Luận án kết nối nhà trường, gia đình và xã hội nhằm tăng cường giáo dục đạo đức cho học sinh trung học phổ thông tại hà nội

southernLuzon LuzonState state University Univesity Southern Philippines Philippines ThaiNguyenUniversity University ThaiNguyen uietNam uietNam LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI A Dissertation Presented to A Dissertation The Faculty of Presented to GraduateSchool The Faculty of Southern LuzonStateUniversity GraduateSchool Lucban, Quezon Southern LuzonStateUniversity Lucban, Quezon In Partial Fulfillment of the Requirements for the Degree In Partial Fulfillment Doctor of Philosophy of the Requirements for the Degree in Education Management Doctor of Philosophy in Education Management by HOANG HONG TRANG ( Moonlight ) April 2013 by HOANG HONG TRANG ( Moonlight ) April, 2014 ACKNOWLEDGMENT With sincerity, I would like to express my thanks to all of Professors of Southern Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different subjects provided me with the knowledge and techniques to develop a informative research The first and most important, I want to thank Prof.Dr Teresita V Dela Cruz, my supervisor, for her invaluable thoughts, suggestions and insightful useful guidance during the thesis work More over, I also appreciated my committee members for their valuable comments and constructive suggestions, which are of significant value to this research I would like to express deep gratitude to Prof.Dr Phan Van Que, who was dedicated to guide me throughout the research process and complete my thesis to get good results today Sincere thanks to 10 high schools in Hanoi, teachers, students, parents of students, family, friends, colleagues dedicated to provide documents, suggestions, encouragement for me to complete this thesis Although I've tried hard, due to time limited and capacity, my thesis has certainly inevitable shortcomings, I hope to receive comments from scientists, the teachers, colleagues and those interested in ethics education for students in the current period Hoano Hono Trano CONTENT ABSTRACT LIST OF FIGURES - INTRODUCTION - 10 1.1 Background of the Study 10 1.2 OBJECTIuES OF THE STUDY 13 1.3 RESEARCH HYPOTHESIS 15 1.4 THE SIGNIFICANCE OF THE STUDY 15 1.4.1 For each student - 1.4.2 For the family - 1.4.3 For the school 16 1.4.4 The Society - 16 1.5 SCOPE AND LIMITATIONS 16 1.6 DEFINITION OF TERMS 17 CHAPTER II - 18 REuIEW OF LITERATURE AND STUDIES - 18 2.1 THE DEFINITION OF MORALS 18 2.2 THE MORAL EDUCATION 20 2.2.1 Education - 20 2.2.2 Moral education 20 2.3 THE CONCEPT OF MANAGEMENT 22 2.4 THE CONCEPT OF ENHANCING 23 2.5 THE CONCEPT OF THE LINKAGE 23 2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI 23 2.7 OBJECTIuES OF HIGH SCHOOL EDUCATION 24 2.8 THE OBJECTIuES OF MORAL EDUCATION FOR STUDENTS 24 2.9 THE BASIC CONTENT OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 25 2.10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 29 2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY AND SOCIETY FOR ENHANCING THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI 33 2.11.1 The linkaoe between the school with the family in the moral education for hioh school students - 34 2.11.2 The linkaoe between the school with social forces in the moral education for hioh school students - 2.12 THE FACTORS INFLUENCING THE EFFECTIuENESS OF THE LIKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI 36 2.13 RESEARCH PARADIGM 40 CHAPTER III 41 METHODOLOGY 41 3.1 LOCATION OF THE STUDY 41 3.2 RESEARCH METHODS 42 3.2.2 Practical research methods - 42 3.3 POPULATION AND SAMPLING 43 3.4 INSTRUMENTATION 44 3.5 DATA GATHERING PROCEDURE 44 3.6 STATISTICAL TREATMENT 51 CHAPTER Iu 52 RESULTS AND DISCUSSIONS 52 4.1 EuALUATING THE STATUS OF MORAL EDUCATION AT HIGH SCHOOLS IN HANOI 52 4.1.1 Evaluatino the effectiveness of moral education in schools 4.1.2 Evaluatino the status of moral education at hioh schools in Hanoi - 4.1.2 The analysis of survey results - 63 4.1.3 Some conclusions and findinos 66 4.2 SUGGESTING A MORAL EDUCATION PROGRAM TO LINK THE SCHOOL, FAMILIES AND SOCIETY FOR MORAL EDUCATION FOR STUDENT AT HIGH SCHOOLS IN HANOI 68 4.2.1 Objectives and benchmarks for