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Researching the theory of technically academic counseling to guide self-study in technical teaching for technical college students, proposing measures to improve students'' learning skills, thereby improving the quality of training at technical colleges when implementing credit-based training mode.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE THI THU LEARNING CONSULTANCY FOR STUDENTS OF MOUNTAINOUS TECHNICAL COLLEGES (Executive Summary) Major: Technolofy Teaching Methodology Major code: 9.14.01.11 PH.D DISSERTATION OF PEDAGOGY HaNoi – 2020 The thesis is completed in: Hanoi National University of Education Supervisors: Dr. Nguyen Kim Thanh Prof. Dr. Nguyen Van Ho Reviewer 1:…………………………………… Reviewer 2:…………………………………… Reviewer 3:…………………………………… The thesis is presented in the university level examination board inHanoi National University of Education at date month year The thesis can be found at: National Library Hanoi National University of Education INTRODUCTION I The reason for choosing the subject Resolution of the 8th Central Conference, Session XI (Resolution 29 NQ / TW) with the content: Basic and comprehensive renovation of education and training, meeting the requirements of industrialization and modernization in the conditions of Socialistoriented market economy and international integration The conference identified: “Continuing to strongly renew teaching and learning methods towards modernization; promote the positive, proactive, creative and apply knowledge and skills of learners, overcome the oneway imposition of transmission and memorize machines Focus on how to learn; ways of thinking and encouraging selfstudy, creating a basis for learners to update and renew their knowledge and skills for developing competencies” Currently, many universities and colleges in our country are applying the creditbased training method because this method has many outstanding advantages. In order to apply this training method effectively, one of the important and urgent things is to renovate the teaching method so that it is suitable with the training mode. In the mode of creditbased training, the most basic difference is that there is an academic advisor, one of the duties of a academic advisor is to provide academic advice to students.However, compared with the method of training according to the annual training regime, the mode of training under the credit system significantly reduces the amount of time in class, increasing the amount of selfstudy at home, students have to study by themselves. This activity plays a very important role as a direct factor affecting the quality of training and is posed as an urgent need for learners. That raises the requirement for learners to know how to selfstudy and selfstudy, that is, must have a certain level of cognitive competence. At that time, the teacher is not only a source of information but also a guider, aadvicer for how to learn for learners; organize, supervise and evaluate the learners' selfstudy process to form in learners academic skills and professional competence In fact, when universities and colleges implement the mode of creditbased training, students still retain the old learning habits, not actively learning and selfstudying. One of the main reasons is that they do not have proper selfstudy, scientific and appropriate research methods Through surveying the training process at a number of technical colleges in some provinces in the Northern midland and mountainous areas, the majority of students have not actively studied and studied on their own; There is a lack of selfstudy and especially lack of selfstudy methods. That is the reason why the author chose the issue of "Academic counseling for students of mountainous technical colleges" as the thesis topic II RESEARCH PURPOSES Researching the theory of technically academic counseling to guide selfstudy in technical teaching for technical college students, proposing measures to improve students' learning skills, thereby improving the quality of training at technical colleges when implementing creditbased training mode III. OBJECT, SUBJECT AND SCOPE OF RESEARCH 1. Object of research: The process of vocational training at technical colleges Research subjects: Academic counseling measures including counseling mainly self study method of teaching engineering at technical colleges 3. Scope of research: The content of the research is limited to teaching electrical equipment, which belongs to specialized knowledge of technical subjects of electrical and electronic technology at college level. The experiment was conducted at Thai Nguyen Technical Economics College IV. SCIENTIFIC HYPOTHESIS If learning advisory measures are built based on the design of learning consultancy processes in teaching techniques and applying them in the training process of Electrical and Electronic Technology in schools Technical college in the mountains scientifically and in accordance with the mode of creditbased training, it will improve learning skills for students, thereby contributing to improving the quality of training at technical colleges V. RESEARCH TASKS Researching the theoretical basis of learning counseling activities in teaching and applying in teaching for technical