Experiential Activities in Primary School

+ Management of physical education and hygiene;

+ Management of social activities and collective activities of students, impacts of the environment and school.

Second: To achieve an educational environment, primary school management goals need to pay attention to other aspects such as:

+ Social goals;

+ Economic goals;

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+ Management improvement goals.

In which, the goal of improving management occupies a quite important position, especially in the current situation, the implementation of management improvement goals has a decisive effect on the implementation of school management goals.

1.3.2. Content

From the above objectives of primary education, in Chapter III of the Primary School Charter (Circular 41/2010/TTBGD&DT issued on December 30, 2010) on educational programs and activities in primary schools as follows [2 ]:

+ Educational activities include in-class and extracurricular activities to train ethics, develop capacity, foster talents, and help weak students in accordance with the psychological and physiological characteristics of primary school students.

+ Classroom educational activities are conducted through the teaching of compulsory and elective subjects.

+ Extracurricular educational activities include extracurricular activities, recreational activities, sports, sightseeing, cultural exchange; environmental protection activities; community service and other social activities.

Thus, educational activities in primary schools include specific educational contents such as: intellectual education, moral education, physical education, aesthetic education, value education, environmental education and many other educational contents, aiming to form and comprehensively develop the initial personality of students in primary schools.

1.3.3. Primary school teachers

Primary school is the first level of the general education system, the primary school teaching method begins to "teach according to the school method" including content, method, and form of organization. Begin teaching according to the interactive pedagogical approach. Primary school teachers must comprehensively teach compulsory subjects at the level (Vietnamese, Math, Ethics, Nature and Society (grades 1, 2, 3), Science, History - Geography (grades 4, 5), Art (Music, Fine Arts)

Compared to other levels of education, primary school teachers must undertake the task of comprehensively teaching compulsory subjects for a particular class from the beginning of the year.

Teaching in an elementary school class has many advantages but also many difficulties. Teaching an elementary class will help teachers better grasp the learning situation, abilities, and learning capacity of students through subjects. However, the difficulty is that teachers have to spend a lot of time studying the content of the subjects, covering many subjects before going to class. Meanwhile, the strengths and abilities of each teacher are limited. In fact, many schools have assigned elementary school teachers for many years to teach only one fixed grade. From there, teachers have the opportunity to deeply study the subject of that grade, but there are also limitations in mastering the knowledge of the entire elementary level (grades 1, 2, 3, 4, 5). Nowadays, with the development of facilities, many elementary schools have organized teaching activities 2 sessions/day. From there, a number of teachers have appeared to teach specialized subjects (Art) and Physical Education, along with elective subjects (English and Information Technology) to reduce the work pressure for elementary school teachers. With the characteristic of teaching many subjects, primary school teachers truly act as "general teachers" who cover the knowledge of all subjects and teaching methods at the primary level. Primary school teachers are the "idols" of the students they are teaching. Primary school students always listen to their teachers, in their eyes, teachers are the best, the most talented, the most correct. Therefore, primary school teachers must be role models in ethics, self-study and creativity for students. With that role, teachers are the decisive factor in the quality of primary school teaching activities. Primary school is a special level with many forms of learning activities, diverse teaching methods, ... due to the psychological characteristics of the age group. If primary school teachers can determine the basis and the gateway to the "home of the essence" of children, the problem of primary education is only the method. Primary school teachers must be comprehensive teachers of many fields: scientists, pedagogues, psychologists, artists, etc., who know how to organize intellectual games in the form of exciting performances for children, so that children can enthusiastically explore new knowledge.

1.3.4. Psychological and physiological characteristics of primary school students

* Age characteristics

Primary school age includes students studying from grade 1 to grade 5, that is, from 6 - 7 years old to 11 - 12 years old. At this age, the development in height and weight is not as fast as in preschool age, but the skeletal system is in the ossification period, the skeletal system is developing especially the large muscles, so children like to play and move vigorously, the

I don't like doing work that requires meticulousness and carefulness. Therefore, practicing skills and techniques requires meticulousness and carefulness.

Compared to preschool age, the brain and nerves of primary school students have undergone significant changes in mass and function. The brain of a 7-year-old child reaches 90% of the weight of an adult brain. By the age of 11-12, it has developed to the same weight as an adult brain. The development of the brain in terms of structure and function is uneven, so the children's ability to control themselves is still very weak, and they are very excited, so at this age they are very hyperactive.

