Methods and Forms of Teaching Vietnamese Subject According to Capacity Development Orientation for Primary School Students

The term competency here is understood from the educational perspective that focuses on the capacity for action: According to author Le Phuong Nga, "Competency is the ability to mobilize a synthesis of knowledge, skills and other personal psychological attributes such as interest, belief, will,... to successfully perform a type of work in a certain context" [46].

In teaching Vietnamese, action competence is understood as the ability to solve a communication task - communication competence. Communication competence is both a specific competence of Vietnamese and a general competence that schools must form and develop.

Teaching Vietnamese in high school can be divided into 3 areas:

- Teaching Vietnamese knowledge (letters, sounds, syllables, words, sentences).

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- Teaching language reception (listening, reading comprehension).

- Teaching to create texts (speaking, writing, presenting).

Vietnamese language teaching activities of teachers: that is the preparation of Vietnamese language teaching plans of teachers. Teachers need to plan teaching for the whole school year, by semester and flexibly by week. Teachers need to base on the requirements to achieve the knowledge and skills standards of Vietnamese language in each lesson, organize activities to check old lessons, introduce new lessons, form knowledge, practice, consolidate. To achieve the set goals, teachers need to coordinate methods, use means and time effectively.

Vietnamese language learning activities of students: are to learn knowledge or practice, students can participate in group activities, individual activities under the guidance and direction of teachers and self-study activities of students in Vietnamese through building self-study plans, content, time and self-study routine; self-testing and evaluating their own learning results.

In schools, teaching Vietnamese must be seen as teaching a communication and thinking tool, aiming to equip students with a system of communication skills in Vietnamese. Thus, studying Vietnamese teaching activities of teachers must answer specific questions such as: what teaching methods do teachers choose, why do they choose them, how do teachers organize students' work, and how do they help them?

During the learning process, how does the teacher check students' knowledge and skills, how does the teacher help weak students and nurture good students?...

Teaching Vietnamese by teachers in primary schools is carried out through teaching the subjects of Reading, Storytelling, Practicing words and sentences, Spelling, Writing with many situational exercises, suitable for natural communication situations, creating selective communication environments for students to expand their vocabulary in a targeted way, equip them with background knowledge and develop their skills in using Vietnamese in communication. Specifically, during class, the main activities of teachers are:

- Assign work to students: let students present the requirements of the questions and exercises; let students demonstrate a part of the questions and exercises; summarize the tasks and give instructions to students.

- Check students: see if students are working, understand what they need to do, answer students' questions.

- Organize reporting of work results: direct reporting to teachers, reporting in groups, reporting in front of the class with oral reporting methods, using study cards or competing between groups, and individual presentations.

- Assessment organization: self-assessment, group assessment, class assessment with assessment methods such as praise, criticism (qualitative) or scoring (quantitative).

According to author Do Ngoc Hung, the thesis determines that teaching Vietnamese at primary school level needs to form the following competencies for students:

(1) Vietnamese speaking ability for students

- Pronunciation ability: pronounce Vietnamese consonants, vowels, and syllables correctly;

- Ability to form sentences to express complete ideas, correct intonation, express personal thoughts correctly, and express appropriate emotions;

- Ability to perform language actions effectively: telling, presenting, asking, requesting, suggesting;

- Ability to monologue and dialogue in family, classroom, school and in life, etc.

- Ability to speak about a given topic;

- Ability to dialogue and exchange.

(2) Vietnamese listening ability for students:

- Listening and understanding ability: listening to others speak, listening to others read, listening to the radio, TV...

- Ability to listen and understand the hidden meaning in conversation

- Ability to evaluate and comment on other people's words

- Ability to listen and respond to other people's opinions

- Listening - writing, listening - summarizing main ideas of the lesson

(3) Reading ability

- Ability to read correctly, read expressively, and with the correct lesson intonation;

- Ability to evaluate sentences, paragraphs, and texts read;

- Ability to read silently;

- Ability to read and understand lessons and texts in different communication fields in life.

- Ability to read, understand, perceive and analyze images in the lesson

- Reading ability to summarize lessons;

- The ability to read to gather information for a given topic.

(4) Vietnamese writing ability for students

- Ability to write correctly: transfer from audible sounds to letters;

- Ability to write with correct spelling and use appropriate punctuation;

- Ability to write sentences that accurately reflect personal thoughts and ideas and express appropriate emotions;

- Ability to write essays, paragraphs, personal messages;

- Ability to write paragraphs and essays: description, storytelling, analysis.