desionino a moral education prooram for students at hioh schools in Hanoi 68 4.2.2 Requirements for desionino trainino prooram to link schools, families and society for moral education of students at hioh schools in Hanoi 71 4.2.3 Suooestino extracurricular activities with moral educational content for school students in Hanoi 73 4.2.4 Some recommendation for oroanizino extra-curriculum activities 89 4.2 The implementino measures - 91 4.3 RESPONSE, EuALUATION FROM EXPERTS AND SOME CONCLUSION 99 CHAPTER u 105 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS - 105 5.1 SUMMARY AND CONCLUSION 105 1.1 Summary 10 1.2 Conclusions - 108 5.2 RECOMMENDATIONS 109 BIBLIOGRAPHY 111 APPENDICES - 115 APPENDIX A 115 APPENDIX B - 116 APPENDIX C 122 APPENDIX D 124 CURRICULUM uITAE - 126 ABSTRACT Today, the moral education programs are implemented for students from young to elder ages In pre-primary level, it is the education of ethical behavior; in the elementary level, it is the subject of morals; in high school, it is the civic education Teaching ethics in schools is still considered one of the important directions against the moral degradation in the part of students But textbook programs are too heavily depending on theory, not associated with the reality, lack of soft skills, failed to remarkly form the personality of students The education program is too heavy, hence difficult for students to remember and concentrate The program in high school civic education textbooks has not changed drasticly It seems to be philosophical, academic, stuffing, dry, lack of the formation of the right moral habits, which has not made a mark in students’ hearts, making them vulnerable of social context High school students in adolescents (16-18 years old), they are in their physical, psychological, physiological development stage, which is a period of transition from children to young adults This is the period when children join actively in social life, thereby forming qualities of the citizens Instead of teaching students further moral lessons, it is time for the school to educate children about kindness, tolerance, generosity, and education on ethics in social relations It is a need to find effective forms of living, creating a healthy playground for students Building a good educational environment, in large in the society and school, particularly in family and classes, in order that students can study to become virtuous and talented In order to collect information for the study, we have delivered questionnaires to people of different background- They are parents, teachers, students…we have got back the answers from 455 people as shown below: The questionnaires on moral education were designed in terms of: Assess the status of Moral in high school in Hanoi; Find out how important the linkage between the school with the family and society; Suggest a moral education program with extra- curriculum activities to link the school family and society together With the assessment of the status of moral education in high school, with the findings from data analysis, with the reality of national education in VietNam, we can see: - Besides the lessons of moral education in school, some other activities should be organized for students to participate and to widen their look of life But what kind of activities? And How are these organized? These are the questions by many people - The school can better organize the extra- curriculum activities by co-ordinating with the family and society But how to co-ordinate these forces and how to enhance the linkage of school with family and society? These are also the questions by many people From our own knowledge and experience, other with their questions and suggestion, we have tried to design a moral education program through the extra- curriculum activities In the program through the extracurriculum activities In the program we have confirmed the necessity of extra- curriculum activities in moral education for high school students, and chosen 20 among 45 activities that we think appropriate for high school students At the same time we also suggested the procedures and measures: - To organize these activities; - To link