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Summary of Doctoral thesis: Educating school behavior culture capacity for pedagogical university students in the Mekong Delta in the current context

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The thesis builds measures to educate schooling behavioral competency for students in the Mekong Delta Pedagogical University in the current context in order to contribute to improving the capacity of cultural behavior in schools and universities in the university future pedagogical labor.

INTRODUCTION   Reasons   for   choosing   the   research   topic:  In   the   context   of  international   integration   and   the   development   of   science   and  technology, the education of behavior culture for pre­service teachers is  an urgent and special task. Besides, with the characteristics of regional  culture,   the   impact   of   the   integration   trend   and   the   development   of  science   and   technology,   the   behavioral   expression   of   pedagogical  university   students   in   the   Mekong   Delta   has   revealed   some  shortcomings. For the above reasons, the author has chosen the topic:  "Educating   school   behavior   culture   capacity   for   pedagogical   university   students   in   the   Mekong   Delta   in   the   current   context"  to  conduct research for the doctoral thesis 2. Research purposes:  Develop measures to educate school behavior  culture   capacity   for   pedagogical   university   students   in   the   Mekong  Delta in the current  context  in  order  to contribute   to  improving  the  behavior   culture   capacity   in   universities   and   in   future   pedagogical  work 3. Objects and subjects of research 3.1. Object of the research: The process of educating school behavior  culture   capacity   for   pedagogical   university   students   in   the   current  context 3.2. Focus of the research: The relationship between school behavior  culture   education   and   the   development   of   school   behavior   culture  capacity for pedagogical university students in the Mekong Delta in the  current context 4. Research questions and scientific hypotheses  4.1. Research questions:  What measures should be taken to prevent  and limit the shortcomings in behavior culture of universities and high  schools in the Mekong River Delta in the current context? 4.2   Scientific   hypothesis:  School   behavior   culture   capacity   is   a  necessary capacity for both teachers and students in the current context.  If measures to educate school behavior culture capacity are built in the  direction   of   both   forming   behavior   culture   capacity   for   students   at  pedagogical   training   institutions   and   creating   a   foundation   for   the  formation of behavior culture capacity in future pedagogical work; at  the same time, are organized in accordance with the requirements and  time,   in   accordance   with   the   characteristics   of   the   pedagogical  university students in the Mekong Delta, then they will direct students  to express the school behavior culture in human relationships, which  will   contribute   to   preventing   and   limiting   shortcomings   in   school  behavior   culture   at   pedagogical   training   institutions   and   at   general  education institutions in future pedagogical work 5. Research tasks 5.1.  Study the theoretical basis  of  educating school  behavior culture  capacity for pedagogical university students in the current context 5.2.  Investigate   and   assess   the   current   situation   of   school   behavior  culture   capacity   of   pedagogical   university   students   in   the   Mekong  Delta, and the reality of educating school behavior culture capacity for  pedagogical   university   students   Mekong   River   Delta   in   the   current  context 5.3. Propose measures to educate school behavior culture capacity for  pedagogical   university   students   in   the   Mekong   Delta   in   the   current  context 5.4.  Organize   pedagogical   experiment   to   verify   the   feasibility   and  effectiveness of the proposed measures 7. Methodology and research methods 7.1   Research   methodology:  System­structure   approach,   historical­ logical  approach,   operational   approach,   value   approach,   capacity­ based approach 7.2. Research Methods 7.2.1   Theoretical   research   methods:  analysis,   synthesis,  systematization, and generalization  7.2.2. Practical research methods: Pedagogical observation, educational   surveys,   using   questionnaires   (Anket),   interviews,  pedagogical experiments, summarizing experiences, consulting experts 7.2.3. Statistical methods  8. Points to be defensed ­  The   education   of   school   behavior   