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On the basis of theoretical and practical research, the thesis builds the content and process of training skill of curriculum development base on preschool schools (group level) for students in preschool education major, contributing to improving the quality of training
MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATION SCIENCE PHAM THI HUYEN TRAINING SKILL OF CURRICULUM DEVELOPMENT BASE ON SCHOOL FOR STUDENT IN PRESCHOOL EDUCATION MAJOR WITH A BACHELOR`S PEDAGOGICAL DEGREE Major: Theory and History of Education Code: 9.14.01.02 SUMMARY OF DOCTORAL THESIS OF SCIENCE EDUCATION Hà Nội, 2019 Thesis was completed in VIETNAM EDUCATION SCIENCE INSTITUTE Science instructor Ph.D NGUYỄN TUYẾT NGA Ph.D NGUYỄN THỊ MỸ TRINH Reviewe 1: Reviewe 2: Reviewe 3: Thesis will be defended in front of the Institute's Thesis Evaluation Council Meeting at Vietnam Educational Sciences Institute, 101 Tran Hung dao, Hanoi At hour date month year The thesis can be found at: - National Library - Library of Vietnam Educational Sciences Institute PREAMBLE The urgency of the research problem 1.1 Curriculum Development in general and the curriculum development base on schools in particular is a common trend for the current education levels The idea of curriculum development base on school was derived from Official Letter 791 / HDBGDĐT June 25, 2013 signed by Deputy Minister Nguyen Vinh Hien for high school level For preschool education curriculum (Promulgated together with Circular 17/2009-BGD & ĐT and Circular 28/2016 of the Ministry of Education and Training on program amendments and supplements) specify: “Based on the preschool education curriculum promulgated by the Ministry of Education and Training, the Departments of Education and Training, the Room of Education and Training guide preschool school institutions to prepare the school year plan and organize the implementation; Curriculum development of preschool education suitable to the culture, local conditions, the school, the ability and needs of children ” [12] Curriculum development base on preschool school will promote the creativity and initiative of the preschools school based on the actual conditions of the school, the local socio-cultural conditions At the same time avoid the "Curriculum uniform" beetwen diffirent preschool school (especially the system of public schools) which is quite popular in our country 1.2 Main component participating in the curriculum development base on preschool school is the preschool teachers They are trained from many different training institutions with many different qualifications (The minimum qualification standard of preschool teachers before 2018 is the pedagogical intermediate level of preschool education, from the 2018-2019 school year, raise the standard to the preschool pedagogical college level) The biggest current limitation of the preschool teacher when participating in the curriculum development base on school is about skills, manifest clearly in skills such as: skills to analyze the situation of the school, skills to identify educational goals, skills to design education curriculum Therefore, to have a team of preschool teacher to meet the requirements of the curriculum development base on school, in the training program, there must be an output standard of curriculum development base on schools, at the same time students must be training much on this issue 1.3 To meet the human resources and the development trend of education levels and society, Resolution No 29-NQ / TW on fundamental and comprehensive innovation of Education and Training has clearly stated the guiding viewpoint “Developing education and training is improving people's intellectual, training human resources, fostering talents To strongly shift the educational process from mainly equipped with knowledge to comprehensively developing the capacity and quality of learners Learning with practice; Reasoning is tied to reality; The school education combines with family education and social education” [4] In the process of training teacher preschool, students often gain training of occupational capacity The university always associates training institutions with preschool school following the network model, help students in approaching pre-school education in facts Through pedagogical practice sessions and pedagogical practice, students can apply their professional knowledge to the real environment, trained vocational skills, including the opportunity to practice the skills of curriculum development base on school 1.4 However, the current reality, the output standards of some universities for student in preschool teacher or not mention or mention the capacity to curriculum development but it is still lackluster, mainly equipped with some general theoretical issues on the curriculum development but did not go into forging skills to educate students in curriculum schools base on Therefore, when graduated, it is very difficult for students to participate in developing curriculum in groups of classes, failing to meet the practical requirements of preschool education on the curriculum development base on schools Over the past few years, a number of universities which training teacher school specialized in preschool education training built a module of "Development of Ethnic Minority Literature" and included in the training program with the purpose of equipping knowledge and Developing skills for students of education.in pedagogical practice and pedagogical practice again not to mention the skills of