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1 INTRODUCTION Reason for choosing thesis topic In the 70s of 20th century, before the demand for educational innovation, many researches on teaching methods appeared, notably the innovation trend towards capacity development, helping learners adapt promptly with the development of reality Achievements from innovating teaching methods towards capacity development have created a revolution in the field of training and are considered as the key to narrow the gap between training and labor market requirements In Vietnam, the issue of developing learners' competencies to meet practical requirements has been mentioned since the 90s of 20th century However, it was not until the early years of the 21st century, before the urgent requirements from practice, the problem of renovating teaching methods towards developing learners' capacity became really urgent This was confirmed in the Resolution No 29-NQ/TW of the Central Committee of the Communist Party of Vietnam Session XI, the 2011-2020 Education Strategy of the Government and the 2005 Education Law amended and supplemented 2014 Teaching method is one of the important components in the structure of teaching process, which plays a decisive role in effectively acquiring knowledge, skills and developing learners' competencies Teaching process at school, teaching method is not only a dynamic element, but also has a close relationship with other elements, especially the objectives, content programs and teaching facilities The change of the above elements will lead to a change in teaching methods Nowadays, before the development of teaching content, along with the application of scientific and technical achievements to teaching, it is posing indispensable requirements to renovate teaching methods In recent years, the activity of innovating teaching methods at universitiesin the army has been quite diverse However, the limitations in the awareness and competence of some lecturers, the positive, proactive and creative skills of students as well as the backwardness of teaching techniques, are affecting the quality of lecturers On the other hand, the practice of military operations is placing very high demands on the commanders at the grassroots unit in terms of both knowledge and comprehensive competence That raises the urgent need to renovate teaching methods to develop learners' competencies Innovating teaching methods towards capacity development has attracted the attention of many authors from different specialties However, there haven’t been any works that systematically studied Therefore, the study that clarifies both theory and practice as a basis for innovating teaching methods at military universities, contributing to the development of officers' competence is an urgent matter From the above reasons, the author chooses: “Innovating teaching method at universities in the army under the direction of developing learners' competencies” 2 Aims and research tasks Aims of the research Building theoretical and practical basis for innovating teaching methods in the direction of developing learners' competencies as a basis for proposing measures to renovate teaching methods at universities in the army towards developing learners’ capacity in order to form and develop the necessary capacity system, help learners respond promptly to their responsibilities and tasks after graduating Conducting a theoretical basis for renovating teaching methods towards developing learners' capacity; Surveying and evaluating the actual situation of teaching methods and innovating teaching methods at military universities; Proposing measures to renovate teaching methods towards developing learners' capacity and organizing pedagogical experiments to confirm the correctness of the measures The subject, object and scope of the research *The subject of the research Teaching process at universities in the army *The object of the research The process of renewing teaching methods at military universities towards developing learners' competencies *The scope of the research Content of the research: The dissertation focuses on studying theoretical and practical issues on renovating teaching methods towards capacity development and proposing measures to renovate teaching methods towards capacity development in military universities and focuses on learners in the training system of commanding and political officers at division-level Area of the research: The research area of the dissertation is at the university training institutes and schools, which are concentrated in the Political Officers School; Army Officer School and Ải Force - Air Defense Academy In terms of time:The figures served the dissertation research for a period of years from 2014 to 2019 Scientific hypothesis Combining teaching method innovation with synchronous innovation of teaching process elements is the optimal way to develop learners' competence In the process of teaching at universities in the army, if the subjects and the pedagogical forces have a proper perception of the nature, content, path, ways of innovating teaching methods, and actively applying teaching methods and techniques, that wil have advantages in developing learners' capacity, linking content innovation with innovating practical teaching methods; At the same time, combining closely with innovating teaching methods with promoting the effectiveness of information technology and innovating testing, evaluating, the capacity of learners will develop according to the defined training objectives Methodology and research methods Methodology: Based on the scientific methodology of dialectical materialism and historical materialismof Marxism - Leninism, Ho Chi Minh's ideology on education and the viewpoints of system and structure approach, activities approach, process approach and capacity development approach Research method: The dissertation uses a combination of research methods including: Group of theoretical research methods; Group of practical research methods; Group supplementary method 6.New contribution of the dissertation Theoretical meanings: Building a theoretical framework for innovating teaching methods at universities in the army towards capacity development; identifying basic capacity system of learners; interpreting and clarifying the characteristics of teaching methods and the characteristics of innovating teaching methods in military universities towards capacity development; At the same time, clearly defining the objectives, subjects, orientation, content and factors affecting innovationof teaching methods towards capacity development Practical meanings: Surveying the reality of renovating teaching methods at military universities, pointing out the advantages and disadvantages, identifying the causes, drawing experiences On that basis, proposing measures to renovate teaching methods at universities in the army towards developing learners' capacities in a synchronized and unified manner Theoretical and practical meanings of the thesis Theoretical aspect: Research results contribute to supplement and