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Managing self-study activities of students at Tien Lang High School, Tien Lang District, Hai Phong City - 2

LIST OF TABLES

Table 2.1. School size and classes from the 2014-2015 to 2016-2017 school year 35

Table 2.2. Perceptions of school staff, teachers and students about the role of

game, meaning of self-study activity 37

Table 2.3. Current status of planning and implementing self-study plans of students 38

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Table 2.4. Time spent on self-study activities 39

Table 2.5. Current status of self-study content of students 41

Managing self-study activities of students at Tien Lang High School, Tien Lang District, Hai Phong City - 2

Table 2.6. Self-study methods of students 42

Table 2.7. Current status of students' self-study skills 43

Table 2.8. Implementation level and effectiveness of construction guidance work

self study plan for students 44

Table 2.9. Current status of organizing and building a self-study environment for students 45

Table 2.10. Managing students' self-study content 47

Table 2.11. Managing students' self-study methods 47

Table 2.12. Level and effectiveness of implementing guidance on students' self-study activities 50

Table 2.13. Current status of management, testing and evaluation of self-study results

of student 52

Table 2.14. Facilities and equipment for self-study activities 54

Table 2.15. Factors affecting the management of students' self-study activities 55

Table 3.1. Summary of survey on the urgency of management measures 87

Table 3.2. Summary of feasibility survey of management measures 88

LIST OF CHARTS, GRAPHS


Diagram 1.1. Structure of the teaching and learning process 19

Diagram 1.2. Teaching and learning process 20

Chart 3.1: Urgency of management measures 89

Figure 3.2. Feasibility of management measures 89

INTRODUCTION


1. Reason for choosing the topic

In an era where science and technology are developing rapidly like today, no matter how well invested and equipped schools are, they cannot meet all the learning needs of learners as well as the increasingly high demands of social life. Therefore, only by self-study and self-improvement can each person make up for their own gaps in knowledge to adapt to the demands of developing life.

Self-study is an important activity in the process of human cognition to acquire human knowledge and discover scientific laws. For students, self-study helps students to supplement, review, consolidate, deepen, and expand their knowledge, so self-study must be oriented, organized, and managed methodically.

Resolution of the 8th Central Conference, Session XI on fundamental and comprehensive innovation in education and training determined: “Continue to strongly innovate teaching and learning methods in a modern direction; promote the positivity, proactiveness, creativity and application of knowledge and skills of learners; overcome the one-way imposition and mechanical memorization. Focus on teaching how to learn, how to think, encourage self-study, create a basis for learners to update and innovate knowledge, skills, and develop capacity”. The Law on Education (amended in 2009), Article 36 stipulates: “It is necessary to attach importance to fostering the capacity for self-study and self-research, creating conditions for learners to develop creative thinking” [14].

In recent years, the Ministry of Education and Training has implemented the innovation of curriculum content, textbooks, and teaching methods to develop creative thinking and practical skills of learners. Therefore, the requirement to foster self-study capacity for students has become more urgent than ever, which modern schools need to equip students with.

Currently, high schools in Tien Lang district, Hai Phong city have made many positive changes in teaching and learning activities, the quality of training has been gradually improved. However, students still have many limitations in self-study capacity, self-study has not been given due importance, high school students' awareness of self-study is still weak, often spontaneous and not strictly managed, and have not built up discipline and motivation for learning.

Self-study and self-training are forms of promoting internal strength to rise up in the process of updating knowledge, skills, and techniques to meet the increasingly high demands of society, which is an inevitable requirement in our current era of "knowledge economy" . The problem is that it is necessary to form a sense of self-study for students in a self-conscious and strictly managed manner, put into order, fully and strongly for students. From there, students can be self-conscious, have a sense of self-study for life. Therefore, it is necessary to have measures to manage students' self-study.

Tien Lang High School, Tien Lang District, Hai Phong City was established in 1961. After 56 years of building and developing the school, with the efforts of teachers and students. Currently, the quality of teaching and education has achieved many important results. However, students still have many limitations in awareness and self-study capacity. The management of students' self-study is not yet drastic, lacks uniformity, and is low in efficiency. This reality requires appropriate management measures to improve students' self-study effectiveness.

Based on the theoretical and practical analysis above, I chose the topic: "Managing self-study activities of students at Tien Lang High School, Tien Lang District, Hai Phong City" to research in my graduation thesis for the Master's course in Educational Management.

2. Research purpose

Based on theoretical research and understanding the current situation of self-study activities and management of self-study activities of students, the topic proposes measures to manage self-study activities of students at Tien Lang High School to contribute to improving the quality of teaching and learning of the school.

3. Research object and subject

3.1 Research object

Managing student learning activities in high school.

3.2 Research subjects

The process of managing self-study activities of students at Tien Lang High School, Tien Lang District, Hai Phong City.

4. Research hypothesis

Self-study is an important form of teaching organization in the teaching process. However, many cadres and teachers of Tien Lang High School, Hai Phong City have not yet determined

determine the position and role of self-study in the teaching and learning process and there are no effective measures to manage students' self-study activities. If we propose scientific and appropriate measures to manage students' self-study activities in the direction of promoting students' self-awareness and positivity in learning, it will improve the effectiveness of students' self-study activities, contributing to improving the quality of education and training.

5. Research tasks

5.1. Systematize the theoretical basis of self-study activities and management of self-study activities of high school students.

5.2. Survey, analysis and evaluation of the current status of self-study management of students at Tien Lang High School, Hai Phong

5.3. Proposing measures to manage self-study activities of students at Tien Lang High School, Hai Phong

6. Limitations and scope of research

In reality, there are many measures to organize and improve the effectiveness of students' self-study activities such as organizing self-study activities outside of class hours, measures to form self-study skills for students, measures to organize and manage, measures to organize teachers' teaching... Due to time and conditions for researching the topic, the thesis only focuses on studying measures to manage students' self-study activities as a form of organizing teaching with guidance and assessment by the teacher.

