Chapter 1 Conclusion
In chapter 1, we clarified the concepts of tools and theoretical basis for educational management of ethnic minority groups through experiential activities for ethnic minority secondary school students.
Experiential activities are an organic part of general educational activities, an organic part of the educational activities system in secondary schools. With the specific characteristics of experiential activities, with the content and implementation time affirmed in the school education program, experiential activities have created favorable conditions for students to practice activeness, practice qualities, practice skills to develop capacities such as: perfection capacity, adaptation capacity, communication capacity, organization capacity, cooperation capacity, etc. Experiential activities with diverse forms, rich content, are indispensable activities, helping to connect schools with social life. These are favorable conditions for educating BSVHDT for secondary school students, especially for students in secondary ethnic minority boarding schools.
Chapter 2
CURRENT STATUS OF EDUCATION MANAGEMENT OF ETHNIC CULTURAL IDENTITY THROUGH EXPERIENTIAL ACTIVITIES FOR STUDENTS
DAI TU ETHNIC MINORITY SECONDARY SCHOOL - DAI TU DISTRICT, THAI NGUYEN PROVINCE
2.1. Overview of Dai Tu Secondary Boarding School for Ethnic Minorities - Dai Tu District - Thai Nguyen Province
Dai Tu Secondary School for Ethnic Minorities was established under Decision No. 2279/QD-UBND dated September 16, 2009 of the People's Committee of Thai Nguyen province. The school is a specialized educational unit in the public education system under the Department of Education and Training of Thai Nguyen. The school is located in Ban Co Hamlet, Hung Son Town, Dai Tu District, Thai Nguyen Province. This is a school that trains children of ethnic minorities living in particularly difficult hamlets (villages) of Dai Tu, Dinh Hoa, Phu Binh districts, Pho Yen town and Song Cong city. The establishment of the school has great significance, demonstrating the ethnic policy of the Party and State towards the cause of education in mountainous areas and ethnic minority areas.
In the 2012-2013 school year, the school officially came into operation, the first school year of the school with the assigned task of caring for and teaching culture to 120 students (02 grade 6, 02 grade 7). Total number of staff, teachers, employees: 20 (Including: Managers: 02; Teachers: 10; Employees: 08).
By the 2016-2017 school year, the school had a full scale from Grade 6 to Grade 9 with 08 classes (02 Grade 6, 02 Grade 7, 02 Grade 8, 02 Grade 9), 240 students, 37 managers, teachers, and staff (Including: Managers: 09; Teachers: 14; Staff: 14).
Over the past years, with the attention, leadership and close direction of the District Party Committee, People's Council, People's Committee of Dai Tu district, the Department of Education and Training of Thai Nguyen, along with the efforts
Thanks to the efforts of local authorities, agencies, units and the active support of all classes of people, Dai Tu Secondary School for Ethnic Minorities has achieved positive results.
About students:
- The school's rate of students classified as Good and Excellent every year is over 90%, with no students classified as Poor.
- Students participating in competitions for excellent students and gifted subjects at all levels: Achieved high results.
- Secondary school graduation rate reaches 100%. About teachers:
- Annual Labor Title reaches over 90%.
- The rate of basic CSTĐ title is over 15%.
- Participated in GVG competitions at all levels: Achieved good results.
For 4 consecutive school years from 2012-2013 to 2015-2016, the unit has achieved the title of Advanced Labor Collective, of which for 3 consecutive school years from 2013-2014 to 2015-2016, the unit has achieved the title of Excellent Labor Collective of the Department of Education and Training of Thai Nguyen province. In the 2015-2016 school year, the school was honored to receive a certificate of merit from the Chairman of Thai Nguyen Provincial People's Committee for achieving the title of Excellent Labor Collective for 2 consecutive years. In March 2017, the school was recognized by Thai Nguyen Provincial People's Committee as a school that meets national standards in education.