theory development on renovating teaching methods towards developing learners' capacity At the same time, providing a scientific basis to help the teaching subjects apply in the process of renewing teaching methods, contributing to improving the quality of officers' training to meet practical requirements Practical aspects: The topic can be used as a reference for lecturers and learners at military universities, contributing to innovating teaching methods, overcoming the situation that only attach importance to knowledge, overlooking the issue of capacity development Structure of the thesis The structure of the thesis includes: Introduction, chapters (13 periods), conclusions, recommendations, list of scientific works of the author, list of references and appendices CHAPTER OVERVIEW OF RESEARCH RELATED TO THE THESIS 1.1 The research works related to the thesis topic 1.1.1 Research direction of teaching methods and teaching methods towards capacity development 1.1.1.1 Research on teaching methods The issue of teaching method was studied quite comprehensively by Soviet educators in the 70s of 20thcentury, typically as L.V Zancop (1970) with the book "Teaching theory and life"; T.A Ilina (1973) with the book "Teaching theory"; M.A Dannilop, I.IaLecne, M.N Xcatkin (1980) with the book "Teaching theory of high schools" In the West, author John Dewey (1858 - 1952) with the book "Democracy and Education" Recently, the book "Effective teaching methods" by Robert J Marzano, Debra J Pickering, Jane E Pollock (2011) In Vietnam, author PhanTrong Ngo (2005) with the book "Teaching and teaching methods in schools"; author Thai DuyTuyen (2008) with the book "Traditional teaching methods and innovation" Recently, author Bernd Meier, Nguyen Van Cuong (2014) with the book "Modern teaching theory" The authors have mentioned quite comprehensively the issues surrounding teaching methods such as nature, structure, content, classification, objectivity as well as different levels of teaching methods In the army, author Le Minh Vu (2005) with the book "Improving teaching methods of social sciences and humanities in military schools"; author Tran Dinh Tuan (2013) with the book "Theory of teaching military university" 1.1.1.2 Research on teaching methods towards capacity development This trend appeared in the 70s of 20thcentury, typically the author Ph N Göbborlin (1976) with the book "The psychological qualities of the teacher"; author Xavier Roegiers (1996) with the book "Integrated Pedagogy or how to develop competence at school" Recently, author William E B (1982) with the book "Handbook for Developing Competency-Based Training Programs" (Handbook for developing capacity-based training programs); author Thomas Armstrong (2011) with the book "Multiple intelligences in the classroom" The authors have made important suggestions to develop learners' capacity In Vietnam, book "Methods of teaching in vocational training" by Nguyen Duc Tri and Ho Ngoc Vinh (2012); project "Some general issues on renovating teaching methods in high schools" by Nguyen Van Cuong, Bernd Meier (2010) Besides the above researches, doctoral thesis: "Developing the capacity of teaching mathematics for students at pedagogical schools" by Do Thi Trinh (2013); dissertation "Developing social activity capacity for students at pedagogical universities in the Northern mountainous areas in credit-based training" by author Ha My Hanh (2015) In the army, author Le Minh Vu (2009) with the book "The process of evaluating military pedagogical competence of the subjects recruited to train teacherstoday”; Doctoral Thesis on Education Studies "Teaching towards capacity development of students of Political Officers School" by Tran XuanPhu (2012); thesis "Psychological basis to develop creative thinking of officerlearners in military schools today" by Bui Tuan Anh (2016) 1.1.2 Research direction on innovating teaching methods and innovating teaching methods towards capacity development 1.1.2.1 Researching on innovating teaching methods Research on teaching method innovation was started in the 70s of 20th century, L.V Zancop (1970) with the book "Theory of teaching and life” Recently, the book set: "Eight innovations to become good teachers" by Giselle O Martin-Kniep (2011); "Qualities of effective teachers" by James H Stronge (2011); "Arts and teaching science" by Robert J Marzano (2011); "Effective teaching methods" by Robert J Marzano, Debra J Pickering (2011); "Effective classroom management" by Robert J Marzano, Jana S Marzano & Debra J Pickering (2011); "Multiple intelligences in the classroom" In Vietnam, author Tran Ba Hoanh (2010) with the book "Innovating teaching methods, programs and textbooks"; book "Teaching methods and technologies in an interactive pedagogical environment" by Pho DucHoa and Ngo Quang Son (2016); author Truong ThiThuy Van (2009) with her doctoral thesis "Innovating methods of teaching chemistry towards promoting the activeness, self-awareness, initiative and creativity of students in high schools"; author Ta Quang Tuan (2010) with the thesis "Organizing teaching based on learner-learner interaction at colleges" In the army, author Le Minh Vu (1999) with the book "Renewing teaching methods in military universities"; Nguyen Dinh Minh and Nguyen Van Chung (2010) with the book "Applying teaching methods at military schools" Recently, author Nguyen XuanSinh (2014) and colleagues in the project "Solutions to link content innovation with innovation of teaching methods for Social Sciences and Humanities subjects at the Political Academy" In addition to the above research, a doctoral thesis "Applying collaborative teaching method in teaching Humanities and Social Sciences subjects at military university" by Phan Van Ty (2010) 1.1.2.2 Researching on innovating teaching methods towards capacity development Authors X.G.Lucônhin, V.V.Xere-Bri-an-Jacob (1981) with the book "Methods of teaching social sciences subjects"; author Rick Sullivan, Noel McIntosh (1995) with the study "The Competency-Based Approach to Training" (Competency-based training approach); author Thomas Deissinger and SlikeHellwig (2011) with the study "Structures and functions of Competency-based Education and Training (CBET)" (The structure and function of capacity-based education and training) In Vietnam, the book "Teaching in the orientation of capacity development of learners in high school" by Le DinhTrung, PhanThiThanh Hoi (2016) Recently, the book "Teaching methods for developing high school students' capacity" by author Huynh Van Son (2018), doctoral thesis "Developing creative independent capacity for engineering university students through teaching organic chemistry" by author DinhThi Hong Minh (2013); "Organizing teaching local geography in TayNinh province in the direction of capacity development" by Nguyen Truong Vu (2015) In the army, author Nguyen Van Phan (2014) with the project "Innovating teaching methods towards developing capacity for learners at the Political Academy"; projecr "Researching solutions to renovate political training program at the Political Academy