Quản lý hoạt động thực hành sư phạm của học viên ở các trường sĩ quan quân đội theo định hướng phát triển năng lực tt tieng anh

1 INTRODUCTION Rationale for the study Cadets at Military Officers Schools (MOSs) are young men, noncommissioned officers and soldiers who have been carefully selected regarding their political background, health, and cultural knowledge and have passed university entrance exams and admission exams of MOSs The training objective of the military authorities is that after graduating from school, cadets have just become officers, leading officials and unit leaders; has just become a military pedagogy, a social-political activist, directly educating and training the soldiers at the division units; have enough qualities and capabilities to complete all tasks assigned by the Party and the Army In order to fulfil the responsibilities and duties of military pedagogy in units, even during training, cadets in the army forces must be trained to form and develop similar qualities and competences Therefore, organizing and managing PPA of cadets in the training process is a basic and important content that always attracts the attention of educators and educational managers at MOSs That is also the basic and important stage that contributes to the implementation of the principle in education: "Learning goes hand in hand with education, combined with production labour, theory associated with reality"; "the school is associated with the battlefield, associated with the grassroots unit" to improve the quality of education and training at MSOs presently Pedagogical practice is a basic form of teaching to help cadets apply their knowledge and experience in pedagogical activities to solve the theoretical and practical tasks of training and education set out to consolidate, supplement and develop knowledge, skills and qualities according to the objectives and the training requirements In the context of education and training reform of our country and the military today, managing PPA of cadets of army officers' schools in the orientation of labour development is one of the feasible solutions contributing to the implementation of the comprehensive renovation policy of the Party's education and training in the direction of "reducing theory and increasing practice"; “ promoting the active, creative and applying the knowledge and skills of the learners, overcoming the one-way imposition of transmission and memorizing machines Focus on teaching how to learn, think, encourage self-study and create a basis for cadets to update and renew their knowledge, skills and capacity development” [32, p.4] The facts show that, in recent years, cadets' PPA in MOS has been paid due attention, directed and obtained positive results by the schools However, there still exist many limitations and shortcomings in terms of the content, programs, forms, methods and organizational management Some schools also have an inadequate attitude The planning formulation; organizing, directing, inspecting and evaluating the quality of PPA of cadets mainly still follow the traditional method; the coordination between related forces in the organization and management is not really rhythmic and unified Notably, in some places, there are achievement-orientated trends; leading to assessing cadets' performance of PPA is insufficient In particular, the process of organizing and managing PPA of trainees has not been based on a solid theoretical basis on pedagogical skill and management of PPA Accordingly, it has a significant influence that restricts the formation, knowledge, skills and qualities of cadets according to the training goals and requirements The theory and practice show that the nature of PPA of cadets is learning Currently, educational science has appeared many learning theories such as tectonic theory, near-development theory, cooperation theory, cognitive development theory, experience theory (ET), etc Each theory has different advantages and disadvantages, but it has the same purpose of developing learners' abilities Although, there have been a number of researches on management of teaching activities in general, practical activities in particular according to some modern approaches such as object-based approach, quality management approach, managing by objectives and content, etc Yet, there is no work based on a learning theory, combined with modern approaches to research on PPA and management of PPA Therefore, if the research on PPA of cadets in MOSs is based on experiential learning theory, then apply measures to manage cadets' PPA based on the management function, combined with the change approach Participating subjects will be applied interweaving will be a new research direction, contributing to the development of scientific theories of educational management in general, management of teaching activities in general, and management of PPA in particular On the other hand, with the strong development of the 4.0 industrial science revolution, there have been rapid changes in strategic and tactical thinking; modes of operation and development of weapons, weapons, war vehicles and high-tech fights Accordingly, the fighting style and tactics of individuals and detachments are also regularly supplemented and developed The situation above imposes an objective requirement and must improve the quality of military training at the unit level divisions Therefore, improving the pedagogical skills for cadets in MOSs, meeting the training requirements for military personnel in division units after graduation has become more crucial than ever before From the above-mentioned reasons, the author decides to select the issue: "Management of pedagogical practice activities of cadets at military officers' schools according to the orientation of capacity development” as his doctoral thesis topic, with an aim to improving the quality of education and training at MOSs at present Aims and objectives of the research Aims On the basis of theoretical and practical research, the thesis proposes measures to manage PPA of cadets at MOSs according to CDO in order to contribute to improving the quality of education and training at MOSs currently Objectives Giving an overview of the thesis-related situation and the issues need further addressing Clarifying the basic theoretical issues about cadets' PPA at MOSs and management of PPA of cadets at MOSs according to CDO Conducting surveys and assessing the current situation of PPA and management of PPA of cadets at MOSs, indicating the causes, and drawing lessons Proposing measures to manage the PPA of cadets at MOSs currently Examining the necessity, feasibility and effectiveness of the proposed measures to verify the thesis results in the reality Subject, object, scope of the research Subject Management of training