Managing History teaching activities at high schools in Vung Liem district, Vinh Long province

2.4.7. Managing student learning activities 86

2.4.8. Management of teachers' professional records 88

2.4.9. Management of teacher training 89

1.5. Current status of factors affecting the management of history teaching activities at high school 92

2.5. General assessment of the current status of history teaching management at high schools in Vung Liem district, Vinh Long province 94

2.5.1. Strengths 94

2.5.2. Limitation 95

2.5.3. Causes of the existence 95

Chapter 2 Conclusion

Chapter 3. SOME MEASURES TO MANAGE HISTORY TEACHING ACTIVITIES AT HIGH SCHOOLS IN VUNG LIEM DISTRICT,

VINH LONG PROVINCE 98

3.1.Principles for proposing measures 98

3.1.1.Ensure consistency 98

3.1.2. Ensuring practicality 98

3.1.3. Ensuring feasibility 99

3.2. Some measures to manage history teaching activities at high schools in Vung Liem district, Vinh Long province 99

3.2.1. Measure 1: Strengthen political, ideological and moral education for history teachers 99

3.2.2. Measure 2: Building and fostering professional expertise for the team of teachers teaching history 101

3.2.3. Measure 3: Directing activities to innovate teaching methods to enhance independent cognitive activities, independent thinking, especially creative thinking of students 105

3.2.4. Measure 4: Direct the work of testing and evaluating students' learning outcomes in a positive, fair and objective manner 108

3.2.5. Measure 5: Increase investment in equipment, preserve and effectively use facilities and teaching equipment, build history classrooms 112

3.3. Relationship between measures 115

3.4. Testing the urgency and feasibility of measures to manage History teaching activities at high schools in Vung Liem district, Vinh Long province, Vinh Long province 116

3.4.1. Testing organization 116

3.4.1.1. Purpose of the test 116

3.4.1.3. Survey subjects 116

3.4.1.4. How to process test data 116

3.4.2. Results of the survey on the urgency and feasibility of measures to manage History teaching activities at high schools in Vung Liem district, Vinh Long province, Vinh Long province 117

Chapter 3 Conclusion

120

CONCLUSION AND RECOMMENDATIONS 121

1. Conclusion 121

2. Recommendation 123

2.1. For the Ministry of Education and Training 123

2.2. For the Department of Education and Training of Vinh Long province 123

2.3. For high schools in Vung Liem district 123

REFERENCES

125

APPENDIX 127

LIST OF TABLES

Page
Table 2.1.	School size statistics	56
Table 2.2	Statistics on data and education quality from the 2015-2018 school year	56
Table 2.3	Management team	57
Table 2.4	Number of teachers in the school	57
Table 2.5	Structure of professional groups	59
Table 2.6	Teaching staff	60
Table 2.7	Current status of pedagogical facilities	60
Table 2.8	Survey object	62
Table 2.9	Survey on the importance of teaching activities	66
Table 2.10	Survey on the current status of history teaching content	67
Table 2.11	Survey on the current status of history teaching methods	68
Table 2.12	Survey on the current status of using teaching aids for History subject	68
Table 2.13	Survey on the current status of testing and evaluation results	71
Table 2.14	Survey on management of teaching planning	73
Table 2.15	Survey on the current status of goal implementation management	74
Table 2.16	Survey on management of professional team activities	76

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Table 2.17

Survey on teacher lesson planning management	78
Table 2.18	Survey on teachers' teaching time management	81
Table 2.19	Survey on the implementation of innovative teaching methods	82
Table 2.20	Survey on the management of inspection activities	84
Table 2.21	Survey on student learning management	84
Table 2.22	Survey on management of teachers' professional records	86
Table 2.23	Survey on the management of teacher training	87
Table 2.24	Survey on the management of support conditions	89
Table 2.25	Survey on the current status of influencing factors	91
Table 3.1	Summary of comments from managers and teachers	117
LIST OF DIAGRAMS		Page
Diagram 1	Functions in the management cycle	17

INTRODUCTION

1. Reason for choosing the topic

The 21st century world with extremely important new changes has greatly affected the situation of countries, peoples and people's daily lives. The trend of international integration, the 4.0 revolution has strongly impacted education, creating a wave of educational reform in many countries around the world.

The Resolution of the 11th National Congress of the Communist Party of Vietnam affirmed: "Fundamentally and comprehensively innovate Vietnam's education towards standardization, modernization, socialization, democratization and international integration. In which, innovation of education management mechanism, development of teachers and education management staff is the key step".

Article 4, Chapter I, Law on Education of the Socialist Republic of Vietnam stipulates: "Educational activities must promote the positivity, self-awareness, proactiveness, and creative thinking of learners; foster a passion for learning and a will to excel."