developing educational skills in schools, so this skill of students is very limited The main cause of these limitations is in the training program, there is a lack of content development, process of teaching quality of curriculum development base schools to students in preschool education in a scientific and reasonable manner Currently, no research on content and process of training skills in curriculum development base on schools has been officially announced For the above reasons, we choose the research direction "Training skills of curiculum develop base on school for students in preschool education major with a bachelor's degree in pedagogy" for their thesis Research purposes On the basis of theoretical and practical research, the thesis builds the content and process of training skill of curriculum development base on preschool schools (group level) for students in preschool education major, contributing to improving the quality of training Object, Subject of the study 3.1 Research object: The process of occupational skills training for students in preschool education mojor with a bachelor's degree in pedagogy 3.2 Research subject: The process of training skill of curriculum development base on preschool schools (group level) for students in prerschool education major with a bachelor's degree in pedagogy, with the factors affecting the formation and quality Scientific hypothesis If the content is identified, building a process of training the skills of curriculum development base on preschool school for students in preschool education major, rational in the direction of integration into a number of modules, real activities practice, through pedagogical practice, so students will given the skills of curriculum development base on preschool school (group level) Research mission 5.1 Researching the rationale of the curriculum development base on preschool school for students in preschool education major with a bachelor's degree in pedagogy 5.2 Surveying and assessing the status of training skills of curriculum development base on preschool schools (group level) for students in school education mojor with a bachelor's degree in pedagogy 5.3 Making contents and processes of trainin of skills of curriculum development base on preschools school (group level) for students in preschool education major with a bachelor's degree in pedagogy Research scope - For the research content: In the framework of the thesis, we focus on studying the content and process of training the skills of trainin of skills of curriculum development base on preschools school (group level) for students in preschool education major with a bachelor's degree in pedagogy - For the survey area: Some universities (training teacher in preschool education by region include Hanoi Pedagogical University, Vinh University, Saigon University Approach and research methods 7.1 Approach: The thesis takes several following approaches: - Approach the system - structure - Approach activities - Approach integrated - Approach the goal 7.2 Research methods 7.2.1 Group of theoretical research methods 7.2.2 Group of practical research methods - Anket investigation method - Method of experts combining with in-depth interviews - Product evaluation method - Experimental method 7.2.3 Mathematical statistical methods: The thesis need protection points of the thesis 8.1 National preschool education curriculum and Standards of preschool teacher need to have skills of curriculum development base on preschool school (group level) This skill must be included in the output standard of universities as an indispensable requirement 8.2 The skill of curriculum development base on preschool school is a multilevel and multi-faceted structure, a combination of many component skills including: skills to analyze the situation of preschool; skills to identify preschool education goals; preschool school curriculum design skills; implementation skills of the preschool education program; skills to evaluate and adjust preschool education programs 8.3 Training skills of curriculum development base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy takes place during the training process according to a process and through a number of modules, and pedagogical practice activities and pedagogical practice New contributions of the thesis 9.1 About the theory - The research results of the thesis contribute to supplementing the theory of curriculum development base on preschool school into the section "Preschool Curriculum Development " - Identify specific skills of curriculum development base on preschool school (group level) - Contribute to enriching training skills on curriculum developing base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy 9.2 About practice - Building a system of exercises to training skills on curriculum developing base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy - Proving the applicability of the process of training skills on curriculum development base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy 10 The thesis structure In addition to the introduction, conclusion and recommendations, the thesis consists of 03 chapters: Chapter 1: Theoretical foundations of training skills on curriculum developing base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy Chapter 2: Current situation of training skills on curriculum developing base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy Chapter 3: Content and process of training skills on curriculum developing base on preschool school (group level) for students in preschool