Therefore, it is necessary to train the team of homeroom teachers - the core force of student education.
2.5. Current status of influencing factors
To determine the factors affecting moral education for students, we surveyed 27 teachers of the school through a questionnaire.
Table 2.15. Current status of factors affecting moral education for students of secondary schools in Tho province
TT
Factors affecting GDĐ | Level of coordination | Average score | ||||
Very influential | Affect | Little impact | No effect | |||
1 | School education | 22 | 3 | 2 | 0 | 2.74 |
2 | Family education | 20 | 5 | 5 | 4 | 2.78 |
3 | Social education | 16 | 6 | 6 | 6 | 2.44 |
4 | Student self-education | 8 | 8 | 8 | 10 | 1.78 |
5 | Planning in student education | 19 | 5 | 2 | 2 | 2.56 |
6 | Quality of teaching staff | 25 | 1 | 1 | 0 | 2.89 |
7 | Positive response of students | 17 | 6 | 3 | 1 | 2.44 |
8 | Level of socialization in GDĐ | 6 | 10 | 8 | 3 | 1.70 |
9 | Activities of the Youth Union | 20 | 5 | 1 | 1 | 2.63 |
10 | Facilities and financial conditions | 5 | 9 | 8 | 5 | 1.58 |
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From table 2.15, we can see that the quality of the teaching staff is the most influential factor on the results of moral education for students. Teachers are the bridge between the family and social relationships of students. They contact students during the main time and have the most positive impact on students' psychology. That also shows that teachers are the most exemplary moral models, and at the same time, they are the ones who train students in morality so that students can develop the necessary virtues for society. Educational environment in the house
School is an ideal environment to train students to have the moral qualities that society needs.
It is also found that the material conditions and the ability of students to self-educate have little impact on the quality of education. We understand that when born, each person's feelings and attitudes are different, but the influence on attitudes and temperament must be due to contact with others and most importantly, social contacts have a negative impact on each person. With the current situation of students at Kim Duc Secondary School, the factor of students' self-education has little impact on their educational ability, but the impact on psychology is through the school and teachers.
2.6. General assessment of the management of vocational education activities for students of Kim Duc Secondary School, Viet Tri City, Phu Tho Province according to the orientation of the new general education program
2.6.1. Advantages
Most teachers have a correct understanding of ethical standards and the content of moral education for students in schools. Most of the students at the school are local people, so the relationship between the community is clearly demonstrated. Most of the children come from farming families, so education from family, school and society has formed innate moral qualities such as: kindness, love for the village, love for the homeland, country, respect for family affection, respect for elders, respect for grandparents, parents, teachers, solidarity and kindness, willingness to help friends and relatives, healthy, civilized lifestyle, modest and honest, self-study, self-discipline, compliance with school and class rules; knowing how to obey the law, obey the regulations of life, society and community. Many students are conscious of striving to assert themselves in study and life, constantly practicing to improve their qualities, personality, and abilities to become students who develop comprehensively in morality, intelligence, and aesthetics.
Kim Duc Secondary School has paid proper and timely attention to the role of moral education activities in schools, so it has promoted the management of educational activities, proposed management solutions suitable to the school's situation to improve the quality of moral education for students according to the new general education program.
In addition to raising awareness for cadres and teachers through organizing study and dissemination of Directives, Resolutions, and instructions from superiors, political study sessions, activities, studying school regulations, regulations on rewards, discipline, and student evaluation and classification.
The school also has many forms of EDUCATION for students with appropriate content through teaching, through homeroom classes, after-school activities, and through coordination between the school, family, and society. The school implements an EDUCATION activity plan for administrators, teachers, homeroom teachers, Ho Chi Minh Communist Youth Union, etc.
2.6.2. Limitations
In recent years, the management of education activities for students at Kim Duc Secondary School still has some shortcomings. The school has not developed a clear, specific, and detailed education plan right from the beginning of the school year. The contents for education activities are mostly integrated into other plans. This leads to education activities not being really focused on as a key task that needs to be carried out seriously.
In school, most teachers mainly teach knowledge, trying to convey all the lesson content, focusing on expertise but paying little attention to practical connections, education, and training life skills for students, and neglecting students' sense of discipline, attitudes, habits, and behaviors.
The extracurricular activities are only limited to the implementation of the school's guidelines and are not flexible or creative in the organization. The forms are not rich, diverse, and have the depth to attract attention.
enthusiastic participation of students and enhance deep awareness of emotions, strong beliefs to form and develop ethical standards of behavior.
The coordination of forces is not synchronous and inconsistent between schools and social organizations, parents, especially parents of students, is not clear and regular, the goals and educational content are not unified. From these shortcomings, the implementation of educational activities has not brought high efficiency, has not attracted and changed the awareness of students.
Another major problem in the management of education is that the method of teaching education content is not really effective and does not help students realize the role of education. Most of the teaching methods of teachers are imposing, pointing out violations, traditional teachings without finding out the causes, offering many solutions and importantly, not understanding the thoughts and aspirations of students.
