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Current Status of Management of Innovation in Teaching Ethics Methods in Primary Schools in District 12, Ho Chi Minh City


The teacher must have deep professional knowledge, solid skills, know how to behave delicately, know how to orient the development of students according to the educational and training goals but also must ensure the freedom of students in cognitive activities. In addition, teachers must always improve their professional qualifications, update new knowledge. In particular, teachers must be people with exemplary moral character for students to follow.

The reality is that in primary schools, many teachers are afraid of difficulties and changes. Therefore, the innovation of teaching methods for Ethics in primary schools has not been very effective.


Chapter 1 Summary

Innovation in education and teaching is inevitable and urgent for education to truly go ahead, to anticipate and serve the cause of industrialization and modernization, to fight against backwardness, and to fulfill the role of "the leading national policy" of education and training. Therefore, managing innovation in teaching methods in general and managing innovation in teaching methods of Ethics in particular is a very important issue in the current period.

Innovation in teaching methods of Ethics is innovation in methods, means and forms of implementing teaching methods of Ethics from passive teaching to active teaching to promote students' learning activities.

Managing the innovation of teaching methods of Ethics is the impact of the management subject on the process of implementing innovation of teaching methods of Ethics by teachers to achieve the goals and tasks of teaching Ethics to build moral awareness including knowledge and moral beliefs, foster moral feelings and form moral behaviors and habits for students. On that basis, form for students the important moral qualities of Vietnamese citizens.

In chapter 1, the author systematizes the management of innovation in teaching methods of Ethics including:

- Plan to innovate teaching methods for Ethics.

- Organize the implementation of the plan to innovate teaching methods for the subject of Ethics.

- Directing the implementation of the plan to innovate teaching methods for Ethics.

- Check and evaluate the results of implementing innovation in teaching methods of Ethics.

This is the theoretical basis for the author to survey the current status of management and innovation in teaching methods of Ethics in chapter 2.


Chapter 2. CURRENT STATUS OF MANAGEMENT OF INNOVATION IN TEACHING ETHICS METHODS IN PRIMARY SCHOOLS IN DISTRICT 12, HO CHI MINH CITY

2.1. Overview of the socio-economic situation and primary education of District 12, Ho Chi Minh City

2.1.1. Socio-economic situation in District 12, Ho Chi Minh City

District 12 was established on January 6, 1997 on the basis of separating the entire area and population of 5 communes of Hoc Mon district. District 12 is a district located in the northwest of Ho Chi Minh City, along National Highway 1A, which is a quite important traffic gateway of the city connecting with the provinces of the Southeast. District 12 has an area of ​​53 square kilometers, 11 wards with a population of 520,175 people.

District 12 has a favorable infrastructure for socio-economic development with a road system of Truong Chinh Street, a 10-lane avenue connecting Tan Binh District to the Northwest gateway of the city, along with provincial roads 9, 12, 14, 15, 16 and quite dense rural roads, creating a convenient traffic system for travel and transport of goods, contributing to attracting investment capital, developing more companies, warehouses, transit stations, shopping centers, ... making the face of District 12 quickly change.

After 20 years of construction and development, the economic structure has shifted in the right direction of service - industry - agriculture. The economic growth rate of District 12 is 20.44% on average annually; budget revenue has increased continuously with 2,004 billion VND/year, reaching 147.89% of the annual ordinance estimate.

The Department of Education and Training of District 12 manages preschool, primary and secondary education facilities under the professional direction of the Department of Education and Training of Ho Chi Minh City.

2.1.2. Primary education situation in District 12, Ho Chi Minh City

a. General overview of public primary schools in District 12, Ho Chi Minh City


In the 2018-2019 school year, District 12 has the following school sizes:


STT

Level of education

Unit TS

TS

pupil

CBQL

GV

1

Kindergarten

337

29,870

163

1094

2

Elementary

23

43,480

63

1200

3

Secondary School

13

25,584

37

1002

4

Vocational Training Center

2

1692

04

36

5

Total

375

100,626

267

3332

Maybe you are interested!

( Source: 2018-2019 school year summary report of District 12 Department of Education and Training )

There are 23 primary schools with a total of 43,932 students, of which 22.5% study 2 sessions a day.

There is 01 Nguyen Khuyen Primary School that meets national standards level 1; there is 01 Vo Thi Sau Primary School that meets modern advanced standards.

Regarding education quality assessment: 09 schools have been assessed for education quality.

Teacher qualifications: 100% of teachers meet or exceed standards.

b. Advantages

The Education sector has always received close and timely attention and direction from the Department of Education and Training of Ho Chi Minh City, the leaders of the District Party Committee and the People's Committee of District 12.

The staff, teachers and employees have a sense of responsibility, their professional qualifications are increasingly higher than the standard, most teachers are dedicated to their profession and strive to learn and practice in their work.

The application of information technology in management and teaching is increasingly being implemented, bringing practical results in teaching in the District.

c. Difficulty

Schools are still not enough to meet the learning needs of the people's children in the district due to the rapid population growth, although the development of the school and classroom network has always received attention and investment in new construction.


