Tính tích cực giảng dạy của giảng viên ở các trường sĩ quan quân đội tt tieng anh

1 INTRODUCTION Reasons for choosing the thesis topic Activity is a process of positive and purposeful human activity to produce material and spiritual values to satisfy the needs of individuals and society That is to say, any activity needs to be positive, so that the doers can mobilize a high level of psychological functions in order to organize and carry out activities quickly and efficiently Teaching is a specialized activity of teachers with product created as learner's personality In order to improve the quality of teaching and create a quality "product" that meets the objectives and requirements of education and training, teachers are required to be active in teaching Teachers at military officers’ colleges, besides their professional and professional teaching duties, also regularly study to raise the level of political theory and military knowledge; must perform their duties according to the provisions of the Army Management Regulation and the responsibilities of Party members Therefore, teachers need to be more active in teaching This is an important means and conditions for them to achieve their teaching goals Teaching activeness is an issue of study, but there has not been any systematic study of the teaching activeness of teachers at military officers' colleges Therefore, the study "Teaching activeness of teachers at military officers colleges" is very necessary, contributing to improving the quality of education and training, in general, the teaching quality of teachers at military officers colleges in particular, meeting the requirements of fundamental and comprehensive renovation of current education and training Among subjects taught in military officers’ colleges, social sciences and humanities are very important The quality of teaching humanities and social sciences directly contributes to scientific views, clear political perspective for military officers in considering the phenomena, events of society and military activities; form and develop the political quality, ideology, morality and lifestyle of revolutionary soldiers and build a politically strong army Learning social sciences and humanities is not only a mandatory requirement but also a big challenge for students because of abstract and complex natures of subjects in social sciences and humanities Therefore, in order to improve the quality of teaching and create interest, learning efficiency for students, it is essential that every social sciences and humanities teacher promotes his or her teaching activeness However, the quality of teaching social sciences and humanities still has limitations compared to the requirements and tasks A part of the social sciences and humanities faculty members are not really positive in teaching, such as: Not being fully aware of the position and role of social sciences and humanities; not being active, energetic to overcome difficulties in teaching and effective teaching is not high From the above reasons, the thesis only studies the teaching activeness of social sciences and humanities teachers at military officers’ colleges The purposes and the tasks of the research The purposes of the research The thesis researches on the practical and theoretical basis of the teaching activeness of the teachers of the social science and humanities subjects and then it seeks to propose the pedagogical and psychological measures to enhance the teaching activeness of the teachers of the social science and humanities subjects, contributing to improve the quality of teaching and learning at military officers colleges The tasks of the research Giving an overview of the thesis-related previously published works Building the theoretical basis of the activeness in teaching of the teachers of the social science and humanities subjects at military officers’ colleges Conducting the surveys and assessing the current level of the teaching activeness and the factors affecting the activeness in teaching of the teachers of the social science and humanities subjects at military officers’ colleges Proposing the pedagogical and psychological measures to promote the activeness in teaching of the teachers of the social science and humanities subjects at military officers’ colleges The object, the subject and the scope of the research The object of the research The manifestations, the levels and the factors affecting the activeness in teaching of the teachers of the social science and humanities subjects at military officers’ colleges The subject of the research The teachers of the social science and humanities subjects, managing officers and cadets at military officers’ colleges The scope of the research In terms of content: The thesis researches on the teaching activeness of the teachers of social science and humanities, focusing on the manifestations, the levels, and the factors affecting the teachers’ teaching activeness In terms of object: The teachers of the social science and humanities