the school, family and society together; - To enhance the linkage between them; - To evaluate the process and results of the linkage All procedures and measures are based on the law of education, the principle of cooperation, the sharing of responsibility in community… and are tested by different experts in education This program with appropriate procedures and measures hopes to have reasonable contribution to the training of a future generation for the country LIST OF FIGURES Figure 2.1: The content of moral education 21 Figure 2.2: The nature of management 22 Figure 2.3: Schematic of independent variables, dependent variables and the result of the study 40 Figure 3.1: Map of the 10 schools in Hanoi 42 Figure 3.2: Describing and comparing the results ethical ranking of students 53 in 10 schools in 03 schoolyears 53 Figure 3.3: Forms of parents' involvement in the learning activity 47 Figure 4.1: Satisfaction in status of moral education in high school 56 Figure 4.2: Satisfaction level of evaluation of the surveyed about Curriculum Framework 58 Figure 4.3: Satisfaction level of evaluation of the surveyed about Implementation/ Teaching resources and assessment 59 Figure 4.4: Satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students 61 Figure 4.5: Satisfaction level of evaluation of the surveyed about Linkages 62 LIST OF TABLES Table 3.1: List of 10 high schools in Hanoi where the study was conducted 41 Table 3.2: Number of survey participants 43 Table 3.4: Results ethical ranking of students in 10 schools in 2010-2011 52 Table 3.5: Results ethical ranking of students in 10 schools in 2011-2012 53 Table 4.1: Weighted Mean Distribution of satisfaction in status of moral education in high school 56 Table 4.2: Weighted Mean Distribution of satisfaction in Curriculum Framework 57 Table 4.3: Weighted Mean Distribution of satisfaction in Implementation 59 Table 4.4: Weighted Mean Distribution of satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students 60 Table 4.5: Weighted Mean Distribution of satisfaction in Linkages 62 Table 4.6: Plan of activities to reach the agreement 86 Table 4.7: List of highly preferred extracurricular activities with persons/organization insvolved for high school students in Hanoi 78 15 Le uan Giang (2001 ) The theoretical issues of Educational Sciences National Publishing House , Hanoi 16 Curriculum Management Science (2002 ) National Political Publishing House, Hanoi 17 Mai Huu Khue (2007 ) : The basics of manaoement science Labour Publishing House , Hanoi 18 Nguyen Lan (1958 ) World history education Education Publishing House , Hanoi 19 Dang Ba Lam (2005 ) State Administration of Education - Theory and practice The National Political Publishing House , Hanoi 20 Education Law (2005 ) National Political Publishing House , Hanoi 21 Ho Chi Minh (2005 ) Reoardino ideolooy Science and Technology Publishing House , Hanoi 22 Save this Spring (2000 ) Inspection and assessment in education CBQLGD Training School , Hanoi 23 Save this Spring (2003 ) The methodolooy of scientific research Pedagogical University Publishing House , Hanoi 24 Nguyen Ngoc Quang (1968 ) The basic concepts of manaoement theory education Central management education , Hanoi 25 Hoang Minh Thao Educational Psycholooy QLCB School , Hanoi 26 Ha Nhat Thang (2008 ) Workino class homeroom teacher in hioh school Education Publishing House , Hanoi 27 Ha Nhat Thang (2002 ) Practice oroanizino educational activities Education Publishing House , Hanoi 28 Bui Trong Tuan (2011 ) Oroanization and human resource manaoement CBQL School 29 KHGD Institute (2005 ) Secondary School Manaoement Volume , Publishing House , Hanoi 112 30 Institute of Education Sciences ( 2008 ) Collaboration solutions to the social forces of moral education for secondary school students today Publishing House , Hanoi 31 Pham uiet drink ¬ u (2005 ) State Administration and Manaoement Education and Trainino sector University Publishing House, ¬ U S range , Hanoi 32 E - xi - pov Pu (1997 ) The Theoretical basis of teachino , Educational Publishing House , Hanoi 33 Franz Emanuel Weinert (1998 ) , The Coonitive development of learnino and teachino , Education Publishing