education major with a bachelor's degree in pedagogy Chapter THEORETICAL FOUNDATION OF TRAINING SKILL OF CURRICULUM DEVELOPMENT BASE ON PRESCHOOL SCHOOL FOR STUDENTS IN PRESCHOOL EDUCATION MAJOR WITH A BACHELO`S PEDAGOGICAL DEGREE 1.1 Overview of the problem research 1.1.1 Studies on curriculum development and curiculum development base on school 1.1.1.1 The study abroad The issue of curriculum development and curriculum development base on schools is concerned by many countries around the world In general, studies on these issues come in two directions: The first direction: Researching general and general issues about curriculum and curriculum development Ex: Kieran Egan, Robert M Diamond, Peter F Oliva The second direction: Researching about curriculum development base on school 1.1.1.2 Studies in Vietnam Most researchers in Vietnam inherit the theories that have been studied by foreign educators, thereby developing and extending the theoretical framework in small aspects Some typical authors such as Nguyen Duc Chinh, Tran Duc Hoan, and Nguyen Van Khoi are studying about " Curriculum Development of University ", Bui Duc Thiep with the topic "Curriculum and methodology for curriculum development." For the preschool education, some authors such as: Nguyen Thi Thu Hien with the book "Developing and organizing to Preschool Education Curriculum”, author Tran Thi Minh Hue with the book "Curriculum development of Preschool Education " The highlight of these studies is to systematize the theoretical issues of curriculum development to suit Vietnam, then apply and deploy in some specialized training areas for some levels of study 1.1.2 Studies on school education program development skills 1.1.2.1 The study abroad There are many scientific fields of research on skills such as psychology, education, sociology with different perspectives Depending on each approach, there are ways of recognizing and evaluating skills according to different angles Based on behavioral psychology, there are typical researchers such as: J Watson, B.F Skinner, E.C Tollmen, E Thorndeike These researchers think that skills are behaviors But KN researchers on the basis of active psychology like P.A Rudic; B.P Lomov, E.N Kabanova, A.V Petrovski, V.A Cruchetxki, N.D.Levitov, A.G.Covaliov, K.K.Platonov, X.I Kixegov think that skills are human abilities In general, foreign researches often go into researching specific skills for a specific field or profession, not general theoretical nature 1.1.2.2 The research in Vietnam There are quite a lot of research works on concepts, especially pedagogical skills Some notable authors are: Tran Quoc Thanh, Hoang Thi Oanh, Tran Anh Tuan, Nguyen Nhu An and many others In general, the authors focus on researching a specific skill in educational activities from elementary school to university level However, up to the time of the author's study on this issue, there has not been any work in Vietnam to study about skills on curriculum development base on preschool school 1.1.3 Studies on training skill on curriculum development base on preschool school for student in preschool school mojor with a bachelor's pedagoical degree In general, the documents and research works that the author references partly reflect the views on the curriculum development of preschool education and other educational levels The research has focused on the theoretical issues of curriculum, on the curriculum development, the model of curriculum development, but it is only limited to monographs, teaching materials, learning materials, scientific articles at associations, scientific workshop However, there have not been any works and documents systematically researching on the training skills of curriculum development base on preschool schools for students in preschoo education Therefore, the author's thesis implements inheritance on the theory of curriculum development and adds a number of new points in training student became prechool teacher with a bachelor's pedagogical degree, especially going into the issue of curriculum development base on schools and skills to curriculum development base on preschool school (group level) 1.2 Some basic concepts 1.2.1 Curriculum base on preschool school 1.2.1.1 Curriculum Curriculum is a systematic presentation of a general plan of educational activities in a defined time, which sets out the learning goals that learners need to achieve, while clearly defining the scope and level of education learning content, methods, means, organization of learning, ways to evaluate learning results in order to achieve the set learning goals 1.2.1.2 Preschool Curriculum Preschool Curriculum is a systematic representation of a master plan of care and education for children aged months to years held at preschool school premises for a specified time Preschool Curriculum addresses the goals that preschool children should achieve, clearly defining the scope, level of educational content, methods, means, organization, ways to evaluate care and education results as well as what sue to achieve the set goals 1.2.1.3 Curriculum base on preschool school The Curriculum base on preschool school is the systematic presentation of an overall plan of the educational activities of the preschool school in a year, which shows the goals that the child needs to achieve, while clearly defining the scope, level, content, means, methods, organizational form, ways to evaluate children's results through educational activities to achieve the school's goals 1.2.2 Curriculum development base on preschool school 1.2.2.1 Curriculum