college students to improve learning skills for students, thereby improving the quality of training Studying the training process of Electrical and Electronic Technology industry at the technical colleges in mountainous areas Especially studying the research method of students themselves Proposing a learning consultancy process in technical teaching Research and develop criteria for evaluating the effectiveness of academic consultancy activities Research and develop learning consultancy measures in teaching techniques and applying them in the teaching process for students of technical colleges Testing and evaluating the feasibility and effectiveness of the methods of implementing learning consultancy developed and the lesson plans using this method VI. RESEARCH METHOD Theoretical research methods such as analysis, synthesis, classification, systematization, diagrams, in order to study related works of academic counseling to build theoretical basis of the topic. fortune. Overview of the research situation on academic counseling activities Practical research methods such as surveys, experiments, expert methods to conduct field surveys, test and evaluate proposed measures and compiled lesson plans Methods of mathematical statistics to process data in the current situation survey and test, evaluate the proposed measures VII. NEW CONTRIBUTIONS OF THE THESIS 7.1. About reasoning Develop a theoretical system of academic counseling in technical teaching Identify criteria to evaluate the effectiveness of academic consultancy activities in technical teaching of technical college students 7.2. About practicality Investigating, surveying and evaluating the actual situation of study consultancy in technical teaching for technical college students in the Northern Midland and mountainous provinces as a basis for proposing measures Develop a process of academic counseling in technical teaching Proposing three measures of academic consultancy in technical teaching for technical college students Verify and confirm the feasibility and effectiveness of the proposed measures through consulting experts and organizing pedagogical experiments VIII. STRUCTURE OF THE THESIS In addition to the introduction, conclusions and recommendations, references and appendices, the main content of the thesis consists of 3 chapters: Chapter 1: Theoretical basis for academic counseling activities in teaching for students in mountainous technical colleges Chapter 2: Academic counseling measures for training students in the Electrical Engineering Technology industry, electronic engineering in college Chapter 3: Testing and evaluation CHAPTER 1. THEORETICAL BASIS OF ACADEMIC COUNSELINGACTIVITIES IN TEACHING FOR STUDENTS OF THE MOUNTAINOUS TECHNICAL COLLEGES 1.1. RESEARCH SITUATION OVERVIEW ON LEARNING CONSULTANCY 1.1.1. Overview of foreign research The thesis presents an overview of the situation of research and implementation of issues related to academic counseling in some countries. Through the study of research projects on overseas learning consultancy, learning consultancy for students mainly focused on learning advisors They provide important key information in learning, a comprehensive approach to learning that students need to know Many authors have mentioned ways of advising and advising students by different ways such as: through information technology systems, directly with advisors, etc. But the specific study of study consultancy In teaching, especially academic counseling in teaching for students of technical colleges, there is no topic mentioned. However, the theoretical point of the authors related to academic counseling will be the basis for further development of the development of the theory of learning consultancy in teaching for students of technical colleges in our country 1.1.2. Overview of research situation in Vietnam In Vietnam, academic counseling is also studied under the role of academic advisor, with the main function of consulting and supporting students in the course of studying and researching courses (Tran Thi Minh Duc, Nguyen DuyMong Ha, Tran Van Chuong, Pham ThiLua etc.). On the basis of understanding some researches on academic counseling, with the expectation that learners will find ways to study in accordance with their capacity and learning environment, some authors have studied deeply how to teach Study (Nguyen CanhToan, Nguyen Ky, Le Khanh Bang, Vu Van Tao, Nguyen Van Khoi) etc Through studying some researches on counseling and learning methods in the country in particular and in the world in general, the author sees the theory as well as the practice of learning advice and application in teaching. For students in technical colleges today no one has studied specifically Although academic counseling in general and academic counseling in particular has been focused, quality is still limited 1.1.3. General assessment Most of the research works focus on learning counseling activities aslearning advisers in credit training The works also identify the nature, affecting factors of learning counseling, counseling needs of learners etc. in the most general way in credit training. Some measures have a direct impact on the learning process of learners However, there has not been any research project mentioning learning