culture   capacity   for  pedagogical university students in the Mekong River Delta has been  implemented,   but   has   not   yet   focused   on   forming   the   capacity   for  students   Therefore,   some  shortcomings   in  behavior   culture   capacity  still exist in pedagogical training institutions ­   Educating   school   behavior   culture   capacity   for   pedagogical  university students in the Mekong Delta in the current context should  be carried out according to the stages of the educational process, with  an   emphasis   on   encouraging   students   to   experience   in   a   variety   of  activities and combine with assessing educational outcomes ­   Educating   school   behavior   culture   capacity   for   pedagogical  university students in the Mekong Delta in the current context will help  students   develop   school   behavior   culture   capacities   at   pedagogical  training   institutions   and   form   school   behavior   culture   capacity   in  pedagogical   works   in   accordance   with   the   secondary  school   teacher  professional   standards  They   are   the   following   competencies:   the  capacity of pedagogical university students’ qualities, the capacity to  build an educational environment, the capacity to develop relationships  between schools, families and society ­   Educating   school   behavior   culture   capacity   for   pedagogical  university students in the Mekong Delta in the current context is only  effective with the assurance of the following conditions: the stages of  the   educational   process   are   designed   with   a   scientific   and   specific  procedure,   testing   and   assessment   is   done   after   each   educational  process 9. Contributions of the thesis The thesis has: 9.1   Theoretically:  supplemented   fundamental   theories   of   school  behavior   culture   capacity   and   educating   school   behavior   culture  capacity   for   pedagogical   university   students   in   the   current   context;  defined   the   content   of   the   structural   elements   in   the   process   of  educating school behavior culture capacity for pedagogical university  students in the current context; developed a process of educating school  behavior   culture   capacity   for   pedagogical   university   students   in   the  current context 9.2. Practically: ­ Analyzed and assessed the situation of school behavior culture  capacity of pedagogical university students in the Mekong Delta and  the status of educating school behavior culture capacity for pedagogical  university students the Mekong Delta region in the current context ­  Identified  factors   affecting  the  education  of   school   behavior  culture   capacity   for   pedagogical   university   students   in   the   Mekong  Delta in the current context ­ Proposed measures to educate school behavior culture capacity  for pedagogical university students in the Mekong Delta in the current  context   with   a   specific   and   scientific   implementation   process   The  measures   are   valuable   reference   and   suggestions   for   flexible   use   in  studying and organizing activities of educating school behavior culture  capacity for pedagogical university students in the current context in  the pedagogical training institutions in the Mekong Delta 10. Structure of the thesis Chapter     Theoretical   basis   for   educating   school   behavior  culture   capacity   for   pedagogical   university   students   in   the   current  context Chapter 2. Current situation of educating school behavior culture  capacity for pedagogical university students in the Mekong Delta in the  current context Chapter 3. Measures to educate school behavior culture capacity  for pedagogical university students in the Mekong Delta in the current  context In addition, the thesis has the Introduction, Conclusion and  Recommendations, List of references and Appendixes Chapter 1 THEORETICAL BASIS FOR EDUCATING SCHOOL  BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL  UNIVERSITY STUDENTS IN THE CURRENT CONTEXT 1.1. Literature Review 1.1.1. Studies on school behavior culture for university students 1.1.1.1. Foreign studies on school behavior culture of university students Studies on behavior culture can be systematized in the following  directions: Research on the impact of the environment on the behavior  of   students,  research   on   the   impact   of   the   environment   in   general,  research on the impact of the physical environment, research on the  impact   of   the   psychological   and   social   environment,   research   on  measures   to   build   behavior   culture.  