House 34 Harold Koontz (1992 ), The key issues of manaoement , Science and Technolooy Publishing House , Hanoi 35 Kondakop (1984 ) , Rationale of management science education 36 Education Law ( 2005) , National Political Publishing House , Hanoi 37 Jamshid Gharajedaghi (2005), Systematic Thinkino, Social Sciences Publishing House, Hanoi B Periodical, Journal and Magazine 38 Jackson, Philip W "Conceptions of Curriculum and Curriculum Specialists." In Handbook of Research on Curriculum: A Project of the American Educational Research Association, edited by Philip W Jackson, 3-40 New York: Macmillan Pub Co., 2001 39 Ha Nhat Thang ( No 9/96 page ) The homeroom teacher QLGD workino class pupils in new condition 40 Phan Ngoc Lien (2006 ) Education and Examinations Vietnam ( except CM tháno ¬ • Step 8-194 ) Encyclopedia Publishing House , Hanoi 41 Tran Khanh Duc (2001) Bases and indicators, the assessment process conditions to ensure quality higher education Create No.1 Education Press, April 2001 42 Berk R A and Trieber R H (2009) ‘Whose classroom is it anyway? Improvisation as a teaching tool’, Journal on Excellence on College Teaching Vol 20 Iss 3, pp 29–60 C Unpublished Materials 43 Prime Minister Decision No 28/12/2001 dated 28/12/2001 Date 201/QD-TTg 113 approved "education development strategy for 2001-2010" 44 Entwistle N (2000) Promoting Deep Learning Through Teaching and Assessment: Conceptual Frameworks and Educational Contexts Paper presented at the TLRP Conference, Leicester, November 2000 http://www.etl.tla.ed.ac.uk//docs/entwistle2000.pdf 45 Brockmann M (2007) Qualifications, Learning Outcomes and Competencies: A Review of European Divergences in Vocational Education and Training (VET) Draft Working Paper http://www.kcl.ac.uk/content/1/c6/01/57/15/literaturereview.pdf 46 16–19 London: Learning and Skills Development Agency D Electronic References 47 http://gdtd.vn/channel/2741/201308/giao-duc-dao-duc-phap-luat-trong-nha-truongcan-mot-vi-tri-xung-dang-1972215/ 48 http://tapchi.hanoiedu.vn/vi/news/Nghien-cuu-Su-kien/Giao-duc-dao-duc-trongtruong-pho-thong-Chi-nha-truong-thoi-chua-du-63/ 49 http://www.ier.edu.vn/content/view/666/160/ 50 http://gdtd.vn/channel/2741/201308/giao-duc-dao-duc-phap-luat-trong-nha-truongcan-mot-vi-tri-xung-dang-1972215/ 51 http://education.stateuniversity.com/pages/2246/Moral-Education.html 52 Moral Development and Moral Education: An Overview http://tigger.uic.edu/~lnucci/MoralEd/overview.html 53 http://en.wikipedia.org/wiki/Moral_education 54 http://dantri.com.vn/giao-duc-khuyen-hoc/mon-giao-duc-cong-dan-bi-coi-nhe:di-timloi-giai 55 http://vietnamnet.vn/vn/giao-duc/117591/loay-hoay-day-dao-duc-cho-hoc-sinh 56 http://vietnamnet.vn/vn/giao-duc/102531/dao-duc loi-song-sinh-vien-dang-tut-doc 57.http://dantri.com.vn/giao-duc-khuyen-hoc/dao-duc-sao-lai-hoc-thuoc-cham-diem853058.htm) 58 http:/vnexpress.net/detail/print?id=2912608&page=1 114 APPENDICES APPENDIX A REQUEST LETTER TO CONDUCT THE SURuEY (To School Principal) Date: ………2013 Dear Sir / Madam, My name is Hoang Hong Trang I am doing a Dissertation of Doctor of Education Management I am very much interested in doing research in your school In this connection may I ask your kindly permission to use your school as my subject for research? My proposed title is “Enhancing linkage of the school, family and society in the implementation of moral education for high school student in Hanoi” If it is approved, I will conduct a research survey in your school get feedback with regards to the management of teaching and studying the moral education subject in your school I assure that all information gathered will be treated with utmost confidentially I am looking forward to having your permission as soon as possible Thanks very much for your time, please acknowledge at your earliest convenience Yours sincerely, Hoang Hong Trang 115 APPENDIX B QUESTIONNAIRE IN THE STATUS OF MORAL EDUCATION IN HIGH SCHOOL (Khảo sát thực trạng giáo dục đạo đức trường PTTH) Direction: Kindly answer the questionnaire as sincerely as possible There is no right and wrong answer Your answer will be treated with utmost confidentiality Pledse refer to the scdle below to guude