented objectives at lesson design stage Degree of selection No Teaching objectives Quantity Grade 79 100 1 Understand the meaning importance of career selection Know basic information about the local socio-economic development orientation 69 65,82 Know information about the labor market 74 93,67 Know information about the careeroriented education, college, and university education system 52 81,01 Self-assessment on personal capacity and family conditions for career orientation 64 70,89 6 Find carrier information and necessary training institutions in career selection 56 87,34 Orient and select the future career 79 100 Be initiative and confident in career selection 45 56,96 Be interested and career selection trend 73 92,4 and Ratio % 15 2.2.5.2 Results of Career-oriented education objectives for students in teaching Technology subject Table 2.6 Degree of satisfaction of Career-oriented education objectives No Degree X Grade Understand the meaning Teacher 13 22 21 12 11 2,79 and importance of career Student 321 490 328 238 117 2,56 selection Objective Know basic information about the local socioeconomic development orientation Know information about the labor market Know information about the career-oriented education, college, and university education system Self-assessment on personal capacity and family conditions for career orientation Find carrier information and necessary training institutions in career selection Orient and select the future career Be initiative and confident in career selection Be interested and career selection trend Teacher 15 29 2,51 Student 425 434 277 252 106 2,45 Teacher 25 21 19 2,66 Student 448 203 305 390 148 2,72 Teacher 12 11 28 21 3,00 Student 185 187 536 333 253 3,19 Teacher 20 2,61 Student 321 337 370 323 143 2,75 Teacher 12 13 2,92 Student 289 640 243 138 184 2,52 Teacher 19 20 15 12 13 2,75 Student 289 342 395 281 187 2,82 Teacher 15 19 18 13 14 2,90 Student 289 342 395 281 187 2,82 Teacher 22 12 20 10 15 2,80 Student 226 351 487 242 188 2,87 19 22 20 20 18 10 12 14 2.2.6 Implementation of Career-oriented education contents for students in teaching Technology subject 2.2.6.1 Lessons in technology subject integrates Career-oriented education contents 2.2.6.2 Current situation of Career-oriented education contents for students in teaching Technology subject 2.2.6.3 Current situation of using implementation methods for Career-oriented contents for students in teaching Technology subject 16 - Career-oriented education for students in teaching Technology subject - Career consulting for students through Technology subject Table 2.7 Students’ assessment on the satisfaction of Career-oriented education contents for students in teaching Technology subject NO Content Career-oriented education for students Career consulting for students Instructions for students to choose the jobs Helping students to adapt the jobs Degree of satisfaction X Grade 321 490 328 240 116 2,56 284 549 379 188 94 2,51 448 203 305 188 94 2,71 829 490 99 76 1,61 2.2.6.4 Attitude of students with respect to Career-oriented education contents integrated in Technology subject by the teachers 2.2.7 Career-oriented education methods for students in teaching Technology subject Table 2.8 Career-oriented education methods for students in teaching Technology subject No 10 Degree of use Very Not very Not Not Method Frequently frequently frequently frequently yet 11 66 0 Presentation 13,9% 83,5% 2,6% 0% 0% 18 45 State the issue 7,6% 10,1% 22,8% 56,7% 2,8% 22 41 Project teaching 2,8% 11,4% 27,8% 51,9% 6,1% 10 21 11 32 Intuitive teaching 12,7% 26,6% 13,9% 40,7% 6,1% 20 26 25 Teach in groups 10,1% 25,4% 32,9% 31,6% 0% 29 43 Organize Games 2,8% 6,1% 36,7% 54.4% 0% Case study 13 24 31 11 method 0% 16,5% 30,4% 39,2% 13,9% 13 20 25 15 Play role method 7,6% 16,5% 25,4% 31,6% 18.9% Conversation 15 25 10 19 10 Method 18.9% 31,6% 12,7% 24,1% 12,7% 20 24 20 15 Other methods 0% 25,4% 30.3% 25,4% 18.9% 17 2.2.8 Career-oriented education forms for students in teaching Technology subject Table 2.9 Reality of using the Career-oriented education to the students in teaching and studying the Technology subject No Methods Teaching in class Club with themed subjects attached to the vocational guidance