2.2. Organize a survey of the current situation
2.2.1. Survey objectives
Assess the level of awareness of managers, teachers, employees and students of Dai Tu Secondary School for Ethnic Minorities about preserving ethnic minority cultural heritage through experiential activities, correctly assess the current status of ethnic minority cultural heritage education through experiential activities for students as well as the management of this activity at Dai Tu Secondary School for Ethnic Minorities.
2.2.2. Survey scale
Survey topic with 240 students; 09 managers; 28 teachers and staff working at Dai Tu Secondary School for Ethnic Minorities
2.2.3. Survey content
- Awareness level of students, teachers, and managers about BSVHDT education through experiential activities.
- Current status of ethnic minority education activities through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities.
- Level of BSVHDT education management through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities.
2.2.4. Survey method
- Questionnaire survey.
- Exchange with school board; teachers; school staff.
- Data analysis.
2.3. Current status of national cultural identity education activities through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities
2.3.1. Current awareness of managers, teachers, employees and students about the purpose, meaning and importance of ethnic minority education for students at Dai Tu Secondary School for Ethnic Minorities
* For managers, teachers and employees
To find out about this issue, we surveyed the opinions of managers, teachers and staff through a survey of 37 people "Comrade, please tell us about the meaning and importance of BSVHDT education for students of Dai Tu Secondary School for Ethnic Minorities" and the results are as follows:
Table 2.1. Perceptions of managers, teachers and employees on the importance of BSVHDT education for students
STT
Levels | Quantity | Ratio (%) | |
1 | Very important | 9 | 24.3 |
2 | Important | 23 | 62.2 |
3 | Not important | 5 | 13.5 |
Add | 37 | 100.0 |
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Looking at the table above, we see that 86.5% of teachers and staff are aware of the importance of educating students about cultural heritage, contributing to preserving the cultural heritage of the locality and the country. Up to 13.5% of staff, teachers and staff think that it is not important. This shows that the awareness of the purpose, meaning and importance of educating students about cultural heritage in schools is not uniform, some staff, teachers and staff still take this work lightly. They only pay attention to teaching letters, not to teaching people to students.
* For students
Table 2.2. Students' awareness of the importance of ethnic minority education in Dai Tu Secondary School for Ethnic Minorities
STT
Levels | Quantity | Ratio (%) | |
1 | Very necessary | 48 | 20 |
2 | Necessary | 139 | 57.9 |
3 | Unnecessary | 35 | 22.1 |
Total | 240 | 100.0 |
Through the survey results, it can be seen that the majority of students are aware of the purpose, meaning and importance of BSVHDT education activities for students, accounting for 77.9%. However, there are still 22.1% of students who think that BSVHDT education for students is not necessary. Thus, it can be seen that BSVHDT education work in schools has not received regular and even attention. This
That proves that propaganda work on this issue is still limited, so awareness of managers, teachers, employees and students is still not high.
