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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION ******* NGUYEN THUY DUONG DEVELOPING STUDENT’S COOPERATION CAPACITY IN TEACHING SUBJECTS THE BASIC PRINCIPLES OF MARXISM – LENINIST (POLITICAL ECONOMY) AT THE CURRENT UNIVERSITIES IN HANOI Specilization : Theory and Methods of Teaching Department of Political Education Code : 9.14.01.11 SUMMARY OF DOCTORAL DISSERTATION OF THEORY AND METHODS OF TRAINING HA NOI – 2019 THE WORK WAS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific supervisors: Supervisor 1: Assoc Dr Tran Thi Mai Phuong Hanoi National University of Education Supervisor 2: Dr Nguyen Duc Thin Hanoi National University of Education Reviewer 1: Assoc Dr Doan Xuan Thuy Ho Chi Minh National Political Academy Reviewer 2: Assoc Dr To Duc Hanh Hanoi National Economics University Reviewer 3: Assoc Dr Dao Duc Doan Hanoi National University of Education The dissertation will be protected against supervision at the subject level at the Library of the Hanoi Normal University of Education on…… o’clock… , day… month… 2019 Find more details about the dissertation at Library of Hanoi National University of Education or National Library PREAMBLE Rationale of the research topic Cooperation is the foundation of life and social progress, the center of interpersonal, family, economic and legal systems requires each individual to constantly study, train, transform, adapt and shape yourself "an open culture", know how to receive and live with other cultures in the peacefull and cooperative trend of of the multipolar world It is also the mission of education with the goal of equipping knowledge and skills to develop cooperation capacity for young people The history of world education proves that the teaching views towards promoting the cooperative capacity of learners have eared very early The first form is tracing truth from Socrat conversations [6] ; "The method of Eloquence" by Marco Fabio Quintilian [45] Seeing the role of developing learners cooperative capacity through the teaching path, at the end of the eighteenth and early nineteenth centuries, researchers designed many different forms of learning such as self-governing in team by Georg Michael Kerschenteiner - German educator [86]; Albert Bandura with "social learning theory" [81]; Brown and Palinscar, Roenshine, Meister, Slavin, Renkl focus on building the "group teaching" model and strategies [95]; studying the relationship between factors: learners, teachers and the environment in the pedagogical activities of Jean Marc Denomme and Madeleine Roy [44] All of these studies are aimed at maximizing the exchange, sharing and cooperation between teachers and students, learner and learners towards fostering and training students cooperation capacity In Vietnam, with the phrase "better learn your friends than your teacher", especially “Vietnamese antiilliteracy campaign” after the August Revolution to kill the illiterate invader is eloquent proof, which proved interaction and cooperation in teaching However, so far, studies on the development of collaborative capacity of learners in teaching are not much, most new projects mention some aspects of implementing cooperation activities that have not been discussed fully, the system of concepts, structures, influencing factors, methods, techniques, forms of organizing teaching to develop learners' cooperation capacity, further sets the urgency of research topic The capacity development education program (output-oriented teaching), which was born in the 90s of the twentieth century, has become the international education trend, aiming at the goal of comprehensive development , personality, focusing on the ability to apply knowledge in practice to prepare learners to the solve situations capacity in life and career, in which cooperation capacity is considered one of the important and indispensable social capabilities of the younger generation In particular, the emergence of the industry revolutionary 4.0 with the growth of the knowledge economy requires people to be able to self control, to master modern science and technology shown in communication and connect with machines, equipment, sensors; the "borderless" connection of people in the virtual world - internet of all things However, high-tech science will also cause humanity to face great challenges when modern people wan't to communicate, interact directly with each other, instead of smartphones, ipads connecting to wifi All of human's joys and sorrows beings are in an unreal place - social network That has limited the ability of the young generation to cooperate, including students As one of the subjects taught at the currently universities, The basic principles of Marxism - Leninism (Political economy) reseach the system of economic points, economic rules of Marxist-Leninist political economic theory In fact, it is human relations with people in economic relations, formed and developed on the basis of inheriting values of mankind thought and sum up the era reality The subject an important role in the formation and development of worldview, methodology in scientific awareness and practical activities for students However, the teaching reality of The basic principles of Marxism - Leninism (Political economy) show that teachers often transmitted one-way the scientific knowledge system in the program, not focusing on development cooperative capacity for learners It is reflected in not exploiting the value of cooperative relations in the lesson content to enhance students' awareness of the role and meaning about creat, maintain and extend the cooperation in socio-economic relations, thereby determining the need to cultivate cooperation capacity; not yet using many methods and teaching techniques to create opportunities for students to practice and show cooperative skills such as teamwork skills, listening skills and skills to respect differences lead to the students after graduation, there are many limitations on cooperation capacity, failing to meet the requirements of today's vibrant market economy From the above situation set out the necessary problem to find out measures to develop students cooperative capacity in teaching The basic principles of Marxism - Leninism (Political economy) response the increasing demands of practise, at the same time contributing to improving the quality of teaching subjects at the current universities It’s a reason in order to choose the issue "Developing student’s cooperation capacity in teaching The basic principles of Marxism - Leninism (Political economy) at current universities in Hanoi" as the research topic for summary of doctoral dissertation of theory and methoods of training about subject Theory and Methods of Teaching Department of Political Education Reasearch objectives From researching the rationale and practicality, the thesis proposes pedagogical principles and measures to develop students cooperative capacity in teaching subjects The basic principles of Marxism - Leninism (Politics economics ) contribute to promote the cooperative ability of students and improve the quality of teaching subjects at the currently Hanoi's universities Research tasks First, clarifying the rationale of developing students cooperative capacity in teaching subjects Basic principles of Marxism-Leninism (Political economy) at the currently universities in Hanoi Secondly, studying and assessing the real situation of developing students cooperative capacity in teaching subjects Basic principles of Marxism - Leninism (Political economy) at the currently universities in Hanoi Third, proposing principles and measures to develop students' cooperative capacity in teaching subjects Basic principles of Marxism-Leninism (Political economy) at the currently universities in Hanoi Fourth, organizing pedagogical experiment to evaluate the effectiveness of measures proposed in the thesis The guests, subjects and the scopes of the study Research subjects: the teaching process of The basic principles of Marxism-Leninism (Political economy) at universities Research Objectives: Developing students' capacity for cooperation in teaching subject The basic principles of Marxism-Leninism (Political economy) are being implemented at universities Research scope: - Research content: the development of students' cooperative capacity in teaching The basic principles of Marxism-Leninism (Political economy) are being implemented at the current universities - Study location: surveying the real situation and conducting pedagogical experiment at some current universities in Hanoi - Time for investigation and experiment: 2016 - 2017 and 2017 - 2018 Scientific hypothesis If teaching The basic principles of Marxism-Leninism (Political economy) are closely associated with the development of student's cooperative capacity at universities on the basis of compliance with principles and pedagogical measures proposed in the thesis, the quality of teaching subjects will be improved At the same time, the goal of developing cooperative capacity of students is gradually met Methodology and Research methods 6.1 Methodology In the research process, the thesis uses the methodology of dialectical materialism, the principles of modern teaching reasoning is a basis for approaching the problem study in teaching The basic principles of Marxism-Leninism to ensure the scientific, systematic and consistency between reasoning and reality to meet the requirements as well as the characteristics of educational science 6.2 Research methods 6.2.1 Group of theoretical research methods 6.2.2 Group of empirical research methods - Method of observation - Method of investigation - Interview - Method of summarizing educational experience - Product research methodology: - Experimental method 6.2.3 Supporting methods - Method of obtaining expert opinions - Method of research on impact - Method of mathematical statistic The need to protect arguments - Cooperation capacity is one of the core competencies needed for students in modern society Therefore, developing cooperation capacity of students is an important issue contributing to perform the goal of developing high quality human resources in Vietnam today - In order to develop student'scooperative