subjects, the cadets and supervisors at military officer colleges (The Army Officers College N1, The Political Officers College, The Telecommunication Officers College, and The Artillery Officers College) In terms of time: Sufficient data and surveys for the study are collected from 2015 to 2019 The scientific hypothesis The activeness in teaching of the teachers of the social science and humanities subjects at military officer colleges is at high level and is shown in the proactivity, the ardency, the capacity to overcome difficulty and the efficiency in teaching The manifestations of the teaching activeness are uniform and related but not of equitable levels, of which the teachers’ enthusiasm in teaching is at lower level than others The teaching activeness of the teachers of the social science and humanities subjects is affected by the subjective and objective factors, of which the subjective factors are of greater effect The teaching activeness of the teachers of the social science and humanities subjects at military officer colleges can be promoted by identifying the appropriate pedagogical and psychological measures Methodology and the research method Methodology The thesis is based on the thorough understanding of the materialist dialectics of Marxist-Leninist philosophy and the views of President Ho Chi Minh, the Communist Party of Vietnam; the resolutions of the Central Military Committees; the strategy on education and training development in the military; the directives and instructions of the General Department of Schools on the task of education and training; Marxist psychology studies: The principle of the deciding factors of psychological issues, the principle on the conscious – psychological agreement, the principle of system, the principle of psychology development and the principle of personality approach The research method In terms of theory: Analysing, synthesizing and generalizing the related materials and consulting the experts to make full use of the sources for the thesis’s theoretical background In terms of practice: Method of observation; questionnaires; conversation; interview; data analysis; typical figure analysis In terms of maths statistics: Use of software SPSS 20.0 to calculate the data of survey, investigation, experiment and showing research results New contributions of the thesis In terms of theory The findings of the thesis contribute to vary the theory of the activeness, the teaching activeness and the activeness in teaching of the teachers the social science and humanities subjects at military officer colleges Notably, the thesis identifies the manifestations and factors affecting the activeness in teaching of the teachers the social science and humanities subjects at military officers’ colleges In terms of practice The findings show that the activeness in teaching of the teachers of the social science and humanities subjects at military officer colleges is at high level, of which three manifestations (the proactivity, the capacity to overcome difficulty and the efficiency in teaching) are at equally high level and one manifestation (the teachers’ enthusiasm in teaching) is at average level The thesis defines the uniform and strong link among these manifestations and each manifestation with the teachers’ activeness in teaching Thus, it can be concluded that these manifestations keep the role of paramount importance in the teachers’ activeness in teaching, which have a great impact on the teachers’ activeness in teaching The thesis analyses two typical cases of the teachers’ activeness in teaching, contributing to describe the current situation of the activeness in teaching of the teachers of the social science and humanities subjects at military officers’ colleges The thesis identifies the factors affecting the teaching activeness and proposes the pedagogical and psychological measures to enhance the teaching activeness of the teachers of the social science and humanities subjects at military officers’ colleges The theoretical and practical significance of the thesis The theoretical significance The thesis contributes to add and vary the theory of the teaching activeness of teachers in general, and of the teachers of the social science and humanities subjects at military officers colleges in particular The practical significance The findings of the thesis help the leaders and managers of different levels to raise awareness and responsibility in building and promoting the teachers of the social science and humanities subjects, making a contribution to improving the quality of education and training at military officers’ colleges The application of the thesis’s findings will intensify the application of psychology into the military activities, especially the military pedagogical activities The structure of the thesis The thesis includes: Introduction, Conclusion, Recommendations, and the list of the published works, References, Appendixes and chapters (13 periods) Chapter AN OVERVIEW OF THE THESIS-RELATED