2.3.2. Current status of BSVHDT education content through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities
Through a survey of 09 managers and 28 teachers and employees, the results are summarized in the following table:
Table 2.3. Assessment of managers, teachers and employees on implementation level
BSVHDT educational content through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities
TT number
BSVHDT educational content | Reviews | ||||||
Good | Jar often | Not good | |||||
SL | % | SL | % | SL | % | ||
1 | Traditional costume (made from indigo fabric, women wear turban, five-panel shirt, buttoned on the right side, belt, pants or skirt, men the world is the long dress over the knee…) | 19 | 51.4 | 14 | 37.8 | 4 | 10.8 |
2 | Literature, music (children's songs, folk songs, sli singing, Then singing, musical instruments: Tinh lute...) | 9 | 24.32 | 15 | 40.54 | 13 | 35.14 |
3 | National language | 12 | 32.43 | 17 | 45.95 | 8 | 21.62 |
4 | Customs and practices of ethnic minorities expressed in daily life (eating, living) | 6 | 16.22 | 13 | 35.14 | 18 | 48.65 |
5 | Traditional craft (associated with making techniques) farming; gardening; raising livestock, weaving, embroidery, etc.) | 8 | 21.62 | 13 | 35.14 | 16 | 43.24 |
6 | Folk games (Tug of war, throwing the ball, pushing) stick…) | 19 | 51.35 | 14 | 37.84 | 4 | 10.81 |
7 | Traditional Festivals (Lunar New Year; March 3rd Festival (Thanh Minh Festival); July 14th Festival is the second biggest festival of the year; May 5th Festival (Doan Ngo); New Rice Festival (10th October, Long Tong Festival) | 18 | 48.65 | 12 | 32.43 | 7 | 18.92 |
8 | Traditional moral qualities of the nation (Patriotism, love of humanity, simplicity) simple, hard-working …) | 20 | 54.05 | 17 | 15.95 | 0 | 0 |
9 | Tangible cultural values: Temples, shrines, relics cultural and historical relics | 10 | 27.03 | 20 | 54.05 | 7 | 18.92 |
Through the survey results table above, it can be seen that the level of implementation of the content of BSVHDT education through experiential activities for students at Dai Tu Secondary School for Ethnic Minorities has been implemented but the level is not uniform. The contents that have been implemented quite well are: Traditional moral qualities of the nation, Folk games, Traditional costumes, all achieving a rate of over 50% of good implementation; next are the contents: Traditional festivals are assessed to be well implemented with a rate of 48.65% ; Ethnic languages reach a rate of 32.43%; Literature, music, traditional occupations, tangible cultural values: Temples, pagodas, shrines, cultural - historical relics, achieving a rate of over 20% of good implementation; other contents are assessed to be well implemented with a rate of less than 20%. As for the contents that have not been implemented well: Customs and practices of ethnic minorities are reflected in daily lifestyle (eating, living); Traditional occupations, up to 40%; Content: Literature, music has a rate of 35.14% of opinions as not being implemented well. The reason why the above contents are implemented at different levels is because: firstly, the capacity of the teaching staff doing this work is still limited, they lack the skills to organize activities, and are not trained or professionally developed in the above contents. Secondly, within the framework of experiential activities, priority is given to educating other educational contents, so the inclusion of BSVHDT educational contents is somewhat limited.
2.3.3. Current status of BSVHDT education methods through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities
To evaluate the current status of BSVHDT education methods through experiential activities for students, we conducted a survey of managers and teachers and obtained the following results:
Table 2.4. Current status of the level of use of GDBSVHDT methods through experiential activities for students
TT
Method | Usage level | |||
Frequent (%) | Sometimes (%) | Not used (%) | ||
1 | Group discussion | 60.9 | 34.8 | 4.3 |
2 | Role play | 65.2 | 34.8 | |
3 | Problem Solving | 30.4 | 69.6 | |
4 | Handling the situation | 73.9 | 17.4 | 8.7 |
5 | Assign tasks | 52.2 | 47.8 | |
6 | Game | 82.6 | 17.4 | |
Through a survey of 23 managers and teachers, 60.9% of them regularly organize group discussion methods to educate ethnic minorities through experiential activities for students. 65.2% of them regularly organize role-playing methods. The above methods have been given attention and directed by the school. However, the level of implementation is not regular. In particular, 4.3% of teachers have not used group discussion methods and 8.7% have not used situation handling methods in educating ethnic minorities through experiential activities for students.
In short, there is no method that has been evaluated as being used regularly by the school. This is also a factor that managers need to pay attention to and adjust in the plan to direct the implementation of GDBSVHDT activities through experiential activities for students.
2.3.4. Current status of forms of BSVHDT education through experiential activities for students of Dai Tu Secondary School for Ethnic Minorities
To evaluate the current status of BSVHDT education forms through experiential activities for students, we conducted a survey of managers and teachers and obtained the following results: