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Managing the training of differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province - 2

LIST OF ABBREVIATIONS


CBQL: Management staff

CNGD: Educational Technology

GD: Education

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Education and Training: Education and Training

GDTH: Primary Education

Managing the training of differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province - 2

Teacher: Teacher

HS : Student

KH: Plan

Publisher: Publishing House

PCGD: Universal Education

PPDH: Teaching methods

BC: Before Christ

Primary school

Secondary School: Junior High School

XMC: Illiteracy Eradication

LIST OF TABLES


Table 2.1. Survey subjects' assessment of teachers' DHPH capacity

Primary schools in extremely disadvantaged areas of Bac Kan province 35

Table 2.2. Assessment of the survey subjects on the importance of capacity building activities for primary school teachers in the region

Bac Kan province in particular is difficult 36

Table 2.3. Current status of the content of the training program on differentiated teaching capacity for teachers of primary schools in particularly disadvantaged areas of the province

Bac Kan 38

Table 2.4. Current status of methods for fostering differentiated teaching capacity for teachers in primary schools in particularly difficult areas of Bac Kan province .. 40

Table 2.5. Current status of training forms for differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province 41

Table 2.6. Current status of building forces participating in capacity building work

Differentiated Teaching for Primary School Teachers 43

Table 2.7. Current status of evaluating the results of implementing training on differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province 44

Table 2.8. Assessment of the survey subjects on planning activities to foster DHPH capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province 46

Table 2.9. Assessment of the survey subjects on the current status of the training team for differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province 47

Table 2.10. Assessment of the survey subjects on the current status of directing the work of fostering DHPH capacity for teachers in primary schools in the region

Bac Kan province in particular difficulty 48

Table 2.11. Assessment of the survey subjects on the current status of testing and evaluating the results of training DHPH capacity for primary school teachers

Specially disadvantaged area of ​​Bac Kan province 49

Table 2.12. Current status of factors affecting the development of differentiated teaching capacity

for teachers of primary schools in extremely disadvantaged areas of Bac Kan province 51

Table 3.1. Necessity of measures to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province 80

Table 3.2. Feasibility of measures to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province 82

INTRODUCTION

1. Reason for choosing the topic

Modern theory affirms that the main viewpoint of the modern educational innovation trend is to focus on developing students' capacity and meeting their diverse needs. Up to now, there have been many teaching theories aimed at promoting students' learning capacity, in which differentiated teaching is a viewpoint that effectively implements this teaching trend.

In fact, students of the same age have both similarities and differences in perception, thinking, talents, strengths, circumstances, and family discipline. If students with slow thinking, poor learning, knowledge gaps, lack of confidence, etc. have to study with students with high thinking levels, fast learning ability, etc., it will lead to students being bored with studying, having inferiority complex, etc. On the contrary, students with fast learning ability studying with students with slow learning ability will lead to lack of interest, subjectivity, and not being able to develop their own abilities. Therefore, discovering the weaknesses and strengths of each student to have a direction to compensate for knowledge gaps, having measures to care, support, and encourage will create motivation to promote learning, turning passion in life into motivation in learning, helping students have the best conditions for development compared to their own abilities and circumstances.

Differentiated teaching is a teaching orientation suitable for different groups of students, aiming to maximize the inherent potential of each student based on the psychological and physiological characteristics, abilities, needs, interests and different career orientations of each student.

However, currently teachers do not fully understand the purpose and meaning of differentiated teaching, so planning and developing differentiated teaching content still faces many difficulties. On the other hand, teacher training, although there have been many efforts, still has many shortcomings and limitations.

For education departments, the development of content and plans for training teachers on differentiated teaching skills has not been well prepared. The ability to direct and train primary school teachers on differentiated teaching skills of some specialists is still limited. The training form is still listening to lectures with a small number of


For large numbers of students, the main training method is still presentation, organization work.

Digitized by Center for Learning Resources and Information Technology - TNU http://lrc.tnu.edu.vn

Lack of supervision and inspection, in reality, teachers' self-study and self-improvement are still formal, not proactive, some people do not consider self-study and self-improvement as a task. Therefore, the training results have not been as expected.

In particular, for primary school teachers in extremely disadvantaged areas, the training of differentiated teaching capacity is still difficult and limited. For students, most of them are ethnic minorities in mountainous areas and ethnic minorities, have specific and distinct psychological characteristics, they still face many difficulties in learning, and their family conditions are also limited, so the role and influence of teachers is very important in their comprehensive development. However, in reality, teachers are still confused in designing lesson plans and organizing differentiated teaching. Therefore, there is a need for in-depth research on the management of training of differentiated teaching capacity for primary school teachers in extremely disadvantaged areas. Currently, there is no research on the issue raised.