Contest on the subject knowledge and professional application Directly taking participation into the manufacturing facilities Teaching in the Department Room Offering the great engineers, skilled workers, celebrities to talk in the extracurricular activities Consulting the study integrated by the Career-oriented education to the students Contest on the career and presentation of the reasons for choosing the career Other methods Frequency Often Sometimes Usually Seldom Never 11 66 0 13,9% 83,5% 2,6% 0% 0% 10,1% 7,6% 18 22,8% 45 56,7% 2,8% 2,8% 6,1% 29 36,7% 43 54.4% 0% 6,1% 2,8% 29 36,7% 42 54.4% 0% 10,1% 20 25,4% 25 31,6% 26 32,9% 0% 15 19,0% 29 36,7% 33 41,5% 2,8% 0% 6,1% 12 15,7% 29 36,7% 33 41,5% 0% 10,1% 15 19,0% 26 32,9% 24 30.3% 7,7% 0% 20 25,4% 20 25,4% 24 15 30.3% 18.9% 2.2.9 Reality of the Career-oriented education facilities to the students in teaching and studying the Technology Subject 2.2.10 Reality of evaluating the results of Career-oriented education to the students in teaching and studying the Technology Subject - Subject to the results of choosing the career as the student’s plan Table 2.10 Results of choosing the career as the student’s plan Sectors Physics Electricity and electronics Information Technology Pedagogy Finance and Banking Other Careers Total Survey Data 290 111 164 480 193 256 1494 Rate % 19,41 07,43 10,98 32,12 12,92 17,14 100% 18 - Subject to the student’s favorite careers Table 2.11 Data on the students’ opinion to choose their favorite careers No Sectors Information Technology Most favorable No 37 5,73% 11 27 4,18% 12 Environmental Science 12 2,01% 23 3,56% 13 Law 37 64 5,88% 9,91% 7,73% 14 Office administration 30 4,64% 15 Biotechnology 0,62% Mechanical 16 15 2,32% Engineering Agricultural 17 1,2% Economics Electro-technical technology Construction engineering technology Tourism, hotel and restaurant Finance - Banking Commerce -Foreign Trade 50 Pedagogy 85 13,15% Security and National Defense Physics 10 Food Technology Sectors Business Management Most favorable 53 8,36% 25 4,02% 72 11,14% 18 Forestry 0,6% 77 11,92% 0,77% 19 Aquaculture 20 Land Management 0,8% 11 1,70% 2.2.11 General assessment of the Career-oriented education to the students in teaching and studying the technology subject in the Northeastern high schools of Vietnam - The strengths The integration of the Career-oriented education to the students in teaching and studying the technology subject has achieved the certain results The growing percentage of students being favorable to technology is derived from the integration of the majority of the Career-oriented education - The drawbacks The career-oriented education to the students has not yet been clearly presented through the technology subject As the result, the students have not yet influenced There has not been the good direction for them in future career choices 2.2.1.3 Reasons - Objective reasons + The awareness of the majority of Northeast high school students is limited by the average educational level being still not quite low + Career-oriented education to the students in teaching and studying the technology subject has no content and practical 19 programs The teachers just take over and lack of understanding of this knowledge because they have not basically trained yet The schools have not organized the activities to the students for the practical study, career search in the manufacturing and trading facilities and factories - Subjective reasons + Class time just lasts only 45 minutes Therefore, the teachers just take advantage of the class time of technology mixed with some contents of the Career-oriented, resulting in the modest effeciency Conclusion of Charter The Career-oriented education to the students can be performed by the activities of Career-oriented education and its participants However, in terms of the basic elements: formation of career orientation, professional capacity development, professional attitude, the role of Career-oriented education to the students in teaching and studying the technology subject has a lot of significant potentials and advantages The high schools in the NorthEast region of Vietnam have not promoted the role of subject teachers in general including the technology