1.2.3.3. Methods and forms of teaching Vietnamese language in the direction of developing capacity for primary school students

The method of teaching Vietnamese language in the direction of developing capacity in primary school aims to develop students' ability to effectively solve problems in situations and tasks in the learning process, and at the same time help students to solve tasks in real life. This teaching method encourages increased group learning, innovates teacher-student relationships in the direction of collaboration, thereby forming social capacities.

Teaching methods used in teaching Vietnamese language towards developing students' capacity include:

(1) Creative reading

(2) Open Q&A

(3) Explanation

(4) State the problem situation

(5) Develop and implement topics and projects in teaching

Orientations on innovation in teaching methods of subjects in general and Vietnamese language in particular in primary schools depend on the education program of the University of Natural Resources and Environment such as:

- It is necessary to promote the spirit of initiative, self-awareness and positivity of learners, thereby forming and developing students' self-study capacity, and at the same time cultivating students' thinking qualities in a flexible, independent and creative way.

- When choosing teaching methods, it is necessary to choose flexibly and when using teaching methods, it is necessary to ensure the requirements: Students must complete their own learning tasks under the guidance of teachers.

- The use of teaching methods must always go hand in hand with the selection of teaching organization forms. Therefore, depending on the specific teaching objectives, content and conditions, teachers can choose appropriate teaching organization forms such as individual learning, group learning; learning in class, learning in practice...

- To teach effectively, teachers need to pay attention to using sufficient and effective teaching equipment for the subject according to regulations. Along with that, teachers can be encouraged to use self-made teaching aids if those tools are suitable for the teaching content and the students. Increase the use of information technology in teaching and exploiting teaching materials.

The form of teaching Vietnamese is the way of organizing Vietnamese teaching activities of teachers and primary school students in a certain space, time, quantity and order. To implement the content of the Vietnamese teaching program in the direction of developing students' capacity, the teaching forms must aim at the positivity of primary school students; Combining the forms

Different teaching methods and must diversify teaching forms, methods and means.

The forms of teaching Vietnamese language are often implemented when teaching in primary schools towards developing students' capacity, including:

(1) Organizing teaching in groups, individuals, and classes

(2) Using mind maps in teaching Vietnamese

(3) Students learn through extracurricular activities; organize experiential lessons outside the classroom.

(4) Hobby clubs, exchanges with writers and poets

1.2.2.4. Testing and evaluating Vietnamese language teaching activities in the direction of developing capacity for primary school students

Testing and evaluation is the final step of the teaching and learning process, an inseparable part of the teaching and learning process. Therefore, when conducting the teaching and learning process, teachers need to clearly define the objectives of the lesson, content and methods, choose teaching aids and tools as well as techniques to organize the teaching and learning process effectively. To evaluate the effectiveness of the teaching and learning process, teachers can collect feedback from students, with the feedback results, teachers have a basis to adjust their teaching methods and techniques.

Competency-based assessment is the assessment of students' learning ability based on the final results of a learning period, which is the process of finding results about whether students have successfully implemented those products. Assessing students' competencies helps teachers obtain information about students' learning outcomes to adjust their teaching activities and help students adjust their learning activities; helping schools confirm and rank learning outcomes.

Orientation of testing and evaluating students' learning outcomes according to competency approach:

- Use regular and periodic assessment forms, for each topic and each chapter, to promptly adjust and respond to the results of the teaching and learning process;

- Shift from assessing knowledge and skills (memorizing, understanding knowledge...) to assessing capacity (applying, solving practical problems...);

- Increase the use of IT in testing and evaluation,

With the specific characteristics of Vietnamese subject in Primary School, based on the above orientation, evaluating the results of teaching Vietnamese subject needs to:

- Based on knowledge and skill standards according to competency-based approaches, set out basic requirements to be achieved. The content of each regular test, periodic test, etc. needs to help teachers accurately assess which competencies are formed and developed in students at what level.

- Combine assessment forms, enhance and promote the role of student self-assessment, school assessment and family assessment, etc.;

- Combination of objective test, practice and essay assessment;

- Having appropriate assessment tools to evaluate fairly, honestly, comprehensively and with the ability to classify helps teachers and students adjust teaching and learning in a timely manner. Units with conditions should boldly install supporting software, create question banks and organize tests on the computer system.