The number of students in a class is too high (nearly 50 students/class). The number of students studying 2 sessions/day is low (22.5%), which has greatly affected the innovation of teaching methods and improving the quality of education.

2.2. Survey organization

2.2.1. Survey objectives

The survey collected opinions from managers and teachers to determine the current status of innovation in teaching methods of Ethics in primary schools in District 12, Ho Chi Minh City. At the same time, it surveyed the opinions of managers and teachers on the feasibility of proposed solutions to manage innovation in teaching methods of Ethics in primary schools to meet current educational requirements.

2.2.2. Survey subjects and locations

The survey subjects included 81 managers (principals, vice principals, heads of professional groups) and 297 teachers of 10 primary schools in District 12.

2.2.3. Survey content

The author surveys the current status of management of innovation in teaching methods of Ethics in primary schools with the following main contents:

-The current status of innovation in teaching methods of Ethics by teachers (by questionnaire).

-The current status of management and innovation in teaching methods of Ethics by managers (by questionnaire).

2.2.4. Survey tools

- Opinion poll for managers and teachers (Appendix 1 and Appendix 2).

- Interview minutes for managers and teachers (appendix 3).

2.2.5. Survey method and result processing

Questionnaire survey method : This is the main method of the topic. The author used a survey form on 297 teachers and 81 managers (principals, vice-principals, heads of professional groups) of 10 primary schools in District 12.


Table 2.1. Description of the number of surveyed managers and teachers



School name

Position


Total


GV

Head of Department

Vice Principal

Principal

1

Nguyen Khuyen

20

3

2

1

26

2

Nguyen Thi Minh Khai

25

5

2

1

33

3

Le Van Tho

61

6

2

0

69

4

Tran Quang Co

36

5

2

1

44

5

Nguyen Thai Binh

32

7

2

0

41

6

Thuan Kieu

20

7

2

1

30

7

Spring

28

6

2

1

37

8

Nguyen Trai

33

5

2

1

41

9

Tran Van On

24

5

2

1

32

10

Quang Trung

18

5

1

1

25

Total

297

54

19

8

378

Figure 2.1. Chart of the number of schools with managers and teachers participating in the survey


To obtain enough survey questionnaires, the author conducted the survey directly.

The survey was processed on SPSS 20.0 software.

Conventional scale used in questionnaires for managers and teachers. Statistics on the number of survey samples at 10 primary schools in the area

District 12.

* Data processing method

About the average score:

- Scores are converted on a 5-point scale corresponding to the levels.

- The lowest score is 1, the highest is 5, the scale is divided into 5 levels as follows:


Midpoint

jar

Level

Agree

Level

perform

Result

perform

Level

impact

1 ≤ GPA < 1.8

Completely

disagree

Very not

frequent

Very weak

No photo

enjoy

1.8 ≤ GPA < 2.6

Disagree

Not often

through

Weak

Affect

little

2.6 ≤ GPA < 3.4

Neutral

Normal

Medium

Medium

3.4 ≤ GPA < 4.2

Agree

Frequent

Good

Affect

much

4.2 ≤ GPA ≤ 5

Completely

Agree

Very often

through

Very good

Affect

so many

In terms of necessity and feasibility, the score is converted to a 3-point scale corresponding to the levels: Not necessary/Not feasible has a value of 1.

Necessary/Feasible has a value of 2.

Highly necessary/Very feasible has a value of 3.


The lowest score is 1, the highest is 3, dividing the scale into 3 levels as follows:


Average score

Level of need

Feasibility

1 ≤ GPA < 1.7

Unnecessary

Not feasible

1.7 ≤ GPA < 2.4

Necessary

Possible

2.4 ≤ GPA ≤ 3

Very necessary

Very possible

2.3. Current status of innovation in teaching methods of Ethics in primary schools in District 12, Ho Chi Minh City

2.3.1. Current awareness of managers and teachers about innovation in teaching methods of Ethics

a. Awareness of the purpose of innovating teaching methods of Ethics

To learn about the purpose of innovating teaching methods for Ethics in primary schools in District 12, the author conducted a survey of managers and teachers, the results are shown in the table below: Table 2.2. Perception of the purpose of innovating teaching methods for Ethics


Purpose

CBQL

GV

Average

DLC

Rank

step

Average

DLC

Rank

step

1. Maximize positivity and initiative

student activity and creativity

4.35

0.77

2

4.12

0.77

4

2. Promote teamwork ability

of HS.

4.26

0.67

4

4.2

0.67

3

3. Students' knowledge is expanded and enriched.

wealth comes from many sources

4.35

0.67

2

4.22

0.67

2

4. Improve the quality of teaching subjects

Ethics meets the requirements of current teaching innovation.


4.36


0.73


1


4.23


0.73


1

5. Implement teaching in the direction of

integrated

4.33

0.67

3

4.22

0.67

2

Average

4.33

4.19

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