Based on the above reasons, we chose the research topic: " Management of training and fostering differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province" .

2. Research purpose

Based on theoretical and practical research on management of training differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province, the topic proposes a number of measures to manage training differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province to improve the quality of the teaching staff, contributing to improving the quality of education at all levels to meet the requirements of current educational innovation.

3. Research object and subject

3.1. Research object

Training activities to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

3.2. Research subjects

Management measures to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

4. Research tasks

4.1. Research on theoretical basis of management and training of differentiated teaching capacity for teachers in primary schools in particularly difficult areas

4.2. Discover the current status of training and fostering differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province.

4.3. Proposing management measures to foster differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province.

5. Research hypothesis

The management of training in differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province still has limitations and shortcomings, and has not really met the requirements of current educational innovation. If measures to manage training activities in accordance with the practical situation are proposed and implemented synchronously, the effectiveness of training in differentiated teaching capacity for teachers in primary schools in extremely disadvantaged areas of Bac Kan province will be improved, contributing to improving the quality of primary education in the province.

6. Limitations and scope of research

- Research content: The topic focuses on researching and solving problems related to managing and fostering differentiated teaching capacity for teachers in primary schools in particularly difficult areas.

- Survey period: from 2017 to 2019.

- Research area: 04 primary schools in extremely difficult areas of Bac Kan province.

- Survey subjects: 04 primary schools, teachers in extremely disadvantaged areas of Bac Kan province, lecturers participating in teaching training classes.

- Experimental subjects: Managers, lecturers, and teachers of primary schools in extremely disadvantaged areas of Bac Kan province.

7. Research methods

7.1. Theoretical research methods group

This method is used to analyze, synthesize, systematize and generalize theoretical issues on management of training differentiated teaching capacity for teachers in primary schools in particularly difficult areas.

7.2. Practical research methods group

Observation method: observing teachers' teaching activities and training activities of reporters and students (primary school teachers) to find out the current status of teachers' differentiated teaching capacity and the current status of management activities to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

Written survey method: building survey forms to collect opinions on teachers' teaching activities and management activities to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

Interview method: collect information based on the process of interviewing reporters and students, education managers on issues related to teachers' differentiated teaching capacity and management activities to foster differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

Expert method: Consulting expert opinions on proposed measures to improve the quality of management and training of differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

7.3. Data processing method

Using mathematical statistics to process research results on training differentiated teaching capacity for teachers and management activities on training differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

8. Thesis structure

Chapter 1: Theoretical basis for managing and fostering differentiated teaching capacity for primary school teachers in particularly difficult areas.

Chapter 2: Current status of management and training of differentiated teaching capacity for primary school teachers in extremely disadvantaged areas of Bac Kan province.

Chapter 3: Management measures to foster differentiated teaching capacity for primary school teachers in particularly difficult areas of Bac Kan province.

Chapter 1

THEORETICAL BASIS FOR MANAGING TRAINING IN DIFFERENTIATED TEACHING CAPACITY FOR PRIMARY SCHOOL TEACHERS IN PARTICULARLY DIFFICULT AREAS


1.1. Overview of research problem

1.1.1. Foreign studies

In the East, Confucius (551 - 479 BC) promoted differentiated teaching methods. In teaching, he divided the content into two parts: one part of the inner transmission and one part of the outer transmission. The outer transmission talked about ethics and morality to teach everyone, the inner transmission talked about more profound and difficult to understand things to teach those with special qualities. He emphasized that each person must study on their own to acquire knowledge, not through many explanations from the teacher. He required great effort from each individual and required the teacher to find a suitable teaching method depending on the characteristics of each person. Since ancient times, our ancestors have also applied teaching methods based on the characteristics and personal level of each student. In feudal times, the teacher-student teaching style appeared (one teacher taught many students at the same time with different ages and levels). This type of teaching requires teachers to pay attention to each individual in order to have a teaching method suitable to their age characteristics, cognitive level and needs [cited in 26].

In the West, many progressive educators have paid attention to student-oriented teaching, exploiting the potential of each individual student. Since the 30s and 40s of the last century, teaching to promote students' initiative has been of interest to Russian educators and placed at the forefront of innovation in teaching methods.

JAComenxki (1592 - 1670) believed that teaching must promote the positivity and initiative of students, leading them to think and explore to grasp the nature of the learning problem themselves. He believed that if the positivity and initiative existing in each student could not be promoted, teaching would have no meaning at all [10].

Jean-Jacques Rousseau (1712 - 1778) was interested in the natural development of each person, must attract students into each learning process to make them active, self-reliant in searching and discovering.

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