Some   authors   approach   school  behavior   culture   in   the   direction   of   addressing   inadequacies   in  behavior, or focus on the study of the impact of behavioral supporting  factors. School behavior culture is also seen as a measure for a non­ violent school 1.1.1.2   Domestic   studies   on   school   behavior   culture   of   university   students: approach school behavior culture as a content, an expression  of school culture,   approach school behavior culture through studying  communication  culture  in  schools,  approach  school   behavior   culture  through pedagogical behavior, study school behavior culture in a direct  approach 1.1.2   Studies   on   educating   school   behavior   culture   for   university   students 1.1.2.1   Foreign   studies   on   educating   school   behavior   culture   for   university students:  Studies focused on building a system to support  behavior   in   schools,   providing   students   with   counseling   services,  meetings   for   group   conflict   resolution,   support   groups   and   problem  solving   workshops,   establishing   safety   measures   such   as   devices,  surveillance   cameras   in   schools   and   punishment   The   proposed  educational   methods   are   listening,   conversation,   discussion,  observation and compliment.  1.1.2.2  Domestic   studies   on   educating   school   behavior   culture   for   university   students:  emphasize   the   importance   and   necessity   of  education, propose many educational measures: educate awareness and  emotions; at the same time develop habits, and train cultural behavior,  improve the quality of education of schools, create a communication  environment.  The  authors  also  propose some  additional  measures  to  form the behavior culture in the school such as: activities of training  pedagogical skills, public opinion creation, political activities, thematic  talks   or   inspection,   evaluation,   self­check;   reward   and   punishment.  Synchronous coordination between the educational forces inside and  outside the school is considered by the authors as a condition for the  education of school behavior culture to go smoothly 1.2   Theoretical   issues   of   school   behavior   culture   capacity   of  pedagogical university students in the current context 1.2.1. School behavior culture of pedagogical university students Concept   of   school   behavior   culture   of   pedagogical   students:   School   behavior   culture   of   pedagogical   university   students   is   the  ethical and aesthetic standards that govern the behavior of pedagogical  university students in pedagogical relationships which serve learning  and  training   activities   of   students   in   universities,   high   schools   and  social   agencies   and   organizations   where   students   participate   in  experiential   activities   School   behavior   culture   is   formed   through  attitudes, words, gestures, actions   appropriate to the role and position  of students in specific situations and circumstances 1.2.1.2   The  role  of   school   behavior   culture   in  the   formation  of   the   teacher's   personality:  School   behavior   culture   is   a   core   element   in  forming   school   culture,   building   safe   schools,   preventing   school  violence   as   well   as   in   building   cooperative   relationships   with  parents/guardians   of   students   and   stakeholders   to   carry   out   the  activities of teaching and educating morals and lifestyle for students.   1.2.1.3   Expression   of   school   behavior   culture   of   pedagogical   university students a. Forms of school behavior culture: Words, gestures, attitudes,  behaviors, actions b. Contents of school behavior culture:  Courtesy, dealing with  other   people's   problems,   dealing   with   other   people's   properties,  behaving   when   being   requested,   behaving   when   handling   problems,  behaving when disagreeing with others, behaving when participating in  common   activities,   behaving   when   providing   and   feedbacking  information about schools c. Space for the behaviors of pedagogical university students:  within and outside the university, cyberspace d   Objects   of   the   behavior:  Teachers/lecturers,   officials   /  employees,   students,   parents,   visitors   to   schools,   acquaintances,   and  unfamiliar people e   Context   of   the   behavior:  In   activities   of   learning,   training,  communicating with friends and officials/lecturers, in circumstances of  communicating with families about issues related to training programs  and teaching and education activities of the school 1.2.2   School   behavior   culture   capacity   of   pedagogical   university   students in the current context 1.2.2.1  Concept   of   school  behavior   culture   capacity  of  pedagogical   