counseling with a focus on selfstudy in credit training with technical disciplines The condition of selfstudy of learners in technical teaching is an indispensable factor when discussing measures to improve selfstudy capacity for learners. This project will conduct research advisory activities in teaching for students at mountainous technical colleges with a focus on selfstudy methodology for students 1.2. SOME BASIC CONCEPTS 1.2.1. Counseling Counseling is a cooperative and voluntary activity between the counselor and the person in need of advice. In which the counselor offers scientific suggestions or advice to help the person who needs advice to solve a problem they need to solve but do not know how to solve, or help them choose aoptimal solutions out of the possible solutions to solve a problem 1.2.2. Academic counseling Counseling in broad terms, is a form of training or teaching activity in which the counselor gives advice to the mentor on the studyrelated issues, information on the career he / she has chosen in throughout the learning process 1.2.3. Selfstudy Selfstudy is a learning activity that learners themselves learn, research and train to acquire knowledge, form and develop skills, thereby forming competencies and qualities. The results of selfstudy are not only new knowledge and new skills, but also the formation and development of selfresearch methods 1.2.4. Selfstudycounseling Selfstudy counseling (learning advice in the narrow sense) is a teaching method in which teachers act as consultants, instructors, perform tasks: assign tasks, make requests, guide how perform; selfstudy and selfstudy learners under the guidance of teachers to perform the task as required and report the results 1.3 THEORY OF ACADEMIC COUNSELINGIN TECHNICAL TEACHING 1.3.1 Scientific basis of building the theory of academic counseling in technical teaching 1.3.1.1. Characteristics of training under the credit system The method of training under the credit system has some following outstanding features: The training program is flexible and flexible Students' learning time in class is significantly reduced Studying under credit system requires students to be active, proactive and have methods of selfstudy and selfscientific research Teaching by credit system requires students to develop cooperative skills 1.3.1.2. Activities of academic advisors in academic counseling Activities of academic advisors Most schools have academic advisors, but the functions and duties of academic advisors are identified: Counseling, supporting, assisting students in the process of learning and scientific research, career orientation, Advising students to exercise their rights and obligations throughout the training process Academic advising activities of academic advisors One of the important activities of academic advisors in credit training is academic counseling Academic counseling includes some basic content: consulting approach to learning, training advice and learning plans 1.3.1.3 Characteristics of technical learning Learning content often includes theory and practice, experiments, lots of time for sightseeing, extracurricular, production practice The subjects, modules and modules of technical subjects with knowledge content are highly practical Learning content is often backward compared to the development of science and technology 1.3.1.4. Learning conditions of students Learners at these institutions are characterized by many different ethnic groups and different living conditions This diversity requires teachers to base on specific conditions to have different selfstudy advice and instructions Laboratories, workshops practicing equipment are outdated and isolated, no longer suitable to current production and teaching technology requirements Therefore, in the learning process, students only learn through the model simulation system, go to school to experience very little reality, without the guidance of teachers 1.3.2. Academic counseling process To provide selfstudy counseling and guidance for students, should make comments to assess the learning results, learning spirit, comments, evaluation, debate, etc. of students in class. After that, the teacher finalizes the content that students need to comprehend the lesson Step 3: FINISHING Based on the organization process in the classroom, the teacher draws experiences from preparation to organization and administration 2.3.1.2. Comment With this teaching method, there are some benefits: 1) Students will be facilitated to form a habit of replicating old relevant knowledge to search and unravel new knowledge, use old knowledge to prove new knowledge, practice skills to apply theoretical knowledge into practice. Thereby, students can grasp both knowledge and craft skills, especially learning skills to find new knowledge 2) Teachers have conditions to guide, supervise and intervene in time and can also explain some contents. Especially with the technical subject of very abstract theory lessons, the teaching advice of teachers is more effective 3) This approach also creates excitement and motivation for learning. The advisory content for students is applied logic, briefly for each subsection of the theoretical part to help the lesson ensure the lesson objectives, and the student's learning