Life skills for students through experiential activities
STT
KNS Education Content | KTKS | Average | |
1 | - Equip students with necessary knowledge about life skills such as: the importance of life skills and the significance of implementing life skills for themselves and society, rules of practice current behavior, … | CBQL | 3.95 |
GV | 3.85 | ||
2 | - Forming in students the process of training, practicing life skills and the process of practicing skills. ability to survive in different situations. | CBQL | 3.65 |
GV | 2.89 | ||
3 | - Forming in students a positive attitude towards performing behaviors and life skills, having confidence believe in the process of training and practice. | CBQL | 3.75 |
GV | 3.78 |
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The survey results show that both managers and teachers highly appreciate the implementation of the goal of life skills education through experiential activities. The level of implementation of life skills education content through experiential activities is as follows:
Ranked 1st: “Equipping students with necessary knowledge about life skills such as: the importance of life skills and the significance of implementing life skills for themselves and society, rules of behavior, ...
Ranked 2nd: Forming in students a positive attitude towards performing behaviors and life skills, having confidence in the process of training and practice.
Ranked 3rd: Forming in students the process of training, practicing life skills and the process of practicing life skills in different situations
In fact, teachers always remind students about the importance and significance of communication, cooperation, effective time management, etc. during their participation in games and group activities during experiential sessions. And these experiential activities are actually the environment for students to practice and hone their life skills, forming positive attitudes in communicating with friends, teachers, and in cooperation.
work with you, in making decisions, ...
However, through discussions with managers and teachers, we learned that although the level of implementation of life skills education content is assessed at a high level, there are still some shortcomings in the implementation of life skills education content through experiential activities, which is still heavily focused on life skills education theory..... not focusing on practical work education such as observing completed products from traditional craft villages in the District and Province to educate life skills for students (Craft villages: Dai Bai, Xuan Lai, Dong Ky, Phu Lang Pottery, Phu Khe.....). Determining the content of life skills education for students will contribute to increasing the effectiveness and quality of education during the school year. Accordingly, in order for the educational content to closely follow practical activities, schools must have a plan to compile content and determine appropriate forms of organizing life skills education through experiential activities for students.
In addition, life skills education in secondary schools in Gia Binh district, Bac Ninh province is not really systematic, teachers are still confused in proposing and applying methods of organizing life skills education through creative experiential activities for students, therefore, planning, compiling content and guiding the organization in detail for life skills education activities through experiential activities will contribute to orienting educational activities at schools, enhancing the ability to apply directive documents of the education sector at all levels into teaching and learning practices.
2.3.2.3. Current status of life skills education methods for students through experiential activities in secondary schools in Gia Binh district, Bac Ninh province
We ask for the opinions of managers and teachers on the methods and forms of KNS education through experiential activities (Question 5, Question 6: Appendix 1). The results are as follows:
Table 2.5. Opinions of managers and teachers on implementing life skills education methods for students through experiential activities
STT
KNS education method through HĐTN | KTKS | Average | |
1 | Problem solving method | CBQL | 3.80 |
GV | 3.73 | ||
2 | Role-playing method | CBQL | 3.00 |
GV | 2.78 | ||
3 | Teamwork method | CBQL | 4.00 |
GV | 3.09 | ||
4 | Example method | CBQL | 4.00 |
GV | 3.82 | ||
5 | Training method | CBQL | 3.85 |
GV | 3.73 | ||
6 | Training method | CBQL | 3.60 |
GV | 3.75 |
Through the survey results in Table 2.5 and the interview results with managers and teachers, we found that:
The methods of teaching life skills through experiential activities that are rated as good and frequently used are:
Example method (Manager: 4.0; Teacher: 3.82) Teamwork method (Manager: 4.0; Teacher: 3.09) Training method (Manager: 3.6; Teacher: 3.75)
In particular, according to the assessment of managers and teachers, none of the above 6 methods have never been used. We interviewed managers and teachers of Giang Son Secondary School, Song Giang Secondary School, and Dong Cuu Secondary School and learned that: Based on the characteristics of secondary school students, at this age
At this age, children are recognized as active members of the community and school. Experiential activities are highly social, collective, and suitable for their interests. They learn from role models and want to be role models in learning and life for others, cooperating with friends to carry out tasks. Therefore, the method of setting an example, working in groups, and practicing are used effectively in developing life skills for students.
