LIST OF ABBREVIATIONS AND TERMS
STT
ACRONYM | WORD, PHRASES | |
1 | Board of Directors | Board of Directors |
2 | CBQL | Management staff |
3 | Industrialization and modernization | Industrialization - modernization |
4 | IT | Information technology |
5 | Facilities | Facilities |
6 | Education and Training | Education and Training |
7 | GV | Teacher |
8 | GVBM | Subject teacher |
9 | GVCN | Homeroom teacher |
10 | HDDH | Teaching activities |
11 | Labor contract | Labor contract |
12 | Economic - Social | Economy - Society |
13 | PHHS | Parents of students |
14 | PPDH | teaching method |
15 | QL | Manage |
16 | QLDH | Teaching management |
17 | TBDH | Teaching equipment |
18 | Secondary School | Junior High School |
19 | High School | High school |
20 | TTB | Equipment |
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LIST OF TABLES
Table 1.1. Demonstration of professional competence in History - Geography 26
Table 2.1. Scale of primary education in Ha Long city in 2017 - 2018 42
Table 2.2. Statistics of primary school teachers in Ha Long city in the 2017 - 2018 school year 43
Table 2.3. Statistics on primary education facilities in the 2017 school year
- 2018 ................................................................................................ 44
Table 2.4. Current awareness of managers and teachers about the role of teaching History - Geography for grades 4 and 5 according to the orientation of developing capacity... 46
Table 2.5. Current status of teaching methods for History - Geography in grades 4 and 5
oriented towards developing capacity for students 48
Table 2.6. Current status of teaching History - Geography subjects for grades 4 and 5 according to the orientation of developing students' capacity 50
Table 2.7. Current status of capacity development for students in teaching subjects
History - Geography grade 4, 5 in primary school 51
Table 2.8. Current status of professional competence in History and Geography of primary school students 53
Table 2.9. Learning results of History - Geography subject, grade 4, of primary school students in Ha Long city, semester I, school year 2018 - 2019 55
Table 2.10. Learning results of History - Geography subject of grade 5 of primary school students in Ha Long city, semester I, school year 2018 - 2019 57
Table 2.11. Current status of planning to manage teaching History - Geography class
4, 5 in primary school according to capacity development orientation 59
Table 2.12. Current status of organizing and implementing the management plan for teaching History - Geography for grades 4 and 5 in primary schools according to development orientation
capacity 63
Table 2.13. Current status of directing the implementation of the teaching plan for History - Geography
Grade 4, 5 in primary school according to capacity development orientation 67
Table 2.14. Current status of testing and evaluating teaching results of History - Geography subjects
Grade 4, 5 in primary school according to capacity development orientation 69
Table 2.15. Current status of factors affecting the management of teaching History - Geography in grades 4 and 5 in primary schools 73
Table 3.1. Assessment of managers and teachers on the urgency of measures to manage teaching History - Geography for grades 4 and 5 in primary schools 96
Table 3.2. Assessment of managers and teachers on the feasibility of management measures
Teaching History - Geography for grades 4 and 5 in primary school 98
INTRODUCTION
1. Reason for choosing the topic
Resolution of the 8th Central Conference, Session XI on fundamental and comprehensive innovation of education and training clearly stated that we should 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 methods, ways of thinking, encourage self-study, create a basis for learners to update and innovate knowledge, skills, and develop capacity. Shift from teaching mainly in the classroom to organizing diverse forms of learning, paying attention to social activities, extracurricular activities, and scientific research. Promote the application of information and communication technology in teaching and learning.
Competency-oriented education program (competency-oriented education), now also known as output-oriented teaching, has been discussed a lot since the 90s of the 20th century and has become an international educational trend today. Competency-oriented education aims to develop learners' capacity, ensure the output quality of teaching and learning, achieve the goal of comprehensively developing personality qualities, focusing on the ability to apply knowledge in practical situations to prepare people with the ability to solve life and career situations. This program emphasizes the role of learners as the subject of the cognitive process.