capacity of in teaching subjects The basic principles of Marxism - Leninism (Political economy) need to synchronously implement the requirements proposed in the thesis - Implement the pedagogical measures proposed in the thesis such as: determine the goal of developing student's cooperative capacity for at each lesson; raising awareness about cooperation for students through teaching subjects; perfect cooperation skills; building the active cooperation spirit and attitude for students through the use of teaching methods and techniques in teaching The Basic principles of Marxism - Leninism (Political economy) will raise the cooperative capacity of students at currently universities New contributions of the thesis - Clarifing the reasoning basis and interpret the advantages of subject teaching The basic principles of Marxism - Leninism (Political economy) for the development of cooperative capacity of students - Evaluate the current situation of developing the cooperative capacity of students in teaching subjects Basic principles of Marxism-Leninism (Political economy) at currently universities in Hanoi - Proposing principles and measures to develop students' cooperation capacity in teaching subjects The basic principles of Marxism-Leninism (Political economy) at universities The structure of the subject: Besides the introduction, conclusion, references and appendices; the structure of the thesis consists of four chapters: CHAPTER OVERVIEW OF RESEARCH ABOUT DEVELOPING STUDENT’S COOPERATIVE CAPACITY IN TEACHING THE BASIC PRINCIPLES OF MARXISM-LENINISM AT UNIVERSITIES 1.1 Research on the development of student’s cooperative capacity in teaching 1.1.1 Studies on cooperative capacity and development of students’ cooperative capacity in teaching The conception about society, Marx has interpreted the "formation of relationships in human history, the formation of human history" through the interaction between people "in the conscious living activities" makes each person closely attached to each other and the people themselves grow together, improve themselves together In recent years, when the trend of globalization has become more and more popular, finding cooperation has become an indispensable element in sustainable development, scientists and organizations have paid much attention about the ability to "interact between people" - the cooperative ability in modern society The research has given the definition of cooperation capacity, a structure of cooperation capacity; proposing criteria for cooperation capacity from low to high levels and affirming the role of the collective in the comprehensive development of people Realizing the potential that cooperation brings to society, many educational scientists in history have brought the cooperative process into schools with different forms and ways to improve the quality of teaching, build a healthy learning environment and develop the comprehensive capacity and quality of learners such as Socrat with "argument art"; Albert Bandura's “social learning theory”; Piaget Jean's "Theory of contradictable resolution"; interpretation about Vygotxky's "near development area" emphasizes the interaction between learners and the environment, the interaction with others and effectiveness of close cooperation between learners together In recent years, when science and technology has been expanded, the knowledge-based economy has developed set an increasing requirements for capacity and qualifications for the younger generation So that Vietnamese education also towards positively the studying learning activities to comprehensively develop personality, quality for learners, especially students' cooperation capacity such as Modern teaching - argument, measures, techniques of Dang Thanh Hung refers to the benefits of grouping when studying; Tran Ba Hoanh with Innovating teaching methods, programs and textbooks affirming that team work/ individual activities stimulate positive thinking of students, enhance the opposite relationship between listeners and presenters , contributing to guiding students on how to study Author Le Thi Minh Hoa and Luu Hai Hoa have come to the recognition of the cooperation capacity and development of learner’s cooperative capacity in a number of different educational activities Overall, the studies show that, although not directly mentioning the development of cooperation capacity in teaching, but the authors still show that besides natural factors, the factors determining the formation and development human capacity is social factor, in which education and training is the basic and decisive factor for the development of human capacity in general, student's cooperation capacity in particular 1.1.2 Research on the development of student’s cooperative capacity in teaching The basic principles of Marxism-Leninism (Political economy) So far, although there has not been any specific research work on developing cooperative capacity of students in teaching The basic principles of Marxism-Leninism (Political economy) but there are also many research has content related to this issue Being able to say about the political economic theory with the cooperative principles in the social – economic development, especial part of forth – The production of relative surplus value of The Capitalism books make judgment about cooperation, describe cooperation in the develop history of the capitalism in proportion to three stages of labor cooperation: simple cooperation, manual site cooperation and factory cooperation Besides, it is possible to mention some researches on teaching methods, forms of teaching organization, request for teaching political economies to contribute to the development student's cooperation capacity such as author Tran Thi Mai Phuong set out a in the basic requirements of the teaching process the subject of Political economy must establish an inverse information relationship with learners; Luong Gia Ban, Hoang Xuan Phuc showed that through the positive and self-discipline communication between teachers and students, between students and students will arouse passion, interest of students in learning; author Le Thi Hong Khuyen considers students' cooperation as one of the factors that directly affect the application of practical principles in studying The basic principles of Marxism-Leninism (the Political economy) in universities, colleges The research shows that, although not mentioning the cooperation capacity of students in subject teaching, but most authors have indirectly shown the efficiency achieved when learners actively and initiative participate in the different organizing forms of cooperative teaching activities This proves that the development of student's cooperative capacity in teaching this subject is very satisfactory 1.2 Brief overview of research results are inherited thesis and problems continue to study 1.2.1 The content has been mentioned by the research Firstly, the scientific works are printed and outside the country have clarified cooperation capacity and factors, structures of cooperation capacity; confirming the role of collective in the developing comprehensive ability of learners themselves However, it is not yet a systematic interpretation of the concept, just the structure of cooperation capacity, expression, the factors that impact the ability to cooperate Secondly, for the development of cooperation capacity in teaching, the authors have pointed out the great significance of cooperation in learning and social activities together with the reality of cooperative capacity of students and suggestions a number of orientations for training cooperative skills for students on criteria for awareness of cooperative skills; design and build group learning tasks; strengthening collective activities, extra-curricular activities; propose a method of assessing group learning outcomes towards fostering cooperation competence through homework assignments, essay writing tests and presentation presentations, which allows members to help, support and support each other in the learning process However, in theory, the research and development of cooperation capacity in teaching in recent years only mentioned a few aspects of the implementation of teaching learning working on or describing the cooperation capacity of learners, combining cooperative capacities with other competencies without discussing comprehensively on teaching concepts, processes, teaching methods and techniques organize teaching methods to develop students' cooperation capacity effectively Third, The Theory of Political economy have confirmed human social relations in the process of producing and reproducing material, outlining the rules governing production, distribution, and giving exchanging and consuming those material possessions in certain levels of human society development Therefore, teaching The basic principles of MarxismLeninism (Political economy) will provide scientific knowledge about cooperation in the field of economics for learners In addition, educational scientists have developed a number of teaching methods and methods to develop collaborative capacity of students; affirming the positive and voluntary exchange between teachers and students, between students and students on a certain issue in both theoretical and practical aspects will arouse passion and excitement of students; classrooms are the communication environment between teachers and students, between students and students learning activities will promote cooperation between individuals in the process of learning, assessing the situation of cooperative capacity of students in teaching political reasoning, building criteria of cooperative competence; propose some solutions to develop cooperation capacity for students However, scientists only stop seeing the benefits and the importance of developing cooperative capacity for current students but still have not given a theoretical system of cooperative capacity and elements of capacity to cooperate through teaching subjects; teaching methods, methods, techniques, forms of specific teaching together with organizational processes to develop the collaborative capacity of students Besides the resulting gaps still need to learn, such as: - The rationale of the development