The use of combined methods of life skills education through experiential learning activities in secondary schools in Gia Binh district, Bac Ninh province is generally good. However, two active methods are not used regularly and the evaluation results are not high: Problem solving and role-playing. We know that to design problematic situations in life skills education for students or to build situations using the role-playing method requires teachers to have design capacity and activity organization capacity. In fact, teachers have used these two methods but the effectiveness of their use is not high, partly because the capacity of teachers to organize life skills education activities through experiential learning activities is still limited.
2.3.2.4. Current status of life skills education for students through experiential activities in secondary schools in Gia Binh district, Bac Ninh province
We also surveyed the current status of using KNS education forms for students through HĐTN by using question 6 (Appendix 1), combined with interview and observation methods. The results are as follows:
Table 2.6. Opinions of managers and teachers on implementing life skills education for students through experiential activities
STT
Form of KNS education through voluntary activities | KTKS | Average | |
1 | Exploratory forms: sightseeing, camping, field trips, small screen travel, articles practice observing, detecting, and handling situations... | CBQL | 4.00 |
GV | 3.91 | ||
2 | Experimental and interactive forms: group activities, individual activities, forums, plays, seminars, exchange, contest, game, exhibition, product creation... | CBQL | 3.25 |
GV | 3.00 | ||
3 | Forms of contribution: humanitarian volunteer activities, public service, and propaganda to improve social awareness... | CBQL | 3.20 |
GV | 3.10 | ||
4 | Research forms: survey activities survey, investigation, research project, scientific seminar, presentation report, technological and artistic creation... | CBQL | 3.45 |
GV | 2.93 |
Through the survey, it can be seen that the forms of organizing KNS education activities through non-work activities are highly appreciated by managers and teachers. However, the level is not uniform for each form of organizing activities.
Managers and teachers highly appreciate the forms of exploration such as sightseeing, camping, field trips, etc. (Managers: 4.0; Teachers: 3.91). In fact, in Gia Binh district secondary schools, Bac Ninh province, these activities are organized in a very rich and diverse manner. The school organizes visits to Hung Temple, Con Son, Uncle Ho's Mausoleum, and the military museum. Visits and incense offerings at historical and cultural relics of the province: Do Temple, Phat Tich Pagoda, Bac Ninh Temple of Literature; Visits to Phu Lang pottery village; History clubs organize activities to learn about the history of the locality, district, and Bac Ninh province and take care of and clean historical relics in the district. Schools near historical and cultural relics such as: Temple of the founding scholar LE VAN THINH (Dong Cuu commune - Gia Binh), Le Chi Vien (Dai Lai commune - Gia Binh), De Tuong Quan Cao
Lo Vuong (Cao Duc commune - Gia Binh), Trang Nguyen Ly Dao Tai (Thai Bao commune), Con Nuong Temple (Binh Duong commune), students of the schools will regularly come to take care of the relics and offer incense.
Experimental and interactive forms such as group activities, individual activities, forums, drama, seminars, exchanges, competitions, games, exhibitions, product creation, etc. are highly appreciated. In fact, schools always organize rich experiential activities, creating conditions for students to cooperate, communicate and self-aware. For example, the art performance to celebrate November 20; Painting contest to propagate environmental protection; Traffic culture contest; Poetry and literature composition on the topic; ... Observing the above activities, we see that students participate very enthusiastically.