efficiency reaches high results 2.3.2. Measure 2: Learning couseling for students during practical lessons 2.3.2.1. content Example of application Lesson 09. ASSEMBLY AND ASSEMBLING THE ELECTRICCIRCUIT GRINDER Step 1: PREPARATION Task 1.1: Analyzing goals and lesson content 1.1.1 Lesson objectives: Knowledge, skills, attitude; Academic counseling: Is expressed through the evaluation criteria of learning results after academic counseling 1.1.2. Prepare 1.1.3. Lesson content: Assemble and connect the electric circuit according to the drawings to ensure proper technical requirements; Examine and run the test in accordance with the technology requirements, ensure industrial hygiene and safety in accordance with regulations Task 1.2: Identify facilities and equipment for teaching; Equipment, supplies and tools Task 1.3: Identify selfstudy tasks Students can read and research some content by themselves: Symbols, functions of electronic devices on the circuit, the principle structure of the circuit, determining the connection point. Learn more about crimping and wiring techniques, wiring methods Task 1.4: Develop the content of complete instructions Teachers need to pay close attention and if necessary, they can supplement and suggest solutions such as skill in determining the position of connectors on the bar, skills of checking continuity, skills of wiring on each circuit. , bundling skills Step 2: ORGANIZATION OF IMPLEMENTATION Task 2.1: Assign tasks and instructions on how to do them In this part, the teacher will advise on selfimplementation, students will report the results of teacher implementation and conclude and give the final plan for students to implement. At the end of the session, the teacher will work with the students to carry out the instructions to finish commenting on the training results, informing the business plan according to Task 2.2: Organizing students to report on the results of task performance The content of the report includes: Working principles, wiring methods; electrical circuit connection points. In addition, students must state some common failures and remedies How to present the report: The group will report on the performance of the group's work and products and answer questions of the teachers Task 2.3: Organizing a class to discuss the results of the reports Teachers can let the team leader report the whole work, can request any student in the reporting group; It is also possible for each student to report a stage Task 2.4: Comment, evaluate and finalize the learning content After finishing the work of listening to reports and discussions, teachers need to make comments to assess the learning results, learning spirit, comments, assessments, arguments, about the learning content. After that, the teacher finalizes the content that the students should understand, the skills students need to form and train Step 3: FINISHING After completing a practice, teachers base on the organization process to draw experiences from preparation to organization and administration. From there, there are necessary adjustments and additions to make the next performance more effective and also to draw lessons for other lessons 2.3.3.2. Comment With this teaching method, we can solve some of the following problems: Students acquire the skills of selfseeking and discovering new knowledge through experience in collecting information, processing information using old knowledge so that they can actively receive content knowledge in the classroom By elaborating the contents of advising and guidance to students in detail, the lesson will ensure the achievement of the lesson objectives and the students' learning effectiveness will achieve high results. Students are more interested and actively learning in class because they are presented the research results before class, students understand the lesson better faster 2.3.3 Measure 3: Study advice for students to practice self guided instruction In order to deploy students to practice selfguided instruction, teachers still divide the lesson into 4 main activities as usual: "initial instruction", "regular instruction", "final instruction" and "instruction" guide selftraining ” However, teachers only teach in two activities as the initial instruction and the end instruction, while the other two activities are entirely for students to selfstudy or teachers only participate in a parttime direct teaching. When students learn by themselves, learning activities are mainly organized and performed by students themselves. The way to organize students' selfstudy with practice is called "self directed practice study". The counseling, selfdirected instruction for students to practice by themselves with instructions generally follow the process outlined in Figure 1.1 but with appropriate adjustments 2.3.3.1. content Example of application LESSON 04. GETTING STARTED ASYNCHRONOUS 3 ROTO ENGINE ENGINE WITH HORIZONTAL BY CHANGE STAR TRIANGLE WITH CHANGE RIGHT Step 1: PREPARATION Task 1.1: Analyzing goals and lesson content 1.1.1. Lesson objectives: 1.1.2. Prepare 1.1.3. Lesson content: Draw electric circuits and equipment; Assembly of connectors; Check and commissioning circuit Task 1.2: Identify facilities and equipment for teaching 1.2.1. Teaching facilities