university students School   behavior   culture   capacity   is   the   ability   to   express   the  culture   of   the   behaving   subject   (individual   or   collective)   in   the  behavioral   situations   of   school   relations;   thereby   bringing   positive  emotions   and   satisfaction   to   the   behaving   objetcs   School   behavior  culture   capacity   is   the   integration   of   three   basic   components:  Knowledge of school behavior culture, skills of school behavior culture  and psychological conditions such as: positive sentiment with school  behavior   culture;   the   need   and   desire   to   express   school   behavior  culture; activeness and willpower to express school culture; inclination  and   quality   of   behaving   (flexibility,   agility,   timeliness   )   The  combination   of   these   components   is   crystallized   into   the   subject's  perception,   regulated   and   expressed   through   cultural   attitudes   and  behaviors in school behavior situations 1.2.2.2. The components that constitute school behavior culture  capacity of pedagogical university students in the current context a   School   behavior   values/norms:  Discipline,   Compassion,  Respect, Responsibility, Cooperation, Honesty b. School behavior skills:  1. Skill of conveying information; 2.  Skill of showing respect for others such as goodwill, sensitivity and  reasonable balance between principle and concession (concessions); 3.  Skill of selecting words and adjusting voice 4. Skill of coordinating in  activities 5. Negotiation skill; 6. Persuasive skill; 7. Skill of controlling  emotion; 8. Problem solving skill; 9. Non­verbal communication skill;  10. Listening skill c. Behavior attitude 1.2.2.3. Expressions of school behavior culture capacity of pedagogical   university students in the current context:  the capacity of pedagogical  university   students'   qualifications;   the   capacity   to   build   educational  environment;   the   capacity  to   develop  relationships   between   schools,  families and society 1.2.2.4. The process of developing school behavior culture capacity for   pedagogical university students in the current context: Foster and raise  awareness   of   school   behavior   culture;   foster   the   right   and   healthy  feelings for school behavior culture, train to form the habits of school  behavior culture.  1.2.2.5   Criteria   for   assessing   school   behavior   culture   capacity   of   pedagogical university students in the current context: Criteria for assessing school behavior culture capacity of pedagogical   university students in the current context Components of school behavior culture capacity Knowledge Skill Attitude / Feelings students do not know;  do not understand, do  students are not  not apply, do not  Fail to fulfill the  interested in school  analyze and assess the  required skills behavior standards standards of behaviors  in practical situations Perform skills with  students express many mistakes,  Students can state  standards when incomplete operations  behavior standards  is required with  as required, lack of  reluctance confidence Capacity level Poor capacity Weak capacity Average  capacity Students can state  behavioral norms and  explain some of the  causes of success or  failure of some  situations / stories /  behavior practices Perform relatively  complete operations and Students perform  requirements of skills  but there are still a few  standards when required mistakes and lack of  confidence Fair capacity Good capacity Students can apply their  Appropriately perform  students actively knowledge of behavior  complete skill  implement standards in  in proposing solutions  requirements but  particular circumstances to practical behavior  independence and  situations initiative are limited students take the  Students can apply  initiative to implement  knowledge of behavior  Perform appropriately standards and  culture, analyse and  demonstrate  evaluate situations and    fully, proficiently the  uncompromising  skill requirements  objects of behavior to  attitudes, do not  independently and  provide solutions to  cooperate with non­ proactively propose creative  standard expressions in  behavior situations specific circumstances 1.3.2   Educating   school   behavior   culture   capacity   for   pedagogical   university students in the current context 1.3.2.1. The concept of educating school behavior culture capacity for   pedagogical   university   students   in   the   current   context:  Educating  school behavior culture capacity for pedagogical university students in  the current context is the process in which educators take the standard  of lecturers’ competencies as a basis for building the output standards  of behavior capacity for pedagogical university students. Based on the  output  standards  of behavior,  educators  build the  contents, methods,  and forms of educating as well as criteria for evaluating the results of  educational activities to achieve the educational goal of building school  behavior culture capacity.   