THAI NGUYEN UNIVERSITY
UNIVERSITY OF EDUCATION
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NGUYEN THE TRUNG
MANAGING LIFE VALUES EDUCATION FOR STUDENTS OF HIGH SCHOOL IN HIEP HOA DISTRICT, BAC GIANG PROVINCE THROUGH ACTIVITIES
CREATIVE EXPERIENCE
MASTER'S THESIS IN EDUCATIONAL SCIENCE
THAI NGUYEN UNIVERSITY
UNIVERSITY OF EDUCATION
NGUYEN THE TRUNG
MANAGING LIFE VALUES EDUCATION FOR STUDENTS OF HIGH SCHOOL IN HIEP HOA DISTRICT, BAC GIANG PROVINCE THROUGH ACTIVITIES
CREATIVE EXPERIENCE
Major: Educational Management Code: 60.14.01.14
MASTER'S THESIS IN EDUCATIONAL SCIENCE
Scientific supervisor: Dr. NGUYEN THI NGOC
COMMITMENT
I hereby certify that the thesis entitled “Management of life value education for students of Hiep Hoa District Secondary School, Bac Giang Province through creative experiential activities” is entirely the result of my own research and has not been published in any other research work. During the process of writing the thesis, I have strictly followed the research ethics rules; the results presented in the thesis are the product of my own research and survey; all references used in the thesis are clearly cited, in accordance with regulations.
I take full responsibility for the accuracy of the data and other content in my thesis.
Thai Nguyen, July 15, 2017
Thesis author
Nguyen The Trung
ACKNOWLEDGEMENTS
I would like to sincerely thank the Graduate School of Thai Nguyen University of Education, the teachers who have devotedly taught me and created favorable conditions to help me throughout the course and in completing my thesis.
I would like to express my sincere gratitude to my scientific supervisor, Dr. Nguyen Thi Ngoc (Thai Nguyen University of Education) for her dedicated guidance, support, encouragement, and provision of valuable and practical learning materials to help me complete this thesis.
I would like to sincerely thank the Department of Education and Training of Hiep Hoa district, colleagues in the agency and in secondary schools of Hiep Hoa district, and friends who have created favorable conditions as well as contributed valuable ideas to help me complete my thesis.
Thank you very much!
Student
Nguyen The Trung
INDEX
Commitment i
Thanks ii
Table of Contents iii
List of abbreviations iv
List of tables
INTRODUCTION 1
1. Reasons for choosing topic 1
2. Research purpose 3
3. Research task 3
4. Research subjects and research objects 4
5. Scientific hypothesis 4
6. Scope of research of topic 4
7. Research Methods 4
8. Thesis structure 5
Chapter 1: THEORETICAL BASIS OF MANAGEMENT OF LIFE VALUES EDUCATION FOR STUDENTS IN SECONDARY SCHOOL THROUGH CREATIVE EXPERIENCE ACTIVITIES 6
1.1. History of research on issue 6
1.1.1. World research on life values education, life values education management, creative experiential activities 6
1.1.2. Domestic research on life values education, life values education management, creative experiential activities 8
1.2. Basic concepts of topic 10
1.2.1. Concept of value, life value 10
1.2.2. Life values education, life values education management 12
1.2.3. Creative experiential activities, management of life value education through creative experiential activities 13
1.3. Some basic issues on life values education for secondary school students through creative experiential activities 15
1.3.1. Purpose and significance of organizing creative experiential activities in life value education for secondary school students 15
1.3.2. Content of life value education for secondary school students through creative experiential activities 17
1.3.3. Forms of organizing life values education for secondary school students through creative experiential activities 25
1.3.4. Forces participating in educating life values for secondary school students through creative experiential activities 28
1.3.5. Evaluation of the results of life values education for secondary school students through creative experiential activities 32
1.3.6. Factors influencing life value education for secondary school students through creative experiential activities 34
1.4. Some basic issues on managing life value education for secondary school students through creative experiential activities 35
14.1. Objectives of managing life value education through creative experiential activities 35
14.2. Planning to manage life value activities through creative experience activities 36
1.4.3. Organize and direct activities to educate life values for secondary school students through creative experiential activities 37
1.4.4. Testing and evaluating life values education activities through creative experiential activities 38
1.4.5. Factors affecting the management of life value education through creative experiential activities for secondary school students 39
Chapter 1 Conclusion 40
Chapter 2: CURRENT STATUS OF MANAGEMENT OF LIFE VALUES EDUCATION ACTIVITIES IN SECONDARY SCHOOL, HIEP HOA DISTRICT, BAC GIANG PROVINCE THROUGH CREATIVE EXPERIENCE ACTIVITIES 42
2.1. Characteristics of the situation of secondary schools in Hiep Hoa district, Bac Giang province 42
2.2.1. Natural features 42
2.2.2. Socio-economic development situation 42
2.2.3. Educational development situation 42
2.2. Current status of life value education for secondary school students through creative experiential activities in Hiep Hoa district, Bac Giang province 43
2.2.1. Current status of awareness of the role of life values education for secondary school students through creative experiential activities 44
2.2.2. Current status of life value education content for secondary school students through creative experiential activities 47
2.2.3. Current status of forms of life value education for secondary school students through creative experiential activities 48
2.2.4. Current status of the force participating in educating life values for secondary school students through creative experiential activities 50
2.2.5. Current status of life values education results for secondary school students through creative experiential activities 51
2.2.6. Factors affecting life values education for secondary school students through creative experiential activities 53
2.3. Current status of managing life value education through creative experiential activities in Hiep Hoa district, Bac Giang province 54
2.3.1. Current status of managers' awareness of the importance of GTS education through creative experiential activities 54
2.3.2. Current status of planning for life values education through creative experiential activities 55
2.3.3. Current status of organization and direction work 56
2.3.4. Current status of inspection and evaluation of life values education activities through creative experiential activities 58
2.3.5. Causes of the current situation of managing life value education through creative experiential activities 60
Chapter 2 Conclusion 63
Chapter 3: MEASURES TO MANAGE GTS EDUCATION THROUGH CREATIVE EXPERIENCE ACTIVITIES AT SECONDARY SCHOOL, HIEP HOA DISTRICT, BAC GIANG PROVINCE 65
3.1. Principles for proposing measures to manage educational activities
Life values for secondary school students through creative experiential activities 65
3.1.1. Principle of ensuring inheritance 65
3.1.2. Principle of ensuring systematicity 65
3.1.3. Principle of ensuring feasibility 66
3.1.4. Principles of ensuring effectiveness 67
3.2. Measures to manage life values education activities at Hiep Hoa District Secondary School 67
3.2.1. Develop program content and plan to educate life values for secondary school students through organizing creative experiential activities...67
3.2.2. Innovation in directing life values education activities 71
3.2.3. Innovation in testing and evaluating life values education activities 73
3.2.4. Fostering the capacity to organize creative experiential activities associated with value-oriented education for teachers 75
3.2.5. Mobilizing resources to organize life values education for secondary school students through organizing creative experiential activities 77
3.3. Testing the necessity and feasibility of measures to organize life value education activities through creative experiential activities 79
3.3.1. Description of how to conduct the test 79
3.3.2. Test and analysis results 80
Chapter 3 Conclusion 82
CONCLUSIONS AND RECOMMENDATIONS 83
1. Conclusion 83
2. Recommendation 85
REFERENCES 87
en
APPENDIX