Projectors, computers, realistic simulation clips, circuit models for testing machines, A0 drawing paper, markers 1.2.2. Teaching equipment Task 1.3: Identify tasks of selfstudy and selfstudy In order for students to achieve the goals set out in the process of teaching teachers, the counselor guides students how to it Students are fully active in selfreading, selfstudy, self assembling to connect the machine circuit with the knowledge and practical skills learned Task 1.4: Determining product requirements, content and how to report Products that students make How to present the report: At the end of the lesson, the teacher checks the product, students present the work performed, students submit the training evaluation form and the practice result evaluation form Task 1.5: Develop the content of complete instructions Teachers will develop complete content to guide students to selfstudy with the following specific tasks: Develop implementation plans; Implementation process; How to advice Step 2: ORGANIZATION OF IMPLEMENTATION Task 2.1: Assign tasks and instructions on how to do them This is a type of article in which general and comprehensive knowledge is a combination of theoretical knowledge with practice The teacher assigns the required content, the teacher divides the group, assigns the team leader, assigns the study positions of the groups, hands over equipment, supplies and tools to the students, labor safety testing, etc. Students plan to perform Task 2.2: Organizing students to report on the results of task performance The content of the report includes: The plan to draw the circuit diagram, the circuit diagram of the circuit connection, the structure and working principle of the circuit, SV electrical circuit products How to present the report: This is a separate report for each group with the teacher, the group will report the process of the work and products of the group and answer questions of the teachers Task 2.3: Organizing a class to discuss the results of the reports Teachers organize groups to report on the implementation and presentation of their products, students of other groups to follow, and ask questions to the group that is reporting Task 2.4: Comment, evaluate and finalize the learning content After finishing the work of listening to reports and discussions, teachers will make comments to assess learning outcomes according to the teaching objectives set out on knowledge, skills, and attitudes. Finally, the teacher finalizes the content of knowledge that the students should acquire, the skills that students need to form and train Step 3: FINISHING After completing the lesson, teachers base on the organization process to draw experiences from the planning stage, prepare teaching conditions, the advice content on how to implement the lesson to the organization stage 2.3.3.2. Comment The theory is inherently difficult to understand, with this method, students can apply theoretical knowledge into practice to help them master the theory more clearly, understand more specifically, students practice practical skills, gain practical experience. sacrifice for yourself. Create conditions for students to promote selfdiscipline, positive and proactive learning 2.3.4. General comments on 3 measures of academic counseling Students have just acquired theoretical knowledge, practiced practical skills, and formed and developed the capacity for selfstudy and selfresearch. All three measures allow to ensure the achievement of lesson objectives when the time of classroom teaching is shortened. At the same time, students have enough time to form and practice practical skills in the context of reduced practice time. Through selfstudy, students are not only interested in exploring but also shaping a lifelong learning style, which is one of the requirements for today's technical workers CONCLUSION OF CHAPTER 2 From the results of theoretical and practical research on academic counseling activities, in particular selfstudy counseling for students in technical teaching, some following comments can be drawn: Through research, analysis subjects, contents, programs and characteristics of the subject Electrical equipment shows that there are many contents that can be taught for students to self study. In order to support students to selfstudy, teachers need to have scientific guidance, examination, supervision and timely and effective support On the other hand, only enhancement for students to selfstudy can accomplish the goal of the subject in the context of a much reduced class time. The implementation of the three measures also allows to initially affirm the science, feasibility and effectiveness of the learning counseling process in teaching that was developed and presented in chapter The testing and evaluatingacademiccounselingprocess as well as the contents of the measures will be presented in chapter 3 Chapter 3 TESTING AND ASSESSMENT 3.1. PURPOSE, SUBJECTS AND METHODS OF TESTING 3.1.1. Test purpose 3.1.2. Test object 3.1.3. Testing methods 3.2. TESTED BY EXPERTS METHOD 3.2.1. Content and implementation process 3.2.1.1. Content 3.2.1.2. Implementation process 3.2.2. Test results 3.2.2.1. Qualitative evaluation 3.2.2.2. Quantitative evaluation 3.3. TESTED BY PEDAGOGIC PRACTICE METHOD 3.3.1. Experimental purposes 