SITUATION 1.1 The foreign works on the activeness and the teaching activeness 1.1.1 The works on the manifestations of the activeness and the teaching activeness * The works on the manifestations of the activeness Typically: A I Serbalop; G I Sukina; I F Kharlamop (1979); S Đ Smiznop; V P Diatrenco; V Ia Romanop; M I .Lixina; A N Leonchiep; V S Iukevich; Đ N Udonatde These above authors indicate different manifestations of the activeness They point out the activeness is shown in several fields such as the proactivity, the subjectivity, the objectivity, the adaptability, the creativity and the ability to overcome the difficulty * The works on the manifestations of the teaching activeness Typically: G Petty (1998); G Willis and C J Marsh (2000); F E Weinert (1998); A M Goocki; P A Ruđich (1974); Cac Rogio; L Cohen and L Manion (2005); K Morrison; Hamacheck; J H Stronge (2007) These authors seek to indicate the requirements and criteria; the assessing ground and the teachers ‘positive traits by their attitudes and deeds 1.1.2 The works on the factors affecting the activeness and the teaching activeness * The works on the factors affecting the activeness Typically: N F Đôbrưnin; A G Covaliop (1971); B A Iakunhin (1998) Their works show that both objective and subjective factors have the impact on the activeness, including: the social requirements, the public opinions and the community The subjective factors consist of the need, the motivation, the competence, the will, the sense of independence and organization * The works on the factors affecting the teaching activeness Typically: N Đ Levitop (1972); Ph N Gonobolin (1979); J H Stronge (1968) These above authors indicate the factors affecting the teaching results, both objective and subjective However, thesis authors mainly touch upon the factors within the teachers themselves The objective factors, especially the pedagogical ones are not paid adequate attention 1.2 The works in Vietnam on the activeness and the teaching activeness 1.2.1 The works on the manifestations of the activeness and the teaching activeness * The works on the manifestations of the activeness Typically: Pham Minh Hac (1966); Nguyen Quang Uan, Tran Huu Luyen, Tran Quoc Thanh (1999); Le Huong (2003); Nguyen Van Luot (2005); Nguyen Thi Kim Hoa (2013); Le Thi Minh Loan (2015); Ha Thi Minh Chinh (2017); Le Thi Minh Loan and Nguyen Van Luot (2017) Dealing with the issue from different perspectives, these authors show various peculiar manifestations of the activeness in close link with specific activities, which are: the proactivity, the consciousness, the adaptability, the will, the determination, the passion, the creativity and the excitement * The works on the manifestations of the teaching activeness Typically: Nguyen Van Hoa (2006); Nguyen Thac and Pham Thanh Nghi (2017); Nguyen Thi Tinh (2009); Le Minh Nguyet, Duong Dieu Hoa (2015) and the military psychologists (2013) These abovementioned authors specifically indicate the characteristics of the teaching activeness, including: Constant awareness of the education and training’s tasks; high sense of responsibility for the community in improving the quality of education and training; the sense of consciousness and initiative, the creativity in renewing the program, the content and teaching methodology; the passion for their jobs; the positive attitude towards pedagogical work; the motivation and love for teaching; the pedagogical competence; teaching quality; the passion for research; the in-depth specialized knowledge; the capability of applying science and technology; the determination to overcome the difficulties; the ability to adapt to the career changes and the teaching efficiency 1.2.2 The works on the factors affecting the activeness and the teaching activeness * The works on the factors affecting the activeness Typically: Le Huong (2003); Do Thi Coong (2004); Le Duy Tuan (2008); Tran Huong Thanh (2012); Ha Thi Minh Chinh (2017); Le Thi Minh Loan and Nguyen Van Luot (2017) Under different perspectives, these authors seek to clarify the subjective and objective factors affecting the activeness in different activities Some of these factors are favourable ones which help to enhance the activeness; whereas, other factors are obstacles for the activeness in teaching activities * The works on the factors affecting the teaching activeness Typically: Nguyen Van Hoa (2006); Nguyen Thi Tinh (2010); Ngo Minh Tuan, Nguyen Van Tuan, Do Duy Mon, Nguyen Dinh Gam, Ta Quang Dam (2011); Nguyen Dinh Gam (2015) These authors indicate several factors affecting and deciding the teaching in general and the teachers’ activeness in teaching in particular These factors are divided in to different aspects such as subjective, objective, personal psychology and socio-psychological aspects 1.3 An overview of the results of the previously published works and the issues need further dealing with in this thesis 1.3.1 An overview of the results of the previously published works By researching on the