The specific goal of primary education is: Primary education aims to help students form the initial foundations for the proper and long-term development of morality, intelligence, physical fitness, aesthetics and basic skills for students to continue studying in secondary school. The History - Geography program at primary school is a compulsory subject, taught in grades 4 and 5. The subject is built on the basis of inheriting and developing from the Natural and Social subjects of grades 1, 2, 3, which is the basis for studying History - Geography in secondary school. The History - Geography program has quite fundamental innovations in the structure of the program content, shifting from area to points. Regarding history, the program only selects typical historical events and figures of the region, country, area, and country.
Some historical periods do not strictly follow the chronology. In terms of geography, each region, country, and area only selects some typical geographical knowledge, characteristic of each region. The selection of knowledge in regions, countries, and areas is not only based on natural characteristics but also on the historical role of that land.
Through the design of the program according to the gradually expanding scope of geographical space and social space, the History - Geography subject contributes to the formation of good qualities (patriotism, humanity, diligence, honesty, responsibility); general competencies (autonomy and self-study, communication and cooperation, problem solving and creativity) and professional competencies of History - Geography (the ability to learn about nature and society; the ability to observe, explore, and discover the natural environment and social environment; the ability to apply historical and geographical knowledge into practice) to study other subjects as well as for lifelong learning.
The current situation of teaching and learning History - Geography for grades 4 and 5 in primary schools in Ha Long city, Quang Ninh province has been innovated in teaching and learning methods, testing and evaluation methods. However, the results have not yet met the practical requirements, the current situation of teaching and learning History - Geography still has many shortcomings, the organization of teaching and learning History - Geography still has many shortcomings, is not suitable. Many teachers still teach in the traditional way that was formed many decades ago. The way of organizing teaching and learning activities of schools in general and History - Geography in particular is mostly based on self-study experience, so it has not really met the training goals of primary school in the context of current educational innovation. Therefore, it is necessary and practical to properly assess the current situation of teaching and learning History - Geography in primary schools in Ha Long city, Quang Ninh province in order to propose feasible and synchronous teaching and learning management solutions suitable to the actual situation of the locality in the period of innovation.
Based on the above reasons, the author chose the topic: " Managing teaching History - Geography for grades 4 and 5 at Ha Long City Primary School, Quang Ninh Province according to the orientation of capacity development " as the research topic.
2. Research purpose
Based on the theoretical research and the current situation of teaching management of History - Geography subject for grades 4 and 5 at primary schools in Ha Long city, Quang Ninh province according to the capacity development orientation, the topic proposes a number of measures to manage teaching of History - Geography subject according to the capacity development orientation to improve the quality of teaching at primary schools in Ha Long city, Quang Ninh province.
3. Research object and subject
3.1. Research object
The process of teaching History - Geography for grades 4 and 5 according to the competency development orientation in primary school.
3.2. Research subjects
Managing the teaching of History - Geography for grades 4 and 5 at Ha Long City Primary School, Quang Ninh Province, according to the competency development orientation.
4. Scientific hypothesis
Teaching and managing teaching in the direction of developing capacity helps schools and teachers meet the output standards of the subject program. In reality, teaching activities of History - Geography for grades 4 and 5 in primary schools in Ha Long city, Quang Ninh province still have many shortcomings and are not really oriented towards developing students' capacity. If the study correctly assesses the current situation and proposes measures to manage teaching of History - Geography for grades 4 and 5 in primary schools in Ha Long city, Quang Ninh province in the direction of developing capacity in accordance with the survey reality, it will contribute to improving the quality of teaching History - Geography in schools in the city.
5. Research tasks
- Determine the theoretical basis for managing the teaching of History - Geography for grades 4 and 5 in primary schools according to the orientation of capacity development.
- Assessing the current situation of teaching History - Geography for grades 4 and 5 at Ha Long City Primary School, Quang Ninh province according to the orientation of capacity development.
- Proposing some measures to manage teaching History - Geography for grades 4 and 5 at primary school in Ha Long city, Quang Ninh province according to the orientation of capacity development.
6. Limit the scope of the research topic
6.1. Regarding the research content: Managing the teaching of History - Geography for grades 4 and 5 at primary school in Ha Long city, Quang Ninh province according to the orientation of capacity development.