towards capacity development" by Phan Van Ty (2017); author Nguyen The Vinh (2017) with the scientific article: "Developing the capacity of learners in military officers' schools to meet requirements of educational innovation today" 1.2 Overview of the main results of typical published scientific works and the issues that need solving in the thesis 1.2.1 Overview of the main results of typical published scientific works Firstly, studies on teaching methods have deeply explained the issues: structure, nature, classification, relationship of teaching methods with elements of the teaching process A number of studies have focused on assessing the situation and proposing directions for innovating teaching methods Secondly, the issue of teaching methods towards capacity development has not been studied, some new works mentioned training program, testing and assessment, but mostly at high school level Thirdly, research on innovating new teaching methods approaches in terms of positive cognitive activities While the purpose of teaching today beside the goal of knowledge and skills, "teaching for learners to develop" is very important, but has not been fully addressed Fourthly, research on teaching method innovation towards developingcapacityonly focused on general education and vocational training Higher education refers to training programs, testing and assessments In the military, there hasn’t been any systematic research works 1.2.2 The issues need to be focused on solving in the thesis Firstly, building theoretical and practical basis as a scientific basis for renewing teaching methods at military universities towards developing learners' capacity Secondly, determining the system of learners’abilities in military universities, showing the nature, path and measures to develop learners' abilities in the teaching process Thirdly, showing the nature, objectives, subjects, subjects, content and conditions for renovating teaching methods in the direction of developing learners' abilities and identifying impact factors On that basis, assessing the situation, pointing out the advantages, disadvantages, causes and proposing measures to innovate synchronous and effective teaching method Fourthly, interpreting andclarifing the fundamental contradictions in the teaching process as well as in innovating teaching methods in order to create a synchronization in the innovation process Fifthly, proposing measures to renovate teaching methods at military universities towards capacity development and conductingscientific experiments to verify the necessity and feasibility of the proposed measures Conclusion of chapter Recently, there have been many scientific works of authors interested in research related to innovating teaching methods towards developing capacity for learners with different contents, subjects and angles of approach However, the issue of renovating teaching methods towards capacity development in universities in general and in the military in particular has not been thoroughly studied and resolved Chapter THEORITICAL BASIS FOR INNOVATING TEACHING ETHODAT UNIVERSITIES IN THE ARMY UNDER THE DIRECTION OF DEVELOPING LEARNERS’ COMPETENCIES 2.1 Theoretical issues about teaching method at universities in the army towards developing learners' competencies 2.1.1 Teaching method and teaching method at university 2.1.1.1 General concept of teaching method Teaching method is a unified combination of organizational, directing, directing and controlling activities of teachers and self-directed and self-organizing activities of learners during teaching process in order to implement the content and purposes of the teaching 2.1.1.2 Concept of teaching method at university Teaching method at university is a unified combination between the direction of teaching activities, the orientation of lecturers and the methods of selfdirected and self-organizing activities of learners in order to implement the teaching objectives, contributing to training a contingent staff with university qualification The teaching method at university includes the teaching method of teachers, respectively, the learning method of students with dialectical relations with each other, the teaching method always directs the learning method, thelearning method has a great impact back to teaching method On the other hand, the method of university teaching is the way the subject works, so it contains subjective imprints of the subject Functionally, the methods of university teaching include cognitive function, intellectual development function and educational function 2.1.1.3 The relationship between teaching method and basic elements in teaching process at university Firstly, the relationship between teaching objectives and the methods of university teaching; Secondly, the relationship between the teaching content and the teaching method; Thirdly, the relationship between teaching methods and teaching and learning activities; Fourthly, the relationship between teaching methods and teaching facilities at university; Fifthly, the relationship between the teaching method and the form of teaching organization 2.1.1.4 System of teaching methods at university Inheriting the results of published studies, based on the analysis of teaching characteristics at universities and learners' characteristics, the thesis identifies the current system of university teaching methods including the system of traditional teaching methods and a system of teaching methods born in the renovation process, in order to actively improve learners' awareness 2.1.2 Developing teaching capacity and methods towards developing learners' competencies 2.1.2.1 Developing learners' competencies * Compentence concept Competence is the ability to effectively master, connect and operate the system of knowledge, skills and attitudes to successfully implement an activity in a certain context Structure of competence: Including components: knowledge, skills, attitude, in those factors, skills are the core Competence classification: The most common trend nowadays is to classify competencies into groups: Professional competency; Methodical competency; Social competency and Induavidual competency * Capacity of learners at military universities The capacity of learners at military universities is the ability to effectively master, connect and operate the system of knowledge, skills and attitudes of learners to successfully implement learning activities and situations in real life military practice The structure of learners' capacity includes: General knowledge system and specialized military knowledge, knowledge about management, and human education; The system of common skills, military skills and specific skills, organizational management skills, training, propaganda, education and attitude is the right concept of career, job passion and determination for involvement in work, ready to act to meet the requirements of the profession; enthusiastic in research, creativeness and innovation * Competence system of learners at military universities The thesis identifies the system of competency of learners in military