3.2.3. Organize training to improve the capacity of organizing activities to educate about national cultural identity through experiential activities for the team.
67 teachers
3.2.4. Coordinating educational forces in organizing identity education
National culture through experiential activities for students 69
3.2.5. Strengthening facilities and finance for cultural identity education
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Nationalization through experiential activities 71
3.2.6. Relationship between measures 73
3.3. Testing the necessity and feasibility of measures 74
3.3.1. Test subjects 74
3.3.2. How to conduct the test 74
3.3.3. Purpose of the test 75
3.3.4. Tested measures 75
3.3.5. Survey content 75
Chapter 3 Conclusion 81
CONCLUSIONS AND RECOMMENDATIONS 82
1. Conclusion 82
2. Recommendation 83
REFERENCES 85
vii
APPENDIX...............................................................................................................
LIST OF ABBREVIATIONS
Executive Committee
Board of Directors
Ministry of Education and Training Ministry of Education and Training
BSVH Cultural Identity
BSVHDT National cultural identity
Managerial staff
Parents of students
Facilities
Education
Education and Training Education and Training
GDBSVHDT Education of national cultural identity
Professor
Teacher
GVBM Subject teacher
GVCN Homeroom teacher
Extracurricular activities Students
Socio-economics Socio-economics
Decree of the Government
Associate Professor, Doctor, People's Teacher, Boarding School for Ethnic Minorities
QLGD Education Management
Junior High School
High School
Ethnic Culture
LIST OF TABLES
Table 2.1. Perceptions of managers, teachers and employees on the importance of BSVHDT education for students 42
Table 2.2. Students' awareness of the importance of ethnic minority education in Dai Tu Secondary School for Ethnic Minorities 42
Table 2.3. Assessment of managers, teachers and employees on the level of implementation of BSVHDT education content through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities 43
Table 2.4. Current status of the level of using GDBSVHDT methods through experiential activities for students 45
Table 2.5. Assessment of staff and teachers on the level of implementation of BSVHDT education forms through experiential activities for students 46
Table 2.6. Assessment of managers and teachers on developing a BSVHDT education plan through experiential activities of the school's Board of Directors 47
Table 2.7. Assessment of staff and teachers on organizing GDBSVHDT for students through experiential activities 48
Table 2.8. Current status of directing and implementing GDBSVHDT for students through experiential activities 50
Table 2.9. Assessment of the current status of inspection and evaluation of GDBSVHDT activities for students through experiential activities of the school board 52
Table 2.10. Factors affecting the management of GDBSVHDT through experiential activities for students. 54
Table 3.1. Necessity of measures to manage GDBSVHDT through experiential activities 76
Table 3.2. Feasibility of GDBSVHDT management measures through experiential activities 77
Table 3.3. Comparison of the hierarchical correlation between the urgency and feasibility of GDBSVHDT management measures through activities
experience for HS 79
INTRODUCTION
1. Reason for choosing the topic
National cultural identity and traditional values of ethnic groups are fundamental issues that create the unique features of each ethnic group and create differences between ethnic groups. Resolution 5 of the Central Committee (VIII term) of the Party affirmed that "Culture is the spiritual foundation of society, both the goal and the driving force for socio-economic development" with the aim of making culture permeate the entire life and social activities, into each person, each family, each collective and community, each residential area, into all activities and human relationships, creating a noble spiritual life in our country. Each country, each ethnic group has its own cultural characteristics expressed through language, costumes, customs, habits... National cultural identity is the distinct cultural features of a nation formed and passed down through many generations. In the current trend of economic integration, cultural exchange between countries is necessary. However, besides the practical benefits in terms of material, culture and spirit, there are also negative impacts on good traditional cultural and ethical values. How can traditional cultural values be preserved? The good traditions of the nation are preserved, conserved and promoted in the lives of Vietnamese people, which is an issue of concern to educational managers as well as the whole society.
Education and training play an extremely important role in preserving and promoting national cultural identity. Vietnamese culture is both the goal and the driving force for the development of education and training in the period of innovation. To achieve that goal, current educational managers are interested in improving and innovating learning forms: education during regular hours, education outside regular hours, practical education through experiential activities. However, educating national cultural identity through experiential activities is a new and difficult issue. It requires a lot of effort and enthusiasm from managers and teachers in schools in particular and the
Only with the attention of educational administrators, departments and individual organizations can high efficiency be achieved.
Dai Tu Ethnic Boarding Secondary School; Dai Tu District; Thai Nguyen Province has a special task: in addition to organizing teaching according to the Junior High School program, the school also carries out the task of comprehensive care and nurturing for ethnic students in especially difficult areas in Dai Tu District; Dinh Hoa District; Pho Yen Town; Song Cong City of Thai Nguyen Province, and training human resources for localities. In addition to other educational contents, the school pays special attention to educating students about the traditional cultural identity of ethnic groups. This is an important issue that contributes significantly to the success of the school's overall educational career.