activities at MOSs according to CDO Object Management of PPA of cadets at MOSs according to CDO Scope In terms of content, the thesis focuses on studying management of PPA of cadets in the MOSs according to CDO However, the PPA of cadets at MOSs has a variety of contents; the thesis only focuses on the management of military training practice management of cadets This is considered as the most important aspect for army officers In terms of subject, the thesis focuses on PPA and management of PPA of cadets of officers in charge of advising officers at MOSs, including: The Officers Training College N1, The Artillery Officers Training College, The Commandos Officers Training College, The Chemistry Officers Training College, The Armour Officers Training College The participants include: managerial staff, lecturers and cadets of basic training, university level at MOSs In terms of time, the data used for the thesis is mainly from 2013 to the present Scientific hypotheses Managing pedagogical practice activities of cadets at MOSs has a very important role, contributing to the decision to improve the quality and capacity of cadets' training, meeting the requirements of training and educating soldiers after graduation However, compared with the requirements of military development in the context of international integration and innovation in education and training, the management of PPA of cadets still has limitations and shortcomings that have not kept up with the development of military training practices Those limitations have several causes If applying the management of PPA of cadets at MOSs according to the CDO, based on the application of ET by David Kolb, combined with the participants, then it will improve the quality of PPA of cadets at MOSs Methodology and research methods Methodology The thesis is based on dialectical materialism and historical materialism of Marxism - Leninism, Ho Chi Minh thought; thoroughly grasping the views and policies of the Party, the State and the Central Military Commission on education renovation and education and training management in general; innovating, improving the quality of PPA management of cadets at MOSs in particular Simultaneously, the thesis is also based on the scientific research methodology of educational management, specifically: The system - structure approach The PPA of cadets at MOSs is a system, including elements such as: Objectives, programs, contents, methods, forms, tests and evaluation of the results of EA From a systematic perspective, the management of PPA of cadets at MOSs must be implemented synchronously on all these elements Simultaneously, it must be put in dialectical relationship with other systems of training activities to determine the mode and means of participation in management The activity approach Cadets' pedagogical activities are self-conscious activities of learners under the guidance, direction and orientation of the management staff and teachers It is a positive process with purpose and conditions and means guaranteed Therefore, managing PPA of cadets at MOSs is based on the orientation of labour development, requiring the management subjects to have a firm grasp of the purpose, requirements, contents, forms, methods and conditions, means and characteristics of PPA Accordingly, the thesis proposes measures to manage cadets' PPA in accordance with the orientation of CD The capacity approach Managing the PPA of cadets at MOSs under the CDO is to train cadets with skills and pedagogical capacity to meet the requirements of military training for military personnel in units after graduation Thus, it is necessary to develop pedagogical competence of learners; on that basis, the thesis proposes tasks and solutions in accordance with the requirements of cadets’ pedagogical capacity development The functional combined with object management approach Management on PPA of cadets at MOSs is conducted through management functions, at the same time and based on the evolution of the management object to create a synchronized, unified coordination between the subject and the object From there, find out the ways and measures of impact in accordance with the evolution of the object Therefore, it is necessary to closely combine functional approach with object approach to define the theoretical framework and propose measures to manage PPA of cadets at MOSs in the direction of CDO The standard output approach In order to determine the content of orientation for developing competencies in managing PPA of cadets at MOSs, it must be based on the pedagogical competence output standards Therefore, this approach is an objective requirement for the thesis to determine the content of pedagogical skill development orientation of learners and also a basis for determining the system of measures to manage PPA of cadets at MOSs according to the orientation of CD Along with the above approaches, during the dissertation research, the experiential learning theory is used to determine the content and process of PPA of cadets In particular, it points out the steps and pedagogical skills and competences of cadets need to be formed in those stages Therefore, it is necessary to apply ET to build a theoretical basis, and then appropriately determine the content and method of managing PPA of cadets at MOSs Research Methods The thesis uses a combination of theoretical, practical and supportive research methods as listed below: Theoretical method Using methods of analysis, synthesis, systematization, generalization of information, sources of documents to build theoretical basis and thesis implementation Resources exploited for research include: Marxist - Lenin classics, Ho Chi Minh thoughts; documents, resolutions of the Communist Party of Vietnam, instructions and resolutions of the Central Military Commission, the Ministry of Defense; State education and training documents related to research issues; research works on educational science and education management; theses, theses, scientific reports, scientific conference proceedings, scientific articles, and relevant monographs Practical methods Observation method: Focusing on observing the leadership, direction and organization of the implementation of the management of PPA of cadets of the administrative staff, teachers and cadets of educational managers and lecturers to collect information Practical information, verification of existing theories comparing results in research with testing, comparing theory and practice Methods of summarizing educational management experience: through legal documents; summarizing reports on education, training and experience in organizing models and ways of organizing PPA of pedagogical assets in order to draw experiences from managing cadets’ PPA Survey method: used to collect opinions of managers, teachers and cadets about the status of PPA and management of PPA of cadets at MOSs; the factors affecting the management of PPA of cadets at MOSs; Survey the necessity and feasibility of the proposed measures Research method of activity products: used to study the program, content, process of organizing PPA and student's pedagogical skills to collect necessary information and data Topic interview method: used to study the cause of the reality of PPA and management of cadets’ PPA through direct interviews with the participants Expert method: used to collect and process information related to research issues and to appraise the proposed measures Experimental method: used to verify the effectiveness of the proposed management measures and test method 3: “Directing each stage of military training practice under ET to draw experience and disseminate good lessons The supporting method Mathematical statistical methods: Using mathematical statistical formulas to process the data obtained in comparative quantitative terms and give research results of the thesis The survey collected from the actual questionnaire, from the experiment was processed by Microsoft Excel software program New contributions of the research Firstly, the thesis supplements and clarifies the theory of PA and PPA of cadets, the characteristics, requirements, and content of the process of organizing PPA of cadets, clearly defining the learning outcomes of the pedagogical capacity of cadets; management of PPA of cadets at MOSs according to the orientation of CD Simultaneously, the thesis thoroughly analyses the content of managing the PPA of cadets and the factors affecting the management of PPA of cadets according to the orientation of CD Secondly, the thesis provides an objective panorama about the current situation of PPA and management of PPA of cadets at MOSs according to the orientation of CD Thirdly, by clarifying the theoretical and practical issues, the thesis proposes measures to manage PPA of cadets at MOSs according to the orientation of CD Experimental results show that the measures proposed in the thesis are practical, necessary and highly feasible Theoretical and practical significance of the research Theoretical significance: The thesis contributes to supplement, develop the theory of PPA and management of PPA of cadets at MOSs according to CDO; and it proposes a practical and feasible system of measures to improve the effectiveness of the management of PPA of cadets at MOSs in the direction of CDO, contributing to improving the quality of education and training at MOSs Practical significance: The results of the thesis provide scientific arguments which help leaders and commanders at all levels of MOSs, especially the faculty and management staff to study and apply in the process of organizing and managing PPA of cadets according to the orientation of CD The thesis is also a useful reference source for leaders and commanders at all levels in general, the management staff of cadets, lecturers and cadets in particular in the organization and management of cadets' PPA, contributing to improve the quality of education and training at MOSs currently The structure of the research The thesis includes: Introduction; chapters; 15 periods, conclusion, a list of published works by the author, references and appendices Chapter AN OVERVIEW OF THE THESIS-RELATED RESEARCH SITUATION 1.1 The studies related to the thesis 1.1.1 The studies related to practice and pedagogical practice Typically, there are some prominent works by the following authors: In the Soviet Union and a number of socialist countries in Eastern Europe before, the study of students’ EA was concerned by many authors such as Soschol, Gutsev, OAAbdoullina, Ivanôv, N.VKuzmina, (Soviet Union); N.M.Iacovalev, Iu.K.Babansky ; C Denhec, F.Januskiewiez (Poland) The author Xavier Roegiers [134] in his work "Integrated Pedagogy or how to develop competencies at school" In some works by T.ragg and L Stenhouse, they emphasize that the curriculum must be intensive and practical, as well as the ability to apply those influences to practical activities to form skills Occupational skills of learners In the work "Theory of teaching in high schools" (1982), the authors MIMacmutov, MNXcatkin, V Konon, On the basis of active psychology, by LXVưgôtxki, ANLônchiep, Ganperin initiators, psychologists, socialist educators have pointed out the most common way to organize activities to shape the capacity development of each individual In the doctoral dissertation on: "Fostering the capacity to practice party and political work of cadets training cadres at division level in Military Political Academy in the current period”, Nguyen Chinh Ly (2006) has shown the capacity of the party cadres to practice political and party work In the work "Practical military pedagogy", edited by author Tran Dinh Tuan In it, the authors emphasize: "Pedagogical practice is a regular task of teachers and is an indispensable form of basic teaching in teacher training programs" Author Nguyen Thanh Long (2017) with his doctoral thesis: "Developing career-adaptive skills through practice and apprenticeship for technical college students" Nguyen Dinh Chinh and Pham Trung Thanh also presented their views on this issue in the text "Education and pedagogical practice" 1.1.2 The studies on pedagogical training and practice oriented capacity development Shirley Fletcher (1995) in his book, "Competence-Based Assessment Techniques" [146], points out the difference in competencybased training in the UK and US Author Thomas Deissinger and Slilke Hellwig (2011), in the book: "Structures and functions of competencybased education and training (CBET): a comparative perspective" [147], gave a view on the structure and function of training program based on the carrying capacity Roger Harris, Hugh Guthrie, Bary Hobart, and David Lundberg (1995) have published: Competency-Based Education and Training: Betwenn a Rock and a Wirlpool South Melbourne” [144] Of which, the authors have comprehensively researched on education and training based on performance in Australia In our country, the research works on labour-oriented training appear first in the field of vocational training, typically as the scientific works of the following authors: The work "The basics of innovation to improve the quality of education and training at the Military Political Academy" [59] The scientific topic of the Military Political Academy (1989) discusses thoroughly and applies the motto "theory related to reality" Le Minh Vu (2007) with the work "Organizing the teaching process of social sciences and humanities at military university" [133] has shown: Besides very basic advantages, too the teaching curriculum of S&T subjects at military university now also reveals