1.3.2.2. Objectives and principles of educating school behavior culture   capacity for pedagogical university students in the current context:  1.  the   capacity   to   express   the   qualifications   of   pedagogical   university  students (student morality, student style); 2. the capacity to build an  educational environment (fully implement the regulations and behavior  culture   norms,   implement   and   build   a   safe   school,   prevent   school  violence);  3   the   capacity   to   develop   relationships   between   schools,  families and society 1.3.2.3. The contents of educating school behavior culture capacity for   pedagogical   university   students   in   the   current   context:    Educate  students   about   the   standards   of   school   behavior   culture   and   the  meanings   of   behavior   culture   in   schools;     Educate   school   culture  behavior   skills;     Educate   positive   attitude   toward   school   culture  behavior and critical fighting attitude towards standard deviation 1.3.2.4   Methods   of   educating   school   behavior   culture   capacity   for   pedagogical   university   students   in   the   current   context:  1   Group   of  methods to educate students about standards of school behavior culture  and   the   meanings   of   school   behavior   culture:   presentation,   advice,  discourse, conversation, explanation ; 2. Group of methods to educate  school culture behavior skills: practice, training, experience, case study,  project;     Group   of   methods   to   positive   attitude   towards   school  behavior culture: Setting examples, Rewarding, Positive discipline 1.3.2.5   Forms   of   educating   school   behavior   culture   capacity   for   pedagogical university students in the current context: 1. Teaching; 2.  Organizing   activities:   propagating   and   implementing   norms   of  behaving in schools; 3. Integrating into activities: practice, practicum,  volunteer   for   the   community;   labor,   cultural,   music   and   sports  activities;     Other   forms:   Singing   national   anthem,   Saluting   the  national flag; Emulating in the construction of behavior culture; clubs,  competitions, forums, talks, dialogues  ; senior students, class leaders  and youth unions instruct about behavior culture for junior students;  participate   in   monitoring   the   implementation   of   behavior  culture;  prevent violations of the norms of behavior culture in schools; counseling 1.3.2.6   The   forces   involved   in   educating   school   behavior   culture   capacity for pedagogical university students in the current context:  1.  The   team   in   direct   charge:   Advisory   lecturers,   lecturers,   university  staff;     Supporting   team:   All   faculty   members   of   the   university,  university staff 1.3.2.7   Evaluate   the   results   of   educating   school   behavior   culture   capacity   for   pedagogical   university   students   in   the   current   context:  Observing,   interviewing,   investigating by  questionnaires,  researching  products,   training   records;   Evaluation   forms   include:   Formative  assessment, summative assessment 1.4  Factors influencing the process of educating school behavior  culture capacity for pedagogical university students in the current  context:  Subjective   factors:  Education   and   training   programs;  awareness   of   the   management   staff   and   lecturers;   capacity   and  qualifications   of   staff/lecturers;   learning   motivation   and   attitude   of  students.  Objective   factors:  Socio­economic   environment,   family,  community culture CONCLUSION FOR CHAPTER 1 The   education   of   school   behavior   culture   capacity   for   pedagogical  university   students   in   the   current   context   brings   many   benefits   It  contributes to helping students meet the requirements of professional  standards   of   teachers   and  concretize  plans   to   implement   the   project  "Building a behavior culture in schools in the period of 2018­2025",  helping pedagogical university students form school behavior culture  capacity in the process of participating in teaching practice, observation  practice   and   professional   activities   Education   of   school   behavior  culture   capacity   for   pedagogical   university   students   in   the   current  context   is   an   active   process   involving   the   participation   of   many  elements: Purposes, contents, methods, means, forms of organization,  forms of testing and assessing educational results.  