universities including groups with 21 competencies: Professional competence is a system of competencies that ensure learners well perform professional tasks according to training titles to become commanding officers, political officers at division-level (For trainees training commanding officers and political officers consisting of competencies); Methodological capacity is a system of capabilities to ensure that commanding officers and political officers perform well in information processing, planning, inspecting, etcincluding capacities; Social capacity includes the ability to help officers to deal well with relationships, keep internal solidarity, unite the people and army including capacities; Individual capacity is a system of competence that helps officers to comprehensively develop themselves and their careers, including competencies * Concept of learner capacity development The development of learners’ capacity is the process of changing the quality of the learners' competence system in the teaching process, in order to effectively meet the requirements set in the learning process and practical activities Content of development: Simultaneous development of all capabilities of an officer, as well as the development of personal qualities, revolutionary moral values and military morality for learners Capacity development path:In term of teaching method, the development of learners' capacity is expressed through the activities of lecturers in order to promote the subjective role of learners in acquiring and applying knowledge, skills in solving practical situations, testing and evaluating the results of capacity development 2.1.2.2 Teaching method at universities in the army in the direction of developing learners' competencies * Concept Teaching method at universities in the army towards developing learners' capacity is a combination and unity between teaching method and learning method in order to promote the subjective role of learners in forming and developing officers' competence system according to the identified training objectives * Characteristics of teaching methods towards capacity development in military universities Firstly, teaching methodtowards capacity development is always associated with the goal of forming and developing the capacity of officers according to the training objectives; Secondly, the teaching method towards capacity development at military universities is both disciplined and artistic; Thirdly, the teaching method towards capacity development in military universities is always strongly influenced by the practical experience of the instructor; Fourthly, the teaching method towards developing capacity associated with modern military technical equipment according to the specialized training; Fifthly, teaching method towards developing learners' capacity always has a close combination between modernity and attaching importance to traditional experiences 2.2 Theoretical issues on teaching method innovation at universities in the army in the direction of developing learners' competencies 10 2.2.1 The concept of innovating teaching method and innovating teaching method at military universities 2.2.1.1 Innovating teaching method Innovating teaching method is a process of improving, developing and creating ways to coordinate and interact between teachers and learners in order to create an environment and favorable conditions for learners to effectively absorb the system of knowledge, skills and social experience to formulate and develop qualities and competencies according to the training objectives Subjects of innovating teaching methods are teachers and learners, associated with two basic activities: teaching and learning activities Object of innovation is the teacher's way of teaching and the learner's learning method Content of innovation is changing, changing conceptions as well as teaching methods of teachers and learners' learning methods, from passive learning to active and creative learning 2.2.1.2 Innovating teaching method at universities in the army Innovating teaching method is a process of improving, developing and creating ways to coordinate and interact between teachers and learners in order to create an environment and favorable conditions for learners to effectively absorb the system of knowledge, skills and social experience to formulate and develop qualities and competencies according to the training objectives Nature of innovation: Changing and inheriting traditional teaching methods and acquiring new teaching methods in a flexible way, suitable to the conditions and circumstances to meet current requirements Innovation subject: Lecturers and learners associated with two activities: teaching method of a lecturer and learner’s learning method Subjects of innovation: As teaching methods and learning methods Content of innovation: It is the development, change, way of coordination, interaction between lecturers and learners from one-way communication method to positive coordination and interaction Obstacles in innovation: awareness, habit with passive teaching methods; limitations on competence of lecturers; the inadequacy between the program, the content with the time, the backwardness of facilities 2.2.2 Innovating teaching method at universities in the army towards developing learners' competencies 2.2.2.1 Concept 12 private creativity capacity and lifelong self-study method of learners Finally, it affects the development of learners' action competence 2.2.2.2 Characteristics, orientation and content of renovating teaching methods at universities in the army in the direction of developing learners' competencies * Characteristics of innovating teaching methods at military universities towards developing learners' competencies Firstly, teaching through a continuous organization of learning activities, stimulating self-discipline, positive, helping learners discover, find, acquire knowledge by themselves and apply it in practice; Secondly, focusing on training learenrs with knowledge of methods, based on which promote the role of subject in learning process; Thirdly, diversifying forms of learning, attaching importance to strengthening individual learning cooperation with cooperative learning; Fourthly, teaching must be closely linked with military equipment and techniques; Fifthly, focusing on assessing learning results according to lesson objectives throughout the teaching process, and developing learners' self-assessment and self-assessment skills * Innovation orientation Firstly, it is necessary to promote the active, self-motivated nature of the learners, to formulate and develop self-study capacity, on which basis the learners should cultivate independent, flexible and creative qualities of the learners; Secondly, exploiting the strengths of each teaching method in accordance with the specific characteristics of the subject and the nature of each type of competency of the learner; Thirdly, the use of teaching methods must be closely linked to the form of teaching organization; Fourthly, effectively exploiting teaching equipment in accordance with