teachers The untapped technology potential is one of the causes to the inefficiency of Career-oriented education Chapter METHODS OF CAREER-ORIENTED EDUCATION FOR STUDENTS IN TEACHING AND STUDYING TECHNOLOGY SUBJECT IN NORTHEAST REGION OF VIETNAM 3.1 Principles of proposed measures 3.1.1 The principle of ensuring the purposes of Career-oriented education 3.1.2 The principle of ensuring the science 3.1.3 The principle of ensuring the practicality 3.1.4 The principle of ensuring the system and synchronization in Career-oriented education 3.1.5 The principle of ensuring the feasibility 3.1.6 The principle of the effectiveness 3.2 Methods of career-oriented education for students in teaching and studying the technology subject in northeast region of Vietnam 3.2.1 Fostering the integrated Career-oriented education approach in teaching and studying technology subject 20 3.2.1.1 Purpose of measures 3.2.1.2 Content of measures 3.2.1.3 Methods to implement the measures 3.2.1.4 Conditions to implement the measures 3.2.2 Designing the Technology lesson integrated by Careeroriented education in accordance with the attitude of educational technology 3.2.2.1 Purpose of measures 3.2.2.2 Content of measures 3.2.2.3 Implementing style of measures 3.2.3.4 Implementing condition of measures 3.2.3 Innovating the teaching methods of Technology subject integrated by Career-oriented education 3.2.3.1 Purpose of measures 3.2.3.2 Content of measures 3.2.3.3 Methods to implement the measures 3.2.3.4 Conditions to implement the measures 3.2.4 Assessment results of Career-oriented education for students in teaching and studying Technology subject 3.2.4.1 Purpose of measures 3.2.4.2 Content of measures 3.2.4.3 Methods to implement the measures 3.2.4.4 Conditions to implement the measures 3.2.5 Diversifying methods of teaching and studying Technology Subject integrated with Career-oriented education 3.2.5.1 Purpose of measures 3.2.5.2 Content of measures 3.2.5.3 Methods to implement the measures 3.2.5.4 Conditions to implement the measures 3.2.6 The application of information technology into Careeroriented education for students in teaching technology subject 3.2.6.1 Purpose of measures 3.2.6.2 Content of measures 3.2.6.3 Methods to implement the measures 3.2.6.4 Conditions to implement the measures 3.2.7 Ensuring the conditions of Career-oriented education in teaching and studying Technology subject 3.2.7.1 Purpose of measures 3.2.7.2 Content of measures 3.2.7.3 Methods to implement the measures 21 3.2.7.4 Conditions to implement the measures 3.3 Relationship among measures career-oriented education for students in teaching technology subject 3.4 Experimenting necessary awareness of objectivity and evaluating the feasibility of the measures proposed by the dissertation 3.4.1 Experiment purpose Considering necessary level and feasibility of the measures proposed by the dissertation 3.4.2 Experiment objectivity Survey objectivity: 420 objects including (40 management staff, 80 teacher of technology and 300 students of grades 10, 11, 12) in 16 high schools of survey area 3.4.3 Experiment Content Perception and assessment experiment of objectivities on necessary level and feasibility of the measures through questionnaires (Appendix 3.7) 3.4.4 Procedures for conducting - Consult assessment of experts about the measures proposed by the dissertation 3.4.5 Experiment result Table 3.1 Experiment result of necessary level and feasibility of the measures No Awareness of necessary level Awareness of the feasibility The specific content Extremely Not Extremel Not Necessar Feasible of measures necessary necessary X Rank y feasible feasible X Rank y (2đ) (2đ) (3đ) (1đ) (3đ) (1đ) Fostering integrated career-oriented education method in 257 144 19 2,57 260 118 42 2,52 teaching Technology subject Design integrated lesson of technology subject integrating career-oriented 288 121 11 2,66 304 107 2,70 education for high school students in educational technology perspective Innovation of teaching methods in technology 304 109 2,71 325 95 2,77 integrating with career-oriented education 22 Awareness of necessary level Awareness of the feasibility The specific content Extremely Not Extremel Not Necessar Feasible of measures