development Curriculum development is the process of changing one or some or all components of the current curriculum in order to create an appropriate curriculum, suit to the development of learners and the development trend of society 1.2.2.2 Preschool curriculum development Preschool curriculum development is a process of changing one or some or all elements of an current preschool curriculum in order to create an appropriate preschool curriculum that suit to the child's development and social development trend 1.2.2.3 Curriculum development base on preschool school Curriculum development base on preschool school is the process of changing one or some of issues of the national preschool curriculum and the local preschool curiculum (if any) in order to create a preschool curriculum suitable to the actual conditions of the preschool school, suit development of children in that preschool school Curriculum development base on preschool school is mainly conducted by preschool teachers 1.2.3 Skill of curriculum development base on preschool school 1.2.3.1 Skill Skills are actions performed based on the individual's knowledge and active activities These are conscious, purposeful, technical and fruitful actions 1.2.3.2 Skills of curriculum development base on preschool school Skills of curriculum development base on preschool school is an action performed based on the knowledge of curriculum development base on preschool school and the active work of the preschool teachrer These are conscious, purposeful, technical and fruitful actions on curriculum development base on preschool school 1.2.4 Training skill of curriculum development base on preschool school 1.2.4.1 Training The training is a process of practicing many times actions and manipulations to become proficient, to reach the required level 1.2.4.2 Training skill of curriculum development base on preschool school for student in preschool education Training skill of curriculum development base on preschool school for student in preschool education is a process of students practicing and practicing many times in a systematic manner, planning based on the knowledge and active activities of students on curriculum development base on preschool school according to a scientific process under the guidance and support of lecturers 1.3 Curriculum development base on preschool school 1.3.1 Background of urriculum development base on preschool school 1.3.1.1 Dialectical materialist philosophy The essence of dialectical materialist philosophy is to find the laws in the constant movement and transformation of nature, society and thought In particular, the law on the movement and development of phenomena is the rule to help us see the problem of educational development in schools as an indispensable rule 1.3.1.2 Psychological basis - Social-cultural theory of L S Vugotxki: he was a pioneer in recognizing the "nearest development zone" Want to this, the curriculum is constantly developing, response the development of children Therefore, it is necessary to develop an curriculum development base on preschool school - Social -psychology theory (Erik Erikson, 1963): Erikson emphasized the role of teachers and the adults around them in educating young personality Since then, to realize, preschool teachers are the soul of preschool curriculum An effective preschool curriculum is due to the teacher's ability to convey - Behavioral theory (Skinner B F, 1953 and Albert Bandura, 1963): From Skiner's guidance, we realize that preschool curriculum are not rigid, inherent plans, but flexible follow children's development Creating the development of curriculum according to children's interests, needs and abilities is an essential requirement for preschool teacher - Cognitive development theory (Jean Piaget, 1963): Piaget has shown the key activities at each stage of development, so that teach chilrend without relying on mainstream activities, it will be difficult for children tobe the developest - Ecological theory (U Bronfenbrenner, 1979): From this theory, preschool teacher determine that content not go far away but take what is close, familiar, and create a favorable environment for children to develop 1.3.1.3 Educational basis - The perspective of early education: From the study of many authors on early education, it can be seen that: Curriculum development to create an suitable curriculum will promote children to develop earlier compared to the natural rules of the child - Child-centered perspective: The "child-centered" viewpoint helps children to proactively dominate knowledge, develop cognitive thinking, strongly promote activeness in activities Therefore, all efforts of teachers are for children, for children, from children Teachers play a role as a guide and organize educational activities - Multidisciplinary and multidisciplinary perspectives: From a multilateral and multidisciplinary point of view, it should be seen that: curriculum development base on preschool school is not only a task of preschool schools but also requires participation, supervision of stakeholders 1.3.1.4 Base steering for curriculum development base on preschool school Base 1: National preschool curriculum Base 2: Professional standards of preschool teachers 1.3.2 Approach perspective in curriculum development base on preschool school 1.3.2.1 Conten approacht: Step 1: Making content of education according to age (making network of activities, content network, topic system); Step 2: Identify methods, forms and conditions for implementation; Step 3: Organize the implementation; Step 4: Review and adjust the content 1.3.2.2 Integrated approach: Step 1: Define the topic system (Including major topics and branch topics); Step 2: Define topic objectives (Integrate development domains); Step 3: Build the content network, network activities revolve around the topic; Step 4: Identify methods, forms, and conditions for implementing topics; Step 5: Organize the implementation; Step 6: Evaluation and adjustment 1.3.2.3 Goal approach: Step 1: Define educational goals; Step 2: Develop educational content in accordance with the objectives; Conclusion of chapter curriculum development base on preschool school for student in preschool education major with a bachelor's padagogical degree Curriculum development base on school are one of the issues that many authors study and many countries implemented Curriculum development base on school is a new direction that allows the school to be proactive in building curriculum on the basis of national curriculum and local education curriculum development base on school create their own identity, strengths of the school, consistent with the philosophy, development strategy of the school, consistent with the development trend of modern society Vietnam is also one of the countries that are having strong changes in the implementation of curriculum development base on school for schools and grades, including preschool education Curriculum development base on preschool school makes a difference in curriculum of the other preschools to suit the actual conditions of the school, the locality based on the adjustment of the national curriculum and local curriculum (if any) There are multi level of making curriculum development base on preschool school, namely: school's level, grade level, group level In particular, curriculum development base on group level brings the most effective In order to so, the preschool teacher must have skill of curriculum development base on preschool school Training skill of curriculum development base on preschool school with a bachelor's pedagogical degree in the training process is a necessary job Because this respon preschool teacher Standard and the requirements of conducting preschool curriculum for a future teacher This skill includ as ingredient skills with many single skills They are formed and trained through many different way, such as: through a number of specialized modules, through intensive modules, through pedagogical and pedagogical intership This process of training skills is influenced by many factors such as training programs of university lecturers, participants in guider, students themselves 11 Chapter REALITY OF SKILL OF CURRICULUM DEVELOPMENT BASE ON PRESCHOOL SCHOOL OF STUDENT IN PRESCHOOL EDUCATION MAJOR WITH A BACHELOR`S IN PEDAGOGICAL DEGREE 2.1 General reality 2.1.1 The goal of reality survey The thesis focuses on identificating of the reality of skill of curriculum development base on preschool school (group level) for students in preschool education major; Reality of training skill to of curriculum development base on preschool school (group level) for students in preschool education major with a bachelor's pedagogical degree 2.1.2 Object, sample size, survey area - 10 preschool schools in provinces: Hanoi City (2 preschool schools); Nghe An province (4 preschool schools); Hue City (2 preschool schools); Ho Chi Minh City (2 preschool schools); 308 preschool teacher of this preschool schools; 30 managers of the preschool schools and leader at the Department and Division levels; lecturers in charge of in preschool education department of universities: Hanoi Padagogical University, Vinh University, and Saigon University; 647 students in preschool education major with a bachelor's padagogical degree 2.1.3 Content, methods of reality survey a Survey content * On the side of universities: - Reality of "Preschool Curriculum Development " in training program of universities - Reality of training skill of curriculum development base on preschool school (group level) of students in preschool education major with a bachelor's padagogical degree - Reality skills of curriculum development base on preschool school (group level) of students in preschool education major with a bachelor's padagogical degree * From preschool schools: - Reality of group level curriculum - The reality of the perception of the preschool school managers and the teacher about curriculum development base on preschool school (group level) b Method of reality survey: Anket method, In-depth interview method, Expert method, Product research method, Mathematical statistical method 2.1.4 Process to survey reality Step 1: Making survey plan (identifying subjects, geographical areas, content and methods of survey); Step 2: Making the opinion questionnaires, interview cards for the subjects and the scale of assessing skills of curriculum development base on preschool school for student; Step 3: test and adjust votes; Step 4: conduct to test; Step 5: Handling survey reality results 2.2 Tool of reality survey 2.2.1 Referendum We set up referendum for the following subjects: 12 - Referendum for the preschool school managers (Appendix 1B) - Referendum for preschool teachers (Appendix 1C) - Referendum for students (Appendix 1D) 2.2.2 Interview card: (Appendix 1A) 2.2.3 Criteria and rating scales for skill of curriculum development base on preschool school (group lavel) for student in preschool education major 2.2.3.1 Principles of making criteria and rating scales: (1) Ensuring conformity, (2) Ensuring reliability, (3) Ensuring practicality and