the specific to create motivation for learners * Content of innovation: Firstly, forming awareness and right viewpoint on the trend of developing teaching methods towards capacity development; Secondly, applying teaching methods in the direction of promoting cognitive activeness and capacity development in teaching process; Thirdly, strengthening the ways of practice, skill training, applying knowledge to solve situations associated with responsibilities of officers; Fourthly, combining innovation of teaching methods with strengthening of modern teaching techniques and application of information technology in teaching process; Fifthly, innovating the method of testing and evaluating learners’results 2.3 Factors affecting the innovation of teaching methods in military universities towards developing learners' competencies 13 Firstly, the impact from the socio-economic development, science and technology; Secondly, the impact from the objectives and content of education in military universities; Thirdly, impact from the lines, viewpoints of comprehensive renovation of education and training of the Communist Party of Vietnam, Central Military Commission, Ministry of National Defense; Fourthly, the impact of the requirements of military operations practices; Fifthly, the impact from the awareness, qualifications and competencies of the teaching staff; Sixthly, the impact from positive, initiative and creativity of learners; Seventhly, the impact from the conditions of facilities and education environment of the school; Eighthly, impact from the way of testing and evaluating learning results of learners Conclusion of chapter Competence is an important component of an officer's personality, a basis for them to fulfill their assigned duties Under the present conditions, the development of military science and the impact of the 4.0 revolution are placing very high demands on the commander in charge of action On the other hand, the limitations of teaching methods have been revealed, making significant impact on the quality of education and training That practice poses an urgent need to strongly renovate teaching methods towards capacity development Chapter PRACTICAL BASIS FOR INNOVATING TEACHING METHOD AT UNIVERSITIES IN THE ARMY 3.1 Overview of the universities in the army 3.1.1 System of military universities 3.1.2 Training characteristics 3.2 Organize research on real situation 3.2.1 The purpose, content of the survey and evaluation bases Survey purpose: In order to collect actual data on real situation of teaching method, teaching method innovation at military universities Survey content: Assessing the situation of teaching method, teaching method innovation and affecting factors Basis of evaluation: The current situation of teaching method is determined on the basis of the level of using traditional teaching methods; Teacher's teaching method, learner's learning method and learning results The reality of renovating teaching method is determined according to the content identified in section 2.2.2 3.2.2 Object, area and time survey Including 454 learners and 146 lecturers, management staffs working and studying at the Army Officer School, Political Officer School and the Air Force - Air Defense Academy The survey period is from August to October 2018 14 3.2.3 Survey method Method of referendum with questionnaire; study the reports; pedagogical observation and exchange, seminars 3.2.4 Survey tool 3.2.5 Method to conduct the survey 3.3 Actual situation of teaching method at military universities 3.3.1 Real situation of teaching methods being used Survey results showed that traditional teaching methods used are quite popular, Presentation (mean = 3.98); Visual presentation (mean = 3.79); conversation (mean = 3.59) The methods assessed at Occasional Levels include Group Discussion (mean = 3.30) and Practical Training (mean = 3.24) *Method of teaching activities of lecturers: Typically, presentation skills and table presentation (mean = 3.82); The combination of providing basic knowledge and skills (mean = 3.74); Skill of combining methods and teaching techniques in a lesson (mean = 3.68) However, some activities are still at a low level such as: Question and discussion skills in conversation (mean = 3.38); Control of practicing and training (mean = 3.33) * Actual situation of learning activities of learners: Traditional learning activities are often used such as Note taking skills (mean = 3.65), Exploiting and using facilities, learning materials, learning materials (mean = 3.46); the lowest is the initiative to search documents related to lessons (mean = 3.08) 3.3.2 Comparison of the correlation between the actual situation of teaching method with the real situation of teaching method of lecturers and learning activities of learners PPDH 0.928**HĐHT HĐGD 0.941** 0.921 ** The correlation coefficient between the variables reflects the actual situation of the relationship between the choice of teaching method and the teacher's way of teaching and the manner of student’s learning In which the choice of teaching method will determine the manner of teacher’s activities and the way the instructor operates will influence the way of student’s activities 3.4 Curent situation of renovating teaching methodat universities in the army 15 3.4.1 Curent situation of awareness about innovating teaching methods * The current situation of awareness about the role of innovating teaching method: The results show that awareness of the role of renovating teaching methods is relatively good, the highest is Building the right learning motivation, creating motivation (mean = 3.44); followed by Improving the efficiency of learning knowledge and skills of learners (mean = 3.42) However, the content is still low such as Improving the ability to apply knowledge and skills to solve situations and Helping learners to assess and discover new things (mean = 2.99) * The current situation of awareness and viewpoints on the trend of developing teaching method towards capacity development: Highest is Changing traditional teaching methods to modern teaching methods (mean = 3.48); Changing the way teachers and learners interact from traditional to positive (mean = 3.27) The lowest is the comprehensive use of methods and measures to promote the subjective role of learners in searching, acquiring and applying knowledge and skills into practice (mean = 2.78) 3.4.2 Curent situation of applying teaching method and techniques towards promoting positive cognitive activeness and capacity development in teaching process * Current situation of applying positive teaching methods and techniques: The assessment results are mainly at Normal level, the highest is Using positive teaching techniques (mean = 3.16) Role-playing, (mean = 3.06) Lower is; Group teaching (mean = 2.71); Combining many methods (mean = 2.69); Project-based teaching (mean = 2.68) Rarely used include the Case method (mean = 2.56) and Raising the problem (mean = 2.54) * The current situation of renovating teaching method of lecturers: The comments are mainly moderate In which, flexibly combining