cooperation capability of students in teaching subject the basic principles of Marxism-Leninism (Political economy) - Status of capacity development cooperation of students in teaching the basic principles of Marxism-Leninism (Political economy) at the universities today - Rules and methods to develop the ability of student's cooperation in teaching the basic principles of Marxism-Leninism (Political economy) at the universities 1.2.2 Thesis issues need further study Study on the topic "Developing students' cooperation capacity in teaching the basic principles of Marxism-Leninism (Political economy) in current universities in Hanoi", author selectively inherit the achievements of scientists go ahead Within the framework of the thesis, the author participates in the research and further clarifies the following aspects: Firstly, systematizing and deepening the theory of developing students' cooperation capacity in teaching The basic principles of Marxism-Leninism (Political Economy) at current universities Secondly, clarifying the real situation of developing student's cooperative capacity in teaching The basic principles of Marxism - Leninism (Political Economy) at some universities in Hanoi today Thirdly, proposing principles and measures to develop students' cooperation capacity in teaching subjects The basic principles of Marxism-Leninism (Political Economy) at current universities in Hanoi CHAPTER THE THEORETICAL AND PRACTICAL ON DEVELOPING STUDENT'S COOPERATIVE CAPACITY IN TEACHING THE BASIC PRINCIPLES OF MARXISM-LENINISM (POLITICAL ECONOMY) AT UNIVERSITIES 2.1 The theoretical basic of developing student’s cooperation capacity in teaching the basic principles of Marxism - Leninism (Political economy) in universities 2.1.1 Cooperation capacity and developing student’s cooperation capacity 2.1.1.1 Cooperation capacity Cooperation is the active coordination of two or more subjects in a certain field, working together, helping each other on the basis of voluntariness, mutual respect and striving for the general purpose Today, cooperation is not only the need to increase the strength and mentality to accomplish the common goal, but also becomes the self-need of every human being, each community due to increasingly tight links close to other individuals and ethnic groups New life requires must full awareness of the roles, abilities, and cooperation capabilities of each human being as a solution for humanity to live and develop together Cooperative capacity is the ability of people to initiative coordinate in a certain area on the basis of voluntariness, positive, mutual respect, respect for differences, based on awareness, necessary skill systems be educated or available and the same positive attitudes and feelings expressed through individual behavior to solve problems in learning and life Elements of cooperative capacity include: Firstly, awareness of cooperation; Secondly, cooperative skills; Thirdly, the cooperative spirit and attitude 2.1.1.2 Developing student’s cooperation capacity Developing student's cooperative capacity is a process of increasing and raising awareness about cooperation, perfecting cooperative skills and building the spirit and attitude of students through cooperative activities from the single working level to promote the association of the members with people around in a positive, proactive, interactive, support each other in order to effectively complete collaborative learning activities in learning as well as in life Content of developing student's cooperation capacity includes: raising cooperation awareness of students; perfecting the cooperative skills of students (with three skill groups: independent working skills group, cooperative working skills group; evaluation skills group); building student’s positive spirit and attitude of cooperation 2.1.2 Teaching the basic principles of Marxism-Leninism (Political economy) with development students' cooperation capacity 2.1.2.1 Something about teaching The basic principles of Marxism Leninism (Political economy) at universities Object of learning and studying subjects The basic principles of Marxism-Leninism are the fundamental, foundation and sustainable truth views of Marxism-Leninism within the three components, that is Marxist-Leninist philosophy; Political economy Marxism - Leninism and Scientific socialism In particular, the content of Political economy lies in the second part of The basic principles of Marxism-Leninism, titled the economic doctrine of Marxist Leninist on the method of capitalist production, including chapters: Chapter IV: The doctrine of value Chapter V: The doctrine of surplus value Chapter VI: Economic doctrine of monopoly capitalism and state monopoly capitalism Political economy has an important role in social life Therefore, in addition to help students understand the nature of phenomena, economic processes, the economic laws that govern movement and development of social; developing economic theory and applying that theory into practice, learning Political economy also helps to form economic thinking through cooperation in the economic activities of human with society 2.1.2.2 The role of teaching The basic principles of Marxism - Leninism (Political economy) with development of student's cooperative capacity in universities Developing student's cooperative capacity carried out in many different ways through organizations and unions, collective activities and teaching subjects in the school, in which have The basic principles of Marxism-Leninism (Political economy) - Through learning The basic principles of Marxism-Leninism (Political economy), students are provided with a lot of knowledge about cooperation, helping students realize the importance and necessity of the cooperative relation in life, in production and business, in the integration and development trend of the currently world, thenceforth contributing to developing student's awareness capacity about cooperation - With the implementation of the teaching process The basic principles of Marxism Leninism (Political economy) in the direction of capacity development, teachers of the subject regularly organize cooperative learning activities, use the active teaching methods and techniques such as project teaching, problem solving, group discussion, seminars Through cooperative activities, in parallel with completing common tasks, students have opportunities to practice cooperative skills and build a positive cooperative attitude and spirit From here, the important elements of students' cooperation capacity are formed and developed It is worth noting that, in the learning environment of universities, students cooperative capacity is clearly and directly reflected in the teaching process At the same time, through practical activities, especially situations, specific cases, professional practice activities in the process of studying the subject, the cooperation capacity of the students is constantly enhance, perfect, help them become more confident when they step out into society, become the future owners with full knowledge, skills and attitudes about cooperation That is the destination of developing students cooperative capacity at the currently universities through teaching subjects The basic principles of Marxism-Leninism (Political economy) 2.1.2.3 Characteristics of developing students' cooperation capacity in teaching Basic principles of Marxism-Leninism Developing students cooperative capacity in teaching The basic principles of MarxismLeninism are in fact the process of improving knowledge about subject and cooperative awareness; training, perfecting and supplementing students' cooperative skills and the cooperation spiritual and attitudes through learning activities between teachers and students, between students and students in a positive and proactive manner in order to complete effective learning activities Developing students cooperative capacity in teaching The basic principles of Marxism Leninism (Political economy) have characteristics about cooperative subject as the relationship between teachers and students; content of development cooperation capacity; cooperation scale; cooperation mode; principles of cooperation; cooperation time, purpose of cooperation and levels of cooperation The impact of developing student’s cooperative capacity in teaching the subject is the sum of the strength of the above characteristics in a unified and closely related one These characteristics mutual intertwine, interact and exist in all cooperative environments 2.1.3 Factors influencing development student's cooperation capacity in teaching The basic principles of Marxism-Leninism (Political economy) in universities 2.1.3.1 Subjective factors - Students aged from 18 to 25 years old with characteristics of cognition, congenital factors, physiological mind ages - For teachers: Teachers are the subjects of the teaching process In order to achieve this goal, requires teachers to be fully aware of the importance, the need to develop cooperative capacity of students Since then, teachers cultivate awareness, professional and pedagogical knowledge about developing cooperative capacity for students; designing teaching lessons; selecting teaching methods and techniques, organizational forms of teaching have many advantages to develop cooperative capacity for students; along with the attitude and expression of teachers directly impact on the quality of teacher's teaching 2.1.3.2 Objective factor Based on the scientific basic of developing student’s cooperative capacity, the factors influence the development of the learner's ability be apply to teach The basic principles of Marxism-Leninism (Political economy), the first thing that affects the students' co-operation in learning is teacher, which is reflected in the following factors: teaching objectives, lesson content, methods and techniques teaching with other forms of teaching organization; evaluation method; study environment; equipment for the cooperation process; Scientific and technological elements with requirements for industrial revolution 4.0 11 opinions, personal views, expression of spirit; not enthusiastic, integrated, active in building social relationships with members in other majors * Issues raised Limitations in developing student's cooperation capacity in teaching The basic principles of Marxism - Leninism (Political Economy) at Hanoi's universities have been posing many problems the urgent problem that teaching argument needs to participate in solving Firstly, it is necessary to build a theoretical framework for developing student's cooperative capacity in teaching The basic principles of Marxism-Leninism (Political economy) This theoretical framework will equip subject teachers with a theoretical basis as well as orient them in determining objectives, selecting content, using measures and methods of teaching organization The basic principles of Marxism-Leninism (Political economy) to successfully implement the development of student's cooperative capacities and improve the quality of teaching and learning Secondly, there are the measure to help subject teachers and students improve deep awareness of the need to develop student’s cooperative capacity in teaching The basic principal Marxism-Leninism (Political economy) Thirdly, there find out principles and measures to not only teach better The basic principal Marxism-Leninism (Political economy) buts also perform the goal about developing student’s cooperative capacities The above-mentioned issues are the basis for us to proposes principles and measures to develop student's cooperative capacity of in teaching The basic principles of Marxism - Lenin (part of Political Economy) at Hanoi's universities in the next chapter Chapter PRINCIPLES AND MEASURES TO DEVELOP STUDEN’S COOPERATIVES CAPACITY IN TEACHING THE BASIC PRINCIPLES OF MARXISM - LENINISM (POLITICAL ECONOMY) IN HANOI’S UNIVERSITIES 3.1 Principles for developing students' cooperative capacity in teaching The basic principles of Marxism-Leninism (Political economy) in universities 3.1.1 Ensure learning goals Ensuring teaching objectives is a consistent principle not only in the teaching process in general but also the teaching process towards developing student's cooperative capacity in teaching The Basic principles of Marxism - Lenin (Political Economy) This principle requires teachers to keep abreast of the teaching goals, on the basis of implementing the teaching objectives in order to achieve the objectives of developing cooperative capacity of students, and at the same time, in each hour of class, teachers cannot turn the lesson into a teaching hour to implement the contents of developing cooperative capacity In this lesson, teacher must be interlacing and ensuring both equip sufficient and profound knowledge in the subject contents and lifting student's cooperation ability To that, teachers need to pay attentions: + Attaching the goal of raising awareness about cooperation with implementing the knowledge objectives of the lesson + Attaching the goal of perfecting cooperation skills with the skill objectives of the lesson + Attach the goal of building a positive cooperation spirit and attitude to with the spirit and attitude objectives of the lesson 3.1.2 Ensuring practicality and education Ensuring practicality and education are one of the principles in any teaching process must be done 12 Teaching process The basic principles of Marxism-Leninism aiming at developing student's cooperative capacity must ensure at the same time the principle of practicality and education, expressed in two aspects: Firstly, based on the content of teaching, teachers select, identify contents with deep practical significance to look for example, connection, clarify human cooperation in economic relations and at the same time, educate and orient students in matters of cooperation relation; connected production and business in the market Secondly, building and designing practical, project exercises with practicality, using appropriate teaching methods and forms to promote student's cooperative capacity in the learning activities in inside and outside the classroom To ensure the practicality and education, teachers should pay attention to the following basic requirements: The first, teachers must also organize teaching forms, choose teaching methods, the suit test and evaluation with local economic, political and social conditions on the basis about students' awareness conditions and school facilities The second, contacting realities as well as educational contents, orientation of development student's cooperative capacity must ensure scientific and updating, in accordance with the new requirements of the era At the same time, orienting and educating appropriate capacities, qualities, attitudes with labors so as to meet the increasing requirements of the quality of human resources in the renovation period 3.1.3 Promote the positive learning of students in the teaching and learning process Based on the characteristics of the subject contains a lot of practical factors, at the same time also a very rich learning materials, added to the teaching theory of political science This fact is the driving force for the discovery, curiosity and learning of students, motivating them to be active, enthusiastic, dynamic, creative, self-taught in the shared learning environment is an extremely valuable quality of students in modern society With the development student’s cooperative capacity in teaching subjects The basic principles Marxism - Leninism (Political Economy), the active learning of students are manifested in self-awareness, positive selfstudy, self-creation Along with the impact of teachers and the social environment will promote learners to actively integrate, expand, establish and maintain good social relations with enthusiastic and amiable attitude, adjust yourself to suit all circumstances and conditions This principle needs to be implemented in the whole process of developing the collaborative capacity of students in teaching The basic principles of Marxism-Leninism (Political Economy) at universities, from the design of the topic / teaching lesson, the selection of teaching methods and techniques, the form of organization of teaching to the examination and assessment of the progress of cooperative capacity of students This will help students maximize their activeness, initiative, creativity as well as ability to integrate and cooperate throughout the learning process of students; at the same time forming the habit of mobilizing, connecting with people, promoting the available resources of themselves in knowledge and competence when solving problems, tasks and situations due to life that have been and will be asked 3.1.4 Maintain consensus in cooperative teaching activities Consensus is a fundamental factor to maintain the stability and development of society from the past to the present In order to maintain consensus in society, it requires the young generation - who is the pioneer in construction, innovation and national development to be deep awareness, implementation and maintenance of consensus in life, first of all in the learning environment, before being able to autonomously carry out your passions Social consensus is an element of the nature of socialist society, is the target of the 13 whole Party, the people and the whole army are striving to build Therefore, with education and training in general, in teaching subjects The basic principles of Marxism-Leninism (Political Economy) in particular, the principle of maintaining consensus in teaching becomes the common need, which has important implications for the survival and sustainable development of the society, is reflected in the following factors: Political economy includes economic principles and laws, it is necessary to use the scientific abstraction method to research, so the subject's content easily leads to contradictions and disagreements in opinion when students work in team So the first and most fundamental element is that members participate in resolving contradictory, finding the root of contradictory in the group, together regulating, uniting the views, finding common ideals and goals, then continue to act The second, maintaining equity in education, ensuring conditions for all members to be study, ensuring fairness in the distribution of educational resources, conditions, educational methods and educational outcomes The third, in addition to their own interests, members need to be responsible for the tasks and work of the group, the collective, towards common goals and ideals The fourth, consensus is the result of discussions, negotiation and agreements objectively, comprehensively, freely, democratically and openly In order to that, there is a need to have the voluntarily agree and the sense of cohesion between team members and collectives can provide input towards common goals and ideals It should be noted that the current democracy is considered the common value of humanity In our country, democratization is associated with national independence, industrialization, modernization and development of the country Therefore, building and maintaining a spirit of consensus and democracy in teaching The basic principles of Marxism - Leninism (Political Economy) is the first step in increasing opportunities for comprehensive development for the citizens, forming "social capital", promoting social responsibility, joining hands to build a peaceful, civilized and beautiful country, having a fair and democratic society, happy families 3.2 Measures for developing of student’s cooperative capacity in teaching The basic principles of Marxism - Leninism (Political economy) in universities 3.2.1 Defining the goals and collect the content to develop students' cooperative capacity 3.2.1.1 Defining the goals of developing students' cooperative capacity in the teaching goals The basic principles of Marxism - Leninism (Political Economy) provide profound knowledge about cooperation, the role of cooperation, affirming that cooperation will help people create strength and lift high labor productivity; requires each individual to improve themselves, demonstrating his own ability through cooperation with the community and society, especially in the economic field Through cooperation, production and business development, and have achieved outstanding progress It is also the knowledge of cooperation and cooperative capacity that every student should be