- Foster knowledge and skills; organize experience exchange activities between teachers teaching elective topics to provide good lessons for effective teaching.
- Provide training in teaching methods for elective topics in the direction of promoting students' positivity, initiative, creativity, and self-study ability; provide guidance on designing and developing teaching plans, and organizing teaching activities.
Implementation : In order for the recruitment and training of teachers to achieve the set goals, the Principal must identify the requirements of current educational innovation, especially teaching in the direction of " differentiation ", teaching towards the individual; assess the actual staff and actual conditions of the school to choose the appropriate recruitment or training direction ( shown in table 3.1 ).
Create favorable material and spiritual conditions for teachers sent to attend advanced training courses to improve their qualifications.
Organize teachers to self-study and self-improvement and have a plan to check teachers' self-study; attach importance to professional group activities, promote the role of TTCM in organization and activities.
Training must be continuous, inherited, and have timely measures to resolve urgent demands for professional training for teachers.
3.2.3. Measure 3: Directing innovation in teaching methods for elective topics
Target :
- Helping teachers fully understand the implementation of programs, plans, content, methods and forms of organizing elective topics is a mandatory requirement for teachers.
- Assist the Principal in conveniently checking the performance of teachers' professional duties as a basis for annual emulation and civil servant evaluation.
- Helps teachers avoid arbitrariness in implementing the program, using methods or organizing classroom forms that are not suitable for the characteristics of the lesson.
Content :
- Develop plans, programs, content, and methods for each specific stage and in accordance with the characteristics of the subject.
- Develop plans to organize practical and effective optional teaching methods.
- Check students' learning situation to adjust teaching methods accordingly.
Implementing organization :
- The principal provides teachers with full documents on the content, curriculum, methods, and forms of organizing teaching of the optional topics of the Ministry of Education and Training. At the same time, organize the dissemination among the teaching staff about the objectives and significance of teaching the optional topics; master the curriculum content and the requirements in using teaching methods.
- The Vice Principal of Professional Affairs and the Center for Teaching and Learning strengthens the inspection and observation work to evaluate the implementation of the program, teaching methods as well as the use of teaching methods in each topic and each grade level through many forms such as: observation, comparison of the beginning-of-class lesson notes, teaching books, lesson plans, student notes, etc., periodic and surprise inspections.
- The principal instructs teachers to develop subject teaching plans right from the beginning of the year and to check and adjust them to suit the actual situation of the school, the professional group and the conditions for implementing the plan.
- Check the implementation of innovation in the content of the teaching program of elective topics through the professional records of teachers: instruct the professional vice-chairman and the professional center to sign and approve the lesson plans twice a month. Combine with professional group activities to check the quality of lesson plans, avoid copying lesson plans. Encourage new and effective forms of lesson preparation, using modern teaching aids ( application of information technology in lessons ). Require teachers to guide them in implementing the lesson preparation standards agreed upon in the professional meeting. For the team of good teachers, experienced and prestigious with colleagues who are recognized and honored by the collective, allow them to prepare additional lesson plans to have time to research, promote creativity, select experiences and help other colleagues.
- Innovation in teaching methods is a long-term process and cannot be rushed. Through the experience of many countries in the world, initial innovation in teaching methods will inevitably encounter difficulties. Reality shows that there are still some difficulties and the directions for overcoming them are as follows:
- Changing concepts and habits in teaching will encounter difficulties in both perception and action. Steering agencies at all levels need to place the right importance on this issue.
The importance of innovation in teaching methods in school activities, respect, support, encourage, guide teachers to apply and improve teaching methods towards active student activities. Teachers proactively study and grasp the nature and characteristics of active methods, learn from experiences, apply them to subjects to have initiatives and experiences, even small ones, for themselves and their colleagues.
- The active method does not diminish the role of teachers. Teachers must be carefully trained and nurtured to have both extensive subject knowledge and professional pedagogical skills, know how to behave delicately, know how to apply modern means, know how to make certain teaching aids, etc. Besides the efforts of the teachers themselves, the school needs to have a plan to organize regular training so that teachers can improve their skills.