methods and active teaching techniques (mean = 3.10); Interactive activities with lecturers (mean = 3.04) Lower is Orientation for learners to apply knowledge and skills into practice (mean = 2.98); Encouraging learners to come up with new ideas (mean = 2.99) The lowest is specific target of the lesson into the competencies that need to be formed in the learner and Creating situations and directing learners to solve the situation (mean = 2.55) * Current situation of how to innovate learning methods The survey results show that the following activities: Applying learned knowledge and skills to solve practical situations (mean = 2.60); Giving personal opinions on learning content (mean = 2.57) is used by students very little, especially the initiative and independence in 16 searching, discovering and proposing ways to solve learning problems toward a completely new direction (mean = 2.54) and Understanding and concretizing the competencies need to develop into mean = 2.53 criteria 3.4.3 Current situation of strengthening ways of practice, skill training, applying knowledge to solve situations associated with officers’ responsibilities of officers Survey results show that practical teaching method is used quite often (mean = 3.25) However, the content of exercises is different: The content of practical exercises to consolidate and revise knowledge and skills is assessed at Regular level (mean = 3.71), lower than that is the practical exercises to discover new knowledge and skills (mean = 3.12) The exercises with content to apply knowledge and skills into practice and to implement the duties and responsibilites of the officers are rarely used (mean of 2.77 and 2.59) 3.4.4 Currentcombining teaching innovation with strengthening modern teaching techniques and applying information technology in teaching process The highest rating is the assurance of teaching facilities (mean = 3.46) The high average is the appropriateness of teaching equipment with the content and teaching method (mean = 3.27); Low average level is Application of information technology in developing integrated multimedia lessons and Building and using software in teaching and assessing learning results (mean = 2.81 and , 75) Lower is using modern teaching equipment and applying information technology in constructing simulation situations, creating a virtual interactive environment with mean = 2.59 3.4.5 Current situation of renovating testing and assessing learning results * The current situation of renovating the way of making examination and test Currently, the main evaluation method of lecturers is Assessing the ability to recognize and re-create the knowledge and skills learned (mean = 3.7); Assessing the ability to understand knowledge, skills learned, the ability to present and explain knowledge according to the understanding of individual learners (mean = 3.42) How to assess the ability to apply knowledge into practice and evaluate and creativity is rarely used (mean = 3.1 and 2.57) * The current situation of renewing the way learners take the examination and test The method most commonly used by learners is Loyal to the lectures' knowledge of lecturers (mean = 3.78) and based on the main ideas in the lesson and then developed according to their own understanding (mean 3,4) Other methods such as: Based on general 17 theory and practice to generalize according to self-knowledge and Solve the task of the test according to the idea itself, not dependent on the lesson are rarely used * Curent situation of achievement of capacity objectives The highest result is the ability to reproduce and understand the nature of knowledge (mean = 3.76 and 3.48) A higher level of requirement is the Application and analysis of knowledge rated as Medium (mean = 3.31 and 3.38) With the required level of learners in the ability to synthesize, or use the knowledge learned to create new things and the ability to judge value or use knowledge according to appropriate criteria is quite low (mean = 2.59 and 2.53) 3.5 Assessing the influence of factors affecting innovation in teaching method Results Impacts from Positive, proactive, creative of learners (mean = 4.12); Fromawareness, qualification, capacity of teaching staff (mean = 4.0) and Impact of assessment and evaluation (mean = 3.99) From the condition of guaranteed facilities and educational environment of the school is also quite appreciated (mean = 3.39) Factors Impact from objectives, teaching content in military universities (mean = 3.37) and Fromsocio-economic development, science and technology and the goal of comprehensive radical innovation education and training (mean = 3.30) is considered to be less impactful 3.6 General assessment, cause of the real situation and the experience of innovating teaching method at military universities 3.6.1 General assessment * Advantages * Limitations 3.6.2 Cause * Cause of advantages: Firstly, there is a strong change in the awareness of lecturers, management staff and learners Secondly, the attention of leadership and direction of the Central Military Commission, the Ministry of National Defense for the work of education and training in the army as well as for university training Thirdly, the autonomy of educational subjects has been promoted Fourthly, the quality of the contingent of lecturers and managers is increasingly improved Fifthly, military enrollment is increasingly respected Sixthly, facilities ensure teaching activities are gradually improved 18 * Cause of limitations: Firstly, it has not created a synchronization in the renovation process Secondly, the perception of the innovating subject is limited Thirdly, the qualifications and competencies of some lecturers have not yet met requirement promtly Fourthly, the activeness and initiative of learners have not been promoted Fifthly, facilities and teaching equipment are still outdated Sixthly, the examination and evaluation of learning results are slow to innovate 3.6.3 Experience in renewing teaching method at military universities Firstly, innovating teaching method towards developing learners' competencies is a long-term process, which needs to be conducted synchronously with innovating other components, especially teaching content Secondly, building and promoting the role of teaching staff is a key step for the innovation of teaching method towards developing learners' competencies; Thirdly, promoting learners' self-discipline, turning the training process into self-training is a decisive factor to the effectiveness of innovation; Fourthly, building a positive learning environment, stimulating and developing learners’ creativity is an important premise for the development of learners' competencies; Fifthly, combining closely with helping students create knowledge and creating favorable opportunities for learners to apply knowledge and skills to solve practical situations Conclusion of chapter In recent years, the innovation of teaching method at military universities, besides achievements, still has certain limitations such as teaching and learning activities, which are still mainly traditional; the