you un dnswerung thus questuonndure Scale: – Strongly Agree/ Rất đồng ý (SA) – Agree/ Đồng ý (A) – Disagree/ Phản đối (D) – Strongly Disagree/ Rất phản đối (SD) Nb Statement SA A D SD WM QD I Moral education in high school Do you agree that the moral education has been paid due attention in all schools so far/ Bạn có đồng ý giáo dục đạo đức trọng tất trường học từ trước đến Moral education subject is regarded as equally important as other subjects in high school/ Chương trình giáo dục đạo đức coi trọng môn học khác nhà trường It is effective to cultivate students’ moral and national qualities through implementing the moral education as a subject./ Các nội dung chương trình giáo dục đạo đức phát huy hiệu việc trau dồi phẩm chất giữ gìn sắc văn hóa dân tộc 116 Nb Statement SA A D SD WM QD 4 The aim of moral education can cultivate students’ positive values and attitudes, and their ability to differentiate the right from the wrong / Mục đích giáo dục đạo đức nâng cao nhân cách cho học sinh giúp học sinh biết phân biệt điều sai sống Moral education is extremely important in high schools because students of 16-18 years are learning to become adults/ Giáo dục đạo đức quan trọng học sinh phổ thông trung học học độ tuổi từ 16 đến 18 giai đoạn học làm người lớn Most of high school students are interested in moral education and see it as a key item in the school./ Hầu hết học sinh phổ thông trung học quan tâm đến chương trình giáo dục đạo đức coi môn học nhà trường II Curriculum Framework It can be effective to cultivate students’ moral and national qualities by the integration of cognition, affection and action / Chương trình giáo dục đạo đức cho học sinh hiệu thông qua việc tích hợp khả nhận thức, tình cảm hành động Moral Education comprises five domains, namely personal, family, social, national and global / Giáo dục đạo đức bao gồm lĩnh vực: Cá nhân, gia đình, xã hội, quốc gia toàn cầu The learning objectives suggested by moral education can fully and effectively cultivate students’ moral and national qualities./ Mục tiêu chương trình giáo dục đạo đức thực đầy đủ hiệu nâng cao nhân cách học sinh giữ gìn sắc văn hóa dân tộc 117 Nb Statement SA A D SD WM QD 10 The learning content of moral education can cater for students’ developmental and daily needs./ Nội dung chương trình giáo dục đạo đức đáp ứng nhu cầu phát triển học sinh yêu cầu thực tế sống hàng ngày 11 Moral education should be complementary to Key Learning Areas (KLAs)/subjects and related learning activities to cultivate students’ moral and national qualities./ Nội dung chương trình giáo dục đạo đức phải bổ trợ ch môn học khác hoạt động giáo dục liên quan để nâng cao phẩm chất giá trị đạo đức sắc văn hoá dân tộc 12 The learning content of moral education in high school consists of all necessary issues to help cultivate students moral and national qualities / Nội dung chương trình giáo dục đạo đức cấp học phổ thông trung học bao gồm tất lĩnh vực cần thiết sống III Implementation 13 The overall curriculum planning is very important in the effective implementation of moral education / Cập nhật nội dung đổi chương trình quan trọng việc tăng cường hiệu giáo dục đạo đức 14 It can enhance the effectiveness of moral education through the learning of life events as learning contexts./ Tăng cường hiệu giáo dục đạo đức việc học sinh học tập thông qua kiện sống thường ngày 15 Do you agree that the text book published by different organization can enhance the learning effectiveness of moral education?/ Bạn có đồng ý học liệu từ nhiều nhà xuất khác nâng cao chất lượng 118 Nb Statement SA A D SD WM QD giảng dạy 16 The learning resources provided by the Education Bureau can facilitate teachers in teaching moral education effectively/ Các nguồn học liệu từ Phòng giáo dục có phát huy hiệu việc giáo dục đạo dức cho học sinh phổ thông 17 Moral education should adopt diversified assessment strategies./ Giáo dục đạo đức nên áp dụng phương pháp đánh giá đa dạng 18 The assessment of moral education should be conducted at different stages in the course of learning/ Việc đánh giá giáo dục đạo đức cho học sinh phổ thông nên thực nhiều giai đoạn khác trình giảng dạy IV Extra- curriculum activities