When the management of GDĐĐ is not specific and clear, it will lead to the implementation method being general, the teaching method is also subjective according to the traditional method. All the above limitations have posed an urgent requirement for the management of Kim Duc Secondary School to learn from experience and provide timely and correct solutions so that GDĐĐ activities in the school are effective.
2.6.3. Causes of the effects
Through theoretical research and survey of the current status of management of educational activities for students at Kim Duc Secondary School, I found that the causes leading to the existence and limitations in educational activities for students are:
- For students' awareness
Due to the characteristics of middle school students, they are very active, like to explore and discover, they easily follow new things, even deviant manifestations and trends, far from, and contrary to the traditional moral values of the nation.
Students themselves lack experience in compassion. Secondary school students are born and raised in very favorable conditions when the country is completely unified, independent, free, and socialist; they live happily and do not understand the meaning and necessity of moral values, sometimes they even think that they are outdated and unnecessary. That is understandable, because only when people aspire to achieve what they dream of will they know how to appreciate it. Secondary school students have not experienced the pain of people who lost their country, so they do not fully understand the value of independence, freedom, sacrifice, courage, patriotism, and self-sacrifice for the country of the previous generation. Living happily, being cared for, being protected, being educated... They think that is natural and easily forget the past and therefore, do not remember or repay those who have contributed to the country and the nation. The above situation also proves that if the process of education is not focused on and there are no effective measures to improve quality and efficiency, there is a risk of causing a part of students to fade away, our secondary school students will be far away from and not be able to continue the moral traditions of the nation and this will negatively affect their souls and personalities.
- For society
Currently, our society is experiencing many changes. In the development conditions of the market economy, the process of integration, opening up, and extensive exchange with countries around the world, the information explosion ... have caused many changes in the lifestyle of society, the moral education system is not cared for and maintained, even neglected, affecting the awareness and behavior of a part of students, which is reflected in the relationship between people with people tending to decline. Negative activities of a type such as the Internet, obscene cultural products ... are alluring temptations that attract the youngest generation, especially middle school students at the age of development who like to explore and discover.
The negative impacts of a turbid social environment have contributed to the formation of selfishness, narrow-mindedness, lack of concern, and lack of responsibility towards those around them, even towards family members. The habit of enjoying material things, lack of affection, and pragmatic feelings being placed above social ideals, true ambitions and dreams… are the driving forces that can attract students into negative and unhealthy activities, leading them away from and turning their backs on the cultural and moral values of the nation.
Information, education and communication work on mass media, although there have been many efforts and in various forms, has initially brought certain results. However, in order for that information to have a strong educational effect on students as well as the majority of young people, it is not enough to just stop at propaganda to raise awareness but there must be specific and practical activities to turn awareness into behavior and habits of students.
- on the family side
Family is the closest environment for every person, every parent wants to teach their children to be good people, teach their children to be filial, to love others… But not every family has the right method of teaching children. Especially family affection, the sense of responsibility of each family member to each other and the family lifestyle are the basis for forming the morality of each person.
However, currently, there are impacts of the market economy, industrial labor trends, in some families due to being busy with business and economic development, they do not have much time to take care of their children's education, only relying on school education; contact between parents and children is becoming increasingly scarce, parents have almost no conditions to influence their children's education.
Some families have parents who lack awareness of educating their children. These parents themselves are young and inexperienced and do not value moral values. In these families, moral values are blurred, if not ignored, in their thinking and lifestyle. This is the reason why some children do not pay attention to practicing following the example of sacrifice, compassion, etc.
- on the school side
Although the time students spend at school is not much compared to the time they spend at home and in society, the school plays a leading and pivotal role in the mission of educating people in civic education for students. The school has paid attention to civic education for students and has encouraged teachers to exploit the content of moral education in the process of teaching Civic Education as well as organizing many educational activities with good results.
However, through surveys and interviews with a number of students, teachers and administrators, we found that there are still some problems in moral education management measures as follows: Schools and teachers lack specific, practical educational measures that are appropriate to the age and conditions of the school. The measures that teachers use through teaching Civic Education as well as organizing other educational activities to educate students in morality are still limited and not very feasible.
The management of content and form of moral education activities in schools is not really rich, many activities are still stereotyped, not interesting to students. Some educational activities of the school are not suitable for the psychological characteristics of students' age.
Many activities that students are interested in and want to participate in are also evaluated by teachers as having high educational effectiveness, but in practice, schools rarely organize them. Activities are still limited within the framework of
The school rarely takes advantage of and coordinates with social forces outside the school to participate. In addition, the staff and teachers participating in organizing and guiding student activities lack experience and skills in organizing activities, and the facilities and equipment to serve the activities are still lacking.
From the above analysis, it can be seen that the management of moral education activities at Kim Duc Secondary School, Viet Tri City, Phu Tho Province has not achieved the desired results because the school still faces many difficulties in terms of content, methods and ways of managing activities. Therefore, it is necessary to research and develop educational measures to contribute to improving the effectiveness of moral education for students.