INTRODUCTION
2. Research purposes: Develop measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context in order to contribute to improving the behavior culture capacity in universities and in future pedagogical work.
3. Objects and subjects of research
4. Research questions and scientific hypotheses
5. Research tasks
7. Methodology and research methods
8. Points to be defensed
9. Contributions of the thesis
The thesis has:
10. Structure of the thesis
Chapter 1
THEORETICAL BASIS FOR EDUCATING SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE CURRENT CONTEXT
1.1. Literature Review
1.1.1. Studies on school behavior culture for university students
1.1.1.1. Foreign studies on school behavior culture of university students
Studies on behavior culture can be systematized in the following directions: Research on the impact of the environment on the behavior of students, research on the impact of the environment in general, research on the impact of the physical environment, research on the impact of the psychological and social environment, research on measures to build behavior culture. Some authors approach school behavior culture in the direction of addressing inadequacies in behavior, or focus on the study of the impact of behavioral supporting factors. School behavior culture is also seen as a measure for a non-violent school.
1.1.1.2. Domestic studies on school behavior culture of university students: approach school behavior culture as a content, an expression of school culture, approach school behavior culture through studying communication culture in schools, approach school behavior culture through pedagogical behavior, study school behavior culture in a direct approach.
1.1.2. Studies on educating school behavior culture for university students
1.1.2.1. Foreign studies on educating school behavior culture for university students: Studies focused on building a system to support behavior in schools, providing students with counseling services, meetings for group conflict resolution, support groups and problem solving workshops, establishing safety measures such as devices, surveillance cameras in schools and punishment. The proposed educational methods are listening, conversation, discussion, observation and compliment.
1.1.2.2. Domestic studies on educating school behavior culture for university students: emphasize the importance and necessity of education, propose many educational measures: educate awareness and emotions; at the same time develop habits, and train cultural behavior, improve the quality of education of schools, create a communication environment. The authors also propose some additional measures to form the behavior culture in the school such as: activities of training pedagogical skills, public opinion creation, political activities, thematic talks or inspection, evaluation, self-check; reward and punishment. Synchronous coordination between the educational forces inside and outside the school is considered by the authors as a condition for the education of school behavior culture to go smoothly.
c. Space for the behaviors of pedagogical university students: within and outside the university, cyberspace
d. Objects of the behavior: Teachers/lecturers, officials / employees, students, parents, visitors to schools, acquaintances, and unfamiliar people.
e. Context of the behavior: In activities of learning, training, communicating with friends and officials/lecturers, in circumstances of communicating with families about issues related to training programs and teaching and education activities of the school.
School behavior culture capacity is the ability to express the culture of the behaving subject (individual or collective) in the behavioral situations of school relations; thereby bringing positive emotions and satisfaction to the behaving objetcs. School behavior culture capacity is the integration of three basic components: Knowledge of school behavior culture, skills of school behavior culture and psychological conditions such as: positive sentiment with school behavior culture; the need and desire to express school behavior culture; activeness and willpower to express school culture; inclination and quality of behaving (flexibility, agility, timeliness ...). The combination of these components is crystallized into the subject's perception, regulated and expressed through cultural attitudes and behaviors in school behavior situations.
a. School behavior values/norms: Discipline, Compassion, Respect, Responsibility, Cooperation, Honesty
b. School behavior skills: 1. Skill of conveying information; 2. Skill of showing respect for others such as goodwill, sensitivity and reasonable balance between principle and concession (concessions); 3. Skill of selecting words and adjusting voice 4. Skill of coordinating in activities 5. Negotiation skill; 6. Persuasive skill; 7. Skill of controlling emotion; 8. Problem solving skill; 9. Non-verbal communication skill; 10. Listening skill.
c. Behavior attitude
1.2.2.3. Expressions of school behavior culture capacity of pedagogical university students in the current context: the capacity of pedagogical university students' qualifications; the capacity to build educational environment; the capacity to develop relationships between schools, families and society
1.3.2.2. Objectives and principles of educating school behavior culture capacity for pedagogical university students in the current context: 1. the capacity to express the qualifications of pedagogical university students (student morality, student style); 2. the capacity to build an educational environment (fully implement the regulations and behavior culture norms, implement and build a safe school, prevent school violence); 3. the capacity to develop relationships between schools, families and society.