feasibility, (4) Ensuring specificity, independence, (5) Ensuring popularity 2.2.3.2 Making a grading scale to achieve the level of curriculum development base on preschool school (group lavel): We divide them into levels and convert them into a scale based on credit-based training, which are: poor level ( ꭓ2) when comparing the proficiency level of skills between two training is 1.24408-5, which is smaller than the value of α = 0.05 This shows that the difference in results between times of RL of students is significant In other words, the 18 development of training skills to implement the curriculum of students' group level not accidental but actually due to the effectiveness of the teaching process according to the process of traing the skills of curriculum development base on preschool school (group level) * Skills to evaluate, adjust educational curriculum This skill is evaluated based on students performing exercises and results Table 3.9 and Figure 3.5 To test whether the difference in levels achieved by students through tests is due to randomness or the effect of RL, we use Chi-square test via CHITEST function in Excel The test result is P = 1.09471E-46 = 1.09471-46 This result shows that the P value (X> ꭓ2) when comparing the proficiency level of skills between two RLs is 1.09471-46, this value is smaller than the value of α = 0.05 This shows that the difference in results between times of RL of students is significant In other words, the development of skills to evaluate and adjust curriculum of students is not coincidental but actually due to the effectiveness of the teaching skills according to the process of traing the skills of curriculum development base on preschool school (group level) 3.3.5.2 The results of training combine many skills Within the scope of the study, we conduct collaborative of traing the skills of curriculum development base on preschool school (group level) in the process of students going to teaching practice in preschool school Due to the peculiar nature of the teaching practice, students perform all educational activities in a group level assigned as a true preschool teacher Therefore, we only deploy the collaborative training skills with the development skills of education centers that are connected with each other according to the business logic - For skills to analyze the situation of group level: Analyze the situation of children in the homeroom group - For skills to determine target group level: identify the topic goals (in practice) for the leader group level - For skills to design an educational program for group of groups: make plan to select the topic of education (in practice) for the leader group level - For skills to implement curriculum program of group level: conduct 2/7 purpose of learning activities (in this group of students, we will score both lesson plan preparation, skills to identify educational activities) and play activities (playing in corners and playing outdoors) - For skills to evaluate and adjust the curriculum of group level: skills to comment, evaluate and adjust the group's topic plan at the time of teaching practice (the plan is built by preschoo teacher at the group level) The evaluation score for the combination of these skills is the average of the above skills Evaluation results are converted into levels of the rating scale The results are shown in Table 3.10 and Figure 3.6 We select the content of combined training in the students' practice plan to avoid dispersal and hard work for them at preschool school However, when using Chi-square test using CHITEST function in Excel to check whether the difference in the achieved scores of students through the tests is due 19 to randomness or the effect of training, the results The result is P (X> ꭓ2) = 0.030319 This value is greater than the value of α = 0.05 This shows that the difference in results between times of training of students is significant In other words, the increase in the level of proficiency in the combination of skills of students occurs due to the effectiveness of risk according to the procedure of applying educational skills to educate students at school level (group level) This can be explained by the fact that students are very aware of this practice (taking place before going to practice), so they have to prepare carefully for the number of self-training before entering the experimental process more At the same time, the training time for the combination of skills also takes place quite a lot (about weeks) so students are not affected by time pressure and psychological issues are almost completely unaffected Thus, when the skills of individual skills are well implemented, the combination of skills is also effective 3.3.5.3 Comparing the experimental results of training sessions In order to conduct the assessment of the development of skills through 26 times (5 component skills with 11 single skills and combinations of skills), we conducted a review of the average value of the training times The first practice and the second practice in each skill Use Data Analysis / Descriptive Statistics in Excel 2016 to calculate statistical parameters such as average score, weak position, median, standard deviation Before conducting the calculation of parameters, we convert the scale to point scale as specified in Table 3.1 The results are shown in Table 3.11 Table 3.11 Comprehensive of experimental results of training times Skill Variable Traing Week Standard Average Medium range times ness deviation 7,5 6,9 1,47 4,6 Skill to analyze the situation of Time 6,51 group level Time 7,54 7,5 6,9 1,21 7,5 5,4 1,02 2,9 Skill to determine target group Time 5,35 level Time 6,56 7,5 6,9 1,33 7,5 6,9 1,73 Skill to design an educational Time 6,38 program for group level Time 7,42 7,5 6,9 1,5 7,5 6,9 1,46 Skill to implement curriculum Time 6,04 program of group level Time 7,00 7,5 6,9 1,48 7,5 6,9 1,37 Skill to evaluate and adjust the Time 5,35 curriculum of group level Time 6,56 7,5 6,9 1,40 Coodinating skills of Time 7,19 7,5 6,9 1,68 4,6 curriculum development of Time 7,61 7,5 6,9 1,75 4,6 group level The results in Table 3.11 show that the average of the second training at all skills is higher than the first training Standard deviations and the range of variation across training times are within the range of reliable fluctuations To verify whether this discrepancy makes sense or not, we use a paired T-test using Data Analysis / t-test: Paired Two Sample for Means in M Excel The results are shown in Table 3.13 below: Table 3.12 Test results for difference in Average between twice the training skill of curriculum development group level 20 Skill Average Erro between time and time │t│ (t Stat) Degrees Freedom (df) Value P T Critical two tail Skill to analyze the 1,03 21,79 65 1,60787-24 1,97 situation of group level Skill to determine target 1,21 7,49 65 1,60055-20 1,97 group level Skill to design an educational program for 1,04 10,28 65 4,57839-17 1,97 group level Skill to implement curriculum program of 0,96 15,55 65 1,24408-5 1,97 group level Skill to evaluate and adjust the curriculum of group 1,21 7,49 65 1,09471-46 1,97 level Coodinating skills of curriculum development 0,42 7,10 65 0.030319 1,97 of group level The results are shown in Table 3.12, showing that the absolute value of t is always greater than the P value and greater than the 2-dimensional standard T value (1.97) Therefore, the difference in mean values before and after experiments is statistically significant with significance level α = 0.05 So it can confirm the progress of training skills curriculum devvelopment (group level) after times of testing is due to the results of the instruction process according to the teacher's training process The average result of training times in each of the skill of curriculum development (group level) is shown in Figure 3.7 lần KN đánh giá, điều chỉnh chuiwng trình Lần KN phân tich tình hình 10 KN thực chương trình KN xác định mục tiêu KN thiết kế chương trình Figure 3.7 The average result of training times in each group 21 From the data collected shown in Table 3.13 and Figure 3.7, we can see that the average score of each training corresponding to each skill is increasing This means that the difference in scores of the first training and the second training of the skills under the experimental process gives better results 3.3.5.4 Compare results before and after training of experimental group In order to compare the results of training tourism skills of the class education and confirm the effectiveness of the training process, we conducted an analysis of the results of training through teaching practice Results obtained from before and after experiments are as follows: Table 3.13.a Before experimental 3,5 4,0 4,5 5,0 5,5 6,0 6,5 7,0 7,5 8,0 8,5 Point 1 12 7 10 15 Number Percentage 1,53 1,53 3,07 4,61 9,22 18,44 10,76 10,76 15,27 23,07 1,53 Point Number Percentage Table 3.13.b After experimental 5,5 6,0 6,5 7,0 7,5 8,0 2 13 3,07 3,07 4,61 8,5 30 9,0 9,5 9,22 6,14 20,00 46,15 4,61 3,07 From Table 3.13.a and 3.13.b, we calculate the typical characteristic values of the final scores of the teaching practice as shown in Table 3.14 Table 3.14 Sample characteristic values After Before Sample characteristic values experimental experimental Mean 8,25 6,5 Standard Error 0,0453 0,0407 Median 7,5 6,0 Mod 8,5 7,5 Standard Deviation 0,449 0,8992 Sample Variance 0,2023 0,8086 Rang 5,5 Minimum 5,5 3,0 Maximum 9,5 8,5 Sum (Tổng) 536,5 422,5 Count 65 65 Confidence Level 0,89745268 0.080708625 From the table of results analysis of typical sample values of the points of internal tests, we can draw comments as follows: + The average score of the tests of post-experiments is higher than before experiments (8.25 after experiments compared with 6.5 of previous experiments) + The weak value (mod) of the tests in experiments of the post-test is 8.5 and before the test is 7.5, the median (median) of the previous test is 6.0 and after the 22 experiment is 7.5 This shows that the results of occupational skills after experiments are higher than before experiments Results of analysis of variance one factor of the results of test scores in experiments are shown in the summary table and analysis of variance in Table 3.15 Table 3.15 Analysis of variance of test results in experiments General results Variance Group Amout Total Average experiments 65 536,5 8,25 0,2023 Analytical results Source fluctuations Between groups Degrees General Variance F FA= freedom P - Value fluctuations (MS) Sa2 / S2N (Df) (SS) 4,032789205 4,032789 Fcrit 16,61971 6,08E-05 3,877613 In groups 62,84659777 259 0,24265 Total 66,87938697 260 Results from the variance analysis table (ANOVA) show the values F = 16,61971> Fcrit = 3.877613 Therefore, reject the HA hypothesis, accepting the HB hypothesis Meaning: “The plan before and after experiments has different effects on the level of expression of pedagogical skill development of the school (group level) of students The results after experiments are much better than before experiments” Conclusion of chapter The system of component skills of skills development education of group class