Chapter 2 CURRENT SITUATION OF EDUCATING SCHOOL  BEHAVIOR CULTURE CAPACITY FOR PEDAGOGICAL  UNIVERSITY STUDENTS IN THE MEKONG DELTA IN THE  CURRENT CONTEXT 2.1. An overview of the survey 2.1.1. Purpose and scale of the survey: The survey aims to understand  the situation from students and lecturers on the issues of awareness,  attitude,   behavior   related   to   school   behavior   culture   and   to   propose  measures to educate school behavior culture capacity for pedagogical  university students in the Mekong Delta in the current context The   survey   is   conducted   by   investigation,   interview   and  observation methods. The survey was conducted on 200 lecturers and  700   students   of     universities:   Can   Tho   University,   An   Giang  University and Dong Thap University 2.1.2. Subjects and participants of the survey 2.1.2.1. An overview of the system of training institutions for university­ level   pedagogical   students   in   the   Mekong   Delta   region:  An   Giang  University,   Can   Tho   University   and   Dong   Thap   University   are   3  universities with a stable number of pedagogical training branches in  recent years (from 11 branches to 15 branches). These three universities  have   contributed   to   facilitating   students   in   accessing   pedagogical  10 ethics   for   students   The   capacity   to   promote   family’s   active  participation   in   the   implementation   of   the   school's   teaching   and  educational plans and the capacity to create collaborative relationships  between   students’   parents/guardians   with   the   school   and   social  organizations are two goals that are highly appreciated by lecturers and  students, ranked sixth and seventh 2.2.2.2. The reality of the contents of educating school behavior culture   for pedagogical university students in the Mekong Delta a   The   reality   of   the   contents   of  educating   school   behavior   culture in teachers' opinions Table 2.11. The contents of educating school behavior culture in  teachers' opinions 15 No Very  high High Medium Low Very  low 10 11 12 13 14 15 16 17 2,60 1,04 0,52 4,69 3,65 0,00 0,00 2,60 1,04 0,00 0,00 0,00 0,00 0,00 1,04 0,00 0,00 58,33 15,63 15,10 82,81 86,98 18,23 13,54 6,25 13,54 8,85 24,48 16,15 11,98 6,25 28,65 16,15 9,38 37,50 81,25 78,13 11,46 9,38 81,25 82,29 59,90 56,77 32,81 47,92 60,94 52,60 51,56 64,06 53,13 44,27 1,56 2,08 6,25 1,04 0,00 0,52 4,17 31,25 28,65 53,13 17,19 22,92 35,42 42,19 6,25 30,73 46,35 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 ThB 3,62 3,16 3,10 3,91 3,94 3,18 3,09 2,80 2,87 2,40 2,76 2,93 2,77 2,64 3,24 2,85 2,63 1 1. Benefits of school behavior culture 2. Standards of behaving with teachers 3. Standard of behaving with you 4. Standards of behaving in learning 5. Standards of behaving in the activities   of class, department, and school  6. Standards of behaving in high school   activities, teaching practice activities 7. Skills to show respect to others   Skills   to   select  language   and   adjust   voice; 9. Skills to convey information  10. Negotiation skills 11. Persuading skills 12. Skills to control emotions  13. Problem­solving skills 14. Non­verbal communication skills 15. Listening Skills 16   Positive   attitude   towards   school   behavior culture 17. Critical fighting attitude towards  standard deviation Survey results show that students do not have much access to the  impacts that help them shape appropriate skills and attitudes in school  behavior 2.2.2.3. The reality of the forms of educating school behavior culture   for pedagogical university students in the Mekong Delta Table   2.13   Forms   of   educating   school   behavior   culture     in  lecturers’ opinions 16 No Very  high High Medium Low Very  low 41,15 58,9 9,89 3.41 11,46 78,6 13,02 3.02 ThB 17 0 87 16,67 2.87 4 5,2 78,1 17,19 2.89 0 82,8 57,81 2.83 0 42,2 15,06 2.42 0 13 34,9 2.46 8 0 65,1 50,52 2.65 0 49,48 9,89 2.49 Clubs 7.Youth Union and Association activities Competitions   on   school   Propaganda Teaching  Soft skills training course  Counseling Class   observation   practice   and  teaching practice  behavior culture Thematic   report   on   school   behavior culture The survey results show that the education of school behavior  culture   capacity   has   been   implemented   at   schools   through   various  forms of organization. However, the education of this content has not  shown the systematic and sequential nature, and at the same time, it  does   not   help   students   form   the   necessary   knowledge   and   skill  foundation 2.2.2.4. Current status of testing and assessment in educating