shortcomings and shortcomings that must be quickly overcome Nguyen Huu Chi with the article "The basic characteristics of modern programs" [22], affirms, it is necessary to change from a teaching method that focuses on knowledge to focus on competence Cao Danh Chinh (2012) in the doctoral thesis: "Teaching according to performance-based approach at technical pedagogical universities" Nguyen The Dan (2016) in the doctoral thesis "Developing lecturers of technical pedagogical universities in the direction of approaching capacity" 1.1.3 The studies related to practice and pedagogical practice according to the orientation of capacity development From the perspective of psychological science, Bui Tuan Anh and his group of topics on "Fostering pedagogical practice capacity for students to train military science and humanities lecturers at the current Political Academy” By Truong Quang Hoc and Nguyen Truong Giang when studying "Improving the quality of pedagogical practice in the process of teacher training in pedagogical colleges and universities today" Doctoral thesis "Training teaching skills for pedagogical university students to follow flexible approach in pedagogical practice" [89] by Nguyen Thi Nhan 1.1.4 Related research works on pedagogical practice management in the direction of capacity development The doctoral thesis "Training management according to the capacity to carry out construction engineering in construction colleges" [41] by Dao Viet Ha (2014); "Management of graduation practice of People's Security Academy students following CIPO approach" by Do Van Hieu; "Management of practical activities - internships of students in Education Management by approaching output standards" by Ministry of Defense Science Project (2005); "Solutions for fostering teaching capacity of the humanities faculty of social sciences teaching in MOSs" by Nguyen Van Chung; "Solutions to improve pedagogical capacity for young teachers in the current military faculties of Political Officers School" by Nguyen Duc Mien In the process of training lecturers, the authors Dang Duc Thang, Nguyen Van Chung, Truong Thanh Trung and Nguyen Van Thang studied "Improving the quality of training human resources for social sciences and humanities in the army in the current period”; "Improving the quality of pedagogical practice for pedagogical students at the current political academy" by a group of authors led by Nguyen Ba Hung thoroughly clarify the position and the role of organizing pedagogical practice in teacher training process 1.2 Summary of the results of the published works and the issues need further addressing 1.2.1 Summary of the results of the published works From the overview of the relevant studies, some basic issues can be drawn: Firstly, researching on practice and modernization has been interested by many authors in foreign countries and in the country with many different approaches The research works have affirmed the important position and role of practical teaching and student council for strengthening, supplementing, expanding knowledge, training skills and improve the quality of education and training Secondly, researching on issues related to education, training and pedagogical skill-oriented education is currently a trend to attract research interests of countries around the world as well as in our country Many works of Western countries and in our country have pointed out objective requirements and given many theories and models of competency-based training Thirdly, researching on the popularization of students according to the modern approach has a number of works and dissertations researching in accordance with the basic approaches such as the approach according to the output standards, approaching CIPO, approaching professional standards Fourthly, directly related to the thesis are studies of psychologists and educators in the West on practical teaching according to ET According to the authors of this school, experiential learning is the process of gaining information through studying a problem or a situation 10 Fifthly, approaching from the perspective of science of education management, so far, there has not been any basic and systematic research on the management of pedagogical activity of students and students at universities according to CDO In particular, there have been no works on management of pedagogical activities with the subject of cadres training officers at MOSs 1.2.2 The issues need further addressing From the overview of the research situation related to the thesis topic, the author identifies the thesis issues that need to focus on the interpretation to clarify the following basic issues: Firstly, it is clear the objective requirements and practical significance of the process of dissertation research On that basis continue to supplement, clarify the theoretical issues as the basis of thesis deployment In particular, it is necessary to identify scientific conceptions about pedagogical activity law, content of orientation to develop capacity of students in pedagogical activity law; manage the students' pedagogical activities at MOSs according to the orientation of CD and the factors affecting the process of managing this activity Secondly, the commentary clarifies the content and method of managing the pedagogical activity of students at MOSs according to CDO based on the ET by D Kolb Thirdly, a comprehensive assessment of the current state of pedagogical activity and management of pedagogical activity of cadets at MOSs according to CDO; specifying the issues that need to be addressed about the management of pedagogical activity of cadets at MOSs according to CDO Fourthly, based on the results of theoretical and practical research, propose a system of measures to manage pedagogical activity of cadets at MOSs according to CDO Fifthly, organize testing and testing of pedagogical practices management of cadets at MOSs according to CDO proposed by the thesis On that basis, confirms the necessity and feasibility of the measures Simultaneously, it confirms the reliability of the measures to prove the thesis’s hypothesis Conclusion of chapter The present chapter gives an overview of the studies abroad and in Vietnam in the military related to the management of PPA of cadets at MOSs according to CDO and the ET by David Kolb It is shown that: At each different historical time, there are different approaches for pedagogical skill, management of PPA and ET The process of research 12 2.1.1.4 Features, requirements, content, process of organizing pedagogical practice activities of cadets at military officers schools * Features of PPA of cadets at MOSs Firstly, PPA of cadets at MOSs are attached to the requirements of training the soldiers according to the assigned functions and duties after their graduation