instilled, transformed into his own awareness to take that as a basis, a motivation to train yourself, to improve the ability cooperation force, meeting the requirements of society When building a teaching plan, teachers must determine the lesson goal parallel of the goals about developing student's cooperative capacity, including the objectives of knowledge, skills and attitudes i- Objectives to raise the cooperation awareness of student When implementing the cooperation awareness of students, teachers base on lesson objectives, find knowledge content related to cooperative relations, from that ask students not only to understand and grasp knowledge but also to see the principle of cooperation, the power of cooperation, the requirement of cooperation in economic activities 14 ii- Perfecting student's cooperative skills With the aim of improving cooperative skills, teachers organize cooperative teaching activities using teaching methods and techniques, organizing learning activities with many advantages to develop student's cooperative capability, asking students to solve academic tasks such as topics, situations, learning projects about Political economy, create a cooperative environment in the classroom for training and development suitable skills for students iii- Building students positive spirit and attitude of cooperation In addition to the teaching goal subject about the spirit and attitude is to acquire and act on the new values, new perspectives, the sense of cooperate with the members in group, respect the labor results of others, the sense of building a group, constantly learning from friends It is more important than training the spirit, attitude, professional ethics when young people start their careers Besides, teachers determine the goals of mental building, positive attitude extreme cooperation for students can through the content of the subject, education, orientation on cooperative relations in society, or from the implementation of cooperative learning activities, teachers train, foster, shaping on the cooperation spirit and attitudes for students, thereby serving as a basis for teachers and students to evaluate, draw experiences, suggestions for students In the field of economics, cooperation is an indispensable path to creating high labor productivity, a key factor to sustainable development, but how to cooperate successfully in another issue that needs a lot of time, effort, enthusiasm to achieve Therefore, in addition to choosing, finding the content that contains the cooperation for the purpose of education, raising the student’s awareness about cooperation tin teaching The basic principles of Marxism - Leninism (Political Economy), teachers also need to provide, guide, train skills of cooperation and educate, orient the cooperative spirits and attitudes, share construction and only experience maintain relationships; then through testing and evaluation to develop advantages and repair, adjust the limitation for students to improve 3.2.1.2 Collecting the content subject to develop student’s cooperative capacity Content's knowledge of the Basic principles of Marxism - Leninism (Political Economy) include value theory, surplus value doctrine, Doctrine of monopoly capitalism and State monopoly capitalism, contains the most basic concepts, nature, rules, principles of MarxismLeninism on the method of capitalist production, the inner relationship of phenomena and economic rules that dominate too social production process and orientation for all practical activities of people However, In the above content, not any part, any content, content also contains knowledge about cooperation, so teachers must be knowledgeable about political economy knowledge in each lesson, know what to choose this lessons and knowledge units which have mentioned cooperation relations to implement the goal of raising awareness of cooperation for students / Affirming cooperation is a matter of law / The role of cooperation in production and business activities / Expressions of the cooperative relation in the current context / The expectance to continuously improve the cooperation capacity of real life for each subject involved in production and business activities as well as other social activities In order to raise awareness about cooperation for students, teachers should pay attention to some points as follows: - Firstly, in addition to the goal of developing cooperative capacity of students, teachers need to keep abreast of the objectives of the lesson, ensuring proper and adequate content of teaching when going to class - Secondly, teachers of Political Economy must have major training, solid expertise, 15 extensive knowledge not only of professional knowledge but also the skills of implementing methods and pedagogical skills of specialized - Thirdly, students' cognitive process will not result if the discussion topic does not match the common perception of students in the class Therefore, for each topic, teachers need to rely on the starting level of students, the capacity of each student to propose suitable tasks from simple to complex, from easy to difficult However, the tasks / themes are designed not for those who already have the ability to produce good things; the school has a mission to help each person achieve new expertise, even if the quality of the group's products is at a disadvantage - Fourthly, the knowledge surrounding the cooperation issues in economicis very diverse and plentiful Therefore, depending on the way of asking questions, designing case studies, teachers' educational purposes during the teaching process, teachers can exploit different aspects of cooperation in economics to meet the goals raise students' awareness about cooperation 3.2.2 Using teaching methods and techniques to develop the collaborative capacity of students Developing student's cooperative capacity in teaching subjects at universities, in addition to equipping subject knowledge, awareness of cooperation, teachers design cooperative learning environment from use flexible the teaching methods (group discussion, problem solving, project teaching), teaching techniques (grafting techniques, tablecloth techniques) have many advantages for developing student's cooperation capacity in the form of cooperative activities in order to students apply and experience knowledge learned in practice, creating opportunities for training, fostering and perfecting the positive cooperative skills, spirit, attitude in the process of communicating, sharing, interacting with teachers and friends 3.2.2.1 Using the group discussion method Group discussion method is a teaching method that meets all conditions to develop the cooperative capacity of students, any discussion environment is a place to train and develop learner's positive interactive, expressed with the following advantages: - In terms of awareness, the group discussion method plays a role in supplementing knowledge through implementing exercises, solving specific practical issues - In terms of perfecting skills: Group discussion is an effective form for students to express their opinions, express their awareness, opinions, exchange and share with teachers and friends to come to conclusions general - In terms of spirit, cooperative attitude: through discussion with teachers and friends, emotions, behavior, gestures, and expressions of each student are also revealed This will help students to assess themselves and evaluate others and teachers receive feedback from learners Thus, in order to promote the effectiveness of this method with the development of student's cooperative capacity, teachers need to pay attention to some following aspects: Firstly, choose the topic of discussion: Teachers design topics, situation exercises that are suitable for students, have relative difficulty, can stimulate curiosity, desire to learn, ability to search knowledge scientific knowledge of students to build discussion topics Secondly, dividing the discussion group: The grouping can be carried out in many different forms but need to be used flexibly in each content and object of specific discussion 3.2.2.2 Using the project-based teaching methods Projects aimed at developing students cooperative capacity in teaching subjects The basic principles of Marxism-Leninism (Political Economy) are designed with complex, interdisciplinary, and integrated learning tasks, connected reasoning with practice, highly educated, organized in seminars, scientific research topics or practical sightseeing activities With such forms of 16 organization, Political economy projects are often large projects, "open" questions with a very wide range, the level is relative difficulty with many strict requirements in each step of the process, forms of product presentation associated with the time of product completion Example in Chapter IV Value doctrine I Conditions, characteristics and advantages of commodity production Teacher offers the project: Studying negative effects of commodity production on the local environment To implement this project, teachers perform sequential steps as follows: Step 1: Define the goal of developing cooperative capacity for students and grouping: This is a practical project associated with human life, so students need to have a combination, together invade enter reality to collect data, information and data from various sources Therefore, along with the lesson objectives, students should pay attention to the goals of developing cooperative capacity as follows: - Raising student's awareness about cooperation: In this unit of knowledge, there is an understanding of the principle of cooperation: The commodity production has an exchange, sharing and understanding between producers and consumers, producers and the government, local people Therefore, to protect the environment from the negative effects of commodity production, it is necessary to join hands and contribute of community It should also be noted that in the subject knowledge units of the subject Basic principles of Marxism-Leninism (Political Economy) include content containing cooperation or not Therefore, the design of complex, interdisciplinary projects, associating theory with practice, high education will directly impact the addition of awareness