On July 28, 2017, the general education program was officially approved by the Steering Committee for the innovation of educational textbooks. The general education program is built according to the orientation of developing learners' qualities and capacities. This is a new breakthrough point of the new general education program compared to the current general education program which is built according to the content orientation.

The innovation in the approach to building a comprehensive general education program as above entails systematic and comprehensive changes in the new comprehensive general education program, from goals; requirements to education plans; orientation of educational content; orientation of educational methods; orientation of educational outcome assessment; conditions for program implementation; compilation of textbooks and teaching materials; etc. This will create profound changes, contributing to promoting and improving the quality of general education after the comprehensive general education program is put into practice. The innovation of the general education program will lead to changes

major in teaching and learning activities and teaching management (TLM) of general schools in general and in each specific subject in particular.

For a long time, teaching activities in general, and teaching activities of history in particular, have been criticized as one-way transmission teaching activities, imposing on learners a passive way of learning, limiting the development of flexible qualities, independent creativity of thinking, the ability to apply acquired knowledge and skills into practice. With the development of media, in the context of integration, expanding communication, especially the Internet, students are receiving many diverse and rich sources of information from many different historical sources, they are more knowledgeable, flexible and practical than previous generations of the same age several decades ago, especially high school students. In learning, students are not satisfied with the role of passive recipients, and do not accept the above teaching activities. Therefore, innovation in history teaching activities is extremely necessary along with innovation in objectives, textbook curriculum content, and evaluation methods. Approaching from a management perspective, the author finds that currently, management staff only stop at general policies and guidelines for all subjects, lacking specific measures for a specific subject to influence and create a connection between teachers and learners, and have not organized and directed the teaching and learning process in a scientific and effective manner. Therefore, it is not enough to create a real change in teaching and learning activities, especially history in high schools.

In Vung Liem district, Vinh Long province, the national high school exam passing rate has continuously increased over the past two years. However, the national high school history exam passing rate has not increased much, and compared to the average of other districts in Vinh Long province, this rate is still low.

In recent years, there have been research topics on the management of teaching activities in some localities, but there has been no research on history teaching activities and history teaching management activities at high schools in Vung Liem district, Vinh Long province.

For the above reasons, the scientific research topic I chose is:

“Managing History teaching activities at high schools in Vung Liem district, Vinh Long province ”

2. Research purpose

Based on the theory and practice of managing history teaching activities at high schools in Vung Liem district, Vinh Long province, propose measures to manage history teaching activities at high schools in Vung Liem district, Vinh Long province, in order to improve the quality of history teaching to meet the requirements of current high school education program innovation.

3. Research object

3.1. Research object

Managing history teaching activities in high schools

3.2. Research subjects

Managing history teaching activities at high schools in Vung Liem district, Vinh Long province.

4. Scientific hypothesis

In recent years, the management of history teaching activities at high schools in Vung Liem district, Vinh Long province has achieved certain results in managing teachers' teaching activities and students' learning such as planning, directing the implementation of plans, managing the implementation of goals and content of teaching programs. However, there are still certain limitations in the stages of: managing professional groups; inspecting and evaluating teaching activities. If a theoretical system on the management of history teaching activities at high schools can be built and the current situation of the management of history teaching activities at high schools in Vung Liem district, Vinh Long province clarified, the researcher will be able to propose feasible measures to manage these activities, contributing to improving the effectiveness of history teaching at high schools in Vung Liem district, Vinh Long province.

5. Research tasks

5.1. Systematize the theoretical basis for managing history teaching activities in high schools.

5.2. Describe and evaluate the current status of history teaching activities and the current status of history teaching management activities at high schools in Vung Liem district, Vinh Long province.

5.3. Proposing measures to manage history teaching activities at high schools in Vung Liem district, Vinh Long province.

5.4. Testing of necessity and feasibility.

6. Scope of research

6.1. About research content

The topic focuses on studying measures to manage history teaching activities at high schools in Vung Liem district, Vinh Long province, managed by the principal and head of the history department of the high school.

6.2. About the survey area

Survey at 04 high schools in Vung Liem district, Vinh Long province (Hieu Nhon High School; Hieu Phung High School; Nguyen Hieu Tu High School; Vo Van Kiet High School).

6.3. About the survey subjects

It is expected to survey 39 people, including: 12 school managers, 04 professional group leaders and 23 history teachers and 120 students at the 04 high schools mentioned above (30 students/school).

6.4. About survey time

Current status survey: 2017 - 2018

7. Methodology and research methods

7.1. Methodology

- Systemic approach: we must consider history teaching activities in high schools as a process including the following elements: Objectives, content, methods, forms and testing and evaluation of history teaching activities. The management of history teaching activities is analyzed systematically, including: management subjects

Managing History teaching activities at high schools in Vung Liem district, Vinh Long province - 2

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