in the implementation of moral education for high school students 19 The content of learning materials for moral education covers a wide range of theoretical issues, but lack the practical skills and reality of daily life./ Nội dung chương trình môn đạo đức nhà trường nặng lý thuyết, thiếu cập nhật kiến thức mới, kiến thức thực tế 20 The learning materials remain unchanged for a long time, so there is a lack of updated information and new standards for students living in the time of globalization./ Tài liệu học tập chương trình giáo dục đạo đức thay đổi thời gian dài, thiếu thông tin cập nhật chuẩn mực đáp ứng yêu cầu phát triển 21 The combination of the content from learning material with the life events can facilitate the effectiveness of moral education./ Hiệu chương giáo dục đạo 119 Nb Statement SA A D SD WM QD đức đẩy mạnh kết hợp lý thuyết sách giáo khoa thực tế sống hàng ngày 22 Most of high schools have been successfully combined the extra curriculum activities with the content of learning material for moral education./ Hầu hết trường phổ thông trung học thành công việc tổ chức hoạt động ngoại khoá tăng cường giáo dục đạo đức cho học sinh 23 Do you agree that the extra curriculum activities contribute to the content of the learning updating materials and make the subject more consistent and easier/ Bạn có đồng ý hoạt động ngoại khoá có nội dung giáo dục đạo đức góp phần làm cho chương trình giảng dạy trở nên thực tế học sinh dễ hiểu 24 If the extra curriculum activities are reasonably arranged, there will be strong support from not only the school, but from the family and society as well/ Nếu có kế hoạch nội dung phù hợp hoạt động ngoại khóa thu hút ủng hộ nhiệt tình từ nguồn lực V Linkages 25 The family play a vital role in the implementation of the moral education program./ Gia đình đóng vai trò quan trọng việc giáo dục đạo đức cho học sinh phổ thông 26 The society takes active role in the implementation of the moral education program./ Các tổ chức xã hội có vai trò quan trọng việc giáo dục đạo đức cho học sinh phổ thông 27 Linkage between the school, family, and society in the implementation of the moral education is very evident 120 Nb Statement SA A D SD WM QD and successful so far./ Sự kết nối nhà trường với gia đình tổ chức xã hội việc giáo dục đạo cho học sinh thể rõ ràng hiệu 28 We can link the school with the family and society by jointly organizing the extra curriculum activities./ Chúng ta kết nối nhà trường với gia đình xã hội việc tổ chức hoạt động ngoại khóa cho học sinh phổ thông 29 The new moral education program is useful and effective only when it is supported by the school, family, society and evaluated by the experts in the field of education./ Các chương trình giáo dục đạo đức thông qua hoạt động ngoại khóa phát huy tính hữu ích hiệu đánh giá chuyên gia lĩnh vực giáo dục hỗ trợ nhà trường, gia đình xã hội 30 Do you think we need to design a moral education program with extra curriculum activities to link the content of learning material with life event?/ Bạn có nghĩ cần phải thiết kế chương trình giáo dục đạo đức với hoạt động ngoại khoá để phối hợp kiến thức sách với kiện sống hàng ngày 121 APPENDIX C EuALUATION QUESTIONAIRE FOR THE POSIBILITIES OF IMPLEMENTING THE PROGRAM (Đánh giá tính khả thi chương trình) July 10th , 2013 Dear Evaluator, Please indicate the degree of agreement with each of the following statements by putting a check mark (X) in the column that corresponds to each statement You may use the code below as your guide Thank you In evaluating this program, please use the code below: Scale: – Strongly Agree/ Rất đồng ý (SA) – Agree/ Đồng ý (A) – Disagree/ Phản đối (D) – Strongly Disagree/ Rất phản đối (SD) Nb Statement SA A D SD WM QD The program is consistent with the direction for national education development./ Chương trình cần thiết nâng cao chất lượng giáo dục đạo đức cho học sinh The program help create the opportunities for school, family, and society to work together in educating our childrent/ Chương trình kết nối nhà trường, gia đình xã hội việc giáo dục cho học sinh 122 The co- ordination and linkage of the school, family and society have been clearly clarified through