Therefore, the orientation of innovation in teaching methods includes:
- Innovate teaching methods in the direction of promoting students' positivity, proactiveness and creativity in the process of acquiring knowledge.
- Innovate teaching methods in the direction of combining different teaching methods ( traditional and modern ) in a flexible and creative way to both achieve teaching goals and be suitable for practical objects at the grassroots level.
- Innovate teaching methods towards developing students' self-study ability.
- Innovate teaching methods in the direction of combining individual activities with group activities and promoting individual abilities.
- Innovate teaching methods towards enhancing practical skills.
- Innovate teaching methods towards using modern technical means in teaching.
- Innovate teaching methods towards innovating testing methods and evaluating students' learning outcomes.
To innovate teaching methods according to the above orientation and ensure the requirements of teaching activities according to optional topics, teachers need to study and master the typical signs and relationships between psychological factors: interest, self-awareness, positivity, independence, creativity and also need to pay attention to the psychological characteristics of high school students as well as the program content of this type of teaching.
As the person responsible for innovating teaching methods in his/her school, the Principal needs to proactively study and grasp the nature of active teaching methods to flexibly apply them to each topic. The Principal needs to have an attitude of respecting, supporting and encouraging each innovation initiative of teachers; develop a plan to organize seminars on the topics.
on innovation of teaching methods right from the beginning of the school year and implement it regularly and effectively, avoiding formality; guide and assist teachers in the implementation process, in order to promote the movement of innovation of teaching methods more widely, regularly and effectively. Innovation of teaching methods also requires the support of technical means, this is also something that the Principal needs to pay attention to in order to fully equip the means for teaching.
3.2.4. Measure 4: Strengthen testing and assessment of students' learning outcomes on elective topics
Objective: Correctly assess students' learning and training results as a basis for the Principal to find appropriate measures to improve the quality of teaching elective topics and as one of the bases for evaluating the competition of teachers and students. Content :
- Develop test questions that are suitable for the requirements of current innovation in testing and assessment as well as suitable for the level of students.
- Include in the competition regulations requirements related to teachers' testing, evaluation and classification of students.
Implementing organization :
- The school organizes for teachers to study the regulations on testing, evaluating and classifying students of the Ministry of Education and Training.
- Assign the professional vice president and the training center to organize training on building questions in the form of multiple choice tests, multiple choice tests combined with essays.
- Regulations on building question banks for testing and examination of major subjects and elective topics.
- Check the teacher's testing plan as determined in the teaching plan, take timely corrective measures in cases of violations of regulations.
- Develop software to manage scores and evaluate and classify students according to the regulations of the Ministry of Education and Training. The update must be carried out in accordance with the time regulations and be strictly checked to avoid errors. Therefore, the school needs to assign a specialized teacher to manage the data entry and processing.
3.2.5. Measure 5: Strengthen management of means and conditions to support teaching activities on optional topics
Objective : To facilitate the implementation of the optional teaching program, which is an effective tool to support teaching activities in general and optional topics in particular; to meet the needs of innovation in teaching content and methods, and to improve the quality of teaching hours.
Content :
- Invest funds, purchase equipment, ensure facilities and services for optional training activities.
- Arrange the time according to regulations and suitable to the school's conditions so that this activity is highly effective but does not affect regular teaching hours.
- Mobilize funding sources and other support to invest in equipment and facilities to serve teaching activities on optional topics such as organizing study tours, practicing on models, etc.
Implementing organization :
- The school organizes propaganda and education for staff, teachers, employees and students about the importance and responsibility in protecting assets and facilities, thereby raising everyone's sense of responsibility in using and preserving them.
- Instruct the professional team and equipment staff to have a plan for using and preserving equipment and teaching aids from the beginning of the year and at least one week before teaching. Teachers must have a plan for equipment staff to check and provide according to requirements.
- Arrange and place equipment and facilities scientifically and neatly to avoid damage.