activeness, the previously published works clarify some peculiar manifestations of the activeness such as the initiative, the subjectivity, the objectivity, the adaptability, the creativity, the ability to overcome difficulty, the self-consciousness, the passion; simultaneously, they indicate the objective and subjective factors affecting the activeness By researching on the teaching activeness, these works clearly point out the specific manifestations of the teaching activeness via the awareness, the attitude, the deed; they also define the objective and subjective factors affecting the activeness in teaching 1.3.2 The issues need further dealing with in this thesis Firstly, an overview of the activeness and the teaching activeness serve as the foundations for building the concept of the teaching activeness of the teachers of the social science and humanities at limitary officers’ colleges Secondly, the thesis indicates the particular features of the teaching activeness of the teachers of the social science and humanities at limitary officers’ colleges Thirdly, the thesis collectedly inherits the previous researchers‘viewpoints and thoroughly clarifies the particular manifestations of the teaching activeness of the teachers of the social science and humanities at limitary officers’ colleges, which are: the sense of initiative, the enthusiasm, the difficulty overcoming and the efficiency in teaching Fourthly, the thesis clarifies the objective and subjective factors affecting the teaching activeness of the teachers of the social science and humanities at limitary officers’ colleges Fifthly, the thesis makes surveys and assesses the current situation of the teachers’ teaching activeness; analysing and defining the current situation of the factors affecting the teachers’ teaching activeness; analysing some typical cases; proposing the pedagogical and psychological measures to enhance the teaching activeness of the teachers of the social science and humanities at limitary officers colleges Conclusion of chapter These above-mentioned works seek to indicate and clarify the manifestations and the factors affecting the activeness and the teaching activeness from different aspects The works provide a thorough analysis on the activeness and the teaching activeness in terms of the awareness, the attitude, the deed or the proactivity, the passion and the creativity However, they fail to identify that the activeness and the teaching activeness are the combination of the proactivity, the enthusiasm, the capacity to overcome the difficulties and the efficiency These works only deal with the teaching activeness of teachers at universities in general, but not the teachers of social science and humanities at military officer colleges Chapter THEORETICAL BACKGROUND OF THE TEACHING ACTIVENESS OF THE SOCIAL SCIENCES AND HUMANITIES TEACHERS AT MILITARY OFFICIERS COLLEGES 2.1 The teaching activities of the social sciences and humanities teachers at military officers’ colleges 2.1.1 The concept of the teaching activities of the social sciences and humanities teachers at military officers’ colleges * The teaching activities Teaching activities are those that organize, control and guide to help learners acquire knowledge, formulate techniques, skills and develop comprehensively qualities and competencies * Social sciences and humanities teachers at military officers' colleges Social sciences and humanities teachers at military officers' colleges are those with the function of teaching, educating, conducting scientific research and organizing pedagogical activities in the fields of social sciences and humanities in the army in order to contribute to training cadets to become officers according to training objectives and requirements of the colleges * The teaching activities of social sciences and humanities teachers at military officers' colleges The teaching activities of social sciences and humanities teachers at military officers' colleges are those that organize, control and guide to help learners acquire knowledge, formulate techniques, skills and develop comprehensively qualities and competencies to meet the goals and training requirements of the colleges In order to well carry out the role of organizing, controlling and guiding cadets, social sciences and humanities teachers at military officers' colleges need to perform well the main stages of teaching activities including preparation for class; conduction of lectures in class; lessons from teachings; evaluation of learning performances 2.1.2 Characteristics of teaching activities of social sciences and humanities teachers at military officers' colleges * Teaching activities of social sciences and humanities teachers aim to shape and develop the scientific viewpoint, beliefs and necessary personality qualities of officers * Teaching activities of social sciences and humanities teachers are towards comprehensive development in both cognitive and practical competencies for cadets * Teaching activities of social