The higher nervous system is gradually being perfected, but there is an imbalance between concrete thinking signals and abstract thinking signals.

At this age, learning is the main activity, followed by playing. Learning is very important and has great significance for children. The big change in life is the first time going to school, meeting many new teachers and friends. Learning is a completely new activity, the main activity, helping children form abilities and thereby develop their psychology and personality.

In addition to learning activities at this age, there are other activities such as playing and working. These activities play an important role in the psychological development of primary school students.

* Characteristics of students' cognitive activities

The need to perceive and explore the world always requires students to explore and be creative. The level, nature and scope of cognitive activities of primary school students are revealed in the following processes:

- Feeling

The sensory processes of external phenomena develop quite rapidly. The acquired sensations have become “materials” to become new knowledge. At this age, students’ sensory abilities are still weak.

- Perception

Primary school students' perception develops quite quickly, especially the perception of external attributes of objects and phenomena. Unintentional perception is dominant. In the early stages of their age, their perception is one-sided, incomplete and detailed. As they get older, their perception becomes more complete and full. Some children show the ability to observe objects and phenomena quickly, accurately and completely.

- Memorize

At this age, both types of memory are strongly developed. At the beginning of the age, children tend to remember visually, rich in images, mechanically, and memorize knowledge from books.

As children age, their memory of words and images develops. Many children show that they can remember quickly and remember a lot. However, some children cannot remember the material because they do not understand the knowledge or do not pay attention to their studies.

1.4. Experiential activities in primary schools

1.4.1. The role of experiential activities for primary school students

Career guidance is an educational activity that is compulsory from grade 1 to grade 12. In primary school, this activity is called career guidance ; in middle school and high school, it is called career guidance.

Experiential learning is a part of the general education program after 2015. In addition to other subjects, experiential learning in the new general education program makes the educational content not limited to books, but closely linked to the reality of social life. Experiential learning is the way to connect theory (subjects) with practice, creating unity between perception and action, contributing to the development of qualities, thoughts, will, emotions, values, life skills, and correct beliefs in students, forming the necessary capacities of people in modern society. Experiential learning is the way to comprehensively develop students' personalities, meeting the general education goals of Vietnam [6 ].

Experiential activities create opportunities for students to synthesize knowledge and skills from different subjects and educational fields to experience the realities of family, school, and society; participate in community service activities and career guidance activities under the guidance and organization of educators, thereby forming key qualities (patriotism, humanity, diligence, honesty, responsibility) and general competencies (autonomy and self-study, communication and cooperation, problem-solving and creativity). The general competencies formed and developed in experiential activities are expressed in specific forms: the ability to adapt to life, the ability to design and organize activities, and the ability to orient careers.

Based on the above analysis, HĐTN is currently considered as a learning method of students. It is a process in which the subject directly participates in various types of activities and exchanges, thereby collecting and processing information from the environment.

surrounding schools. Thus, subjects through the activities to complete educational goals.

HDTN

SUBJECT

Educational Objectives

Thus, to train people with both virtue and talent, for a long time we have only focused on teaching activities, and we have forgotten about educational activities. It can be said that in the new general education program, active learning activities will be an indispensable important factor, an educational activity that contributes to realizing the goals of education in today's modern society.

Activities play a very important role in the implementation of educational goals. The role and importance of activities can be summarized as follows:

+ Connecting school, subject knowledge... with real life in an organized and oriented way... actively contributes to the formation and consolidation of capacity and personality qualities.

+ Help education achieve its integration and differentiation goals to develop practical and personal capacities, diversifying creative potential.

+ Nurture and develop emotional life, will to motivate activities, self-improvement, career choice... comprehensive training.

+ Help complete educational goals.

Thus, HĐTN, along with other subjects, is considered a method to train people with both talent and virtue to meet the requirements of modern society.

1.4.2. Content of experiential activities in primary schools

Activities in the general education program are divided into two stages:

- Basic education stage: Through their own independent activities in different activities, each student participates, designs and organizes their own activities, thereby discovering, adjusting themselves, and adjusting the way they organize activities to live and work effectively. At this stage, each student initially identifies their strengths and prepares some basic competencies of a worker and a responsible citizen.

- Career orientation education stage: The vocational training program continues to develop the qualities and abilities formed from the basic education stage through

personal development activities, labor activities, social activities and community service and career education activities but with a higher focus on developing career orientation capacity.

