That not implemented means that some heritage education activities do not have specific evaluation criteria or have been completed but no inspection or evaluation has been organized.
Building a mechanism to coordinate forces inside and outside the school when organizing heritage education activities has a fairly high regular rate of 71.1%. This is necessary to make organizing activities more convenient, however, 6.7% of opinions still said that this has not been done.
In summary, the organization of educational activities on the value of tangible cultural heritage in high schools in Cao Bang city, Cao Bang province has been carried out, with responsible leaders and specific tasks assigned to the teaching staff. The initial implementation process has focused on training the staff, coordinating with other forces to facilitate the organization, having a program, content and determining the form of organizing the activities. The inspection and evaluation of the implementation process has also been carried out.
In addition, there are still some contents of organizing activities that have not been thoroughly implemented and need to be overcome in the coming time, such as: further strengthening the professional training, skills, and skills of organizing heritage education activities in general and tangible heritage in particular for the team; completing regulations, inspection and evaluation criteria clearly and fully, which can be general regulations and criteria, and can be for each program and each activity; coordinating forces inside and outside the school when organizing to ensure safety, have a good propaganda effect for the community, and mobilize additional support funds.
2.5.3. Current status of directing the implementation of education on the value of tangible cultural heritage for students of high schools in Cao Bang city
To learn about the current situation of Directing and implementing activities to educate the value of tangible cultural heritage for students of high schools in Cao Bang city, we conducted a survey of management staff with the question: Evaluation of measures to direct the education of the value of tangible cultural heritage through teaching activities for students that the Board of Directors has carried out. The survey results are shown specifically in the following table:
Table 2.13. Measures to guide the education of tangible cultural heritage values for students of high schools in Cao Bang city
Directive measures | Level | ||
Medium | Rank | ||
1 | Directing the integration of educational content on the value of material cultural heritage can for students | 4.5 | 2 |
2 | Directing the diversification of forms of education on cultural heritage values object | 4.3 | 4 |
3 | Directing innovation in methods of educating cultural heritage values objects for students | 4.4 | 3 |
4 | Conduct extracurricular activities to enhance values education tangible cultural heritage for students | 4.2 | 6 |
5 | Directing teachers, Youth Unions, and Teams to organize art competitions | 4.1 | 7 |
6 | Improve inspection and assessment activities with integrated assessment content of cultural heritage education values for cultural objects. pupil | 3.9 | 8 |
7 | Improving teachers' capacity in cultural heritage value education object | 4.3 | 5 |
8 | Organizing a seminar on cultural heritage value education objects for students | 3.5 | 9 |
9 | Directing the organization of local cultural program activities | 3.4 | 10 |
10 | Directing the invitation of artists to participate in activities Education of tangible cultural heritage values for students | 3.2 | 11 |
11 | Strengthening educational facilities | 4.6 | 1 |
12 | Other measures | 3.1 | 12 |
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TT
[Statistics source from 60 survey votes]
Observations on table 2.13 show that the measures to direct the education of tangible cultural heritage values for students are assessed to be applied regularly. But in reality, these measures have not achieved real effectiveness. For example, the organization of extracurricular activities for students has not formed the skills to directly observe the life around them as a source of knowledge outside of books. There has not been a strong direction on the implementation of the use of national cultural heritage in teaching. Heritage experience activities have not diversified their forms, and there is a lack of funding for activities serving the education of tangible cultural heritage values for students according to the plan.
Table 2.14. Forces involved in the work of educating students on the value of tangible cultural heritage
Main participating forces | Quantity | Ratio | |
1 | Board of Directors | 4 | 6.67 |
2 | Youth Union | 11 | 18.3 |
3 | Subject teacher | 9 | 15 |
4 | Head teacher | 29 | 48.3 |
5 | Other forces outside the school | 7 | 11.7 |
Total | 60 | 100 |
STT
[Statistics source from 60 survey votes]
Through survey data, it is shown that the activities of educating the value of physical cultural heritage for students of high schools in Cao Bang city are mainly participated by forces within the school, including 48.3% of homeroom teachers and 18.3% of the Youth Union. The forces that participate less in this activity are the Board of Directors (BoD) (6.67%); subject teachers (15%). Thus, it can be said that the Board of Directors and subject teachers have not yet participated, there is no coordination between the forces to achieve the highest efficiency. In particular, the school boards have completely assigned the contract to homeroom teachers or the Ho Chi Minh City Junior High School Youth Union. As for other forces outside the school, there is almost no close and synchronous coordination with the educational forces in the school, so the educational efficiency is not high.
