Active and positive skills : Instruct students to respect and listen to members of their group or other groups express their opinions and share experiences and knowledge; do not immediately oppose or criticize other people's opinions, no matter how unrealistic they seem; pay attention, do not do your own work, look at the face of the person speaking; take notes of necessary details. Instruct students on how to share information with other members by: communicating verbally, providing collected documents or personal notes.
Second, teachers and students create a good learning environment to enhance group activities.
The learning environment is where activities take place for students to master learning content, including: Learning method groups, study pairs, groups, squads, etc. A good learning environment is an objective condition that helps students focus their attention on the learning process, and is also a motivation for students to actively study.
Methodological activities need to promote the impact of the learning method group (including students with positive, self-conscious learning methods, prestigious in front of the group, recognized and trusted by the group) on each student. Before and during the study of a subject, the methodological group selects the content of that subject to discuss and exchange, creating excitement and enjoyment for students in researching, exploring and innovating. From there, students apply appropriate, positive and effective learning methods that the methodological group disseminates to their learning process.
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Managers need to increase the activities of study pairs, groups, and squads. Increase group discussions to improve students' ability to grasp and remember knowledge and expressions before each discussion, exam, or test. Select comrades with good teaching methods in each subject to "lecture" the group after each teacher's lecture.
Teachers need to bring a comfortable learning atmosphere into the classroom to create excitement, enthusiasm, and positivity for students during the learning process.
The management team needs to create healthy relationships, care about the accommodation and emotional life of each student. Leaders and commanders of military universities need to actively build basic facilities in the new military base, stabilize all aspects, invest in equipment and technology. Pay attention to facilities such as halls, lecture halls, barracks, libraries and training grounds... Libraries at military universities need to be modernly equipped to meet the needs of self-study and research of students.
Third, organize students to actively participate in scientific research.
Students participating in scientific research during the learning process is the most effective way to foster and improve their capacity and qualifications, teaching methods and research methods, and problem discovery, associated with the "self-study" teaching method.
Leaders and commanders at all levels in military universities must link learning and scientific research of students. Determine in the policy and measures of leadership the task of scientific research. Link learning regulations with scientific research activities to evaluate students. Academies and military schools must have appropriate policies and mechanisms to encourage students to participate in scientific research; have regulations on lecturers participating in guiding students to link scientific research with the learning process at school. Provide both material and spiritual encouragement to lecturers and students participating in scientific research.
The scientific agencies of military universities do a good job of consulting, the scientific research direction of students is the main direction to foster learning methods, self-study and self-research ability. Timely organize scientific activities so that students can actively participate with high responsibility. The scientific agencies regularly compile statistics on the research topics and orient them.
Research direction for students linked to the implementation of educational and training tasks, unit building, future careers...
Faculty teachers proactively foster scientific research skills for students such as: discovering research problems, developing research outlines, developing research plans, reading, taking notes, citing documents, using research methods, analyzing and processing research data, analyzing, synthesizing, generalizing problems, presenting and defending research works... Linking lesson content and subjects to orient scientific research directions for students. Diversifying forms of scientific research for students: Cognitive exercises, research exercises, seminars, topic research, writing essays, reports and scientific presentations...
The educational management staff actively encourages and urges students to participate in various forms of scientific research. Coordinate with lecturers and authorities to select and assign topics, subjects and other forms to students according to their abilities and capacities.
Students must actively practice research skills when equipped by lecturers. Participate responsibly in scientific research to improve thinking skills and creativity. Closely, regularly and effectively link scientific research with study. In scientific research, students must apply learned knowledge to resolve conflicts between theory and practice.
Fourth, orient students to consciously cultivate the teaching method "taking self-study as the core".
Learning method shows the level of application, learning attitude and self-study of each student. To have effective learning method, there is nothing more than students' awareness of self-improvement and showing it right in the self-study process. Studying at university level
is self-study, the learning method of students is shown right in the process of students organizing self-study activities scientifically, reasonably and highly effectively.
Lecturers guide students to be self-aware in grasping operations and learning methods; self-assess and evaluate to choose appropriate teaching methods for the subject and their own abilities.
Lecturers guide students to actively practice their skills, update and supplement methods: listening, writing, reading documents, self-studying, self-analyzing and synthesizing that lecturers and managers equip and are introduced by teammates and learning method groups.
Lecturers and educational administrators instruct students to seriously and voluntarily follow the established self-study plan. Focus on dividing study time for each subject reasonably. Help students pay attention to their interests and have positive self-study motivation.
In short, the measures to foster the “self-study as the core” teaching method are a unified whole, closely related to each other. Synchronously implementing the measures is the basis for military universities to implement the policy of innovating teaching and learning methods, contributing to the innovation of university education in the army in particular, and universities in the country in general.