3.3.2. Experimental mission 3.3.3. Experimental plan 3.3.3.1. Experimental object 3.3.3.2. Location and experiment time 3.3.3.3. Experimental lecturer 3.3.4. Experimental method 3.3.4.1. Experimental preparation content 3.3.4.2. Conducting experiments 3.3.4.3. Gather information and data to evaluate 3.3.5. Handling experimental results 3.3.5.1. Quantitative evaluation a) Process of handling pedagogical experiment results b) Results of pedagogical experiment phase 1 Experiment used all 3 solutions Learning results are collected in empirical class (TN) using three solutions and the control class (DC) is processed by mathematical statistics as follows: Table 3.4. The distribution of learning results for classes TN and DC after the first experiment Cla Test ss nu mb TN11er ĐC11 TN12 ĐC12 TN13 ĐC1 Score 31 29 31 29 31 0 0 0 0 0 0 0 0 0 9 9 9 10 10 10 Averag e 8.06 6.21 7.97 6.21 7.94 29 0 9 2 Figure 3.2. Frequency score of grades TN and DC after the first experiment 6.34 Figure 3.1. The average score of experimental results of the first phase Frequencyof test score Table 3.5. Table of frequency score of grade TN and DC tests after experiment phase 1 Class TN ĐC Test num ber 93 87 Score 0 0 0.0 0.0 0.0 6.9 0.0 21.8 10.8 31.0 25.8 24.1 10 29.0 11.5 Frequencyof test score Table 3.6. Frequency table of scores Pi (%) of classes TN and DC after the first experiment Class TN Tes t nu 93 mb Score 0 0.0 0.0 0.0 10.8 25.8 29.0 22.6 10 11.8 ĐC 87 0 0.0 6.9 21.8 31.0 24.1 11.5 4.6 0.0 Figure 3.3. Frequency score Pi (%) of grades TN and DC after the first experiment Figure 3.4. The frequency of convergence progressesof grades TN and DC after the first experiment Frequency of convergence progresses The convergence frequency of the class will show as follows: Table 3.7.The frequency of convergence progressesof grades TN and DC after the first experiment TN Test num ber 93 ĐC 87 Class Score 100 100 100 100 100 100 100 100 100 93.1 100 71.3 89.2 40.2 63 16.1 10 34.4 4.6 11.8 0.0 + Typical parameters The statistical parameters of the results of class TN and class DC are calculated and summarized as follows: Table 3.8. The statistical parameters of learning outcomes of classes TN and BC after the first experiment Class TN11 ĐC11 Test Averag numb e er 31 29 8.06 6.21 variance Standard (ð) deviation 1.42 1.54 1.19 1.24 Coefficient Quant of variation ity C(%) tested (tđ) 14.75 20.02 5.91 Inful ence level (ES) 1.31 TN12 ĐC12 TN13 ĐC13 31 29 31 29 7.97 6.21 7.94 6.34 1.39 1.54 1.35 1.54 1.18 1.24 1.16 1.24 14.78 20.02 14.65 19.54 5.63 1.27 5.12 1.18 In summary: The impact of learning consultancy measures in teaching students in class B has achieved the following specific results: Score in TN class is higher than DC class Regarding the variance and standard deviation, class TN is smaller than class DC. Therefore, class TN has a more uniform level of knowledge systematization than class DC The coefficient of ES in the influence and greatly influences the learning results of students c) Results of pedagogical experiment phase 2 Applying statistical math, after processing, calculating as experiment in phase 1, experiment results in phase 2 are shown in Table 3.7 Table 3.14. Statistical parameters of learning outcomes of classes TN and DC after the second experiment Class TN21 ĐC21 TN22 ĐC22 TN23 ĐC23 Test Average numb er 27 28 27 28 27 28 8.00 6.36 8.00 6.11 7.93 6.29 varianc e (ð) Standar d deviati on 1.26 1.52 1.11 1.81 1.62 1.63 1.12 1.23 1.05 1.35 1.27 1.28 Coeff icient of variat ion C(%) 14.03 19.36 13.18 22.03 16.08 20.33 Quantit Infulen y tested ce level (tđ) (ES) 5.18 1.30 5.82 1.70 4.77 1.01 In summary: The impact of learning consultancy measures in teaching students in class B has achieved the following specific results: Score in TN class is higher than DC class Regarding the variance and standard deviation, class TN is smaller than class DC. Therefore, class TN has a more uniform level of knowledge systematization than class DC The coefficient of ES in the influence and greatly influences the learning results of students 3.3.5.2. Qualitative evaluation CONCLUSION OF CHAPTER 3 From the results of testing the proposed measures and the compiledlesson through two testing methods commonly used in educational science research, the expert method and pedagogical experiment method, can be drawn. Some comments are as follows: 1. The use of learning consultancy methods in the course of teaching Electrical equipment, Electrical and Electronic Technology for college students is a direction for innovating educational methods, contributing to improving quality and the effectiveness of the teaching process, especially the process of teaching by mode of credit learning 2. The results of pedagogical experiment show that the use of learning advice in teaching electrical equipment is appropriate, feasible and effective, helping students be more interested in learning, developing selfimprovement. study, selfstudy. Thereby, the teaching quality of electrical equipment has been improved 3. The pedagogical experiment process also shows that in order to use effective learning counseling methods, teachers need to invest more effort in analyzing teaching content and improving pedagogical skills to use academic advisory measures in teaching appropriately 