school   behavior culture for pedagogical university students in the Mekong Delta Table 2.19. Assessment in educating school behavior culture in  lecturers’ opinions No Very  high 5,73 0,00 0,00 59,90 2,60 7,29 High Medium 67,19 11,98 1,04 27,08 59,38 69,27 27,08 69,79 12,50 13,02 29,17 20,31 Low 0,00 18,23 86,46 0,00 8,85 3,13 Very low 0,00 0,00 0,00 0 ThB 3,79 2,94 2,15 4,47 3,56 3,81 3 The survey results show that the assessment does not meet the  practical requirements in terms of contents; the assessment results may  not fully reflect the school behavior culture capacity because of too  much focus on the observation method 2.2.3. Current situation of factors affecting the process of educating   school   behavior   culture  for   pedagogical   university   students   in  the   Mekong Delta Table 2.17. Teacher's assessment of the influencing factors 18 No 61,46 65,10 74,48 66,15 44,79 41,15 69,27 38,54 34,90 25,52 33,85 55,21 58,85 30,73 0 0 0 0 0 0 Average 3,61 3,65 3,74 3,66 3,45 3,41 3,69 Level The survey results show that there are many factors affecting the  process   of   educating   school   behavior   culture   capacity   for   students.  Thus, in order for the education process to be effective, it is necessary  to pay attention to these influencing factors to select the appropriate  impacts 2.3. General assessment of the situation 2.3.1. Advantages: In terms of awareness, the majority of students have  a full understanding of the basic contents related to school behavior  culture   Students   are   able   to   identify   the   norms   of   school   behavior  culture, identify the manifestations of school behavior culture in human  relationships   and   identify   the   factors   needed   to   form   culture   school  behavior   In   terms   of   attitudes   and   behaviors,   most   students   show  cultural   attitudes   and   behaviors   when   interacting   with   friends,  officials/lecturers For the education of school behavior culture, this work has been  implemented   by   teachers   in   a   way   appropriate   to   their   educational  conditions and circumstances 2.3.2. Limitations Some students have not identified the path of conveying school  behavior culture and where school behavior culture is expressed.  There  are   a   number   of   circumstances   in   which   the   ability   to   behave  appropriately is required but it is not noticed by students  In terms of  attitudes and behaviors, some non­cultural manifestations related to the  implementation of rules of courtesy, behaviors in learning, behaviors in  privacy issues, behaviors in common communication situations arising  in   student­student   relationships  Regarding   the   education   of   school  behavior culture capacity, the educational content has not yet shown a  balance   between   educating   knowledge   and   educating   skills   and  attitudes. In addition, the assessment has not been fully implemented on  the necessary contents for school behavior; the assessment methods are  19 not able to assess the behavior culture capacity of students 2.3.3. Causes: training programs; awareness of management staff and  teaching   staff;   capacity   and   qualifications   of   officials/lecturers;  learning   motivation   and   attitude   of   students;   socio­economic  environment; family; community culture Conclusion for chapter 2 The   survey   results   show   that   the   majority   of   students   have   the  awareness, attitude, behavior and education of school behavior culture  capacity   has   been   conducted   by   schools   with   many   different  ways/forms   of   organization   However,   students'   knowledge   about  school   behavior   culture   is   unsystematic,   disconnected,   based   on  experience and they lack necessary skills in behaving.  Chapter 3 MEASURES TO EDUCATE SCHOOL BEHAVIOR CULTURE  CAPACITY FOR PEDAGOGICAL UNIVERSITY STUDENTS  IN THE MEKONG DELTA IN THE CURRENT CONTEXT 3.1. Principles of proposing measures 3.1.1. Ensuring the purposes: The proposal of educational measures is  based on the Objectives of Vietnamese Education and Political Report  of the 10th Party Congress 3.1.2. Ensuring suitability: measures must be suitable for the ability of  both the collective and the individual 3.1.3   Ensuring   practicality:   the   components   of   the   process   of  educating school behavior culture must come from reality. Besides, it is  necessary to pay attention to the principle of "Learning goes together  with practice" 3.1.4. Ensuring feasibility:  Measures must ensure that educators can  apply  them,  which means  that  they must  be  in  accordance  with the  lecturers' ability and performance conditions; at the same time, they  must be suitable for students' characteristics 