6.2. About the research area: The thesis researched at 05 primary schools in Ha Long city, Quang Ninh province. Specifically including:
- Ly Primary School.
- Le Hong Phong Primary School.
- Tran Quoc Toan Primary School.
- Ha Lam Primary School.
- Ly Thuong Kiet Primary School.
6.3. About research time: The practical research process was carried out in the 2018 - 2019 school year.
7. Research methods
7.1. Theoretical research methods group
This group of methods is used to analyze, synthesize, systematize and generalize theoretical issues on teaching History - Geography in grades 4 and 5 in primary schools according to the orientation of capacity development.
7.2. Practical research methods group
7.2.1. Questionnaire survey method
Using a system of survey questions to collect data to determine the current status of teaching management of History - Geography subjects for grades 4 and 5 at primary schools in Ha Long city, Quang Ninh province, according to the orientation of capacity development, analyzing the causes of success and limitations of this current situation.
7.2.2. Product research methods
Read and study the professional records (lesson plans, subject teaching plans, etc.) of teachers to grasp the issues of professional competence, and at the same time discover the current status of teaching management of History - Geography subjects for grades 4 and 5 in primary schools in the research area.
7.2.3. Interview method
Interviewing leaders and experts of the Department of Education and Training, Principals, Vice Principals, teachers of schools,... on the current situation of teaching and learning History - Geography
Grade 4 and 5 management methods in the direction of capacity development as a basis for proposing effective management measures.
7.2.4. Expert method
Through the Principal, Vice Principal, and Teachers of the schools, to determine optimal measures for the management of teaching History - Geography for grades 4 and 5 in the direction of capacity development.
7.3. Data processing method
Using mathematical statistics to process research results. Using some mathematical statistical formulas used in educational scientific research to process survey results, quantify research results and scientific comments and assessments.
8. Thesis structure
In addition to the introduction, conclusion and recommendations, references and appendices, the main content is structured into 3 chapters:
Chapter 1: Theoretical basis for managing teaching History - Geography for grades 4 and 5 in primary schools according to the orientation of capacity development.
Chapter 2: Current status of teaching and learning History - Geography for grades 4 and 5 at primary school in Ha Long city, Quang Ninh province according to the orientation of capacity development.
Chapter 3: Measures to manage teaching History - Geography for grades 4 and 5 at primary school in Ha Long city, Quang Ninh province according to the orientation of capacity development.
Chapter 1
THEORETICAL BASIS FOR MANAGING TEACHING HISTORY AND GEOGRAPHY FOR GRADE 4 AND 5 IN PRIMARY SCHOOLS ACCORDING TO ORIENTATION
CAPACITY DEVELOPMENT
1.1. Overview of research problem
1.1.1. World research
Since ancient times, the problem of teaching and teaching management has been studied and summarized by many philosophers and educators in both the West and the East. We can see the important thoughts and research works of Socrates (469-415 BC), of Confucius (551-475 BC) - a great thinker and educator in ancient China, of JA Comenxki (1592 - 1670) who put forward the viewpoint that the teaching process must be based on things and phenomena that students observe and think for themselves. He also put forward a number of valuable teaching principles such as: the intuitive principle; the principle of promoting students' positivity and self-awareness; the principle of system and continuity; the principle of consolidating knowledge; the principle of teaching according to students' ability to absorb; teaching must be practical; teaching according to the individual principle;...
In the late 19th and early 20th centuries, educational science had really undergone new changes in quantity and quality. The main issues in the classic works of Marxism-Leninism really oriented educational and teaching activities and set out requirements for educational management. On the basis of the theory of Marxism-Leninism, many Soviet scientists at that time (such as MI. Konđakov, Anfanaxiep...) had achieved great scientific achievements in educational management in general and management of teaching activities in particular.
Managing subjects in general schools is an important task of school managers. A good management method will lead to a smooth and highly efficient operation of the whole system, ensuring the quality of education, contributing to meeting the general requirements of the country's education [4].
PVZimin, MIKonđakốp "deeply researched the leadership of teaching and education in schools and considered this a key step in management activities".