sciences and humanities teachers are associated with current military activities and current ideological and struggles * Teaching activities of social sciences and humanities teachers are happening in military pedagogical environment 2.2 Teaching activeness of social sciences and humanities teachers at military officers' colleges 10 2.2.1 Concept of activeness Activeness is a quality of personality, expressed in the initiative, enthusiasm and difficulty overcoming to achieve operational goals Activeness is made up of two basic components The internal component consists of factors that play a role in promoting the activeness, namely demand, motivation, excitement, belief, ideology The external component is manifested in the activeness, enthusiasm, difficulty overcoming and efficiency Within the scope of the study, the author focuses on studying the manifestations of activeness The activeness is derived from the need for activity Activeness is both the driving force of the activity and the typical personality quality of the individuals Activeness motivates people to function; is the source of creativity; contributes to improving operational efficiency 2.2.2 Concept of teaching activeness of social sciences and humanities teachers at military officers' colleges The teaching activeness of social sciences and humanities teachers at military officers' colleges is a quality of personality, demonstrating the initiative, enthusiasm and difficulty overcoming in order to achieve the purpose of teaching activities The above concept has shown that teaching activeness of social sciences and humanities teachers at military officers' colleges is manifested in main characteristic signs, namely: initiative; enthusiasm; difficulty overcoming and effectiveness in teaching These four components of expression have a unified and dialectical relationship with each other and with the teacher's teaching activeness Teaching activeness helps teachers better understand society and people; consolidating deep belief in the Party's goals and ideals, the path toward socialism, the strength of the nation and the army; promoting the spirit, responsibility, sense of discipline of teachers; helping the lectures be more attractive, of good quality, creating a reputation for cadets and staff in colleges 2.2.3 Manifestation of teaching activeness of social sciences and humanities teachers at military officers' colleges * Initiative Teaching activities require teachers to invest time, efforts in designing and practicing lectures; conduct teaching activities according to plan and effectively handle pedagogical situations Teachers who are active in teaching will help them master the time, conduct instructional 13 3.3 Scaling evaluation * The scale for evaluating the component manifestations of teaching activeness Very low: 1.0 ≤ Mean ≤ 1.8; Low: 1.8 < Mean ≤ 2.6; Average: 2.6 < Mean ≤ 3.4; High: 3.4 < Mean ≤ 4.2; Very high: 4.2 < Mean ≤ 5.0 * Scale for evaluating factors affecting teaching activeness Very weak effects: 1.0 ≤ Mean ≤ 1.8; Weak effects: 1.8 < Mean ≤ 2.6; Normal effects: 2.6 < Mean ≤ 3.4; Strong effects: 3.4 < Mean ≤ 4.2; Very strong effects: 4.2 < Mean ≤ 5.0 Conclusion of chapter In order to obtain research results on the current status of teachers' teaching activeness, the research conducted careful and detailed preparation for organization process and research methods The methods were implemented synchronously and specifically according to the research objectives and tasks, suitable to practical conditions and circumstances Chapter THE FINDINGS OF THE TEACHING ACTIVENESS OF THE SOCIAL SCIENCE AND HUMANITIES TEACHERS AT MILITARY OFFICIERS COLLEGES 4.1 The current situation of the teaching activeness of the social science and humanities teachers at military officers’ colleges 4.1.1 General evaluation of situation of teaching activeness of the social science and humanities teachers at military officers’ colleges Table 4.1 The teaching activeness of the social science and humanities teachers at military officers’ colleges Number Manifestations Teachers’ sense of initiative Preparation before teaching While teaching Teachers (N=235) Mean SD Managers (N= 103) Mean SD Cadets (N=257) Mean SD Overall mean 3.85 0.43 3.88 0.51 3.91 0.44 3.88 3.84 0.41 3.89 0.43 3.88 0.41 3.86 14 Drawing lessons after teaching Testing and assessing cadets‘ learning results Total of mean Preparation before teaching While teaching Drawing Teachers’ lessons enthusias after m teaching Testing and assessing cadets‘ learning results Total of mean Preparatio n before teaching While teaching Teachers’ Drawing ability to lessons overcome after the teaching difficulties Testing and assessing cadets‘ learning results Total of mean Teachers’ Preparatio efficiency n before teaching While teaching Drawing lessons after teaching 3.66 0.43 3.62 0.49 3.69 0.43 3.67 3.73 0.38 3.72 0.49 3.77 0.42 3.74 3.77 0.34 3.78 0.38 3.81 0.34 3.79 3.45 0.56 3.44 0.54 3.53 0.57 3.49 3.30 0.44 3.31 0.43 3.38 0.44 3.34 3.26 0.44 3.27 