Secondly, PPA of cadets at MOSs has rich and diverse content, which takes place under lecturers and trainees’ strict monitor Thirdly, PPA of cadets at MOSs associated with the content of each module and subject Fourthly, PPA of cadets at MOSs often takes place on the sports ground, training ground and is associated with the use of weapons and fighting means * Requirements for PPA of cadets at MOSs Firstly, cadets' PPA must comply with the principles of tactics and use of related weapons Secondly, cadets' PPA must ensure the basic, systematic, intensive, and closely follow the requirements of modules and subjects Thirdly, cadets' PPA must contribute to consolidating knowledge, gaining experience, and forming pedagogical skills for learners * The content of cadets' PPA at military officers’ schools The training model of PPA of cadets at MOSs focuses on the practice of technical and tactical training to the platoon level in the army units in the whole region Thus, PPA of cadets at MOSs focuses on the following basic areas: Tactical PT, including the following main contents: tactical combinations and PT platoon tactics Technical PT, including the following main contents: technical PT for controlling commands; Using technical PT to use weapons and weapons in combat; PT construction engineering fortifications; Technical PT for clearing bombs and mines; connect explosive amount; Martial arts PT, etc * The process of PPA of cadets at MOSs Step 1, guiding the theory of pedagogical skills training Step 2, learners observe sample movements Step 3, learners prepare training forms, education Step 4, learners train their pedagogical skills according to the form Step 5, learners draw for themselves new knowledge and experience to practice the content of training and educational Step 6, check and evaluate the results of PPA of learners 2.1.2 Capacity and orientation of capacity development in pedagogical practice of cadets at military officers’ schools 13 2.1.2.1 Capacity and orientation of capacity development in education and training * The conception of capacity "Capacity is defined as a combination of mental and physiological qualities of individuals, manifested in the skills to successfully fulfil certain type of task" * The classification of capacity: General capacity is the type of competency needed for many fields of activity such as: capacity of thinking, observation capacity; expressive capacity; motor capacity, etc Specialized capacity is the one that meets the requirements of a certain type of activity such as training, education, business, leadership, organization, etc Capacity is divided into categories: creative and renewable energy 2.1.2.2 The orientation of capacity development in education and training “The orientation for capacity development in education and training is to identify a system of perspectives, goals, requirements, tasks and solutions to guide the national education system into the realization of the educational mission, responding to the requirements of building and defending the Fatherland" 2.1.3 The standard of output capacity and orientation to develop capacity in pedagogical practice activities of cadets at military officers’ schools 2.1.3.1 The standard of output capacity of cadets at military officers schools in the orientation of capacity development It includes: Political qualities, lifestyle ethics; Professional knowledge and qualifications; Capacity to formulate training and education plans for soldiers; Organizational implementation of the plan; Capacity to check and evaluate results; Self-assessment ability 2.1.3.2 The orientation for capacity development in pedagogical practice activities of cadets at military officers’ schools * The group of cognitive capacity and content orientation of PPA includes basic skills: * The group of cognitive capabilities and design of PPA * The group of capacities to conduct PPA, including the following basic skills: * The group of practice lecturing in front of the Faculty, the division, and the supervisor 2.1.4 Pedagogical practice activities of cadets at military officers schools in the capacity development orientation - A type of learning based on D Kolb's Theory of Experiences 14 2.1.4.1 The basic contents and characteristics of D Kolb’s experience theory According to D.Kolb, the experience process of learners has basic stages: Specific experiences (1): Through theoretical learning, experience exchange, reading books, observing vision learners gather knowledge about learning contents or a type of activity Observation, reflection (2): After collecting specific experiences at stage (1), learners think, consider and retain in mind the experiences that can be used well for further receive academic content or carry out a task Conceptualization (3): From the things gained in stage (1) and (2) learners synthesize the knowledge, concepts and concepts gained from it to visualize the basic problems of attitudes and skills required in learning content, or conducting an activity Positive trial (4): Learners apply problems drawn from (3) into practice for testing, then draw additional experiences to the learning content, or conduct a certain activity On that basis, it is transferred to experience, knowledge and skills 2.1.4.2 Concretize David Kolb's experiential learning theory into pedagogical practice activities of cadets at military officers' schools according to the capacity development orientation 2.2 The theoretical issues on management of pedagogical practice activities of cadets at military officers' schools in the capacity development orientation 2.2.1 General conception of management Management is seen as the impact of directing, controlling and guiding social processes and human activities to achieve the set goals 2.2.2 The conception of managing pedagogical practice activities of cadets at military officers schools in the direction of capacity development Management of PPA of cadets at MOSs is a system of intentional, planned and legal impacts of management subjects on cadets' practice to help them form and develop pedagogical skills according to CDO 2.2.3 The content of management of pedagogical practice activities of cadets at military officers schools in the direction of capacity development * Pedagogical practice management activities in the connected phase * Pedagogy practice management in the generalization period * Pedagogical practice management in the construction phase * Pedagogical practice management in the awareness period 15 2.3 The factors affecting the management of pedagogical practice activities of cadets at military officers’ schools under the capacity development orientation 2.3.1 The objective factors 2.3.1.1 The impacts from the requirements of renewing education and training towards capacity development 2.3.1.2 The