1.2.3.5. Teaching aids, equipment and conditions to support teaching Vietnamese language in the direction of developing capacity for primary school students

Technical facilities are direct conditions for improving teaching effectiveness. Therefore, strengthening facilities, equipment, and teaching techniques is an appropriate impact according to the law of the school management subject on the management object related to the field of teaching facilities and techniques, including: material means, techniques and scientific and technological products... mobilized into teaching activities in schools, to support Vietnamese language teaching activities in primary schools to operate and achieve educational goals.

In addition, teaching equipment and tools are material means that help teachers and students organize effectively and reasonably the process of education and teaching for subjects in schools to implement the teaching program. In the process of innovating teaching methods, teaching equipment and tools are one of the indispensable basic conditions for teachers and students to achieve teaching goals. Moreover, teaching equipment and tools create direct conditions for students to mobilize all cognitive activities, approach reality, improve self-study ability, practice learning and practice skills.

1.3. Managing Vietnamese language teaching activities in the direction of developing capacity for primary school students

1.3.1. Concept of managing Vietnamese language teaching activities in the direction of developing capacity for primary school students

Management is a social phenomenon, playing an important role in the stability and development of society. Many researchers have studied the concept of management from different perspectives.

According to the Vietnamese Dictionary, management has the meaning of the verb: " Management is to look after and maintain according to certain requirements. Reason is to organize and control activities according to certain requirements" [68].

According to author Nguyen Thi My Loc, management is: "The directed impact of the management subject on the management object in an organization to make the organization operate and achieve the organization's goals" [41].

From an economic perspective, American economist Frederic Wiliam Taylor (1856-1915) said that management is the art of knowing clearly and precisely what needs to be done and how to do it in the best and cheapest way.

From the above concepts, we see: management is a process of conscious, oriented and organized impact of the management subject on the management object to achieve the set goals most effectively in the changing conditions of the environment. The management process is comprehensive, does not follow rigid regulations but must be flexible.

Teaching activities in general, and teaching activities of Vietnamese in particular, are extremely important in the management of junior high schools today, because education performs both educational and developmental functions. Vietnamese teachers, along with teachers of other subjects, are not only the subjects of all teaching activities but also the ones who control the learning process of students. The main task of teachers is teaching activities, which is to impart knowledge about language, Vietnamese and literature and the values of ideology, culture, ethics and qualities that need to be equipped for students. At the same time, teachers have the responsibility to regularly study, practice, foster and cultivate to improve their qualifications in all aspects in order to improve the quality and effectiveness of their teaching activities.

Teaching and learning management is essentially the impact of management subjects on the teaching and learning process (carried out by teachers and students, with the effective support of social forces) to contribute to the formation and comprehensive development of students' personalities according to the training goals of the school. Teaching and learning management focuses on the following contents:

Management of Vietnamese language teaching activities in primary schools is the purposeful and planned impact of management entities on the process of organizing and implementing subject teaching activities of teachers and students' learning, to ensure that subject teaching activities achieve the determined goals.

Based on the concept of managing teaching activities, teaching in the direction of developing capacity, within the scope of the thesis, managing Vietnamese language teaching in the direction of developing students' capacity is understood as the purposeful impact with programs and plans of the principal and managers at all levels in the school on Vietnamese language teaching activities in the school with teachers and students to achieve the goal of improving the quality of Vietnamese language teaching and developing students' capacity.

The above concept shows that the goal of managing Vietnamese language teaching in the direction of developing students' capacity is to improve the quality of Vietnamese language teaching in primary schools and develop capacity.

The subjects managing the teaching of Vietnamese language in the direction of developing students' capacity in primary schools include many subjects: principal, head of professional group, deputy head of professional group, in the school, in which the two subjects according to the State legal documents are emphasized: principal and head of professional group. The main subject in the thesis is the principal managing the teaching of Vietnamese language in the direction of developing students' capacity.

The management objects are all the content of Vietnamese language teaching activities along with teachers and students, the forces that carry out Vietnamese language teaching activities in schools.

Management content includes managing lesson preparation and class preparation, managing teachers' classroom teaching; managing students' learning activities; managing students' learning outcome assessment and managing facilities and equipment for teaching Vietnamese in the direction of developing students' capacity.

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