organizing these activities./ Sự phối hợp mối liên kết nhà trường, gia đình xã hội xác định rõ thông qua việc tổ chức hoạt động The activities in the program have selected based on appropriate and practical criteria / Các hoạt động chương trình lựa chọn dựa tiêu chí thực tế phù hợp This program can be implemented at high schools in Hanoi, and also at high schools in other areas./ Chương trình thực trường PTTH Hà Nội địa phương khác Thank you very much for your time and co- operation Respectfully yours, Hoang Hong Trang Researcher 123 APPENDIX D EuALUATION QUESTIONAIRE FOR THE CONTENT AND OBJECTIuE OF THE PROGRAM (Đánh giá nội dung mục tiêu chương trình) Dear Evaluator, In carrying out the study “ Linking the school, family and society in enhacing the moral education for high school students in Hanoi” I have designed a moral education program through extra-curriculum activities for high students in Hanoi To be sure of the reliability and consistence with the framework of moral program in school, I would like to ask you to kindly give your comment on the program as indicated below: – Strongly Agree/ Rất đồng ý (SA) – Agree/ Đồng ý (A) – Disagree/ Phản đối (D) – Strongly Disagree/ Rất phản đối (SD) Nb STATEMENTS SA A D SD WM QD I Objectives Objectives are clear and unambiguous Mục đích rõ ràng They are relevant to the needs Phù hợp với nhu cầu They are attainable and are measurable Có tính khả thi đánh giá Subject matter is workable and applicable to daily life Có thể thực áp dụng Value components integrated and appropriate to the needs Các hợp phần giá trị tích hợp phù hợp với nhu cầu 124 II Contents Contents are suited to the objectives Nội dung phù hợp với mục tiêu There is a satisfactory balance between practice and theoretical input Cân lý thuyết thực hành The balance of the course reflects the different degrees of importance attached to the objectives./ Sự cân đối chương trình phản ánh mức độ cuả mục tiêu The program has the right length / Chương trình phù hợp độ dài 10 The activities indicated provide opportunity to achieve the objectives./ Các hoạt động giới thiệu đạt mục tiêu chương trình III Strategies 11 The approaches are interesting and challenging./ Hướng tiếp cận hay có thử thách 12 They are adequate in realizing the objectives./ Chiến lược thực hợp lý phù hợp với mục tiêu 13 Presentation of the activities is properly sequenced and well organized / Các hoạt động đề xuất, xếp tổ chức hợp lý 14 The varied activities can stimulate active participation among the respondents./ Các hoạt động đa dạng tăng cường tham gia tích cực nhiều đối tượng 15 The schedule is flexible./ Kế hoạch có tính linh hoạt 16 The behavioural methods being used can expect behavioural change./ Nộidung đem lại thay đổi hành vi 17 The methods can encourage learning to participants./ Phương pháp thực động viên việc học tập học sinh 18 The characteristics of the participants are being considered in the approaches utilized./ Đặc trưng tâm sinh lý lứa tuổi học sinh cân nhắc phù hợp với định hướng thực chương trình 125 CURRICULUM uITAE I PERSONAL INFORMATION Full name: Hoang Hong Trang Date of birth: 08/7/1976 Place of birth: HaNoi Nationality: Vietnamese Sex/ marriage status: Female/ marriaged Contact address: - Current residence: Số Vong Duc, Hoan Kiem, HaNoi - Phone: 0912.641.768 - Email address: hoanghongtrang76@gmail.com, hhtrang@moet.edu.vn II EDUCATIONAL ATTAINMENT Degree School Year Graduated BA in English Hanoi Open University 1998 Hanoi National University 2007 Master of Education Management III WORKING EXPERIENCES Year 1998 - 2011 12/2011 to now Workplace Hanoi Open University Ministry of education and training Position Education admin National Foreign Language 2020 Project 126 [...]... evaluate the morality of high school students? 2 What are the factors influencing the formation of personality and moral model of high school students in Hanoi? 3 Why do the school, family and the society have to work together in moral education for high school students in Hanoi? 