Paths of Moral Education for Middle School Students in the Context of the 4.0 Revolution

society has determined. Through the method of avoiding punishment, remind other subjects not to violate social norms, not to fall into wrongdoings like those who have been punished.

1.3.3.2. Paths of moral education for middle school students in the context of the 4.0 revolution

Moral education for students can be done through the following ways:

Teaching, organizing experiential activities; organizing collective activities, social activities and self-education activities of students.

Teaching is the most basic and important way in schools to educate and comprehensively develop students' personalities [45]. Teaching carries out three tasks: forming knowledge, skills, and techniques for students, developing intellectual capacity and creative intelligence; educating students' personality qualities, specifically helping students form five main qualities: patriotism, humanity, diligence, honesty, and responsibility [10]. Teaching is the main activity, taking up the most time in schools, and is the most favorable way to change students' perceptions, attitudes, and behaviors.

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Experiential activities are a convenient way to help students transform their perceptions into attitudes and behaviors that are consistent with ethical standards in their relationships with themselves, their work, their families, their communities, their teachers, and those around them. Through experiential activities, students practice and hone behavioral skills that demonstrate their personality qualities according to the goals of the 2018 education program as determined by behavioral skills that are not formed through words but are only formed through activities and the activities of the learners themselves.

Social activities are activities that help students experience social relationships and social issues that need to be solved to move towards a better society in a relationship of mutual love and support. Through social activities, students are trained in personal qualities such as patriotism, nationalism, compassion; responsibility, diligence, etc.

Collective activities are activities that help students experience self-improvement, develop personal qualities, communication skills, cooperation, form qualities of compassion, teamwork, honesty, responsibility and diligence, etc. Through collective activities, students better understand their responsibilities to themselves and to others, to their homeland and country, and practice the necessary capacities and qualities of a citizen.

Labor education is a way to help students experience and practice moral qualities, through labor education, educating love of work, responsibility, cooperation, sharing with others, educating diligence, diligence, honesty for students, etc.

1.3.4. Forces involved in moral education for middle school students in the context of the 4.0 revolution

To educate students in ethics, it is necessary to coordinate educational forces between schools, families and society to unify educational goals, educational content and methods of implementing ethical education for students and developing the educational environment.

Schools in general and teachers in particular must play a leading role in moral education for secondary school students. They are the ones who determine educational goals, educational content, choose methods, forms of educational organization and determine the paths of moral education for students. Teachers are the ones who plan to coordinate with families and society to educate students in morality and implement coordinated activities to educate students in morality. Teachers must be the ones who regularly inform parents about the results of students' learning and training at school and in class to find ways to coordinate with parents to improve students' learning and training achievements. Teachers are the ones who regularly coordinate with social forces in the area to grasp the situation of students and mobilize resources to organize student education activities.

Parents in particular and families in general are educational forces that play an extremely important role in coordinating with schools and teachers.

to educate ethics for secondary school students. The family is the first educational environment and also the lifelong educational environment for students, so parents and adults in the family have the responsibility to regularly pay attention to moral education for students and coordinate with schools and teachers to regularly educate students at school, family and society. In addition to coordinating with schools, parents also have the responsibility to coordinate with social forces such as the Youth Union, the Young Pioneers and local socio-political organizations to educate secondary school students.

Social forces include: Local authorities, Youth Union, Young Pioneers, Women's Union, socio-political organizations whose tasks are to coordinate with schools and families to manage and educate students to practice good moral standards such as patriotism, humanity, honesty, diligence, and responsibility.

1.3.5. Testing and evaluating the results of moral education for students in secondary schools in the context of the 4.0 revolution

Testing and evaluating the results of moral education for students aims to record the learning and training results achieved by each secondary school student through each stage of learning and training, and at the same time has the effect of creating motivation for moral education activities for students to be increasingly perfect. To test and evaluate the results achieved by each student in terms of moral qualities, teachers are required to develop criteria for evaluating students in terms of awareness, attitude, and behavior in the process of implementing moral qualities. On that basis, develop assessment tools and choose forms and methods of student assessment appropriate to the context. Activities to evaluate the results of training moral qualities for students must mobilize forces to participate in the assessment: Student self-assessment; assessment of the student group for individuals; assessment of families and communities for students; assessment of teachers and schools for students. The results of assessing students' moral qualities must be used to help teachers adjust and improve educational activities, and at the same time help students self-regulate their personal learning and training activities.

1.4. Basic contents of moral education management for students in secondary schools in the context of the 4.0 revolution

1.4.1. Planning moral education for middle school students in the context of the 4.0 industrial revolution

Planning is the first function of a process of moral education management for students in secondary schools. It plays an initial role, orienting all activities of the management process and is the basis for mobilizing maximum resources for the implementation of moral education goals for students and is the basis for checking and evaluating the implementation process of the proposed moral education goals. It guides the determination of specific tasks of moral education for students that need to be completed and the tasks of the unit, the tasks of each cadre, teacher, and employee in each stage or specific work.