In addition, forms of dedication: humanitarian volunteer activities, public service, propaganda to raise social awareness... are also effectively organized and implemented by schools. Students are able to participate in activities such as visiting and helping poor families and families of martyrs; working to take care of historical relics; cleaning the surrounding environment; ...
Research activities are also organized, activities involving scientific and technical creative experiences; and community projects. However, these activities focus on a small number of students in the school.
The survey results also show that managers rate the content higher than teachers. Through research, we learned that managers rate based on results and final products. Teachers combine and evaluate the implementation process. Teachers are the ones who lead students in activities, so they will evaluate more clearly the results as well as the efforts of students.
2.3.2.5. Current status of life skills of students in secondary schools in Gia Binh district, Bac Ninh province
The results of KNS education for students through experiential activities are the result of the efforts and positivity of teachers and students and are focused on the KNS level of students in Gia Binh district secondary schools, Bac Ninh province.
We would like to ask for comments from managers and teachers (question 7 - appendix 1) on the results.
combined with observations and conversations with teachers and students to clarify this situation. The results are as follows:
Table 2.7. Opinions of managers and teachers on the level of life skills of secondary school students
STT
Life skills for secondary school students | KTKS | Average | |
1 | Communication skills | CBQL | 3.15 |
GV | 3.27 | ||
2 | Self-service knowledge, | CBQL | 4.00 |
GV | 3.91 | ||
3 | KN sets life goals, | CBQL | 3.10 |
GV | 3.16 | ||
4 | Effective time management skills, | CBQL | 3.70 |
GV | 3.00 | ||
5 | Skills to regulate and manage emotions, | CBQL | 3.00 |
GV | 3.02 | ||
6 | Self-awareness and self-evaluation skills, | CBQL | 3.45 |
GV | 3.67 | ||
7 | KN cooperation and sharing, | CBQL | 3.95 |
GV | 3.75 | ||
8 | KN shows confidence in front of a crowd, | CBQL | 3.60 |
GV | 3.64 | ||
9 | KN face and cope with difficulties in life, | CBQL | 3.45 |
GV | 3.55 | ||
10 | KN evaluation. | CBQL | 3.00 |
GV | 3.87 |
000
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | Average | |
CBQL | 003 | 004 | 003 | 004 | 003 | 003 | 004 | 004 | 003 | 003 | 003 |
GV | 003 | 004 | 003 | 003 | 003 | 004 | 004 | 004 | 004 | 004 | 003 |
Assessment of managers and teachers on students' level of life skills
004
004
003
003
002
002
001
001
Average
Chart 2.3. Assessment of managers and teachers of Gia Binh District Secondary School, Bac Ninh Province on the level of life skills of secondary school students
Note:
2. Self-service skills,
3. KN sets life goals,
4. Effective time management skills,
5. Skills to regulate and manage emotions,
1. Communication skills6. Self-awareness and self-evaluation skills, 7. Cooperation and sharing skills, 8. KN shows confidence in front of a crowd, 9. KN to face and cope with difficulties in life, 10. Evaluation skills. |
Through the data table and comparison chart, it can be seen that managers and teachers evaluate the life skills of Gia Binh district secondary school students at a Good level (Average: 3.44 and 3.48). The evaluation results are relatively consistent in each life skill.
The student skill that is rated higher by managers than teachers is effective time management skill (Manager: 3.7; Teacher: 3.0). The student skill that is rated higher by teachers than managers is assessment skill (Manager: 3.0; Teacher: 3.87).
We interviewed managers and teachers to find out the difference in the above assessment. Some managers commented: When the school organizes experiential activities on a school-wide scale, students arrive on time and follow the school's time regulations well. Some students, when asked to improve the quality of experiential activities, often have no comments and no suggestions for managers to learn from experience in organizing activities. Some teachers answered: as the ones who directly organize and guide students in activities, they realize that in carrying out the collective's common tasks, as well as the tasks assigned by the teacher to individuals, many