4. From pedagogical experiment results and especially from test results by expert methods, it is possible to draw comments: learning counseling processes, learning counseling measures; The content of lesson plans in teaching Electrical Equipments, Technology of Electrical and Electronic Engineering, proposed and constructed by the topic, is correct, appropriate and feasible CONCLUSIONS AND RECOMMENDATIONS 1. Conclusion From the research results of academic counseling in teaching, some conclusions can be drawn: 1. Applying academic counseling in teaching in colleges in general and technical colleges in particular is a new direction, a new teaching method suitable to the characteristics of training according to the credit method It contributes to improving the efficiency and quality of training 2. Based on theoretical research on academic counseling in general and in technical teaching in particular, particular analysis of the characteristics of technical teaching when implementing creditbased training methods, Tai has built the process and proposed measures of learning advice in teaching at technical colleges 3. The thesis has also conducted research, practical surveys through analysis and evaluation of the status of the content of learning advice in teaching Since then, the project has built a learning counseling process in accordance with such factors as training objectives, teaching content, cognitive capacity, problem solving capacity, learning environment, teaching facilities, etc Based on theoretical analysis and practical evaluation, based on scientific principles, the thesis has proposed three specific measures of learning advice in teaching These three measures have been tested and evaluated through pedagogical experimentation and expert method. The test results show that the teaching consultancy measures in teaching have initially obtained positive results 5. The lesson plans designed in the thesis will make a good reference for teachers in the process of teaching in general and teaching technical subjects in particular 2. Recommendation After the study of academic counseling, the author proposes some ideas as follows: Creditbased training requires learners to learn more by themselves, but many learners are still confused in selfstudy, leading to low quality of teaching. Therefore, training institutions need to respect and do well in learning counseling for learners. The process and measures proposed by the subject will be valuable experiences for teachers to refer when conducting academic counseling for learners The school needs to have a policy mechanism to create a favorable environment for widely implementing the process of learning counseling in teaching for teachers, thereby improving the quality of teaching in particular and the quality of training in general Although the topic has surveyed and assessed the situation in some technical colleges, developed lesson plans and implemented three measures in teaching with specific tests of the effectiveness and feasibility of the measures, and also absorb and adjust the opinions of experts on content and implementation methods To be able to widely and effectively implement studyoriented counseling for various training institutions and majors, schools can set up research groups to build specific and practical measures. Conducting specific analysis of each module and each credit of the training program, clarifying the requirements of selfstudy activities at home for that module and credits, thereby developing a detailed guide on selfstudy, selfimplementation, selfevaluation for each lesson, each module, credit, At that time, the material was a practical product for teachers in implementing the task of teaching under the credit system, helping teachers fulfill the lesson objectives and contribute to improving the quality of school training LIST OF SCIENTIFIC WORKS RELATED TO THE THESIS 1. LêThịQuỳnhTrang, LêThị Thu, Factors influencing anddirecting teaching facilitation of lecturers, Journal of Scienceand Technology, Thai Nguyen University,Vol. 125, No. 11,2014 2. LêThị Thu, Highly effective teaching methods can be appliedin current technical colleges, Journal of Natural Resourcesand Environment, No. 12 (194) 6 2014 LêThị Thu, Academic advising activities at universities,colleges, Journal of Education,, Vol 426 ( 2 3/2018) 4. LêThị Thu, Situation of academic advising activities inteaching students in some northern mountainous midlandprovinces, Journal of Education, special Vol. 6/2018 5. LêThị Thu, LêThiĐỗOanh, VõThịNgọc, Enhancing theteaching quality through academic advisng activities, Journal of Education, Vol. 179, 10/ 2018 ... CHAPTER 1. THEORETICAL BASIS? ?OF? ?ACADEMIC COUNSELINGACTIVITIES IN TEACHING? ?FOR? ? STUDENTS? ?OF? ?THE? ?MOUNTAINOUS? ?TECHNICAL? ? COLLEGES 1.1. RESEARCH SITUATION OVERVIEW ON? ?LEARNING? ? CONSULTANCY 1.1.1. Overview? ?of? ?foreign research... development of the development of the theory of learning? ? consultancy? ?in teaching? ?for? ?students? ?of? ?technical? ?colleges? ?in our country 1.1.2. Overview? ?of? ?research situation in Vietnam... learning consultancy for students mainly focused on learning advisors They provide important key information in? ?learning, a comprehensive approach to? ?learning? ?that students