2.5.4. Current status of inspection and evaluation of the implementation level of the plan to educate the value of tangible cultural heritage for students of high schools in Cao Bang city
Evaluation and control is a basic and important function of management to establish a negative relationship in management to perform three functions: detection, adjustment and encouragement. Thanks to evaluation and control, managers have information to evaluate work results and correct and adjust activities in the right direction to achieve goals. Evaluation and control must be based on a prescribed program and plan, and must have specific criteria and standards for each activity, which can be qualitative, quantitative, or through collective and social recognition in specific circumstances.
However, through exchanging and researching various types of records from the units,
The assessment and evaluation are just formalities, and are left to the Youth Union. The purpose of the assessment is to evaluate and rank the competition between classes in the school. The assessment and evaluation have not been done well, drawing lessons and adjusting the content and methods of activities. The school boards have not yet developed plans to regularly and periodically assess and evaluate activities.
Through surveys and discussions with school leaders and learning from teachers, the results show that the table has the following notable points:
Table 2.15. Current status of inspection and assessment of the implementation level of the plan to educate on the value of tangible cultural heritage for high school students
Cao Bang city
TT
Check, evaluate | Implementation level (Percentage %) | |||
Often through | Not often through | Not yet perform | ||
1 | Teacher's lesson plan on preparing integrated, mainstreamed education on tangible cultural heritage values | 25 (55.6%) | 20 (44.4%) | 0% |
2 | Observe classes, extracurricular activities, career guidance activities, class activities | 28 (62.2%) | 17 (37.8%) | 0% |
3 | Attend extracurricular activities experience | 24 (53.3%) | 21 (46.7%) | 0% |
4 | Observe students daily in the classroom. participate in school activities | 22 (48.9%) | 13 (28.9%) | 10 (22.2%) |
5 | Direct assessment of activity participation student movement in school | 26 (57.8%) | 15 (33.3%) | 4 (8.9%) |
[Statistics source from 45 surveys]
Through the survey, we see that checking the teaching plan of teachers on preparing integrated, integrating education on the value of tangible cultural heritage accounts for a high percentage with 100% of the opinions asked. Because, at the beginning of the school year, the plans of the professional groups and teachers' plans are approved. Lesson plans are checked and approved from the group level every year.
month but the regular rate is not high, only 55.6% of opinions agree. Regularly checking the plan will help school leaders evaluate more accurately the implementation process, evaluate the actual effectiveness of each part of the plan and will propose timely solutions to overcome and supplement shortcomings.
Observing subjects, extracurricular activities, career guidance activities, and classroom activities with a fairly high rate of regular implementation is 62.2%. This is also a common measure of schools in testing and evaluating teachers, but the level of implementation in each school and each time is different. Peak observation occurs on the occasion of celebrating Vietnamese Teachers' Day on November 20; launching high-quality lessons... but before and after those occasions, observation subsides, so the rate of irregular implementation is still 37.8%.
Attending extracurricular classes and experiential activities is not frequent, mainly focusing on the beginning and middle of the school year. Observation is only assigned to the professional department in charge, so the inspection process is not regular, accounting for 46.7%.
The daily observation of students participating in school activities has not been implemented at a high rate of 22.2%; the direct assessment of students' participation in school activities has not been implemented at 8.9% of the evaluation opinions. Thus, the assignment of tasks to homeroom teachers, subject teachers and the school's Youth Union on assessing students in actual participation in extracurricular activities is not clear and specific.
In general, the measures to inspect and evaluate the results of the implementation of the plan to educate the value of tangible cultural heritage for students of high schools in Cao Bang city, Cao Bang province have been implemented, although the rate of regular implementation is not high, besides, there are still measures with an unrealized rate. Although the inspection and evaluation plan has been established, the forces mobilized to participate in the inspection and evaluation need to be specifically assigned, the level of inspection needs to be more frequent or divided into equal periods during the school year, avoiding
Doing it on a temporary basis will not create discipline in educating the school's material cultural heritage values.
