Duration of Implementation of Experiential Activities Program at Secondary School

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To carry out the experience activities well, checking and evaluating are very important steps. Regularly check the activities daily, hourly, weekly.

activities in terms of quantity, quality of content, programs... What needs to be noted when checking and evaluating the results of activities is to determine the level of students' abilities in order to come up with appropriate solutions and recommendations to adjust and improve the level and quality of work related to students in daily activities.

Evaluation of experiential activities aims to confirm the level of maturity and progress of students after each activity; stimulate the proactiveness, creativity of students and the collective effort of students to excel in learning, training and social activities; confirm the level of achievement of students in the required competencies and qualities compared to the requirements of educational goals. In order to determine the position and record the progress of each student in the process of personal development, encourage and orient students to continue practicing to improve. Therefore, the Principal needs to understand clearly to direct and adjust activities accordingly. Thereby creating motivation to promote the efforts to practice, strive, and self-improve of each student and at the same time serve as a basis for evaluating and correctly classifying students' conduct.

Evaluation results are an important basis for educational management agencies and teachers to adjust programs and educational activities in schools.

1.5. Factors affecting the management of experiential activities in secondary schools.

Experiential activities are cognitive activities of students aimed at forming and developing in students the ability to adapt to life, the ability to design and organize activities, and career orientation. The quality of students' activities depends mainly on the awareness, motivation, content, form, method, conditions, means, etc. of the activity. To improve the quality of students' experiential activities, it is necessary to effectively impact the above factors in a unified and synchronous manner. The role of the following main factors can be considered:

* Perception of educational forces about experiential activities

For the Youth Union to be effective, the awareness of the educational forces has a significant impact on the organization process. The educational forces include: Homeroom teachers, subject teachers, Youth Union cadres, Team leaders, school principals, parents, local authorities, organizations, individuals, businesses and social organizations.

During the process of organizing and implementing the program, the organizer and the student have a cooperative relationship and interact with each other. The organizer must not only be a prestigious person with advisory capacity, but also a person with correct awareness and understanding of the field he/she organizes.

The awareness of educational forces will become a positive factor promoting the determination of appropriate goals, content, and organizational forms to bring about educational effectiveness. If the awareness of educational forces is incorrect, it will lead to the determination of wrong goals, content, and organizational forms or the implementation of superficiality and formality leading to low educational effectiveness.

* Students' motivation and awareness of activities

Activity is the response of an individual to a specific real situation. Activity is carried out by certain motives. The same goes for learning activities, which are mainly associated with the learning motive of students to perfect their knowledge. Learning motives are not available but are gradually formed in the process of activities under the organization and control of educators. If in learning activities, teachers organize students to discover new things, solve learning tasks themselves, and create good impressions of learning activities, then gradually the need for activity arises in them. To build motivation for students to act, first of all, it is necessary to strongly arouse the need for cognition. That starts with a clear awareness of the purpose of learning activities. It is necessary to make students understand clearly why they must carry out learning activities? Only when students see that activities will bring practical benefits to themselves can we hope for their self-awareness and active participation, and that is the basic factor contributing to improving the quality of activities.

* Program content of the experiential activity

The program content is age-appropriate, rich, diverse, and updated with information to expand knowledge for subjects, which will make students excited, have the effect of timely supplementing classroom hours, and educating students' ideology and life skills.

Secondary school students have low cognitive ability, so the activities should arouse their desire to learn and explore knowledge. Thus, the content of knowledge will be expanded, enriched and updated. Moreover, the content also needs to ensure a balance between professional knowledge and cultural knowledge related to practical learning suitable for the age group, closely following each activity topic. Only then will the activities meet the goals of each activity and the general goals of education. If the content is poor, monotonous and not suitable for the age group, it will attract members to participate in the activities, and the results will be limited. The time to implement the activities program must be balanced and suitable for other school activities. If the time is too long, it will affect cultural learning, on the contrary, if it is too short, it will be difficult to form personality qualities, psychological and social abilities and necessary skills.

* Form of organizing experiential activities

The form of organizing the Youth Activity is a special educational activity, so it is organized in a very rich and diverse way with many different forms: Collective activities, clubs, projects and scientific research, social activities, sightseeing, camping, forums, exchanges, seminars/seminars, labor activities, volunteer activities, humanitarian activities, dramatization (drama, poetry, puppetry, skits, participatory plays...), sports, organizing festivals... showing the attractiveness of the activities, attracting students to participate enthusiastically and effectively. In reality, the implementation of the Youth Activity program is still monotonous, repeating some simple forms that are boring, not creating interest for students, so it has a significant impact on the effectiveness of the program implementation. More and more games are being created.