- Establish a logbook to monitor the use of equipment and teaching aids, organize inspections, assessments and have a regular reporting system on teachers' usage.
- Organize training for teachers on how to use and ensure safety when using teaching aids and equipment for teaching.
- Organize the movement of making self-made teaching aids, participate in the "self-made teaching aids" competition movement at all levels.
- Strengthen and supplement modern and standard teaching facilities and equipment, meeting the requirements of current educational innovation as well as the requirements of teaching elective topics.
- Include in the competition regulations the use of teaching aids, teaching equipment as well as making teaching aids yourself.
- Regularly check the maintenance and use of facilities and equipment; promptly handle violations of regulations that harm school facilities and equipment.
- Implement well the socialization of education to mobilize many sources of funding from the people to supplement facilities and teaching equipment.
3.3. Testing the necessity and feasibility of measures
3.3.1. Purpose of testing
- Survey administrators and teachers on how the proposed measures are implemented.
- Determine the necessity and feasibility of measures.
3.3.2. Test subjects
To verify the necessity and feasibility of the 5 management measures to improve the quality and effectiveness of teaching elective subjects in high schools in Bac Son district, Lang Son province that have been proposed, we conducted a survey of 80 people including: 18 principals and vice principals at 06 high schools in 03 districts of Bac Son, Binh Gia, Van Quan, 62 teachers of Bac Son High School and Vu Le High School.
3.3.3. Test content
In order to achieve quality and effectiveness in managing teaching activities on elective topics at high schools in Bac Son district, Lang Son province, we researched and proposed measures to overcome existing factors that affect the management of teaching activities on elective topics.
3.3.4. Testing method
- Consult with administrators and teachers on proposed measures.
- Mathematical statistical methods.
3.3.5. Evaluation method
Very necessary: 4 points; Necessary: 3 points; Less necessary: 2 points; Not necessary: 1 point Very feasible: 4 points; Feasible: 3 points; Less feasible: 2 points; Not feasible: 1 point Data processing by mathematical statistical method
3.3.6. Test results
Table 3.1. Raising awareness for managers, teachers and students about teaching activities on elective topics
Content
Evaluation Team | Necessity | Feasibility | ||||||||||
RCT | CT | ICT | KCT | Point TB1 | RKT | KT | IKT | Economic Zone | Point TB2 | |||
1. Propaganda to managers, teachers and students about the importance of teaching activities topics of your choice. | CB QL | TS | 13 | 4 | 1 | 3.7 | 8 | 9 | 1 | 3.44 | ||
% | 72.2 | 22.2 | 5.6 | 44.4 | 50.0 | 5.6 | ||||||
GV | TS | 40 | 20 | 2 | 3.6 | 27 | 33 | 2 | 3.39 | |||
% | 64.5 | 32.3 | 3.2 | 43.6 | 53.2 | 3.2 | ||||||
2. Enhance the sense of responsibility of managers and teachers in guiding students in choosing select topic | CB QL | TS | 10 | 8 | 3.56 | 8 | 10 | 3.45 | ||||
% | 55.6 | 44.4 | 44.4 | 55.6 | ||||||||
GV | TS | 21 | 34 | 6 | 1 | 3.25 | 20 | 35 | 6 | 1 | 3.20 | |
% | 33.9 | 54.8 | 9.7 | 1.6 | 32.3 | 56.4 | 9.7 | 1.6 | ||||
3. Determine learning goals and motivations for students to participate in learning topics optional | CB QL | TS | 13 | 5 | 3.77 | 10 | 8 | 3.51 | ||||
% | 72.2 | 27.8 | 55.6 | 44.4 | ||||||||
GV | TS | 32 | 25 | 4 | 1 | 3.43 | 21 | 35 | 5 | 1 | 3.24 | |
% | 51.6 | 40.3 | 6.5 | 1.6 | 33.8 | 56.5 | 8.1 | 1.6 | ||||
4. Influence families on the issue of supporting and creating conditions for students to study the subjects. optional | CB QL | TS | 8 | 9 | 1 | 3.44 | 4 | 11 | 2 | 1 | 3.12 | |
% | 44.4 | 50.0 | 5.6 | 22.2 | 61.1 | 11.1 | 5.6 | |||||
GV | TS | 24 | 29 | 8 | 1 | 3.22 | 12 | 34 | 13 | 3 | 2.91 | |
% | 38.7 | 46.8 | 12.9 | 1.6 | 19.4 | 54.8 | 21.0 | 4.8 | ||||
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The above survey results show that the two groups of subjects highly appreciate the necessity and feasibility of the measures of this group of solutions; in which, the propaganda for managers, teachers and students about the importance of teaching activities on elective topics is ( x
= 3.74; 3.44 and y = 3.62; 3.39 ) and determine the learning goals and motivations for students to participate in learning elective topics as ( x = 3.77; 3.51 and y = 3.43; 3.24 ), proving that this solution meets the requirements of reality.
