LIST OF TABLES
Table 2.1. The role and significance of students' self-study activities 33
Table 2.2. Perceptions of school administrators and teachers about the role of
role, meaning of self-study activity management 35
Table 2.3. Current status of planning and implementing self-study plans of students
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Managing life skills education activities for students at the ethnic boarding secondary school in Thanh Son district, Phu Tho province in the current situation - 2
born 38
Table 2.4. Current status of time spent on self-study activities 40
Table 2.5. Current status of students' use of self-study methods 42
Table 2.6. Content of instructions for students to develop a self-study plan 45
Table 2.7. Evaluation of management of student guidance in implementing content
self study 46
Table 2.8. Current status of management of self-study training
student 47
Table 2.9. Management of building and fostering self-study motivation for students 49
Table 2.10. Current status of management of performance evaluation and inspection
student self-study 50
Table 2.11. Current status of facilities management, ensuring equipment service
Services for self-study activities 52
Table 2.12. Evaluation of managers and teachers on the results of management activities
self-study 53
Table 2.13. Students' assessment of the results of activity management work
self study 55
Table 2.14. Factors affecting the results of self-study activity management 56
Table 4.1. Necessity and feasibility of management measures 78
INTRODUCTION
1. Reason for choosing the topic
Self-study has a very important meaning and role in improving the quality of teaching and learning. The Resolution of the 12th Party Congress clearly stated: "Focusing efforts on improving the quality of teaching and learning, creating students' creative self-study capacity". Therefore, managing students' self-study activities is also an issue that attracts the attention of many educators. The issue of innovating the teaching and learning process to improve the quality of education and training is essentially "Taking learners as the center", "taking self-study and self-training as the focus", "taking self-study as the core".
In recent years, the type of boarding schools for ethnic minorities in Nam Po district has been formed and developed, along with the improvement of educational quality to meet educational and training goals. Boarding schools for ethnic minorities in Nam Po district have made great efforts in managing teachers' teaching activities and students' learning activities; the management of educational quality has been gradually meeting the requirements and tasks of education and training in accordance with the requirements of educational innovation. However, the learning outcomes of students in boarding schools for ethnic minorities in the district are still low, especially the self-study activities of students are still limited. To ensure and improve the quality of education, schools need to pay attention to the issue of self-study of students in general and ethnic minority students at boarding secondary schools in particular. In addition, there must be specific management solutions, coordination of forces inside and outside the school, family and school to promote self-study activities of students at boarding secondary schools for ethnic minorities.
Middle school age is a special age group, "no longer children but not yet adults" without clear learning motivation and purpose, without self-awareness to learn, and without knowing how to choose and use methods appropriately, arrange time and forms of self-study. Especially students of semi-public schools
The main students are ethnic minority students, living far from their families, so managing their extracurricular learning is difficult. In addition, the school focuses more on imparting knowledge, not on educating and training students in self-study methods, not on developing appropriate capacities for many ethnic minority students, requiring students to research and explore on their own to be able to complete. In addition, some newly established secondary schools for ethnic minorities in Nam Po district do not have much experience and appropriate measures in managing teaching and learning activities, especially managing self-study activities of ethnic minority students. In fact, the management of these activities only focuses on managing study time, student numbers... not paying due attention to managing the quality of self-study of students. For the above reasons, I chose the topic: " Managing self-study activities of students at boarding secondary schools for ethnic minorities in Nam Po district, Dien Bien province " as a research topic.
2. Research purpose
Based on theoretical and practical research on self-study activities of students at boarding secondary schools for ethnic minorities in Nam Po district, Dien Bien province, from there, propose measures to manage self-study activities to contribute to improving the quality of teaching for students at boarding secondary schools for ethnic minorities in Nam Po district, Dien Bien province.
3. Research object and subject
3.1. Research object
Managing self-study activities of students at secondary schools for ethnic minorities.
3.2. Research subjects
Measures to manage self-study activities of students at secondary schools for ethnic minorities in Nam Po district, Dien Bien province.
4. Scientific hypothesis
In recent times, the management of self-study activities of students has been
The implementation of the project on the management of students' self-study activities in Nam Po District, Dien Bien Province has been and is being carried out, bringing certain results, but there are still many limitations, not meeting the requirements. If measures are proposed to manage students' self-study activities in a synchronous and effective manner, students' learning outcomes will improve, contributing to improving the quality of education at the Nam Po District, Dien Bien Province Boarding Secondary Schools.
5. Research tasks
a. Research theoretical issues on managing self-study activities of students at secondary schools for ethnic minorities.
b. Survey and evaluate the current status of self-study management of students at secondary schools for ethnic minorities, Nam Po district, Dien Bien province.
c. Proposing measures to manage self-study activities of students at secondary schools for ethnic minorities, Nam Po district, Dien Bien province.
6. Limit the scope of the research topic
Research topic: Self-study activities and subjects managing self-study activities of students at secondary schools for ethnic minorities in Nam Po district, Dien Bien province.
7. Research methods
7.1. Theoretical research method
- Collect books and documents related to research issues, documents on education, psychology, theories of educational management; documents on self-study activities and management of self-study activities of high school students.
- Analyze and synthesize documents to build the theoretical basis of the topic; research documents related to the topic; select basic concepts and arguments as the theoretical basis for the topic, form scientific hypotheses, predict the properties of the research object; synthesize documents to help build the theoretical basis of the topic.
7.2. Practical research methods
- Questionnaire survey method
- Observation method
- Interview method
- Method of asking for expert opinion
- Method of summarizing experience in managing self-study activities.
7.3. Other support methods
- Data processing method using mathematical statistics. Using mathematical statistical formulas to process results, survey average ratio, percentage...