7. Research methods

7.1. Group of theoretical research methods

To build the theoretical basis of the topic, we mainly use the method of theoretical research, analysis, synthesis, generalization, systematization... of theoretical documents on self-study and self-study management of high school students.

Historical method: Study the history of the research problem, find and exploit aspects that previous research works have studied as a basis for conducting subsequent research activities.

7.2. Group of practical research methods

This group of methods is mainly used to evaluate the management of self-study activities, which are the following methods:

7.2.1. Questionnaire survey: To survey managers, teachers, and students about the current status of self-study management of Tien Lang High School students and the causes of the current status. From there, analyze and synthesize, and correctly assess the current status of the research problem.

7.2.2. Observation method: Organize observation of the practice of self-study management of teachers, the Board of Directors and organizations of Tien Lang High School and the learning activities of students.

7.2.3. Expert method: Ask for experts' opinions on how to handle survey results, organizational measures, experimental methods, etc.

7.2.4. Investigation and verification method.

Investigation to verify the awareness of teacher managers about the necessity and feasibility of measures to manage students' self-study activities.

7.3. Group of methods for data processing using statistical mathematics

Using some mathematical formulas such as percentages, calculating correlation coefficients to count quantity, quality and process data, quantify research results to draw conclusions for research work.

8. Thesis structure

In addition to the Introduction, Conclusion and Recommendations, References, and Appendix, the thesis consists of 3 chapters.

Chapter 1: Theoretical basis for managing self-study activities of high school students

Chapter 2: Current status of self-study management of students at Tien Lang High School, Tien Lang District, Hai Phong City

Chapter 3: Measures to manage self-study activities of students at Tien Lang High School, Tien Lang District, Hai Phong City

Chapter 1

THEORETICAL BASIS OF MANAGING SELF-STUDY ACTIVITIES OF HIGH SCHOOL STUDENTS


1.1. Overview of research problem

1.1.1. Foreign studies

In the history of education development, self-study has always been a matter of interest to research both in theory and practice. However, in each historical period, the issue of self-study is mentioned from different perspectives.

In modern times, the eminent Czech pedagogue JA Komenxky (1592 - 1670) affirmed: "Without the desire to learn, one cannot become talented" . In 1657, he completed his work "Great Pedagogy " which stated: "Studying and acquiring solid knowledge cannot be done at once but must be reviewed over and over again, with regular exercises appropriate to one's level" [22].

In the modern period, educators have deeply researched educational science and affirmed the great role of self-study. When building a teaching perspective, J.J. Rousseau (1712 - 1778) also believed that : "It is necessary to guide students to grasp knowledge by themselves by self-study, self-discovery, self-exploration and creativity..." In the work "How to self-study" by NA Rubakin (1862 - 1946) translated by Nguyen Dinh Khoi [29], he focused on presenting many issues about self-study methods and methods of using books.

Raja Roy Singh, an Indian educator in his work “Education for the 21st Century, Asia Pacific Perspectives” presented his views on the process of “teaching-learning awareness” and he advocated that learners must be active participants in the teaching-learning awareness process. According to him, “learning is led by learners” [32].

In the recommendation of UNESCO on "Education for the 21st century", the four pillars of education are stated: "Learning to know, learning to do, learning to live together, learning to be".

1.1.2. Domestic research

In Vietnam, the tradition of studiousness and self-study has been affirmed through scholars such as Nguyen Du, Chu Van An, Le Quy Don,... Generations of our fathers have risen to the pinnacle of knowledge through efforts in studying and self-study.

President Ho Chi Minh - the beloved leader of the Vietnamese people is a shining example of the spirit of self-study and self-training. In the work "Reforming the way of working" (1947), when talking about cadre training, Uncle Ho advised: "Regarding the way of studying, self-study must be the core". His thoughts on education have been applied and thoroughly implemented in the Party's Resolutions [28].

Former General Secretary of the Party Central Committee Do Muoi, when giving instructions to the education sector, emphasized: Self-study and self-training is the path of lifelong development for each person in the current and future socio-economic conditions of our country; it is also a precious tradition of the Vietnamese people. The quality and effectiveness of education are improved when creating the capacity for self-study and creativity of learners, when the educational process is transformed into a self-education process.

Self-study and self-training are issues that have been mentioned clearly in the Resolution of the 8th National Party Congress and the Resolution of the 8th Central Committee II: "Focus on improving the quality of teaching and learning, creating students' self-study and creativity"; "Ensure conditions and time for students to self-study and self-research, strongly develop the self-study and self-training movement regularly and widely around the world" [13].

Recently, the program to develop self-study activities of learners has been promoted and attracted the research attention of many people and many units. The Educational Psychology Association led by Pham Minh Hac, Pham Tat Dong, Vu Ngoc Hai, Nguyen Ngoc Phu, ... has published works on self-study of learners. The Center for Research and Development of Self-Study - Vietnam Association for the Promotion of Education, directed by Nguyen Canh Toan, has published works on self-study: "The process of teaching self-study" edited by Nguyen Canh Toan and other authors. "Self-study - a golden key to education". "Discussions and experiences on self-study" (Nguyen Canh Toan) [36]. The position of self-study, self-training in the process of teaching - learning, education and training (Tran Ba ​​Hoanh).

The issue of self-study of students has been studied by many scientists and authors in different aspects. In research works, the authors have pointed out the role and importance of self-study, the pedagogical measures of teachers to guide students in self-study methods, forming in them

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