of students Through communicating, sharing and interacting with teachers and friends in the process of project implementation, students selfaware, adjust and draw experience in the process of cooperation - Positive impact on perfecting cooperative skills: With the topic of political economy, regardless of form, project teaching also creates an environment to enhance the activeness, initiative and creativity of students themselves, training cooperation skills of students - Building student's positive spirit and attitude of cooperation: Learning projects are usually done in groups, deeply social Therefore, through the implementation of the project, the collective spirit is enhanced, the relationship with friends, the community is tightened, the qualities of teamwork are promoted Step 2: Instruct students to make a project outline based on suggested questions Step 3: Guide students to implement the project: + Teacher guides students to plan group activities, assigning each member of the group to have specific tasks, deadline for completion and shown in the report of the group leader + When doing groups, follow these steps: Gather information, process information, discuss, select and arrive at the results - Project products: + The environmental pollution consequences of the production unit of the local survey group is evidenced by photos, videos, other practical information Report the research results of the group + The project presented by the group must have the content of the subject theory, presentation with photos, documents, figures and power point presentation Step 4: Presenting the project product Step 5: Evaluate the project product and cooperation capacity, learn from experience: Teachers base on the task report of the team leader, checking the tasks of each team member In addition to creating a project product, students conduct a self-assessment, comment, score points on the evaluation sheet of the collaborative capacity of students and the team, 17 indicating the progress and limitations in the process of completing tasks Based on the assessment of the cooperative capacity of each student and the project product report in class, teachers have documents and bases to assess the lesson awareness process and the progress of students' cooperation capacity In order to implement the project teaching method to develop student's cooperative capacity in teaching subjects The basic principles of Marxism - Leninism (Political Economy), teachers pay attention to the following points: Firstly, teachers need to clearly define what the learning objectives of students are to build the content / topics that are both associated with reality, update the issues that take place in the surrounding life, social, profound education It is related to the lesson content, but it is suitable for students' abilities and qualifications Secondly, teachers base on the condition of facilities, classroom equipment, time and learning space to organize teaching projects to develop student's cooperative capacity to achieve the best results Thirdly, in the process of students implementing the project, teachers need to instruct in detail the steps to implement, at the same time follow and monitor the process of gathering information, discussing of the group members to timely guide for students, avoid misleading or not find the final result for the project; solve conflicts, avoid disagree views of team members to make groups complete on time 3.2.2.3 Method of addressing and problem solving Developing collaborative capacity of students through teaching methods and solving problems in teaching The basic principles of Marxism - Leninism (Political economy) not only provide knowledge system about concepts, category, economic law, but also always put the learner in front of a cognitive task and stimulate them to forcefully solve that task creatively Teaching on solving problems methods is an effective way to develop the collective spirit and strength to gather the best solutions in the shortest time with a multifaceted, multi-dimensional approach, thus the issues raised will be best addressed To implement the problem-solving method in teaching The basic principles of MarxismLeninism (political economy) to develop the cooperative capacity of students, in addition to complying with the implementation steps, teachers note the following points: - The content of the situation, topics and questions must really stimulate, inspire awareness for students, have a moderate difficulty, so that they can solve and know the way to solve based on mobilization available knowledge - Problem-solving teaching is not a specific teaching method, so it can be easily applied to solve problems in the teaching process depending on the level of self-reliance of students - In the process of organizing problem-solving teaching, teachers need to have the ability to control, monitor, cover self-study of each class member and closely monitor the discussion process of students in the groups to avoid the situation of some students inactive, not adapting to the collaborative learning environment Teachers are also arbitrators responsible for arbitration, resolving disagreements and reorient in discussion content for groups to ensure class time - Teachers can use problem situations at the beginning of a new lesson, start a section of a lesson or introduce a specific content of a lesson, a concept, a causal relationship - Problem-solving teaching in the subjects basic principles of Marxism - Leninism (Political Economy) to develop student's cooperative capacity can be used with many forms such as visiting fact, seminars inside and outside the classroom 3.2.2.4 Use some teaching techniques to promote student collaboration Some teaching techniques to promote the cooperative capacity of students in teaching 18 The basic principles of Marxism - Leninism (Political Economy) want to conduct successfully, teachers need to design the topic content , interesting and brief political economy situations, referring to economic knowledge in both theory and practice for students to participate in solving When using teaching techniques to promote cooperation of students, teachers must perform basic tasks: 1/ Presenting and processing learning information, supporting information, especially management information; 2/ Using and operating means, tools, documents and ideas to conduct teaching; 3/ Environmental organization and teaching methods; 4/ Conducting and solving situations and relationships in teaching; 5/ Guide, direct the process and learning activities; 6/ Checking, monitoring, evaluating, adjusting the process and learning results; 7/ Encouraging, motivating learners and students' activities The organization of teaching techniques to promote student’s cooperative capacity can be done specifically as follows: - Table cloth technique Is one of the teaching techniques thanks to the combination of individual activities and small group activities This technique helps group activities to be more effective, forcing each member to give their opinions on the topic of discussion, they will be more responsible, proactive, not relying on other members, promoting and training cooperative skills of students, and at the same time, fostering the spirit and attitude to actively cooperate in the process of participating in discussion, debate, sharing, information, creating an environment for students perform simultaneously individual activities and group activities in a short period of time In the process of implementing the tablecloth technique to develop the cooperative capacity of students, teachers need to pay attention to some points as follows: - In the process of discussing to give general opinions, there are still inconsistent opinions, students attach this different ideas in the section around the tablecloth (when presenting products can share more or share with teachers) - Tablecloth techniques are organized in the classroom space with a small group size, short implementation time so the design of the political economic tasks to develop cooperative capacity needs to be suitable with capacity, the level of students, has just promoted the ability of creative and quick thinking of students - Techniques of puzzle pieces The difference of this technique is not only in cooperative learning among individuals in the group but also as a link between groups to solve a complex task, stimulating participation positive of students, improving the role and responsibility of individuals in the process of cooperation The linkage in the technique puzzle pieces is shown through two stages: the expert group stage and the graft phase Because the two stages in the technique puzzle are two processes with different content and tasks, to avoid confusion and students can use it effectively in the learning process The basic principles of Marxism - Leninism (Political Economy), teachers need to note the following points: - In order to get the information from the puzzle pieces in the first round when put together, students can understand the panorama of a problem and the basis for solving a complex task in the second round Teachers need observe and closely monitor the discussion process of the expert group, orient and edit the discussion content of each group when necessary, avoid cases of discussing non-focused issues, extend discussion time - Because the experts in the first round may have different qualifications, in the process of preparing the lesson, the teacher needs to identify the supporting factors for all experts to complete the tasks in the first round and prepare for round 19 - The division of groups as well as the division of the number of pieces in a learning content should not be too big so that within a certain time, all members of the puzzle group can convey knowledge to each other, and enough time for members to discuss and give answers to new tasks - New task in round is a complex task and can only solved on the basis of mastering the knowledge already in the first round Therefore, students need to clearly identify necessary and limited elements knowledge, skills, information as well as support factors to solve complex tasks - The implementation of puzzle pieces techniques should be organized in the