use of active teaching methods and techniques is not frequent; results of testing and evaluation activities have not created motivation; Learners' activeness and initiative have not been promoted 19 Chapter MEASURES TO INNOVATE TEACHING METHOD AT UNIVERSITIES IN THE ARMY UNDER THE DIRECTION OF DEVELOPING LEARNING COMPETENCIES AND EXPERIMENTAL PEDAGOGY 4.1 Measures to renovate teaching method at universities in the army towards developing learners' competencies 4.1.1 Fostering awareness and capacity to innovate teaching methods for pedagogical forces This is an important measure, through fostering not only helps pedagogical forces understand the role, the nature of teaching method innovation, clearly see individual responsibilities but also helps the lecturers to appreciate their own qualifications and capacity, from which there is a plan for self-training and improvement of pedagogical skills and qualifications, first of all the level of using methods and teaching techniques to promptly meet innovation requirements; Help learners clearly see the ability to adjust learning methods The content of training for lecturers, besides raising awareness of the current trend and innovation viewpoints, it is necessary to focus on fostering the capacity to renovate methods; with management officials, besides improving knowledge about education, education management, it is essential to improve the ability to manage and exploit material facilities of teaching equipment; And learners need to raise awareness, motivate their attitude to innovate teaching methods, foster them positive learning methods 4.1.2 Applying teaching methods and techniques to promote positive awareness in developing learners' competencies In order to develop learners' competencies, it is necessary to promote the positive and self-awareness of learners in combination with practicing the skills of applying knowledge into practice On the other hand, the characteristics of the process of developing the learners' capacity show that, for each certain type of competency, there must be an appropriate teaching method and technique Therefore, to develop the competency system of learners it is necessary to use many different teaching methods and techniques The process of teaching at universities in the army can apply a number of teaching methods and techniques such as project -based teachingmethod;Method of problem-solving teaching; Simulation method; Situational teaching methods and positive teaching techniques such as: Mind mapping techniques; Brain engineering; Group sharing techniques 20 4.1.3 Innovating teaching content and practice teaching method in the direction of attaching to officers' tasks and responsibilities Innovating teaching content and practice teaching method in the direction of attaching to responsibilities and tasks will be a basic path to capacity development for learners Because, through content innovation, the way of doing practical exercises associated with the responsibilities and tasks not only helps learners consolidate, expand knowledge, develop intellectually, physically, form occupational skills, but also enable them to apply them to solve practical tasks close to their responsibilities after graduation The current renovation method needs to combine the content innovation with the innovation of teaching practice methods in the direction associated with officers' responsibilites and tasks 4.1.4 Incorporating innovation of methods, forms and application of information technology in teaching With outstanding advantages of information technology such as being able to provide a rich and multi-dimensional information source with a large capacity, in a short time, it is possible to create a virtual interactive environment that is lively and attractive Therefore, combining innovation of methods, means and application of information technology is the optimal measure to develop learners' competencies At present, combining innovation of methods, means and application of information technology in teaching can be done through the use of software to build lectures and in assessing learning results 4.1.5 Innovating testing and assessing learners' learning results towards capacity development Innovation in testing and assessing learning outcomes from traditional assessments to assessments based on competence is an effective measure to develop learners' competencies Because turning from traditional assessment to competency-based assessments not only helps teachers see learners' progress throughout the teaching process, but also helps learners to identify changes on the road to achievie personal learning goals From there, the lecturer adjusts the teaching method, the learner adjusts the learning method, making the teaching process close to reality The content of innovation in testing and assessing learning results towards capacity development nowadays needs to be conducted in a synchronous manner with all elements of assessment and examination, which must be closely combined between innovating content design for testing and evaluation in the direction of capacity development with innovation of form and method of testing and assessment The relationship between the measures The above measures have both independent and close and complementary relationship Carrying out synchronous measures, in order to 21 ensure that the process of renewing teaching methods towards developing learners' capacity takes placescientificly and achieves practical results 4.2 Experimental pedagogy 4.2.1 General issues about pedagogical experiment The purpose of pedagogical experiment is to verify the feasibility and effectiveness of renovating teaching methods at military universities towards developing learners' competencies; The location was conducted at Army Officer School and Political Officer School; Experimental subjects at the experimental units are second-year students, divided into classes, each class has 48 learners; Experimental time from September 2018 to April 2019; Experiments were conducted with a controlled experimental method 4.2.2 Experimental process Organizing to train collaborators; design training topics; building criteria, scales, assessment tools and testing the entrance level of the experimental and control groups 4.2.3 Processing and analyzing experimental results 4.2.3.1 Analyzing the results in term ofquantitative * Experimental results for the first phase The level of increased capacity after experiment Figure 4.2 AS of learners capacity before and after the first phase T-test results Table 4.4 T-test table of testing results of competence measurement after phase 1experiment Level competence Subject awarenessc (Cap1) Critical thinking (Cap 2) Competence in designing military training and education activities (Cap 3) Handing situations of education (Cap 4) Using written lanfuage (Cap5) Experiment class1 Mean Std 4,03 0,660 3,97 0,673 4,06 0,689 3,89 0,684 3,85 0,646 Control class Mean 3,69 3,46 3,38 3,39 3,51 Std 0,657 0,617 0,648 0,645 0,623 T 2,852 3,898 4,997 3,707 2,521 Sig, 0,011 0,000 0,000 0,000 0,013 The results in Figure 4.2 show