Instructions for Solving Practice Exercises During Class Time

practical field. The problem can be the task of applying knowledge to various practical situations that students do not know or having to explain a psychological phenomenon, research and explain the causes of a psychological phenomenon, or express one's own opinions, viewpoints, attitudes, and decisions about a practical situation that requires creative application of practical knowledge.

- TLHDL practice exercises are close to the learner's experience, the more they contain rich and diverse real-life situations, the more they stimulate learners to actively participate in solving problems creatively [82]. Practice exercises that are unfamiliar to the learner's experience are not problematic, do not stimulate, and do not attract them to care about solving them.

- TLHDL practice exercises are not purely reproducible, requiring learners to remember, understand, and use the model. They need to be euristic, stimulating learners' exploration and discovery.

- The selection, design, and construction of practice exercises have many different forms, but usually a practice exercise is structured with the following 3 basic elements: 1/ A real context; 2/ Information and data content; 3/

An open ending containing problems, associated with training content of learning skills as a foundation for forming and developing self-study capacity.

3.3.1.2. Principles of constructing exercises

According to modern teaching theory [49], there are 3 main principles in teaching: 1/ Interaction; 2/ Participation and cooperation; 3/ Problematization of teaching. From these 3 principles and the nature of self-study, we can identify the basic requirements when designing exercises in practical lessons to develop learning skills as follows .

a) Select or design exercises that are appropriate to your level of knowledge and life experience.

Learning is only highly effective when learners actively and proactively participate in the learning process, relying on their own experiences and knowledge along with the support of teachers to transform and personalize the knowledge received.

In the process of solving practical exercises, students are directly working with objects and practical problems related to their own experiences, thus being able to develop skills to apply their own and others' experiences in learning and that helps students gain educational experiences for their future careers. Practical exercises also encourage students to study independently, apply knowledge, practice skills and have a greater sense of self-awareness and responsibility for their studies.

Practical exercises in tourism emphasize students' problem solving and decision making abilities; emphasize students' learning methods. Learning through practical exercises requires students to prepare carefully both before and during the study, students must work directly, so they can experience and accumulate better experience. Learning through practical exercises in tourism means: students' learning activities through applying knowledge of tourism to solve practical problems in tourism activities to carry out learning tasks and develop self-study capacity.

b) Must practice basic learning skills: receiving learning information; practicing; evaluating.

Learning through TLH L practice exercises creates opportunities for students to comprehensively develop learning skills such as: Receiving learning information; applying knowledge to handle real-life situations; communicating and working in groups; reviewing; debating, presenting arguments and defending opinions; critical thinking and reflection skills; evaluating and self-evaluating.

Guiding students through practical exercises during self-study or in class practice hours can bring outstanding advantages such as: Increasing the practicality of the subject; enhancing students' initiative, creativity and interest; providing new experiences, perspectives and solutions for both teachers and students.

c) Organize group activities, individual activities and necessary interactions during the learning process.

Practical exercises in LLM include different types, such as exercises containing paradoxical situations; exercises containing choice situations; exercises containing “Why” situations ; exercises containing real-life situations that require finding solutions and using LLM knowledge to solve them; exercises requiring expressing opinions and evaluations; exercises requiring the use of measuring and experimental tools to understand tourists’ psychological phenomena and draw necessary conclusions, etc. They are organized from individual activities taking place in a short period of time to group activities taking place over a longer period of time. Performing LLM practical exercises can take place in a class period or a lesson. Learning activities through practical exercises can take place over several days or even several weeks.

d) Organize learning through independent research and self-study

Learning instructions through practical exercises TLH L essentially helps students learn in a research, experiential, collaborative, and individualized manner. Therefore, students must spend more time on self-study and self-research to prepare.

Respond to the requirements set by the teacher during practical lessons.

In the process of guiding learning through practical exercises, teachers need to select and apply appropriate teaching strategies, methods and techniques. Organize learning activities to promote students' ability to conduct independent research, work in cooperative groups and self-study.

3.3.2. Guide learning through doing exercises

3.3.2.1. Assign individual homework to be done within self-study time

- Before, during and after each chapter, the teacher assigns exercises and a time limit for students to complete. Students study the materials themselves to solve the exercises during self-study time.

- Instruct students to do exercises according to the following steps:

a) c 1: write n study exercises

Analyze practice exercises, identify the type of practice exercise, analyze and determine the given data and requirements to solve, the operations and actions needed to solve each type of practice exercise, find the relationship between the requirements of the exercise and the given conditions.

b) c 2: plan to solve exercises

Main components of the ao gm practice problem solving plan: Time, work content, measures/techniques, implementation sequence, reference documents, products.

c) c 3: Proceed to solve the exercises

This is the requirement for students to independently apply knowledge, operations, and actions to solve the requirements of the exercises.

d) c 4: Check results (products)

Students need to review, check, and evaluate the results of practical exercises to make additions, corrections, and complete the product before reporting to the class and teacher.

3.3.2.2. Assign group assignments within practical study time

a) c 1: divide into groups and assign tasks.

During practice hours, the teacher divides the class into different groups, group size from 6 - 8 students with different academic abilities and genders, with a group leader to manage group activities.