Currently, the school does not have a large number of students (8 classes; 240 students), but it is the school with the most diverse number of ethnic students (both in terms of ethnicity and region) compared to all secondary schools in the whole province (including secondary boarding schools for ethnic minorities). Living in a boarding environment, students have the opportunity to be exposed to many cultural streams from society, both positive and negative, many types of culture have a strong appeal to young people in general and students in particular, especially ethnic students. This makes it easy for them to distance themselves from traditional ethnic culture. Many students are self-conscious about their ethnic cultural traditions, such as being afraid to wear their ethnic costumes, preferring modern fashion clothes. Students have the mindset of "going to the city", so traditional cultures are considered "rustic". The above reasons will make a part of ethnic students no longer love and appreciate the cultural traditions of their ethnic group, even wanting to abandon them to approach modern culture. Besides, the school's political goal and mission is "to train high-quality ethnic human resources for localities to serve the cadre work in the homeland", so in addition to training cultural knowledge, it is also necessary to educate cultural identity, in which to evoke
Pride in national cultural traditions is an important factor that helps students develop love for their homeland. National cultural identity is a favorable condition for students to work later when they have grown up. Therefore, in addition to the task of improving the quality of teaching, a problem for the school's teaching staff is to help students always know how to preserve and promote the cultural identity of their nation through experiential activities. However, the education of national cultural identity through experiential activities at Dai Tu Secondary School for Ethnic Minorities in Thai Nguyen province is currently not comprehensive, systematic, and the methods are not suitable for local reality. Therefore, the author chose the topic "Management of education of national cultural identity through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities - Dai Tu district - Thai Nguyen province" as the topic to end the course.
2. Research purpose
Based on theoretical research and survey of the current status of management of national cultural identity education through experiential activities for students of Ethnic Minority Boarding Secondary School, the topic proposes measures to manage national cultural identity education through experiential activities for students of Dai Tu Ethnic Minority Boarding Secondary School, in order to improve the quality of comprehensive education for students.
3. Research tasks
3.1 . Research on theoretical basis of management of national cultural identity education through experiential activities for students of ethnic boarding schools.
3.2. Survey, analyze and evaluate the current status of management of national cultural identity education through experiential activities at Dai Tu Secondary School for Ethnic Minorities - Dai Tu district - Thai Nguyen province.
3.3. Proposing measures to manage the education of national cultural identity through experiential activities at Dai Tu Secondary School for Ethnic Minorities
- Dai Tu district - Thai Nguyen province
4. Research object and subject
4.1. Research object
Educating ethnic cultural identity for students of Dai Tu Secondary School for Ethnic Minorities - Dai Tu district - Thai Nguyen province.
4.2. Research subjects
The process of managing national cultural identity education through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities; Dai Tu district; Thai Nguyen province.
5. Scientific hypothesis
Educating ethnic cultural identity through experiential activities for students of Dai Tu Ethnic Boarding Secondary School - Dai Tu District - Thai Nguyen Province has been paid attention to in the past time, however, the effectiveness is not high, this is due to many reasons, including management factors. If measures can be built to manage the activities of educating ethnic cultural identity through experiential activities for students at the Ethnic Boarding School in a scientific manner that is suitable to the practical conditions of the school and the characteristics of ethnic students, it will improve the effectiveness of educating ethnic cultural identity for students, contributing to improving the quality of comprehensive education in the school.
6. Research limitations
- The topic focuses on the study of the Tay-Nung ethnic cultural identity education for students at Dai Tu Ethnic Boarding Secondary School (because Tay-Nung ethnic students account for over 70% of the total school population). Specifically, the education of the following ethnic cultural identities: Traditional occupations, residence, food, traditional costumes, ethnic languages, customs, festivals, literature and art, etc.
- Management staff (Principal, Vice Principal)
Head , Team Leader, Chairman of the Company
Youth Union Secretary , General Head of Ho Chi Minh Young Pioneer Team): 09 people
- Teachers and staff: 14 teachers directly teaching; 14 staff (managers; caterers...) currently working at Dai Tu Secondary School for Ethnic Minorities - Dai Tu district - Thai Nguyen province
+ Students: 240 students from grade 6 to grade 9.
- Survey data taken from the 2012-2013 school year to present.
7. Research methods
The thesis combines the following research groups:
7.1. Theoretical research methods group
Research and analyze theoretical viewpoints expressed in Party documents, Government documents, documents of the Ministry of Education and Training, research, synthesize and systematize documents in books, newspapers, and professional documents related to the content of the topic.
7.2. Practical research methods group
- Observation method
Conduct observations of school activities: flag salute, class activities, Ho Chi Minh Young Pioneers Team activities... to collect information and clarify the current situation.
- Conversational method
Conduct a conversation with managers, teachers, employees and students of Dai Tu Secondary School for Ethnic Minorities. On that basis, synthesize and compare data to clarify the current situation that needs to be researched.
- Questionnaire survey method
Conducting surveys and questionnaires to collect opinions from managers, teachers, employees and students of Dai Tu Secondary School for Ethnic Minorities to clarify the current situation that needs to be researched.
7.3. Group of information processing methods
This method is used to process research results data from other research methods. On that basis, make scientific and reliable judgments and conclusions.