Current Status of Teaching Fine Arts in Primary Schools in Dinh Hoa District, Thai Nguyen Province According to the Orientation of Educational Innovation

Comments on table 2.5:

Through survey table 2.5, it can be seen that the awareness of managers and teachers at some primary schools in Dinh Hoa district about the objectives of teaching Fine Arts still has certain limitations. Specifically:

The goal of the skill of being able to briefly analyze some works and projects in the textbook program only received the agreement of 57.8% of opinions, while 42.2% of opinions asked were still hesitant about this skill. Because the materials in books and schools are still limited, and there have been no field trips, the initial familiarization with the works is still confusing.

In general, the awareness of managers and teachers at some primary schools in Dinh Hoa district about the goal of teaching Fine Arts in schools according to the direction of educational innovation is quite good. This contributes positively to the management as well as teaching Fine Arts according to the new direction.

2.4. Current status of teaching Fine Arts in primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational innovation

2.4.1. Current status of professional competence of Fine Arts teachers at primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational innovation

To find out the current status of professional competence of teachers teaching Fine Arts at primary schools in Dinh Hoa district, we conducted a survey of the opinions of managers and teachers (Question 6, Appendix 1) on the implemented contents, the results obtained are as follows:

Table 2.6. Current status of professional competence of Fine Arts teachers at primary schools in Dinh Hoa district, Thai Nguyen province

in the direction of educational innovation

STT

Content	Reviews
	Good		Obtain		Not achieved
	SL	%	SL	%	SL	%
1	Grasp the program's objectives, content, and knowledge standards - subject skills	40	88.9	5	11.1	-	-
2	Have specialized knowledge of the subject Fine Arts	45	100	-	-	-	-
3	Have planning skills teach	45	100	-	-	-	-
4	Have planning skills teach	41	91.1	4	8.9	-	-
5	Have skills in organizing inspection and evaluation student learning outcomes	39	88.7	4	8.9	2	2.4
6	Have skills to guide students participate in learning activities	35	77.8	7	15.5	3	6.7
7	Have skills in organizing extracurricular activities extracurricular activities for students	29	64.4	13	28.9	3	6.7

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Comments on table 2.6:

Through the survey data in Table 2.6, we can see that the majority of the management staff and teachers of Fine Arts in Dinh Hoa district, Thai Nguyen province assessed that the professional capacity of Fine Arts teachers to teach Fine Arts is very good, all Fine Arts teachers are well trained, up to 100% of the survey subjects said that teachers have good specialized knowledge of Fine Arts, have skills in developing teaching plans and have relatively good skills in implementing teaching plans (91.1%).

However, there are still some skills of teachers that are still assessed as unsatisfactory such as skills in guiding students to participate in learning activities, skills in organizing extracurricular activities for students, extracurricular activities for students still exist with 6.7% of opinions saying that they have not achieved when implementing these skills and skills in organizing tests and evaluating students' learning outcomes according to the assessment of managers and teachers still exist with 2.4% of opinions saying that they have not achieved. These are issues that educational managers need to pay attention to, if they want to improve the quality of education, they must improve the quality of teachers' professional activities, and have measures to promote the improvement of teachers' professional qualifications.

2.4.2. Current status of implementing the teaching content of Fine Arts in primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational innovation

To find out the current situation of teaching content of Fine Arts, we conducted a survey of opinions of 35 managers, 10 teachers, and 200 students at some primary schools in Dinh Hoa district, Thai Nguyen province (Question 4, Appendix 1 and question 4, Appendix

2) Regarding the implemented contents, the following results were obtained:

Table 2.7. Assessment of the survey subjects on the implementation of teaching content of Fine Arts in primary schools in Dinh Hoa district,

Thai Nguyen province in the direction of educational innovation

STT

Content	Reviews
	Good		Obtain		Not achieved
	SL	%	SL	%	SL	%
1	Draw from sample	98	40	147	60	-	-
2	Decorative drawing	175	71.4	70	28.6	-	-
3	Draw a picture	180	73.5	65	26.5	-	-
4	Art appreciation	245	100	-	-	-	-
5	Practice molding and posing	104	42.4	141	57.6	-	-

Comments on table 2.7:

Through the data collected in Table 2.7, based on the assessment of managers, teachers and students, it can be seen that the current situation of implementing the teaching content of Fine Arts at some primary schools in Dinh Hoa district, Thai Nguyen province is as follows:

The teaching content that was evaluated as being implemented best was Fine Arts knowledge (100% of the respondents said that this content was implemented very well), and at the same time, there was no content that did not meet the requirements for teaching according to the new orientation. However, most of the content only received the assessment level for this teaching content. Drawing according to a model was evaluated at a satisfactory level by 60% of the respondents, decorative drawing was 28.6%, painting was 26.5% and modeling was 57.6%.

Thus, it can be seen that the current situation of implementing the content of teaching Fine Arts in primary schools in Dinh Hoa district, Thai Nguyen province according to the direction of educational innovation is being assessed as incomplete, many contents are only at the level of Achievement.