The basic content of the HĐTN program revolves around the relationships between students and themselves; between students and others, the community and society; between students and the environment; between students and their careers. This content is implemented through 4 main groups of activities:

- Personal development activities;

- Labor activities;

- Social activities and community service;

- Career guidance activities.

For primary school, the activities focus more on self-development activities, life skills, relationship skills with friends, teachers and family members. In addition, labor activities, social activities and familiarization with some jobs close to students are also organized and implemented.

The experiential activity program complies with the basic regulations stated in the general education program and ensures harmony between theory and practice, science and pedagogy, modernity and tradition. In addition, the experiential activity program ensures a balance between individual and collective activities, between classroom and out-of-school activities, ensuring integrity, consistency and continuous development through classes and levels.

The program content is designed into different tasks: individual tasks, group tasks, collective tasks. The HĐTN program is an open, flexible program, educational institutions choose the content, form, space and time of activities to suit their circumstances and conditions and meet educational goals.

General qualities and capacities are formed and developed in vocational training through the formation of specific capacities such as: capacity to adapt to life, capacity to design and organize activities, and capacity for career orientation.

1.4.3. Forms of experiential activities in primary schools

Experiential activities in general schools have a very diverse and rich form of organization. With the same topic and educational content, creative experiential activities can be organized in many different forms of activities, depending on the age and needs of students, depending on the specific conditions of each class, each school, each locality.

Creative experiential activities are organized in many different forms such as club activities, game organization, forums, interactive stages, field trips, competitions, exchange activities, humanitarian activities, volunteer activities, community activities, collective activities, public service, dramatization (plays, poems, songs, puppet shows, skits, participatory plays, etc.), sports, organizing festivals, etc. Each of the above forms of activities has certain educational potential. Thanks to the diverse and rich forms of organization, student education is carried out in a natural, lively, gentle, attractive, unconstrained and rigid way, suitable for the psychological characteristics as well as the needs and aspirations of students. In the process of designing, organizing, implementing and evaluating creative experiential activities, both teachers and students have the opportunity to express their creativity, initiative, and flexibility, increasing the attractiveness and uniqueness of the forms of organizing activities.

- Club activities

Clubs are extracurricular activities of groups of students with similar interests, needs, talents, etc. under the guidance of educators to create a friendly and positive exchange environment between students and between students and teachers, and other adults. Club activities create opportunities for students to share their knowledge and understanding of the areas they are interested in, thereby developing students' skills such as: communication skills, listening and expressing skills, skills to present thoughts and ideas, writing skills, photography skills, cooperation skills, teamwork skills, decision-making and problem-solving skills, etc. Clubs are places for students to practice their children's rights such as the right to learn, the right to freely associate and associate; the right to have fun and participate in cultural and artistic activities; the right to freely express; to seek, receive and disseminate information, etc. Information

Through the activities of the clubs, educators understand and care more about the needs, aspirations and legitimate goals of the children.

The club operates on the principle of voluntariness, unity, has a regular schedule of activities and can be organized in many different fields such as:

- Cultural and artistic clubs: music (vocal music, musical instruments, musical theater,...), drama, poetry, puppetry, journalism, fine arts, dancing, bamboo dancing, folk dancing, panpipe dancing, MC,

- Sports club: soccer, basketball, aerobics, athletics, swimming, badminton, camping,...

- Academic clubs: Math, Computer Science, English.

- Martial arts club: Taekwondo, Karatedo, Pencak silat, wrestling,...

- Folk game club: human chess, swing, tug of war, throwing shuttlecock, shuttlecock/kicking shuttlecock, hopscotch, bamboo stick practice, releasing turtles, volleyball, shuttlecock, top spinning, marbles,...

Each school can organize many different clubs for groups of students to participate in and needs to develop a specific plan for each club so that the organization and implementation can achieve high educational efficiency.

- Organize games

Games are a form of organizing fun activities with knowledge content in many different fields, with the educational effect of "playing while learning, learning while playing".

Games can be used in many different situations of experiential activities such as getting acquainted, warming up, introducing learning content, providing and receiving knowledge; evaluating results, practicing skills and consolidating received knowledge,... Games have advantages such as: promoting creativity, attracting and inspiring students; helping students easily absorb new knowledge; helping to convey a lot of knowledge from many different fields; creating a friendly atmosphere; giving students a quick style,...

Games have many different social functions such as educational function, cultural function, entertainment function, communication function...

The purpose of the game is to attract students to participate in educational activities naturally and increase responsibility; to form students' agile style, promote creativity as well as increase friendliness and harmony among students.

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