includes component skills with 13 single skills These skills are divided into stages (Phase 1: Training single skills; Phase 2: Combined many skills) Addition, to assess the proficiency of training skill in educating students at the school level (group level) of students, the author has designed evaluation rubric as a tool to help lecturers and students of the university of education participate in assessing students correctly, is the basis for classifying the achieved levels of the skill of curriculum development base on preschool school (group level) of student To verify the validity of the proposed scientific hypothesis, we conducted experiments on 65 students in Preschool Education Department, Vinh University In the experimental process, we conducted to train 11 skills of component skill and times combined training Because the scope and the process of implementing experiments are not many, not long-term and incomplete all the components of skills of curriculum development base on preschool school (group level), so it may not be enough solid basis to fully confirm the value of the post system Experimental internships have been developed However, the analysis of statistical results initially shows the effectiveness and feasibility of the process of training skills of curriculum development at the school level (group level) for students with bachelor's degree level 23 CONCLUSIONS AND RECOMMENDATIONS Conclusion 1.1 The orientation in the direction and implementation of preschool curriculum is to build a curriculum base on school, in association with the development of children Therefore, the training skill for students in preschool education major about skills of curriculum development base on preschool schools (group level) is very necessary This needs to be carried out during the course of directing at the university, through many different forms with many factors affecting the effectiveness of training 1.2 The skill of curriculum development base on preschool school (group level) is not a once but a component skill Through the research, we offer component skills with 13 single skills 1.3 The process of training skill of curriculum development base on preschool schools (group level) for students in preschool education major with a bachelor's pedagogical degree, it is designed into stages: Phase 1: Single skills training; Phase 2: Training combines some skills 1.4 Assess the level of the skills gained through the criteria and evaluation scale The thesis has designed rubric assessments with levels of skills, respectively, ensuring the following basic principles 1.5 The system of exercises of of training skill of curriculum development base on preschool schools (group level) for students is used for measuring before and after experiments Based on these exercises, the author organizes to train for students according to the process of proposing and analyzing experimental results The result allows confirmation of the correctness and feasibility of the given process Recommendations For the Ministry of Education and Training - Compilation of documents about the curriculum development base on preschool schools - Deploying the training work for managers and preschool teacher about curriculum development base on preschool schools For Department of Education and Training - Orienting the plan and implementing training courses for managers and teachers of education about curriculum development base on preschool schools - Supervise the work of curriculum development base on preschool schools For universities / faculties specialized training preschool teacher Recognition of skills of curriculum development base on preschool schools is one of the vocational skills that need to be included in training of environmental education and organizing risk according to scientific and reasonable process For lecturers of University Making a system of learning exercises and assessing the skills of curriculum development base on preschool schools (group level) correctly and transparently the results of the training skill for students in preschool education major For students in ECEC sector Raise awareness and actively improve the training skill of curriculum development base on preschool schools (group level) 24 LIST OF SCIENTIFIC WORKS OF THE AUTHOR PRESENTED RELATED TO THE THESIS Pham Thi Huyen, "Some approaches to the development of preschool education program", Journal of Education, No 408, June 2017 Pham Thi Huyen, "Enhancing school program development skills for preschool teachers to improve the quality of child care and education", Journal of Social Education, No 78 (139), September / 2017 Pham Thi Huyen, "Some factors affecting training skills to develop school education programs for students of Early Childhood Education", Journal of Social Education, No 86 (147) in May / 2018 Pham Thi Huyen, "The process of training skill of curriculum development base on preschool schools ", Journal of Educational Science, August / 2018 ... implementation conditions have changed in each stage of different training 1.4.4 The way of formation and training skill of curriculum development base on students in preschool Education major with a. .. average of the second training at all skills is higher than the first training Standard deviations and the range of variation across training times are within the range of reliable fluctuations... TW on fundamental and comprehensive innovation of Education and Training has clearly stated the guiding viewpoint “Developing education and training is improving people''s intellectual, training