3.1.5   Ensuring   the   promotion   of   students’   activeness   and   proactiveness:  arouse students’ activeness and proactiveness through  the implementation of measures 20 3.2  A   number   of   measures   to   educate   school   behavior   culture  capacity for pedagogical university students in the Mekong Delta:     Foster   students'   awareness   of   school   behavior   culture;  2   Train  school   behavior  skills   for  students;     Foster  feelings  and  beliefs  in  school behavior culture; 4. Guide students to participate in activities to  train behavior culture capacity; 5. Establish the habit of self­educating  school behavior culture capacity for students 3.3. Relationship between measures The   measure   "Foster   students'   awareness   of   school   behavior  culture" is a necessary condition; the  measure "Train school behavior  skills for students" is  a prerequisite;  the measure "Foster feelings and  beliefs in school behavior culture" is a catalyst; the measure "Guide  students to participate in activities to train behavior culture capacity" is  a   sufficient   condition;  the   measure   "Establish   the   habit   of   self­ educating school behavior culture for students" is a decisive measure 3.4. Pedagogical Experiment 3.4.1. Overview of the experimental process 3.4.1.1   Experiment   purpose:  Affirm   the   theoretical   and   practical  significance   of   the   measures   to   educate   school   behavior   culture  capacity for pedagogical university students in the Mekong Delta in the  current context 3.4.1.2. Experiment population:  150 students in their 2nd  and 3rd  year  majored   in   Music   Education,   Maths   Education,   English   Education,  Literature Education of Dong Thap University 3.4.1.3. Experiment contents ­ The  measure "Foster  students'  awareness  of  school  behavior  culture". For this measure, the author experimented with fostering and  raising   students'   awareness   about   the   behavior   standard   “Create   a  cooperative relationship between students’ parents and schools” ­ The  measure "Train school behavior skills for students". For  this   measure,   the   author   experimented   with   training   the   skill   of  conveying   information,   which   belongs   to   the   skill   group   “Create   a  cooperative relationship between students’ parents and the school.  3.4.2. Experiment process 3.4.2.1. Experiment preparation:  Select experiment samples, Develop  21 experiment plans; Survey inputs; 2 Conduct experiment round 1, 2 and  3. Process the experiment results Identify measuring tools and measuring scales ­ Scale of measuring results +   We   measured   cognitive   results   with     levels:   Know,  understand and apply +   To   measure   the   results   of   skills,   the   author   determined   5  specific   levels   as   follows:   Not   shown,   ineffective,   not   professional,  professional, proficient The author determined the evaluation scale as follows: Levels of capacity Awareness Students   can   not   fulfill   the  Poor capacity requirements of the study card Students have stated incompletely  all     tasks   as   required,   have  explained   some   tasks   but   their  Weak capacity answers   are   not   accurate   and  incomplete,   have   not   mentioned  solutions to handle situations Students can state fully 3 tasks but  they   are   not   accurate;     they   can  explain   for     tasks   but  Average  incompletely   and   wrongly;   they  capacity can   propose   solutions   to   handle  situations but their efficiency and  feasibility is low Students can state exactly 3 tasks,  give full and accurate explanations  for 3  tasks,   propose solutions  for  situations   that   demonstrate  Fair capacity effectiveness and feasibility 22 scale Fail   to   fulfill   the  required skills Perform   skills   with  many   mistakes,  incompletely   as  required,   lack  confidence Perform   relatively  fully   operations   and  requirements   of   the  skills but there are still  a few errors and a lack  of confidence Perform   fully   the  requirements   of   the  skills,   but independence Good capacity Students can state exactly 3 tasks,  fully and accurately explain the 3  tasks, state the behavioral solution  for the situation, which show  their  Point  Skill     the  and  initiative are still limited Properly,   fully   and  competently   perform  the   skill   requirements  independently   and  effectiveness,   feasibility   and  proactively uniqueness Capacity rating is based on the average scores with the following  convention: Level of capacity Poor capacity Weak capacity Average capacity Fair capacity Good capacity Average scores 0 ≤ Average scores 

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