classroom with a large space, convenient for moving, with the support of modern technical facilities to develop student's cooperative capacity - This technique applies to group activities with many small topics in class, so when designing learning tasks, teachers need to pay attention to logic and science between questions, so that the knowledge in the question at the expert group is a premise and a condition for students to answer learning tasks in the puzzle group In order for the teaching techniques to develop student's cooperative capacity, teachers need to use effectively and appropriately the topics and situation exercises with the objectives, teaching contents and learning interest of students, placing learners into solving, handling situations in practice in class or self-study outside class 3.2.3 Measures to check and evaluate the development of student’s cooperative capacity Examination and assessment are the final stage in the teaching process, helping teachers to determine the teaching quality of teachers and the learning quality of students about knowledge, skills and attitudes after a period of studying subjects 3.2.3.1 Design table of criteria for evaluating cooperation capacity i- Assessing the development student's cooperative skills Examination and evaluation is the last step in the teaching process, helping teachers determine the quality of your mine teaching and the learning quality of students in knowledge, skills and attitude after a period of study subjects - Criteria for evaluating the development of independent working skills group of students with skills at levels from low to high corresponding to a specific scale: mastering skills, creative thinking skills , skills to take responsibility and planning skills; observation skills; self-study skills, problem solving and decision-making skills, self-regulation skills - Criteria for evaluating the development of cooperative working skills group of students with skills at levels from low to high corresponding to a specific scale: persuasion skills, presentations, critical skills , listening and empathy skills, communication and behavior skills, contradictory resolution skills, Teamwork skills, Skills to create and maintain relationships - Criteria for evaluating the development of a group of assessment skills with skills at levels from low to high corresponding to a specific scale: self-assessment skills and mutual evaluation skills ii- Assessing student’s positive spirit and attitudes with criteria about the activity principle, the proactive in cooperative activities and the cooperative spirit with others 3.2.4.2 Tool to evaluate the development students cooperative capacity - Assessing the progress of student's awareness of subjects: through the results of the test (include content subjects and awareness of cooperation) or product of the case study, topic and research project - Assessing the progress of students on the improvement of cooperation skills and building student's positive spirit and attitude of cooperation through the assessment note about cooperation capacity, students self-assess themselves, each group self-assess and each group 20 check achievements and score each member of your group After that, teachers base, sum and give points to students through the average score plus product presentation results, score of personal self-assess and score of evaluation and classification groups for each member of the group In order to assess cooperation capacity in an objective way, both teachers and students keep the attitude of fairness, equality with everyone, everything during the learning process Teacher design the evaluation plan, rewarding in a timely and accurate manner will create confidence, interest of students in the subject and with the remaining members in the class To that, note the following: Firstly, assess the result of team members based on the contribution of each student to solving common tasks of the group Secondly, it should be noted that the teaching methods used to promote co-operation are not only applied in one or two lessons but need to be applied regularly Thirdly, evaluate the level of cooperation of the group possibly by checking out any member or all Fourthly, build a system of evaluation scales and evaluation criteria according to the appropriate capacity development orientation Fifth, flexible use of assessment forms to obtain the most accurate information on the quality of learning of students Chapter PEDAGOGICAL EXPERIMENT THE MEASURES FOR DEVELOPMENT OF STUDENT'S COOPERATIVES CAPACITY IN TEACHING THE BASIC PRINCIPLES OF MARXISM – LENINISM (POLITICAL ECONOMY) IN THE CURRENT UNIVERSITIES AT HANOI 4.1 The plan of experiment 4.1.1 Objectives, tasks, principles of pedagogical experiment Pedagogical experimentation is an important step in verifying the effectiveness and feasibility of proposed pedagogical measures in order to develop the student's cooperative capacity in teaching The basic principles of Marxism-Leninism (Political economy) at universities in Hanoi 4.1.2 Establishments and objects of experimental pedagogy The experiment will be conducted in the two years 2016-2017 and 2017-2018 for the first year students of the school: 64 students Academy of Finance; 200 students of Hanoi Medical University; 119 Hanoi University of Culture; 24 students of the Army University of Culture and Arts; 180 students of the University of Commerce 4.1.3 Experimental content Table 4.2 Content of experimental teaching Chapter Content Chapter IV: The theory of value Goods Chapter V: The theory of surplus value Labor goods Chapter VI: Capitalism of monopoly and State capitalism of monopoly Capitalism exporting 4.1.5 Conduct experiment Phase Exploratory experiment Phase Impact experiment includes experimental preparation, experiment conducting, experimental result evaluation; evaluation criteria are determined as follows: - Criteria1 Students' academic results - Criteria Skills and attitudes of students in the process of participating in teaching activities 21 4.1.6 Processing method of experimental results 4.2 Experimental results 4.2.1 Stage 1: Exploratory experiment Overall assessment of students' cognitive processes at universities: The results about statistical test scores before the experiment show that the students of the selected schools have the same scores in each class The average level of cognitive performance is not very large The level of awareness of students is quite similar in two groups of classrooms at universities Assessment of student’s cooperative capacity: Points of the self-assessment of the students' cooperative skills systems and the attitude of students at the experiment and control classes in the exploratory experiment without The difference is too large (0,1 points), indicating that the level of expression of cooperative capacity of experiment and control classes is similar 4.5.2 Stage 2: Control experiments 4.5.2.1 Experimental results of lesson plan - Assessment students' awareness about the content lesson Results of cognitive test scores of students in experiment classes when teachers use lesson plan to experiment scores have significant changes In the grade of good - good, experiment class is higher than control class; In this test, the mean score in control class is lower than the experimental class The average grade of the experimental group was 6,68, whereas the average grade of the control group was 5,91, the average standard deviation of the two class was 0,77 - Assess of development students' cooperative capacity About the completion of student’s cooperative skills: most of the scores for the skills of the TN classes have changed while in the control class there is no significant change As compared to the exploratory experiment, even some lower scoring skills In particular, for experimental classes, the most changing skills include self-study skills, observation, creative thinking skills ; About building student’s positive cooperative spirits and attitudes: It can said about ability to learn and develop through cooperative activities; Respect the difference, while emphasizing common values; in which the ability to learn and grow through cooperative activities increased by 0,6 points 4.5.2.2 Experimental results of the lesson plan - Assess students' awareness about the content lesson The assessment of the learning results of the experimental and control class through the lesson plan 2, author found that the learning results of the experiment class increased compared to the control class The average score - weak - mainly focused on the control class, while the good point - good focus mainly in the experiment class The average grade of the experimental class was 7,13 while the average grade of the control group was 5,8 The average standard deviation between experiment and control class was 1,33 - Assessment of students' cooperative capacity after the experiment of lesson plan About the completion of student’s cooperative skills: the skills of students in the experiment class are more progressive than those of the control class, maybe talk about a number of skills such as: communication skills, behavior, observation skills; critical skills; skills to resolve conflict and disagreement About building student’s positive cooperative spirits and attitudes: while the spirit and cooperative attitude of the experimental class changed, in the control class there was almost no change compared to the lesson plan In comparison with the lesson plan 1, respect the difference, while emphasizing the common values; motivation to work when participating in cooperative activities have more progressive (up 0,4 points) 22 4.5.2.3 Experimental results of the lesson plan - Assess students' awareness about the content lesson In this teaching plan, author designed a learning theme combining the use of project-based teaching method with group discussion and power point presentation, author found that the learning outcomes of the experimental group increased compared with the control class The point average of the control class (5,67) and experiment class (7,01) are of different level was 1,34 - Assessment of students' cooperative capacity after the experiment of lesson plan About the completion of student’s cooperative