1.3.2.3. The contents of educating school behavior culture capacity for pedagogical university students in the current context: 1. Educate students about the standards of school behavior culture and the meanings of behavior culture in schools; 2. Educate school culture behavior skills; 3. Educate positive attitude toward school culture behavior and critical fighting attitude towards standard deviation.
1.3.2.4. Methods of educating school behavior culture capacity for pedagogical university students in the current context: 1. Group of methods to educate students about standards of school behavior culture and the meanings of school behavior culture: presentation, advice, discourse, conversation, explanation ; 2. Group of methods to educate school culture behavior skills: practice, training, experience, case study, project; 3. Group of methods to positive attitude towards school behavior culture: Setting examples, Rewarding, Positive discipline.
1.3.2.5. Forms of educating school behavior culture capacity for pedagogical university students in the current context: 1. Teaching; 2. Organizing activities: propagating and implementing norms of behaving in schools; 3. Integrating into activities: practice, practicum, volunteer for the community; labor, cultural, music and sports activities; 4. Other forms: Singing national anthem, Saluting the national flag; Emulating in the construction of behavior culture; clubs, competitions, forums, talks, dialogues ...; senior students, class leaders and youth unions instruct about behavior culture for junior students; participate in monitoring the implementation of behavior culture; prevent violations of the norms of behavior culture in schools; counseling.
1.3.2.7. Evaluate the results of educating school behavior culture capacity for pedagogical university students in the current context: Observing, interviewing, investigating by questionnaires, researching products, training records; Evaluation forms include: Formative assessment, summative assessment.
1.4. Factors influencing the process of educating school behavior culture capacity for pedagogical university students in the current context: Subjective factors: Education and training programs; awareness of the management staff and lecturers; capacity and qualifications of staff/lecturers; learning motivation and attitude of students. Objective factors: Socio-economic environment, family, community culture.
CONCLUSION FOR CHAPTER 1
The education of school behavior culture capacity for pedagogical university students in the current context brings many benefits. It contributes to helping students meet the requirements of professional standards of teachers and concretize plans to implement the project "Building a behavior culture in schools in the period of 2018-2025", helping pedagogical university students form school behavior culture capacity in the process of participating in teaching practice, observation practice and professional activities. Education of school behavior culture capacity for pedagogical university students in the current context is an active process involving the participation of many elements: Purposes, contents, methods, means, forms of organization, forms of testing and assessing educational results.
Chapter 2
CURRENT SITUATION OF EDUCATING SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE MEKONG DELTA IN THE CURRENT CONTEXT
2.1. An overview of the survey
2.1.1. Purpose and scale of the survey: The survey aims to understand the situation from students and lecturers on the issues of awareness, attitude, behavior related to school behavior culture and to propose measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context.
2.1.2. Subjects and participants of the survey
2.1.2.1. An overview of the system of training institutions for university-level pedagogical students in the Mekong Delta region: An Giang University, Can Tho University and Dong Thap University are 3 universities with a stable number of pedagogical training branches in recent years (from 11 branches to 15 branches). These three universities have contributed to facilitating students in accessing pedagogical training programs for the locality and provinces in the Mekong Delta region.
2.1.2.2. Participants of the survey: lecturers and students who are teaching or studying at the three universities mentioned above
2.1.3. Survey contents: The reality of school behavior culture capacity of pedagogical university students in the Mekong Delta, the reality of educating school behavior culture capacity for pedagogical university students in the Mekong Delta long, factors affecting the education of school behavior culture capacity for pedagogical university students in the Mekong Delta.