Table 3.2. Organization of forces participating in teaching elective topics
Content
Evaluation Team | Necessity | Feasibility | ||||||||||
RCT | CT | ICT | KCT | Point TB1 | RKT | KT | IKT | Economic Zone | Point TB2 | |||
1. Recruiting subject teachers with good and excellent qualifications. | CB QL | TS | 6 | 10 | 1 | 1 | 3.19 | 2 | 10 | 5 | 1 | 2.74 |
% | 33.3 | 55.5 | 5.6 | 5.6 | 11.1 | 55.5 | 27.8 | 5.6 | ||||
GV | TS | 23 | 28 | 5 | 6 | 3.09 | 9 | 35 | 11 | 7 | 2.76 | |
% | 37.0 | 45.1 | 8.1 | 9.8 | 14.5 | 56.5 | 17.7 | 11.3 | ||||
2. Organize experience exchange activities between teachers teaching elective topics. | CB QL | TS | 7 | 10 | 1 | 3.33 | 2 | 15 | 1 | 3.0 | ||
% | 38.9 | 55.5 | 5.6 | 11.1 | 83.3 | 5.6 | ||||||
GV | TS | 23 | 34 | 4 | 1 | 3.32 | 16 | 39 | 6 | 1 | ||
% | 37.1 | 54.8 | 6.5 | 1.6 | 25.8 | 62.9 | 9.7 | 1.6 | ||||
3. Send teachers to study topics on teaching elective topics. | CB QL | TS | 10 | 8 | 3.56 | 4 | 13 | 1 | 3.19 | |||
% | 55.6 | 44.4 | 22.2 | 72.2 | 5.6 | |||||||
GV | TS | 21 | 35 | 2 | 4 | 3.19 | 10 | 46 | 2 | 4 | 3.01 | |
% | 33.9 | 56.5 | 3.2 | 6.4 | 16.2 | 74.2 | 3.2 | 6.4 | ||||
4. Training on optional teaching methods for teachers. | CB QL | TS | 7 | 11 | 3.47 | 3 | 15 | 3.16 | ||||
% | 38.9 | 61.1 | 16.7 | 83.3 | ||||||||
GV | TS | 18 | 40 | 2 | 2 | 3.19 | 11 | 45 | 3 | 3 | 3.06 | |
% | 29.0 | 64.6 | 3.2 | 3.2 | 17.8 | 72.6 | 4.8 | 4.8 | ||||
The survey results above show that the two groups of subjects highly appreciate the necessity of the groups of measures. However, the feasibility of measure 1 is at a moderate level ( Average: x = 2.74; y = 2.76 ). This reflects the current reality when the decentralization to the Principal is not complete and clear. The measures " organizing exchange activities, drawing experience between teachers teaching elective topics ", "training on elective teaching methods for the teaching staff and " sending teachers to study topics on teaching elective topics " are highly appreciated in terms of necessity and feasibility ( x = 3.33; 3.0 - 3.56; 3.19 - 3.47; 3.16 and y = 3.32; 3.15 - 3.19; 3.01 - 3.19; 3.06 ).