4 Is the linkage among the school with the family and society in moral education for high school students in Hanoi feasible... parents, of the school and society that efficiently support the students' success in school, their satisfaction and welfare in the family and school 23 environment as well as in the wider frame of the community in which they live (EPSTEIN et al., 2002, p.17) [21] 2.7 OBJECTIuES OF HIGH SCHOOL EDUCATION - According to the Education Law 2005, amended in 2009: "The objectives of high school education is... moral education for high school students not only requires students to master the knowledge of moral education but also to be skillful in practice, to have the right and positive attitude when receiving and implementing that content The psychophysiological characteristics of high school students High school students (16-18 years old) are in the stage of high physical, psychological, physiological development... functional organizations In the education forces, the school play the key role in moral education because: - The school carries out the personality education goals - The school has the educational contents and methods which are selected and organized systematically 31 - The school has professionally educational theory - Educational environment in the school is pedagogical in nature, has positive impacts... This is not only the school’s responsibility but also for parents, everyone in and outside the education sector 2.11.1 The lunkdge between the school wuth the fdmuly un the mordl educdtuon for hugh school students * Objectuves Strengthening and deepening the linkage between the school and family with rich contents and various forms * Contents - Monitoring children’s study at school - Discussing about... children’s behavior at school - Discussing about the educational coordination between the family and the school - Inform about work plan of the school - Discussing about improving facilities - Discussing about children’s relationship at home and at school 34 - Cultivating educational knowledge for parents * Method Develop appropriate mechanism for effective linkage of the school and the representatives... FOR HIGH SCHOOL STUDENTS IN HANOI Linkage of the school with the family and society in moral education for students has the impact on the object to create the targeting influence relationship with consistency and focus to mobilize the combined strength of the school, the family and society in order to achieve the objective EPSTEIN and her colleagues have conceptualized the relationships among schoolfamily-... from 13 school, family and outside society Currently, not all social organizations and the government offices are interested in or share the responsibilities in moral education, some of them still remain indifferent to this matter which they consister the task of the schools and family only For that reason, linking the school, family and society in enhancing the moral education program for high school... Moral education in high schools in Hanoi; 2 Find out how important the linkage between the school with the family and society; 3 Suggest a moral education program with extra- curriculum activities to link the school family and society together To achieve these objectives in the study, we try to answer the following questions: 1 How is the current status of moral education in high school and what are the... comfirmed the importance of morals in educational process The role of the school, the family and the society in moral education for students * School School is a particular social organization with strict organizational structure, specializes in educating, training children toward the direction of society The functional process of the school is the process of teaching and educating in a systematic program ... implementing that content The psychophysiological characteristics of high school students High school students (16-18 years old) are in the stage of high physical, psychological, physiological development... OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 25 2.10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 29 2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY AND SOCIETY... IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI 33 2.11.1 The linkaoe between the school with the family in the moral education for hioh school students