skills: The result shows that most of the skills of students in the experiment class exceeded, the skills are shown breakthrough, are more advanced than the control class About building student’s positive cooperative spirits and attitudes: While the spirit of collaborative behavior of the experimental group was markedly changed, in the control group there was almost no change compared with the previous experiment 4.5.3 General evaluation of experimental pedagogical results 4.5.3.1 Qualitative assessment of post-experiential teaching results of teachers and students The results of the three experiments show student’s progress of in the experiment class after the pedagogical impact In order to better illustrate the above results, after each method of teaching, we used the questionnaire to collect the opinions of teachers, students of experiment classes and teachers taking part in teaching the experiment class at selected schools Including 31 teachers (teachers teach the control and experiment class, teachers attend) and 294/294 students participate in class comments - About the teacher - About the students 4.3.3.2 Quantitative evaluation of experimental results * Assess students' awareness about the content lesson - Lesson plan 1, the summarize results of the average point of the experiment is 6,68 while the control class is 5,91 - Lesson plan 2, the summarize results of the average point of the experiment is 7,13 while the control class is 5,8 - Lesson plan 3, the summarize results of the average point of the experiment is 7,01 while the control class is 5,67 * Assess of development students' cooperative capacity after experiment: Most of the skills in experiment class have a better rating and more progression through each lesson plan, especially when organizing experience activities and field trips The skills of cooperative competence changed markedly, in which the skill are most changed being skills in creating and maintaining relationships (1,1 points increase), selfregulation skills, planning (up 1,2 points); Listening and empathy skills, persuasive skills and presentation (1 point) The mental manifestations, attitudes through the three lesson plans have changed significantly, including motivation to work when participating in cooperation activities and maintain good relationships among members (increase by 1,2 points); Voluntary, active, responsible when participating in cooperation activities (increase point); Find consensus on views and equity, equality with people, everything (up 1,1 points); Honest, truthful in the job (increase point) As a result, through experiment's results and feedback from teachers and students, all confirmed the feasibility and effectiveness of the measures and specific procedures proposed In each measure to ensure the development of students' cooperative capacity in teaching The basic principles of Marxism-Leninism (Political economy) which the thesis has developed and proposed orientations for implementation 23 CONCLUSION AND RECOMMENDATIONS I CONCLUSION From the results of the research process of the thesis, some following conclusions can be drawn: 1.1 Development of student's cooperative capacity is an indispensable work contributing to the comprehensive development of Vietnamese people to meet the requirements of the new era However, the development of collaborative capacity of students at universities is a problem that needs to be studied systematically and scientifically in order to achieve the goal of comprehensively developing the qualities, energy of students as well as lifting high quality in teaching The basic principles of Marxism-Leninism (Political Economy) 1.2 From the actual survey results, most teachers and students highly appreciate the role and meaning of developing student's cooperative capacity in teaching subjects The basic principles of Marxism - Leninism (Political economy) However, the implementation of the development of student's cooperative capacity in teaching subjects The basic principles of Marxism - Leninism ( Political Economy) are not yet really regular and not as effective as expected 1.3 Based on the real situation of the research problem, the thesis proposed principles and solutions to develop student's cooperative capacity in teaching subjects The basic principles of Marxism - Leninism (Political Economy) At the same time, conducting pedagogical experiment to demonstrate the correctness of that solution The result of the pedagogical experiment showed that measures built in the thesis are completely correct and feasible So that, implementing development of student’s cooperative capacity in teaching The basic principles of Marxism - Leninism (Political Economy) contribute to well implement goals of improving the training quality at Hanoi’s universities in the current stages II RECOMMENDATIONS Firstly, for university manager and leaders, the development of student's cooperative capacity in teaching subjects The basic principles of Marxism-Leninism (part of Political Economy) need to ensure the following conditions: + Increasing investment in facilities, support facilities, equipment and materials for learning the subject of The basic principles of Marxism - Leninism (Political Economy) to ensure diversify teaching methods actively and improve the capacity of using information technology for students in learning + Classroom space: is one of the important conditions that need attention and attention The teaching space is arranged scientifically and reasonably to help teachers divide and supervise the activities of each group easily Students are moving and exchanging easily, the cooperation of team members becomes stricter, the cooperative environment is open In classrooms, the system of tables and chairs designed in a flexible way will limit the preparation time and increase the connection of all members in the group, avoid the situation that focuses on only some active members in the group The change of teaching space takes place on a regular basis will create positive emotions for students during the implementation process 24 + Need to reduce the number of students in a class of (about 45 - 50) students so that teachers use actively teaching methods such as project methods, group study, cooperative learning activities or test, assess the progress of students' cooperation capacity In order to achieve the expected results, teachers perform implement the idea of organizing teaching in the "open" direction and students have the opportunity to interact more with each other in learning Secondly, for subject teachers, it is necessary to focus on fostering profession knowledge, organizing seminars on innovating teaching methods towards developing learners' capacity, or writing documents and textbook Teachers need to regularly update more practical information for the "non-academic, non-religious, non-conservative" lectures and advocate "liberating ideology, not rigid, rigorous learning styles" Actively renewing the content of professional activities This is a breakthrough to improve the quality of teaching and focus on integrating the teaching of knowledge content in combination with fostering, training and developing learner's ability, especially the cooperative capacity in universities today Proposing a certain amount of time for learning "compulsory" subjects in the "open" direction to organize experience activities and practice of subjects to incorporate the subject theory with practice, the school associated with production and life Thirdly, for students who need to realize the right purpose and importance of learning the content of subject knowledge From there, there are effective motivations, plans and measures to learn effectively At the same time, actively promote personal capacity, proactive, positive, creative in learning and social interaction, expanding the ability to apply knowledge in solving, dealing with problems in life in order to gain practical benefits for yourself Thus, learning really becomes a truly meaningful, practical and valuable work LIST OF SCIENTIFIC WORKS RELATED TO THE THESIS Nguyen Thuy Duong, Teaching in cooperation with Political discipline in our country's universities and colleges, Proceedings of the National Workshop: "Research and Teaching Political Theory in Globalization Trends ", Hanoi University of Education, Political Theory Publishing House, 2016, pp 297 - pp 307 Nguyen Thuy Duong, Cooperative Education in Citizen Education in High School, Proceedings of the National Workshop: "Innovative teaching methods and examination and assessment of citizen education in high school" , Hue University of Education, January 2017, pp 89 – pp 96 Nguyen Thuy Duong, Some notes on the design of teaching cooperative group of political disciplines in university, Proceedings of Scientific Seminar: "Politics Society in the integration period - Comment and Practice ", Hanoi National University of Education 2, 2017, pp 693 - pp 702 Nguyen Thuy Duong, Using teaching techniques to promote the cooperation of teachers in the study of fundamental principles of Marxism-Leninism in colleges, universities, Vietnamese Teacher Journal of Education, No 127 (11/2017), ISSN 1859-2909, pp 8- pp.11 Nguyen Thuy Duong, Cooperative teaching in group in teaching: The Principles of Marxism and Leninism at university and college, Journal of Science, Hanoi National University of Education, No 62 (12/2017), ISSN 2354-1075, pp 198 – pp 206 Tran Thi Mai Phuong, Nguyen Thuy Duong, Developing cooperative capacity for Vietnamese university learners in teaching, American journal of Educational Research Volume 6, No (5/2018), ISSN 2327 - 6126, pp 443 – pp 448 ... foundation and sustainable truth views of Marxism-Leninism within the three components, that is Marxist-Leninist philosophy; Political economy Marxism - Leninism and Scientific socialism In particular,... teaching The basic principal Marxism-Leninism (Political economy) Thirdly, there find out principles and measures to not only teach better The basic principal Marxism-Leninism (Political economy) buts... To that, teachers need to pay attentions: + Attaching the goal of raising awareness about cooperation with implementing the knowledge objectives of the lesson + Attaching the goal of perfecting