impacts from the requirements to improve the quality of military training and readiness in the new situation 2.3.1.3 The impacts from the documents and regulations on practice at military officers’ schools 2.3.2 The subjective factors 2.3.2.1 The impacts from content, training program 2.3.2.2 The impacts from qualifications and experience in pedagogical practice of managers and lecturers at military officers' schools 2.3.2.3 The impacts from cadets' knowledge, attitudes, and coaching skills formed during the training process Conclusion of chapter Management of cadets’ PPA at MOSs according to CDO is a thorough process, which creatively applies Marxism-Leninism’s views, Ho Chi Minh’s thought, concretizing the guideline and educational principles of the Communist Party of Vietnam on the theory of learning should go along with practice, education combined with productive labour, schools attached to society; inheriting the achievements of the modern theory of teaching Management of cadets’ PPA according to CDO directly contributes to cadets’ comprehensive according to the training objectives The nature of the management of cadets’ PPA at MOS according to CDO is a training process of shaping and promoting pedagogical thinking capacity, knowledge, skills, pedagogical experience in the orientation of learners’ future career Chapter PRACTICAL BACKROUND ON MANAGEMENT OF PEDAGOGICAL PRACTICE ACTIVITIES OF CADETS AT MILITARY OFFICERS SCHOOLS ACCORDING TO THE ORIENTATION OF CAPACITY DEVELOPMENT 3.1 An overview of the education and training objectives at military officers’ schools 3.1.1 The system of military officers’ schools 3.1.2 The characteristics of cadets at military officers' schools 16 3.2 Conducting and researching the current situation of management of pedagogical practice activities of cadets at military officers schools according to the capacity development orientation 3.3 The current situation of pedagogical practice activities of cadets at military officers schools in the capacity development orientation The survey results on awareness of the role of pedagogical PP: the majority of managers, lecturers and cadets were well aware of the role of pedagogical skills; identify basic pedagogical goals that are suitable for schools; build PP content to ensure practical comprehensiveness; method of pedagogical PP ensure science, creativity and efficiency; PP results reflect quite honestly develop cadets' capacity 3.4 The current situation of managing pedagogical practice activities of cadets at military officers’ schools 3.4.1 The current situation of management of pedagogical practice in the connected phase In general, the respondents have appropriate awareness and can imagine the work to be done during this phase Through seminars, exchanging ideas with a number of managers, lecturers and fourthyear cadets of Political Officers School and Army Officers College Number 01 state that, despite not having access to the full theory of D Kolb, when conducting PPA at military officer’s schools, they all experience the above contents at different levels of implementation Nu mb er Contents Understanding the position and role of PP Important Normal Difficult to anwser DefiningtheaimsofPP Appropriate Inappropriate Managing officials Qua % ntity Results Lecturers Cadets Overall Qua ntity % Qua ntity % 119 31 79,3 20,7 165 35 82,5 17,5 199 51 79,6 20,4 80,5 19,5 121 29 80,7 19,3 169 31 84,5 15,5 187 63 74,8 25,2 79,5 20,5 17 Difficult to anwser FormingthecontentsofPP Adequate Inadequate Difficult to anwser Ways of conducting PP Creative, efficient Simple, not creative Difficult to anwser Results of PP Sense of competence development Normal Unreliable 0 0 0 125 25 83,3 16,7 175 25 87,5 12,5 226 24 90,4 9,6 87,7 12,3 116 34 77,3 22,7 141 59 70,5 29,5 155 95 62,0 38.0 68,7 31,3 115 76,7 129 64,5 188 75,2 72,0 25 10 16,7 6,6 60 11 30,0 5,5 41 21 16,4 8,4 21,0 7,0 3.4.2 The current situation of management of pedagogical practice in the generalization phase The results of the surveys and discussion with cadres, lecturers and final year cadets of the Army Officers College Number 01 and Political Officers School show that: cadets have visualized the work to be done, their functions, duties and powers during this period Especially managers and lecturers have a very important role at this stage The fact shows that if managers and lecturers are interested in disseminating thoroughly the purposes, requirements, contents, forms and methods of conducting pedagogical contents; well organize group division; organized for cadets to discuss the contents of PPA, then cadets will be aware of and know what they need to and how to form skills at this phase Num ber Contents Defining the objective, requirement, content, form and method of conducting PPA (Q2) Partici pants MOs Lectures Cadets Quantity/ Percent Quantity % M1 107 71,3 Level M2 29 19,3 M3 14 9,4 Quantity % Quantity 156 78,0 183 17 8,5 39 27 13,5 28 18 Num ber Partici pants Contents Holding group discussion on PPA (G2) Forming the basic issues related to the assigned tasks of PPA (tasks that cadets have to do) (H2) Cadets’ formed skills [Appendix 9] (K2) Quantity/ Percent % Quantity MOs % Quantity Lecturers % Quantity Cadets % Quantity MOs % Quantity Lecturers % Quantity Cadets % Quantity MOs % Quantity Lecturers % Quantity Cadets % M1 73,2 121 80,7 164 82,0 203 81,2 119 79,3 161 80,5 211 84,4 352 78,2 490 81,7 603 80,4 Level M2 15,6 17 11,3 26 13,0 28 11,2 18 12,0 23 11,5 15 6,0 54 12,0 71 11,8 103 13,7 M3 11,2 11 7,3 10 5,0 19 7,6 13 8,7 16 8,0 24 9,6 44 9,8 39 6,5 44 5,9 3.4.3 The current situation of management of pedagogical practice in the construction phase With the same contents, when conducting in-depth interviews with cadres of trainees, lecturers shared the same remark: At this stage, the staff and lecturers did well in directing the trial training process in front of the class, well directing the development of the outline, searching for information and materials for the preparation process as well as the PPA Accordingly, it contributes positively to cadets forming the necessary skills, meeting the demanding needs of learners according to the training requirements At this stage, the skills acquired by the cadets 19 are the result of a close process of management by the managing officials and lecturers Num ber Contents Directing each step in the preperation and training process (Q3) Objects MOs Lecturers Cadets Giving direction for cadets to build detail program; finding documents and implementing the content of PPA (G3) CBQL Lecturers Cadets Forming and correcting the outline, the teaching plan and practising the training in the class (H3) MOs Lecturers Cadets Learners’ formed skills (K3) It includes skills [Appendix 9] MOs Lecturers Cadets Quantity/ Percent Quantity % M1 114 