- Method of testing the awareness of managers and teachers about the necessity and feasibility of measures to improve the effectiveness of managing self-study activities of students at secondary schools for ethnic minorities in Nam Po district, Dien Bien province.
8. Structure of the thesis
Chapter 1. Theoretical basis for managing self-study activities of students at secondary schools for ethnic minorities.
Chapter 2. Current status of managing self-study activities of students at the Ethnic Minority Boarding Secondary School in Nam Po district, Dien Bien province.
Chapter 3: Some measures to manage self-study activities of students at the Ethnic Minority Boarding Secondary School in Nam Po district, Dien Bien province.
Chapter 1
THEORETICAL BASIS FOR MANAGING SELF-STUDY ACTIVITIES OF STUDENTS AT ETHNIC MINORITY BOARDING SECONDARY SCHOOLS
1.1. Overview of the research problem
1.1.1. Overseas studies
Self-study and self-study skills are historical issues that have been of interest to many educators around the world from many different perspectives since before education became a science.
In ancient times, Confucius (551 - 479 BC), an outstanding Chinese educator, said, "Learning must be combined with thinking. Learning without thinking is easy to make mistakes. Thinking without learning will only make you more ignorant" [10]; Confucius showed the importance of self-study and self-study methods.
Smit Hecbor emphasized that paying attention to educating the right motivation is a condition for students to be proactive in learning [18]
Rubakin (1862-1946) in his work "How to study by yourself? [17] translated by Nguyen Dinh Khoi raised the issue of self-study methods, using books...
To help learners improve their cognitive positivity and achieve effectiveness in self-study activities, authors such as AMMachiuskin and AVPetrovski have also proposed that designing cognitive exercises, especially problem-posing exercises for students to do during self-study time, is the responsibility of the teacher.
The eminent Czech pedagogue Jan Amos Komensky (1592 - 1670) - the father of modern education, affirmed: "Without the desire to learn, one cannot become talented, it is necessary to awaken and maintain the desire to learn in students". In 1657, he completed the work "Great Pedagogy" which clearly stated: "Learning, wanting to cultivate solid knowledge cannot be done once but must be reviewed over and over again, with regular exercises appropriate to the level" [7, p.40]. In the modern period, educators have deeply researched educational science and affirmed the great role of self-study.
At the end of the 20th century, the concept of lifelong learning was considered the key to opening the door to the 21st century. According to the recommendation on “Education for the 21st century”, UNESCO proposed four pillars of education: “Learning to know, learning to do, learning to live together, learning to be”.
Thus, history has shown that the issue of self-study and self-research of students has been studied by many educators and pedagogues from different perspectives. The authors have pointed out the role and importance of self-study activities.
1.1.2. Domestic research
Research on self-study in Vietnam has also had many long-term studies in both theory and practice, and has gone through a period of development.
When studying the issue of self-study, we must first mention President Ho Chi Minh, a shining example of the spirit of self-study. He was very interested in the issue of education, the issue of studying and training, and especially he attached great importance to self-study. When talking to long-time party members (on December 9, 1961), President Ho confided: "I am 71 years old this year, I have to study every day... If I don't study, I won't be able to keep up, work will push me behind". In the work "Reforming the way of working" (1947), when talking about cadre training, Uncle also reminded about the way of studying: "Take self-study as the core. Contribute through discussion and direction" [12, p.57]. For Uncle, the principles and methods of studying are summarized in the following sentences: "Study at school, study from books, study from each other and study from the people" [12]
His thoughts on self-study have been applied and thoroughly implemented in the Party's Resolutions. The Resolution of the 2nd Conference - 8th Party Central Committee affirmed: "Innovating teaching methods... to improve the self-study and self-research ability of learners". [4]. At the 1st National Conference on training and learning which opened on May 6, 1950, Uncle advised students: "It is not that when there is a teacher, you study, when there is no teacher, you joke. You must know how to study automatically". Thus, according to Uncle, self-study plays a very important role, has a decisive effect on learning results and self-study must come from the motivation of the learner himself.
Recently, there have been many research works on self-study, including authors such as Nguyen Sy Thu, Thai Duy Tuyen, Nguyen Canh Toan...
Author Nguyen Canh Toan has many books and research works on the issue of self-study. His works were published to convince teachers at all levels and grades to change their teaching methods to develop students' self-study ability to the maximum extent. He deeply analyzed the nature of self-study, built a precise concept of self-study, and proposed a progressive teaching - self-study model with detailed instructions for teachers when implementing this model.
Going deeper into the nature of self-study based on psychology and pedagogy, there are authors Thai Duy Tuyen with "Cultivating self-study capacity for students", author Nguyen Ky with the research "Turning the teaching process into a self-study process", author Dang Vu Hoat with the research "Some features of the current situation and methods of university teaching".
Author Le Khanh Bang believes that: "Self-study is thinking for yourself, using intellectual abilities and psychological qualities to master a certain scientific field" [1, p. 3].
Some works have researched on self-study management such as master's thesis: "Measures to manage self-study activities of high school students in Tu Nghia district, Quang Ngai province" by author Pham Van Lien, 2012; "Measures to manage self-study activities of students of Army Officer School 2" by author Tran Ba Khiem, 2007; "Measures to manage self-study activities of students of Cultural School I - Ministry of Public Security" by author Pham Quang Bao, 2009; "Management of self-study activities of boarding students of Maritime College I" by author Nguyen Van Nam, 2013; "Management of self-study activities of students of Western ethnic boarding high school in Yen province" by author Pham Hoai Minh, 2014. Besides, there are also published works: Author Phan Quoc Lam (2010) with the work "Approaching the problem of skills from the perspective of activity psychology", Education magazine, Special issue, November; Author Duong Thi Linh (2010), "Some issues on self-study activities of students