0.52 3.34 0.44 3.30 3.44 0.34 3.40 0.37 3.48 0.32 3.45 3.36 0.34 3.36 0.37 3.43 0.33 3.39 3.87 0.43 3.87 0.48 3.90 0.42 3.88 3.76 0.42 3.77 0.45 3.77 0.41 3.77 3.59 0.38 3.57 0.42 3.62 0.37 3.60 3.74 0.44 3.74 0.50 3.78 0.43 3.76 3.74 0.33 3.74 0.38 3.77 0.33 3.82 0.48 3.78 0.55 3.88 0.49 3.75 3.84 3.59 0.45 3.59 0.50 3.63 0.45 3.61 3.67 0.41 3.65 0.48 3.72 0.43 3.69 15 Testing and assessing cadets‘ learning results Total of mean Overall of total of mean 3.81 0.44 3.82 0.47 3.86 0.43 3.84 3.72 3.65 0.36 0.29 3.71 3.65 0.41 0.33 3.77 3.70 0.37 0.29 3.74 3.67 16 The table 4.1 shows that the current situation of the teaching activeness of the social science and humanities teachers at military officers colleges is at high level (Mean = 3.67) Of which, the teachers and the managers’ evaluation on the teachers share the similarity with the mean of 3,65; the mean of the cadets’ evaluation on the teachers is 3.70 4.1.2 The current situation of the teachers’ activeness level in teaching The activeness of social sciences and humanities teachers is high (Mean = 3.79) Variance analysis of One-Way ANOVA factors showed that there was no statistically significant difference between the survey respondents (F (2,592) = 1,001, Sig = 0.368> 0.05) and among group of teachers (F (2,232) = 1,383, Sig = 0.253> 0.05) when assessing the activeness of teachers in teaching 4.1.3 Situation of enthusiasm level in teaching Teaching is at average level (Mean = 3.39) One-Way ANOVA variance analysis showed that there was a statistically significant difference between the survey respondents when assessing the teachers’ enthusiasm in teaching (F (2,592) = 3.379, Sig = 0.035 0.05) * Comparing the difference between teacher groups about teaching activeness Under years From to 10 years More than 10 years Chart 4.7 Comparing the teacher groups about teaching activeness 20 The results of chart 4.7 indicate that: all groups of teachers are highly positive in teaching (Mean = 3.61 ÷ 3.68), in which the highest group comes from those with more than 10 years of teaching (Mean = 3.68); the lowest is the group of teachers with less than years of teaching (Mean = 3.61) To understand the difference in teaching activeness among groups of teachers, the study conducted a one-Way ANOVA variance analysis with F (2,232) = 0.879, sig Levene Statistic = 0.004 (< 0.05) ANOVA board was not used but Welch test was replaced Results obtained Sig = 0.514> 0.05 It means there is no statistically significant difference between groups of teachers in terms of teaching activeness 4.2 Situation of factors affecting the teaching activeness of social sciences and humanities teachers at military officers' colleges 4.2.1 General assessment of factors affecting the teaching activeness of teachers The survey results show that the identified factors have a strong influence on the teaching activeness of teachers (Mean = 4.13; SD = 0.40) In particular, the subjective factor group (Mean = 4.15; SD = 0.48) has a stronger influence than the objective factor group (Mean = 4.11; SD = 0.40) 4.2.2 The situation of the objective of factors affecting the teaching activeness of teachers The group of objective factors affecting the teaching activeness of teachers is at a strong level (Mean = 4.11; SD = 0.40) The component factors affecting teaching activeness of teachers are all at a strong level (Mean = 4.06 ÷ 4.19) In particular, the factor of attentions and concerns of leaders and commanders at all levels (Mean = 4.19) has the strongest influence on teaching activeness of teachers It is followed by the incentive policy for teachers (Mean = 4.11) The results of One - Way ANOVA show that, with F (2,592) = 1,201, sig = 0.302> 0.05, there is no statistically significant difference in the evaluation of teachers, managers and cadets on the 21 degree of influence of the objective factors on teaching activeness of teachers 4.2.3 The situation of the subjective of factors affecting the teaching activeness of teachers Group of subjective factors affecting the teaching activeness of teachers is at a strong level (Mean = 4.15; SD = 0.48) In which, there are 01 factor at a very strong level (the factor of teaching motive and purpose with Mean = 4.44) and factors at a strong level (Mean = 3.98 ÷ 4.15) The results of One - Way ANOVA show that, with F (2,592) = 1,927, sig = 0.146> 0.05, there is no statistically significant difference in the evaluation of teachers, managers and cadets on the degree of influence of the objective factors on teaching activeness of teachers 4.2.4 Forecasting the trend of changing the teaching activeness of teachers in relation to influencing factors (regression analysis) Subjective factors are forecasted to change more than objective factors In the objective factors, the factor of cadet’s learning activeness explains the trend of change more than other factors This factor is forecasted to have the most influence on teaching activeness of teachers, because it has Beta coefficient (β) = 0.318, t = 8.383, p = 0.000 (