2.1.4. Methods and techniques of conducting the survey
2.2. Survey results
2.2.1. Current situation of school behavior culture capacity of pedagogical university students in the Mekong Delta
2.2.1.1. Current status of students' awareness of school behavior culture
2.2.1.2. The reality of students’ attitudes towards school behavior culture and in school behavior.
Figure 2.4. Expression of student attitudes in school behavior
Survey results show that students have not shown appropriate attitude in email interaction. For behavior situations in communication such as when disagreeing, when conflicts arise, when making errors ..., most students have a lack of initiative in expressing appropriate attitudes. Thus, in terms of attitude in the contexts of behavior, students have many inappropriate expressions and changes in students’ attitude can only be achieved through proper orientation and education at schools.
Table 2.4. Behaviors of students in learning
2.2.2. Current situation of educating school behavior culture for pedagogical university students in the Mekong Delta
2.2.2.1. The reality of the objectives of educating school behavior culture
Table 2.9. Objectives of educating school behavior culture in teachers' opinions
Table 2.11. The contents of educating school behavior culture in teachers' opinions
Table 2.13. Forms of educating school behavior culture in lecturers’ opinions
Table 2.19. Assessment in educating school behavior culture in lecturers’ opinions
Table 2.17. Teacher's assessment of the influencing factors
2.3. General assessment of the situation
2.3.1. Advantages: In terms of awareness, the majority of students have a full understanding of the basic contents related to school behavior culture. Students are able to identify the norms of school behavior culture, identify the manifestations of school behavior culture in human relationships and identify the factors needed to form culture school behavior. In terms of attitudes and behaviors, most students show cultural attitudes and behaviors when interacting with friends, officials/lecturers.
For the education of school behavior culture, this work has been implemented by teachers in a way appropriate to their educational conditions and circumstances.
2.3.2. Limitations
2.3.3. Causes: training programs; awareness of management staff and teaching staff; capacity and qualifications of officials/lecturers; learning motivation and attitude of students; socio-economic environment; family; community culture.
Chapter 3
MEASURES TO EDUCATE SCHOOL BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS IN THE MEKONG DELTA IN THE CURRENT CONTEXT
3.1. Principles of proposing measures
3.1.1. Ensuring the purposes: The proposal of educational measures is based on the Objectives of Vietnamese Education and Political Report of the 10th Party Congress.
3.1.2. Ensuring suitability: measures must be suitable for the ability of both the collective and the individual.
3.1.3. Ensuring practicality: the components of the process of educating school behavior culture must come from reality. Besides, it is necessary to pay attention to the principle of "Learning goes together with practice".
3.1.4. Ensuring feasibility: Measures must ensure that educators can apply them, which means that they must be in accordance with the lecturers' ability and performance conditions; at the same time, they must be suitable for students' characteristics.
3.1.5. Ensuring the promotion of students’ activeness and proactiveness: arouse students’ activeness and proactiveness through the implementation of measures.
3.3. Relationship between measures
The measure "Foster students' awareness of school behavior culture" is a necessary condition; the measure "Train school behavior skills for students" is a prerequisite; the measure "Foster feelings and beliefs in school behavior culture" is a catalyst; the measure "Guide students to participate in activities to train behavior culture capacity" is a sufficient condition; the measure "Establish the habit of self-educating school behavior culture for students" is a decisive measure.
3.4. Pedagogical Experiment
3.4.1. Overview of the experimental process
3.4.1.1. Experiment purpose: Affirm the theoretical and practical significance of the measures to educate school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context
3.4.1.2. Experiment population: 150 students in their 2nd and 3rd year majored in Music Education, Maths Education, English Education, Literature Education of Dong Thap University.
3.4.1.3. Experiment contents
3.4.2. Experiment process
CONCLUSION AND RECOMMENDATIONS