that, at the end of the first phase, the capabilities of Experiment class and Control class have increased However, the increase of Experimental was much higher than Control 1, the 22 highest of which was the capacity to handle educational situations in Experimental with an increase from 3.27 to 4.06, in Control Class also increased but not significantly with an increase from 3.24 to 3.28 T-test result with Sig coefficients Table 4.4 are less than 0.05 This proves that there is a statistically significant difference in the average score after the first experiment on all competencies between Experimental Class and Control Class * Experimental results for the second phase The level of increased capacity after experiment Figure 4.5 AS of learners capacity before and after the secondphase T-test results Table 4.7 T-test table of testing results of competence measurement after phase experiment Level Competence Subject awarenessc (Cap 1) Critical thinking (Cap 2) Competence in designing military training and education activities (Cap 3) Handing situations of education (Cap 4) Using written lanfuage (Cap 5) Experiment class Mean Std 4,10 0,638 Control class T Sig, Mean 3,63 Std 0,640 3,673 0,000 0,000 4,03 0,684 3,51 0,607 3,894 4,11 0,686 3,37 0,644 5.446 0,000 3,93 3,90 0,644 0,612 3,39 3,52 0,619 0,591 3,977 2,685 0,000 0,009 The results in Figure 4.2 show that at the end of the second experiment, the capacities of Experiment class and Control class have increased However, the increase of Experiment class is much higher than that of Control Class 2, the highest one is the capacity to handle educational situations in Experiment with an increase from 3.26 to 4.11, in Control Class also increased but not significantly with increase from 3.28 to 3.37 T-test result with Sig coefficients Table 4.7 are smaller than 0.05 This proves that there is a statistically significant difference in the average score after the second experiment on all competencies between Experiment Class and Control Class 23 4.2.3.2.Analyzing the results in term ofqualitative Figure 4.6.Learners' interest in learning by teaching methods towards capacity development Combining analysis of interesting survey results and the advantages and disadvantages of learners in Experiment Class and Experiment Class in the experimental process of renovating teaching methods towards developing learners' competencies show that , learners are very excited about the new way of teaching and learning Although there are certain limitations such as: Not understanding the nature of teaching methods towards capacity development; taking a lot of time to practice practical exercises, learning situations; contradiction between the content of teaching and teaching methods towards capacity development and positiveness of learners, in general, innovating teaching methods towards developing learners' capacity has quite a lot of advantages and it is suitable for teaching process at military universities If applied flexibly, it will contribute to develop learners' ability to meet requirements from practice * Conclusion: The experimental group has had a positive change in both the way of learning and the results of capacity development It is shown that the average score of the experimental class is higher than the control class between experiments T-test shows that there is a difference between the experiment and control classes, this difference is not accidental but it is due to pedagogical effects The results of the two experiments not only reflect positive changes from the learners but also prove the stability of the proposed measures and are effective for developing learners' competence Conclusion of chapter Based on theoretical and practical research, the thesis has proposed measures to renovate teaching methods towards developing learners' competencies The proposed measures have different roles and roles, but have dialectical relationships with each other, the synchronous implementation of measures to ensure the right process of capacity development of learners Experimental results have confirmed the effectiveness and feasibility of the proposed measures CONCLUSIONS AND RECOMMENDATIONS Conclusion The thesis has studied the overview of domestic and foreign scientific research projects related to the topic, the overall results show that the problem of renovating teaching methods towards developing learners' 24 capacity is a new problem need researching The thesis has built a theoretical framework for innovating teaching methods at military universities towards developing learners' competence; have pointed out the factors affecting the innovation of teaching methods towards developing learners' capacity today From the results of the current situation survey, the thesis proposes measures to renovate teaching methods towards developing learners' competence The result of pedagogical experiment at Army officer School and Political Officer School show that the proposed measure in the thesis is correct and highly effective Recommendations 2.1 For the Ministry of National Defense Building and enacting suitable competence frameworks for each major of cadre training at military universities today, as a basis for innovating teaching methods in schools Continuously directing to promote curriculum and teaching content towards capacity development to create a synchronization in the renovation process Increasing investment and building facilities for training tasks, especially investment in research and application of new equipment, technologies and specific training equipment 2.2 For universities in the army Researching and renovating curriculum, teaching content in the direction of reducing theory, strengthening practical activities, especially practice associated with the responsibilities and duties of learners after graduation Building capacity system for each major is the basis for the teaching process and testing, assessment of learning outcomes Creating encouraging and motivating mechanism for teaching staff to promote their active, positive and creative role in the teaching process For lecturers, enhancing the role of responsibility, promoting selfawareness and actively in research and teaching, continuously improving pedagogical capacity, understand, apply and effectively exploit the system of teaching methods and modern teaching equipments Proactively renovating teaching methods, testing and assessment in the direction of learner centered, enhancing the role of learners ... including: Group of theoretical research methods; Group of practical research methods; Group supplementary method 6.New contribution of the dissertation Theoretical meanings: Building a theoretical framework... capacities in a synchronized and unified manner Theoretical and practical meanings of the thesis Theoretical aspect: Research results contribute to supplement and theory development on renovating teaching... (1970) with the book "Teaching theory and life"; T.A Ilina (1973) with the book "Teaching theory"; M.A Dannilop, I.IaLecne, M.N Xcatkin (1980) with the book "Teaching theory of high schools" In the