2.5.5. Difficulties of schools in managing the education of tangible cultural heritage values for students of high schools in Cao Bang city
The management of education on the value of tangible cultural heritage for students of high schools in Cao Bang city still faces the following difficulties:
The education of tangible cultural heritage values in schools has not been implemented for a long time and is not sustainable because the awareness of leaders and teachers is not complete about its role and significance for moral education, student consciousness, and for the long-term, comprehensive development of students. The requirement to educate students to develop comprehensively and according to their abilities and strengths is very necessary to create conditions and opportunities for students to participate in many activities inside and outside of school, not just limited to cultural subjects.
Facilities and equipment serving the educational activities of tangible cultural heritage values for students are still lacking and not uniform. Funding mobilization is still difficult and limited, affecting the planning and organization of educational activities for students, especially outdoor extracurricular activities, experiences, and field teaching. The requirement to ensure safety during field and experiential teaching also requires teachers to have the ability to oversee and supervise students well.
Self-study and self-improvement of staff and teachers are also limited. Some teachers cannot keep up with practical requirements, are slow to innovate teaching methods, do not have the skills to organize educational activities, are unwilling to research teaching materials, are dependent and lack creativity. Teachers are able to make their own teaching aids and know how to guide students to make learning aids.
The coordination between the school and the Heritage Association and parents is not close enough to mobilize resources for the school's educational activities in general and the educational activities of tangible heritage values in particular. While in rural and mountainous areas, which account for more than 75% of the area,
The general economic situation still faces shortcomings that require schools to be flexible and have long-term plans to better share the responsibility of educating students with authorities at all levels and with parents.
Many students have not yet determined their motivation for learning the value of tangible cultural heritage. They simply enjoy outdoor experiential and extracurricular activities as a change in learning environment. Therefore, teachers need to exchange and clearly orient the goals of each educational activity for students before conducting it. The lessons and student assessment measures after those activities must be seriously implemented to help students consciously retain and apply educational information on the value of tangible cultural heritage into practice.
Besides those difficulties, there are also certain advantages for the work of educating students about the value of tangible cultural heritage such as: the attention of leaders of the education sector, of leaders of authorities at all levels, especially in the current situation when tourism and services are gradually becoming the main direction of the Cao Bang province economy; The school staff are all young, healthy, with core members from the subjects of Literature, History, Geography, Civic Education... who are truly dedicated, enthusiastic and creative teachers in their work, and have been and are the core for continuing to more actively implement activities of educating students about the value of tangible cultural heritage.
The management of education on the value of tangible cultural heritage for students at Cao Bang City High School faces many difficulties because:
Due to the influence and constraints of other school activity plans, especially the plan for teaching cultural subjects, it is very difficult to have a clear and thorough separation in the management of education on tangible cultural heritage values for students.
Although there are full programs, plans and schools themselves really want to quickly implement the education of tangible cultural heritage values for students, currently financial resources are still limited and human resources for this work are still limited, which has greatly affected the scale of investment, progress and quality of education of tangible cultural heritage values for students.
2.6. General assessment of educational management of tangible cultural heritage values of schools
Cao Bang City High School
To give a general assessment of the current status of management and education of tangible cultural heritage values for students of high schools in Cao Bang city. We conducted a survey of management staff and teachers of high schools to assess the stages in the management and education of tangible cultural heritage values for students of high schools. The survey results are shown in the following table:
Table 2.16. General assessment of the current status of management and education of tangible cultural heritage values for students of high schools in Cao Bang city
STT
Management stages | Level % | |||
Good | TB | Weak | ||
1 | Plan and direct cultural heritage value education activities objects for students | 12 (20%) | 30 (50%) | 18 (30%) |
2 | Organize the implementation of the plan Education of material cultural heritage values for students | 15 (25%) | 40 (60%) | 5 (15%) |
3 | Directing educational work Physical cultural values for students | 8 (13.4%) | 35 (58.3) | 17 (28.3%) |
4 | Testing and evaluating the educational value of tangible cultural heritage for students | 15 (25%) | 38 (63.3%) | 7 (11.7%) |
[Statistics source from 60 survey votes]
Based on data table 2.17, we draw some general comments as follows:
Rated as Good by 20% of the respondents; only 30% of the respondents rated it as Poor. This assessment shows that there are many limitations in planning and directing educational activities on the value of tangible cultural heritage for students that need to be overcome.
The organization and implementation of the plan to educate students on the value of tangible cultural heritage was assessed as good and effective, with only 15% of opinions rating it as weak.