Intellectual games are organized on television, schools can creatively apply those games to organize activities for students such as: "Road to Olympia", "Ring the Golden Bell" used for students to solve crossword puzzles by topic, the game "Learn about the environment around you" is flexibly and creatively applied to suit the age of junior high school students to organize subject clubs, learn by topic combined with singing and dancing competitions, storytelling... paying attention to the program duration to create excitement to attract students to healthy activities, forming good personality qualities for junior high school students.

* Evaluation of experiential activities of educational forces

Evaluation is an indispensable step in the process of organizing experiential activities. Evaluation is essentially determining and recognizing the actual level of conformity of the results achieved with the goals of the educational activities. Evaluating experiential activities is not a simple task. Correct and objective evaluation not only helps educators review the process of conducting educational activities but also has the effect of encouraging and motivating students to participate actively and vice versa. Evaluation is not only a general comment on the spirit and attitude of participation, but the evaluation must be recorded by certificates, certificates, records, conduct evaluations or timely and regular encouragement with material commensurate with cultural achievements. In particular, the evaluation should motivate the entire student body to attract and promote the strength of the collective participating in experiential activities.

* Facilities to implement the program

To implement the HĐTN program, the facilities not only increase the attractiveness of the activities but also are the conditions to help the activities achieve high efficiency. Facilities and equipment are favorable conditions to help the activities achieve high results. On the contrary, if the facilities and equipment do not meet the requirements, the organization of activities will encounter many difficulties and it will be difficult to achieve the desired high results.

* Capacity of the organizer and implementer of the experiential activity program

The capacity of the program implementer is an important factor contributing to the success of each type of experiential activity. That is the implementation capacity of teachers and students. Experiential activities are very diverse and rich with many different contents and are always in a dynamic state from content to form, therefore requiring the implementer to have specific capacities: understanding many fields, capacity to design lessons (choosing content, organization form, methods), finding measures to implement the program, capacity to organize activities, approach and mobilize educational forces to participate, good expression ability, dynamism, creativity, always consciously looking for new things...

In reality, most teachers have not been properly trained to implement the experiential learning program. Therefore, many people are still limited in their experience in organizing activities for students. Many people still take experiential learning lightly, leading to the mindset of being afraid to do it, afraid to think about finding new, interesting, and attractive things, and the ability to organize and implement activities is still limited. This has significantly affected the implementation of the experiential learning program.

Chapter 1 Conclusion

Experiential activities are part of the educational program, besides the subject system, playing an important role in forming and developing students' personalities, contributing to improving the quality of comprehensive education in secondary schools.

To improve the effectiveness of experiential activities in the new general education program, it is necessary to apply the theory of functional management approach to the management of experiential activities in secondary schools.

The management of experiential activities also depends on many factors such as: awareness, motivation, content, form, method and conditions, means, facilities, capacity of the organizer and program implementer... of the activity.

Chapter 2

CURRENT STATUS OF MANAGEMENT OF EXPERIMENTAL ACTIVITIES AT SECONDARY SCHOOLS IN LE THUY DISTRICT, QUANG BINH PROVINCE

2.1. Overview of the socio-economic situation and secondary education in Le Thuy district, Quang Binh province

2.1.1. Geographical, economic and social characteristics

2.1.1.1. Geographical characteristics and natural conditions

Le Thuy is a plain district of Quang Binh province. To the south it borders Vinh Linh district (Quang Tri province), to the north it borders Quang Ninh district (Quang Binh), to the west it borders the Lao PDR, to the east is the East Sea. The whole district has 26 communes and 02 towns with a total natural area of: 1,416.11 km 2 (total area of ​​141,613.41 ha). Of which, agricultural land area: 21,779.06 ha; forestry land area: 105,389.14 ha; non-agricultural land area: 9,764.97 ha; unused land area: 4,435.78 ha. Population: 146,125 people, of which the working-age population is nearly 77,500 people. Le Thuy has the majority of Kinh people and the Bru-Van Kieu ethnic minorities with 5,050 people, accounting for 3.4% of the district's population, concentrated in the highland communes (Kim Thuy, Ngan Thuy and Lam Thuy). Le Thuy is located in the area of ​​​​impact of the economic zones that are in the process of vibrant development in the Central region such as Lao Bao Economic Zone (Quang Tri), Cha Lo Economic Zone, Hon La Economic Zone (Quang Binh), Vung Ang Economic Zone (Ha Tinh) ..... At the same time, Le Thuy is located not far from the largest economic, cultural and political centers of the provinces such as Dong Hoi city and Dong Ha, Hue; has a long coastline (more than 30km) with great potential for developing sea tourism, which is a favorable condition for the district to effectively exploit its available potential, quickly shift the economic structure towards industrialization, modernization, and constantly improve people's lives .

2.1.1.2. On socio-economics

The socio-economic situation of the district in recent years has always been maintained.