COMPENSATION MEASURES
CULTIVATING LEARNING METHODS ACCORDING TO THE IDEOLOGY OF "SELF-STUDY AS THE CORE"
STUDENTS AT
MILITARY UNIVERSITY
Educate and build motivation and learning attitude for students
Fostering the learning method of "taking self-study as the core" for students through teaching organization forms
Building a process to foster the learning method of "self-study as the core" for students
Strengthen group activities to foster and self-cultivate the learning method of "taking self-study as the core" for students.
LEARNING METHOD BASED ON THE IDEOLOGY OF "SELF-STUDY AS THE CORE"
STUDENTS AT
MILITARY UNIVERSITY
Figure 3.1. Measures to foster learning methods for students at military universities according to Ho Chi Minh's ideology of "taking self-study as the core"
Chapter 3 Conclusion
Training the training method according to the ideology of "taking self-study as the core" for students is to teach them the ways to approach, grasp and apply the learning content to perform tasks according to their future responsibilities. The training method not only helps students achieve high results in their studies at school, but also helps students grasp the policies and measures to lead the building of units and educate soldiers when they graduate and take on the positions of leaders, commanders, and specialists at the squad level in units throughout the army.
The measures to foster learning methods based on the ideology of “taking self-study as the core” are implemented by the training subjects themselves: Leaders, commanders, managers, lecturers and students at military universities. Those measures must come from the requirements of higher education and the goals and training requirements of military academies and schools and the psychological and cognitive characteristics of learners. Through studying the current situation and issues of learning methods and self-study of students at military universities, we have proposed 5 basic measures of the most general nature, guiding the ways to foster and improve learning methods for students in the direction of taking self-study as the main activity.
Although each measure has a different position and role, it is closely related and affects each other, forming a positive system that affects the training of learning methods according to the ideology of "taking self-study as the core" for students. This measure is the basis, premise, and affects the other measure. If one of the measures is missing, the training of learning methods cannot be implemented. Therefore, to effectively train learning methods according to the ideology of "taking self-study as the core" for students, military universities need to research, thoroughly understand, supplement, complete, and synchronously and uniformly implement the above-mentioned measures.
Chapter 4
PEDAGOGICAL EXPERIMENT
4.1. General issues regarding the experimental process
4.1.1. Purpose and experimental hypothesis
* Experimental purpose.
The experiment aims to test the effectiveness and feasibility of training solutions for PPHT based on the ideology of "taking self-study as the core" for students at military universities, proving the correctness of the new contributions of the thesis.
* Experimental hypothesis.
During the learning process at military universities, if teachers and students do a good job of fostering teaching methods according to the ideology of "taking self-study as the core" according to the measures mentioned in the thesis, it will have the effect of promoting self-awareness, initiative, and positivity in learning, taking self-study activities of students as the core in the process of acquiring knowledge, forming the ability and capacity for self-study for military officers.
4.1.2. Scope, basis and experimental objects
* Experimental range.
The experiment was conducted in the form of lectures, seminars and self-study of Military Education in the training program for platoon-level officers (See Appendix 6).
* Experimental basis.
Pedagogical experiments are conducted at two facilities:
- Facility 1: Political Officer School.
- Facility 2: Army Officer School 1.
These are two major military universities of the Ministry of National Defense specializing in training combined arms command officers and platoon-level political commissars.
* Experimental subjects.
- TN1 base: 2nd year students (Battalion 3) trained at the Political Officer School. We chose 2 companies with similar initial learning quality, forming a pair of TN and DC: TN class: Company 2, Battalion 3 (40 comrades); DC class: Company 3, Battalion 3 (40 comrades).
- TN2 base: Training academy for 3rd year combined arms command officers (Battalion 13) at Army Officer School 1. We chose 2 companies with similar initial learning quality, forming a pair of TN and DC: TN class: Company 56, Battalion 13 (45 comrades); DC class: Company 57, Battalion 13 (45 comrades).
4.1.3. Experimental force and time
* Experimental force.
- Thesis author;
- Collaborators, including:
+ Lecturers from the Faculty of Military Education - Political Officer School;
+ Teachers of the Department of Education, Faculty of Party and Political Work - Army Officer School 1.
* Experimental time.
The TN period is from August 22, 2011 to October 22, 2011, divided into 2 phases:
- Phase 1: Conducting experiments at facility 1, from February 22 to June 20, 2011.
- Phase 2: Conduct experiments at facility 2, from July 4 to October 15, 2011.
4.1.4. Experimental content, methods and methods of measuring and evaluating experimental results
* Experimental content.
At each research facility, the thesis author and collaborators conduct classes, seminars, and self-study hours in the direction of fostering teaching methods according to the ideology of "taking self-study as the core" in the content of the Military Education subject.