2.4.3. Current status of using methods and forms of organizing teaching Fine Arts at primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational reform

To find out the current situation of using methods and forms of organizing teaching Fine Arts according to the direction of educational innovation, we conducted a survey through questionnaires of 35 managers and 10 teachers at some primary schools in Dinh Hoa district, Thai Nguyen province on the implemented contents (Question 5, Appendix 1), obtaining the summary data in Table 2.8 as follows:

Table 2.8. Assessment of the survey subjects on the use of methods and forms of organizing teaching of Fine Arts at primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational reform

STT

Content	Reviews
	Good		Obtain		Not achieved
	SL	%	SL	%	SL	%
1	Intuitive	45	100	-	-	-	-
2	Q&A	27	60	18	40	-	-
3	Present	25	55.6	20	44.4	-	-
4	Danish method	12	26.7	33	73.3	-	-
5	In personal form	45	100	-	-	-	-
6	In pairs, in groups	10	22.2	33	73.3	2	4.5

Comments on table 2.8:

Through the summary data table obtained above, it can be seen that:

+ In terms of teaching methods: According to the orientation of educational innovation, in addition to traditional teaching methods and forms, the Fine Arts subject in Primary schools is applied with a new method, which is "teaching according to the Danish method". Based on Official Dispatch No. 494/PGDĐT-CMTH dated August 10, 2016 on the implementation of Fine Arts teaching according to the new Danish method. Because this is a new method applied in Primary schools, there are still many difficulties. Through evaluation, it can be seen that only 26.7% of the opinions asked have implemented this content Well and up to 73.3% of the opinions have only implemented at the Achieved level. This new method requires teachers in the teaching process to pay attention to taking students as the center, stimulating interaction and creative thinking of students instead of the traditional, passive learning method as before. That is also the reason why this method still faces many limitations when it is first implemented in primary schools.

Along with that, traditional methods have not really achieved high results, the visual method is used 100%, however the question and answer method is used Good only 60% and the presentation method is 55.6%.

+ Regarding the form of teaching organization: Mainly in the form of individual (100%), the form of pair and group has not been widely applied in teaching Fine Arts in primary schools in Dinh Hoa district, Thai Nguyen province, up to 73.3% of the opinions asked only used this form of organization at the level of Achievement and there were still 4.5% of opinions that said it was not achieved when using the form of pair and group for this subject.

Chart 2.1. Current status of using methods and forms of organizing teaching Fine Arts at primary schools in Dinh Hoa district,

Thai Nguyen province in the direction of educational reform

2.5. Current status of management of Fine Arts teaching activities in primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational innovation

The content and curriculum of Fine Arts in primary schools are implemented uniformly based on the framework curriculum issued by the Ministry of Education and Training, and are directed by the Department of Education and Training of Thai Nguyen province to be implemented synchronously in all primary schools.

Conducting investigations and surveys at a number of primary schools in Dinh Hoa district, Thai Nguyen province, through collecting opinions from 35 management staff and 10 opinions from Art teachers, we obtained the following results:

2.5.1. Current status of managing class preparation and lesson preparation of Fine Arts teachers in primary schools in Dinh Hoa district, Thai Nguyen province according to the orientation of educational innovation

Managing teachers' class preparation and lesson preparation scientifically will help improve and develop the school's teaching quality.

sustainable way. In the school management system, the Principal is the general manager, responsible for managing all aspects of the school's activities, the vice principals assist in charge of professional work, facilities, and career guidance activities. The head of the department is directly responsible for the professional issues of his group, managing members through teaching activities, professional group activities... Through a survey on the management of class preparation and lesson preparation of teachers teaching Fine Arts in primary schools in Dinh Hoa district, Thai Nguyen province according to the direction of educational innovation (Question 7, Appendix 1) is shown through the following survey table:

Table 2.9. Assessment of the survey subjects on the management of class preparation and lesson preparation of Fine Arts teachers at primary schools in Dinh Hoa district, Thai Nguyen province according to the direction of educational innovation

STT

Content	Reviews
	Often through		Sometimes		Are not ever
	SL	%	SL	%	SL	%
1	Develop specific regulations on application documents. GV's class	39	86.7	6	13.3	-	-
2	Directing the professional team to develop the plan prepare for class	38	84.4	7	15.6	-	-
3	Directing professional teams to disseminate regulations general about lesson planning	27	60	17	37.8	1	2.2
4	Directing professional teams to make teaching plans, regularly checking teachers' lesson plans, periodically according to the direction of educational innovation	27	60	17	37.8	1	2.2
5	Directing professional teams to build learning resources teaching materials	37	82.2	8	17.8	-	-
6	Directing professional teams to observe and evaluate teaching prepare lectures through lessons	23	51.1	19	42.2	3	6.7

Table 2.9 shows that: Primary school principals have done a good job of managing teachers' class records and have managed the development of standard plans quite well.

The teacher's lesson plan is to implement the content, program and teaching plan. However, the specific guidance on observing and evaluating the lesson preparation through the Fine Arts lesson is not really good (up to 6.7% of opinions are classified), because Fine Arts teachers often work in groups with many other subjects, if there is no specific guidance, the lesson plan preparation will be difficult to have good quality, leading to an impact on the quality of teaching of the subject.

Managing teachers' preparation before coming to class is an important activity that greatly affects the teaching process as well as the quality and effectiveness of teachers' teaching.

The principals of primary schools have done a good job of developing specific regulations on teachers' class records. The work of directing professional groups to develop lesson preparation plans and directing professional groups to develop teaching materials has been done quite well, ensuring the requirements. However, the work of directing professional groups to observe and evaluate the preparation of lessons through lessons for the subject of Fine Arts for teachers has not been done very well, with 42.2% of the respondents giving an average rating. This is one of the reasons why the quality of teaching Fine Arts is not good, and some schools still take this subject lightly.

On the other hand, it can be seen that the management of class time and lesson preparation by the Principals of Dinh Hoa District Primary Schools has been implemented without consistency, and has not focused on the criteria for assessing the quality of management work. The data in the survey table has shown that some evaluation results are still not high, such as the direction of professional groups to make teaching plans, regularly and periodically check teachers' lesson plans according to the direction of educational innovation, only reaching a good level of 37.8% and an average of 2.2%. From these results, it is required that Principals of Primary Schools need to pay more attention to managing the professional quality of the Fine Arts subject. Teaching quality can only be improved when educational managers have appropriate management measures that are close to reality.