76,0 Level M2 25 16,7 M3 11 7,3 Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % 167 83,5 197 78,8 119 79,3 161 80,5 212 84,8 120 80,0 171 85,5 211 84,4 624 83,2 829 82,9 1079 86,3 19 9,5 28 11,2 18 12,0 25 12,5 25 10,0 13 8,7 19 9,5 21 8,4 69 9,2 113 11,3 100 8,0 14 7,0 25 10,0 13 8,7 14 7,0 13 5,2 17 11,3 10 5,0 18 7,2 57 7,6 71 7,1 71 5,7 3.4.4 The current situation of management of pedagogical practice in the awareness phase At this stage, the direction of conducting PP, training lecturers on how to evaluate and draw experience for good basic cadets; the organization for cadets to conduct the contents of PPA; organized criticism on the content, form, method The PPA of cadets has quite high results 92.4%; Cadets directly implement the 20 contents of PPA in front of lecturers and class staff with good results, which is 91.2%; formed skills of learners (K4) includes skills with good results, which is 85.1% Numb er Contents Objects Implementing the contents of PPA, forstering lecturers on the method of evaluating and drawing lessons (Q4) Giving guidlines for cadets to implement the contents of PPA; having discussion on the content, form and method of cadets’ PPA (G4) Cadets implement the contents of PPA in the class (H4) MOs Lecturers Cadets MOs Lecturers Cadets MOs Lecturers Cadets Learners’ formed skills (K4) It includes skills [Appendix 10] MOs Lecturers Cadets Quantity/ Percent Quantity % M1 127 84,7 Level M2 15 10,0 M3 5,3 Quantity % Quantity % Quantity % Quantity % Quantity % 172 86,0 217 86,8 139 92,7 178 89,0 231 92,4 17 8,5 19 9,5 11 7,3 17 8,5 11 4,4 11 5,5 14 7,0 0 2,5 3,2 Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % 133 88,7 179 89,5 228 91,2 1097 81,2 1465 81,4 1915 85,1 10 6,7 13 6,5 22 8,8 159 11,8 211 11,7 213 9,5 4,6 4,0 0 94 7,0 106 5,9 122 5,4 3.5 The current situation of factors affecting management of pedagogical practice of cadets at military officers schools Number Contents Impact from the requirements of education and training innovation according to CDO Impact from the requirement to improve Quantity Percentage (%) 503 83,8 543 90,5 21 Number Contents the quality of military training and readiness in the new situation Impact from the `documents, rules, regulations on practices at MOSs Impact from the content and training program of the school Impact from the knowledge and experience in organizing pedagogical skills of managers and lecturers at MOSs Impact from cadets' knowledge, attitudes, and coaching skills formed during their training Quantity Percentage (%) 529 572 581 565 95,3 96,8 94,1 3.6 General assessment of the results of pedagogical practice and its management in military training at military officers’ schools 3.6.1 The advantages and limitations 3.6.1.1 The basic advantages Firstly, the leadership and management of the military forces have closely followed the viewpoints and guidelines for the education and training activities to concretize the viewpoints, the policy to strongly shift the educational process mainly from equipping knowledge to develop competency and quality of learners, learning goes along with practice, theory associates with reality Secondly, forming a plan for managing PPA at MOSs has been implemented effectively Thirdly, the leadership, direction and assessment of PP outcomes and management of PPA are conducted in an orderly manner 3.6.1.2 The limitations Firstly, the implementation of PP at MOSs of defining contents, ensuring material and facilities for practice and management of pedagogical skills at MOSs is general and not focused Secondly, the implementation of pedagogical practice at MOSs is quite tight and serious, but it has not really focused on building and managing the process of the steps associated with stages in accordance with EP Thirdly, no specific criteria have been developed according to the contents at the stages of management of PPA Fourthly, conducting inspection of practice and management of PPA at MOSs is not yet in place 3.6.2 The causes of advantages and limitations 3.6.2.1 The causes of advantages Firstly, in the past years, the Party and the State have issued several guidelines and measures to direct the comprehensive renovation of education and training Secondly, the leadership and direction of the Central Military Commission and the Ministry of Defense 22 Thirdly, the leadership and management at MOSs are increasingly aware of the role of practice and management of pedagogical activity 3.6.2.2 The causes of limitations Firstly, the management leadership at some MOSs remains slow in renewing the thought on PP and management of PPA according to the new thought Secondly, the factors to ensure PP and management of PPA are inadequate and incomplete Thirdly, the quality of cadets is not equal Conclusion of chapter The current situation of PP and management of PPA at MOSs shows that the empirical learning theory has been approached The managing leaders at MOSs have attached great importance to practical learning; there have been several guidelines and measures in organizing, directing and administering regulations in technical and tactical training for cadets However, the PP and management of PPA at MOSs has not been conducted methodically and methodically From the results of the investigation, analysis and assessment of the current situation of management of PPA, the thesis has clearly pointed out the causes of the advantages and limitations; drawing out the issues that need to be solved in PP and management of PPA in general The practical foundations are vital for identifying requirements and proposing measures to manage PPA in military training at MOSs Chapter MEASURES AND TESTING MANAGEMENT MEASURES OF MANAGING PEDAGOGICAL PRACTICE ACTIVITIES OF CADETS AT MILITARY OFFICERS SCHOOLS ACCORDING TO THE ORIENTATION OF CAPACITY DEVELOPMENT 4.1 Measures to manage the pedagogical practice activities of cadets at military officers schools based on the capacity development orientation 4.1.1 Implement the fostering for lecturers and cadets of experimental theory to apply in pedagogical practice activities 4.1.2 Instruct lecturers and cadets to concretize the stages of experience in pedagogical practice of cadets 4.1.3 Monitor and examine cadets in each period of pedagogical practice according to experimental theory, drawing experiences in pedagogical practice activities 4.1.4 Direct cadets to identify responsibilities as selfmanagement subjects in pedagogical practice activities 4.1.5 Decentralize responsibilities and identifying mechanisms for coordination among entities in managing pedagogical practice activities of cadets 23 4.1.6 Examine and evaluate management results of the management subjects in the process of organizing pedagogical practice activities 4.2 The relationship among the measures 4.3 Test the necessity and feasibility of the proposed measures 4.3.1 Purpose of testing 4.3.2 Contents, methods and process of testing 4.3.3 Participants 4.3.4 The experimental results on the necessity and feasibility of the proposed measures The average score of the necessity of measures is 2.37 The average score of the feasibility of measures is 2.36 Thus, the score of feasibility is lower than that of the necessity is - 0.01 point To further clarify the hierarchical correlation between the necessity and the feasibility of measures, we use the formula Spearman (R): 6. d i R = - n.