necessary necessary X Rank y feasible feasible X Rank y (2đ) (2đ) (3đ) (1đ) (3đ) (1đ) Assessment of careeroriented education outcomes for students 168 205 27 2,24 15 200 155 65 2,32 11 in Technology subject Diversifying technology teaching forms that contain career-oriented education contents for high school students Organizing hours of 1) theoretical teaching 248 105 67 2,43 11 206 135 79 2,30 12 in class Organizing group 2) discussions 253 122 45 2,50 246 108 66 2,43 3) Organizing practice 280 97 43 2,56 287 108 25 2,62 Organizing visits and extra-curricular in the production 231 166 23 2,50 230 146 44 2,44 facilities, business The application of information technology to career-oriented education for students in teaching Technology subject Designing lesson 1) plans, electronic 216 144 60 2,37 13 182 200 38 2,34 10 lecture Exploitation of natural resources on 232 153 35 2,46 10 175 233 12 2,38 the internet Construction careeroriented education 196 134 90 2,25 14 210 110 100 2,26 13 websites in teaching Technology subject Strengthening the conditions to ensure career-oriented education for students in teaching technology subject Uniforming awareness of the nnecessity for career1) 256 124 40 2,51 243 144 33 2,5 oriented education in teaching Technology subject Completing and optimal using facilities - teaching 2) equipment system for 277 123 20 2,61 306 77 37 2,64 career-oriented education in teaching Technology subject No The correlation coefficient R = 0.895, indicates that the relationship between awareness of the necessary level and feasibility are very closely and positively correlated Conclusion of Chapter It’s necessary to implement synchronous measures, promote effects of the measures It also needed to apply and implement flexibly in each school's circumstance to achieve optimal efficiency in teaching and career-oriented education for high school students 23 Chapter PEDAGOGICAL EXPERIMENT 4.1 Experimental Overview 4.1.1 Experimental purposes 4.1.2 Empirical Content 4.1.3 Experimental Subjects 4.1.4 Experimental Methods The experiment was conducted in 2010-2011 and 2011-2012 at high schools in northeast of Vietnam applied in technology subject in experimental and comparison methods Round 1: Exploration and impact experiment Round 2: Application experiment ii) Experiment Implementation iii) Experimental results evaluation 4.1.5 Criteria and experiment scale - Criteria 1: Learning outcomes of students - Criteria 2: Target achievement level of career-oriented education 4.1.6 Methods of data processing - Quantitatively: - Qualitatively: 4.2 Processing, analyzing experimental results 4.2.1 Analyzing experimental results in 1st round 4.2.2 Analyzing experimental results in 2nd round Bảng 4.14 Classifying learning results of technology subject in 2nd Learning results of technology subject Class X Experiment (132) Comparision (133) Experiment (138) Comparision (137) Experiment (133) Comparision (135) 6,32 6,29 6,22 6,25 6,19 6,16 Weak, poorly Average Good Excellent Quantity % Quantity % Quantity % Quantity % 14 10,61 56 42,42 56 42,42 4,55 15 11,28 57 42,86 55 41,35 4,51 15 10,87 63 45,65 54 39,13 4,35 15 10,95 62 45,26 53 38,69 5,11 13 9,77 66 49,62 47 35,34 5,26 13 9,63 67 49,63 49 36,30 4,44 4.2.2.2 Assessing the final course results of experimental group and comparison group in 2nd round 4.2.2.3 Performance Evaluation of career-oriented education goals after experiment in 2nd round The performance result of career-oriented education goals in 2nd round demonstrated that performance result of career-oriented 24 education goals of impact group means statistically, due to the impacts, while the increase of comparison group is random in the learning process without statistical meaning 4.2.2.4 The correlation coefficient Pearson (r) of learning result and goal performance result of career-oriented education of students in experimental group in 2nd round With comparison group, correlation coefficient between learning result and goal performance result of career-oriented education in grade 10 with r= 0,417, grade 11 with r= 0,488 and grade 12 with r = 0,497 Therefore, two variables also concluded a positive correlation but weak correlation (r in the range of 0.3-0.5), with p