Teachers prepare study guides that fully demonstrate the content of the practice exercises, requirements to be solved, completion time, and assign study guides to groups to implement.

b) part 2: discuss the content and solutions of the exercises

Identify data and personal reactions to the practice exercise, and organize discussion, group work, and comparison of solutions.

exercises and to come to a decision on choosing the most suitable solution for the exercise solving process.

To encourage active participation of students in learning activities, it is necessary to create a suitable time for students to prepare individually. After individual preparation, students can discuss and reflect with the larger group. If the group has more than 6 people, it is advisable to divide into 2 small groups or divide into pairs to discuss. Then report and reflect to the larger group.

Start with the problems posed in the practice exercises that have been developed by everyone in a personalized way. This is a rich source of ideas and discoveries. After the problems and ideas have been linked, move on to sharing reflections. Then, have students discuss the questions that the presenter has brought up.

c) Exercise 3: Summary, comments, instructions on methods and conditions for solving exercises.

The teacher assigns a representative student to present the group's opinion on how to solve the practice problem, the other groups receive comments and supplement. The teacher concludes and points out how to solve the exercise. Based on the teacher's instructions, each group adjusts, supplements, compares the solutions and decides on the final solution for their group's practice problem.

3.3.3. Evaluation of learning products

3.3.3.1. Lecturer assessment

Determine standards for evaluating learning products through appropriate standards and criteria, focusing on forming and developing students' self-study capacity through forming learning skills and learning attitudes of learners.

3.3.3.2. Student self-assessment

This activity is mainly carried out by learners to clearly perceive their learning results and experience their successes and shortcomings. This is a very strong motivating factor for the learning process, especially active learning. Assessment must focus on behavior and learning results, not just on attitudes and personalities of each person. From the assessment results and post-assessment experiences, learners need to carry out additional activities that have the effect of practicing, improving skills and consolidating knowledge, thanks to which the learning process and results are viewed by learners with a new, more complete and perfect perspective.

3.3.4. illustrative example

Corresponding to specific exercises, teachers can guide students to practice the following issues. These practice exercises effectively support the general learning of TLHDL and directly help students practice learning skills - one of the basic and important components of self-study ability.

* example 1

Practical exercise: "Draft a questionnaire to find out the level of satisfaction of tourists with accommodation, food and beverage products, and tourism programs of travel companies in the city".

1 guide to solve practice exercises during self-study time

a) c 1: write n study exercises

This is a type of exercise that applies knowledge about psychological research methods in tourism, specifically using questionnaire techniques to survey the level of satisfaction of tourists with services provided by tourism businesses.

The exercise provided data, such as: Collecting tourists' feedback information about the services they have consumed and requiring the design of a questionnaire to collect this data. During the exercise, students must perform operations and actions, such as: Analyzing the psychological characteristics of tourists, designing a questionnaire (structure, form, content, etc.)

b) c 2: plan to solve exercises

The structure and content of the exercise plan are described in the table below.

Time	Job Description	technical measures	References	Product
1	12/5/2015	Design questionnaires to collect information about tourists' satisfaction with the products and services they use.	Use all kinds closed questions, multiple choice questions	Vu Cao Dam (2002). Scientific research methodology . Science and Technology Publishing House. Art, Hanoi.	Customer satisfaction questionnaire system L customers for products and services
2		.	.		.
3					.

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c) c 3: print out the exercise

Based on the collected data, students design a questionnaire according to the following structure: 1/ Name of the survey form; 2/ Introduction; 3/ Tourist information; 4/ Survey content; 5/ Acknowledgements.

dc 4: Check results (product)

This is a test for students to review and complete all stages of the practice process. The product of this exercise is a questionnaire used to collect information about the level of satisfaction of tourists after using the services provided.

2 learning product reviews

* Teacher's assessment

- Learning product: Survey form

- Rating scale: 04 levels (Good; Fair; Average; Unsatisfactory)

- Evaluation criteria:

+ Structure: ensure all components of the survey form

+ Content: using a variety of questions, can collect practical information.

* Student self-assessment

Evaluate the positive aspects of learning and practicing, the level of application of technical knowledge of questionnaire design to solving practical exercises, successes and failures in the practice process, such as: the process of collecting information and documents; choosing types of questions; question design techniques; determining and designing structural components of the survey form.

*) example 2

Exercise: "Learn the main contents in the steps of serving tourists"

1/ Guide students to solve practice exercises in groups during real class hours.

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a) c 1: divide into groups and assign tasks

- The teacher divides the class into small groups of 8 students/group.

Members in the group have different academic levels and genders. Each group has a student as group leader to manage the group's activities.

- Group practice exercises are prepared by the teacher in the form of worksheets and sent to the groups. The worksheets are designed according to the following template.

NH M PRACTICE SHEET

* Exercise: practice the main content in the steps of serving tourists (visitors)

* Group mission:

1/ Build a practice scenario

2/ Record and study the process of serving tourists

3 Identify the operations and actions to be performed during the exercise.

* References:

1/ Nguyen Van Dinh (editor), Nguyen Van Manh (1996), Psychology and art of communication, response in tourism business, TK Publishing House, Hanoi.

2/ Nguyen Trong Dang, Nguyen Oan Thi Lieu, Vu Duc Minh, Tran Thi Phung (2000), Hotel and Tourism Business Administration, National University Publishing House, Hanoi.

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