(n  1) Of which: (R) is the correlation coefficient; (n) is the number of proposed measures; (di) is the hierarchical difference coefficient of necessity and feasibility Substituting the number in the above formula has: According to statistical theory, with R = 0.943 and satisfying R> 0, it is possible to confirm between the necessity and the feasibility of the measures are positively correlated, meaning that the measures are both necessary and feasible 4.4 Testing 4.4.1 Testing organization 4.4.1.1 General issues on testing 4.4.1.2 Testing procedure 4.4.1.3 Standards and test scales 4.4.1 Handling test results 4.4.2 Analyse the test results 4.4.2.1 Analyse the input results 4.4.2.2 Analyse the post-test results 24 Control experiment The chart shows that there has been a positive change in the level of skill formation of the test class cadets aftezr the test impact, the GPA of the experiment class is much higher than that of the control class (GPA of the experiment class is 2.99, GPA of the control class is 2.68) There are some certain limitations, but basically the organization of testing has taken place and achieved the defined goal These results show that the contents "Monitoring and shaping cadets in each stage of pedagogical practice based on empirical theory, organizing to learn from experience and disseminating good experiences" are significant in the management of pedagogical activity at military officer’s schools according to CDO at MOSs However, these are only initial results Thus, these results need more time to supplement and complete to meet the practice of PPA management at military officers schools according to CDO Conclusion of chapter Management of pedagogical activities of cadets at military officers' schools according to CDO, the content of school management, contributing to the implementation of the comprehensive educational goals of cadets The proposed measures are presented systematically and logically Each measure has a different role, content, form of implementation method, but all are consistent in the purpose, effectiveness, feasibility to meet the requirements of cadets' management of PPA at MOSs according to the CDO The thesis has conducted a test of "Monitoring and shaping cadets in each pedagogical practice period according to the theory of experiences, organizing the learning experience and disseminating the experiences drawn in PPA” This is a decisive factor to the quality and effectiveness of the management of PPA of cadets at MOSs The initial 25 test results have proved the correctness of the scientific hypothesis The proposed measures are based on the practice of administrative management of PPA at MOSs according to the CDO CONCLUSIONS AND RECOMMENDATIONS Conclusion 1.1 PP is a particular education and training activity of military forces in order to form and develop cadets’ necessary qualities and competencies according to the training objectives This is an important stage of cadets’ training process to become army officers of MOSs The thesis’s author has given an overview of the related basic issues At the same time, it identifies the issues need addressing; In addition, the author additionally conducted research and developed the theoretical basis for PPA and management of PPA of cadets at MOSs in the CDO and clarified the key concepts presented in the thesis 1.2 The thesis has surveyed and assessed the current situation of management of PPA at military officer’s schools by survey questionnaires and exchanged directly with officials and lecturers at military officers schools The survey shows that the management of PPA at military officers schools has been paid due attention However, some contents of the schools have not been well implemented and there remain some limitations The thesis has also pointed out the advantages, the limitations and the factors affecting the management of PPA, which serve as important bases for proposing measures to manage PPA of cadets at MOSs according to CDO 1.3 The thesis has studied the practical theoretical basis and proposed six measures to manage PPA of cadets at MOSs according to CDO This is a system of measures with unified, logical and dialectical relationships If thoroughly grasping and adhering to the proposed measures in the thesis, it will contribute to improving the effectiveness of the management of PPA of cadets at MOSs according to CDO 1.4 Through testing the system of six measures and testing one measure, it can be confirmed that the proposed measures are vital and feasible, which can be efficiently applied in practical management of PPA at MOSs Recommendations 2.1 To the Ministry of Defense Formulate and issue a separate regulation for cadets’ PPA at MOSs, focusing on training cadets to become officers in charge of general staff and technical staff Give direction on adding the content, programs, training plan of the school year for cadets, increasing the time for practicing military 26 subjects so that cadets can enjoy further experience so as to develop various skills relevant to their assigned responsibilities and duties 2.2 To military officers’ schools On the basis of the assigned direction, the officers' schools reviewed the program's content, supplementing reasonable adjustments between theory and practice, especially military subjects Organizing training courses for cadres, lecturers and cadets to access modern teaching and learning theories including the experience theory of D Kolb Promulgate the regulation on teaching and learning practice of their schools most appropriately is the pedagogical activity Regularly summarize, evaluate and draw experience from PPA to help cadets to carry out successfully the training requirements ... Cadets Quantity/ Percent Quantity % M1 114 76,0 Level M2 25 16,7 M3 11 7,3 Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity % Quantity... [Appendix 9] (K2) Quantity/ Percent % Quantity MOs % Quantity Lecturers % Quantity Cadets % Quantity MOs % Quantity Lecturers % Quantity Cadets % Quantity MOs % Quantity Lecturers % Quantity Cadets... skills [Appendix 10] MOs Lecturers Cadets Quantity/ Percent Quantity % M1 127 84,7 Level M2 15 10,0 M3 5,3 Quantity % Quantity % Quantity % Quantity % Quantity % 172 86,0 217 86,8 139 92,7 178