When developing a moral education plan for students in secondary schools, the school principal needs to ensure that the contents of the moral education plan include the following:

(1). Analyze the context, evaluate the current situation and present the legal basis for conducting moral education for secondary school students: The context of today's society in the 4.0 revolution period, the context of the locality and school.

(2) Identify and analyze the goals of moral education for students in secondary schools: The goals of moral education aim to form the main capacities and 5 qualities: patriotism, honesty, kindness, diligence, and responsibility.

(3). Develop a plan to implement moral education goals through school activities: Moral education plan through teaching activities; Moral education plan through experiential activities; Moral education plan through collective activities; Moral education plan through social activities and labor education activities, self-training of students.

(4). Implement moral education plans according to the program contents: Teaching, experiential activities; collective activities; social activities and self-education of each student.

(5). Check and evaluate the implementation of the moral education plan for students during the semester and school year (evaluate and summarize the implementation of the plan, report to the collective and superior management agencies).

To carry out the planning function, school administrators can divide the implementation process of the above contents into 4 stages:

- Pre-planning stage (stage of determining moral education goals for students in secondary schools).

- Planning stage: The planning stage requires managers to correctly assess the current status of ethics and the current status of ethics education for students in secondary schools today, analyze the impact of the 4.0 revolution on the awareness, attitudes and behaviors of secondary school students in implementing ethical qualities; develop goals and solutions to achieve goals. In this stage, managers need to answer the following questions:

+ What is the goal of the moral education plan for secondary school students in the context of the 4.0 revolution? When implementing the identified goals, what advantages and difficulties will schools and teachers have? What solutions need to be implemented to achieve the goal of moral education for students in the current context? What resources need to be mobilized to realize the goal? How long does it take to implement the goal of moral education for secondary school students? What are the results that the moral education plan needs to achieve?

- Phase of implementing the moral education plan for students in secondary schools: Plan to educate moral education for students through teaching cultural subjects, especially dominant subjects such as Civic Education; Literature; Natural Sciences, History and Geography, etc.; Plan to educate moral education for students through organizing experiential activities: Biology

Collective activities at the beginning of the week, at the end of the week; Experiential activities; Moral education plans for students through social activities: Volunteering, charity; participating in social networks, etc. Do the above types of plans need to be adjusted? If so, how should they be adjusted? Are there any goals that need to be lowered? Are there any solutions that need to be strengthened to make moral education for students more effective? Which solutions need to be replaced? Which resources need to be supplemented? etc.

- Evaluation and summary stage of the implementation of the moral education plan for students through various types of teaching activities, experiential activities, social activities, and self-education of students: Compared to the objectives of the moral education plan for students, what results have been achieved? What results have not been achieved? What are the points that need to be learned from the implementation of various types of plans?

The product of the pre-planning stage is a system of goals for managing moral education for students of secondary schools ; The product of the planning stage is a system of plans such as: Moral education plan for students throughout the course; moral education plan for students in each school year; semester; moral education plan for students through teaching activities; experiential activities; other social activities, etc.;

The implementation phase of the plan is a process of change, so the product of moral education management for students is the experiment of the correctness of management decisions and the necessary adjustments to ensure the achievement of the goals of changing students' awareness, attitudes, and behaviors regarding moral qualities such as patriotism, humanity; honesty, diligence, responsibility;

The product of the evaluation and summary phase of the plan implementation is a report on the achieved results, which clearly shows the measurement, evaluation and lessons learned in the process of implementing the moral education plan for students and preparing for the next management process, the moral education activities and content that need to be strengthened and innovated.

1.4.2. Organizing the implementation of the moral education plan for middle school students in the context of the 4.0 revolution

The 4.0 revolution affects students' awareness, attitudes and behaviors, making them more pragmatic and less concerned with others. Therefore, the organizational function needs to distribute and arrange human resources in certain ways to ensure the implementation of the proposed moral education goals for students. In particular, it is necessary to pay more attention to educating students about compassion and responsibility for others and the community.

The organizational function is the second function in the process of managing moral education for students. It has the role of realizing the moral education goals that the school and the school have set out, and especially the organizational function has the ability to create new strength for the organization, agency, unit, even the whole system if the distribution and arrangement of human resources are scientific and reasonable to effectively organize teaching activities, experiential activities, and social activities to educate students in morality. The new strength of the school, teachers, and educational forces can be many times stronger than its inherent capacity, so people also emphasize this role with the name "comprehensive strength".

To carry out the problem of distributing and arranging human resources, the organizational function implements the following main contents:

(1). Establish a Steering Committee for managing moral education for students in secondary schools, with the Principal as the head of the committee, the Vice Principal in charge of professional matters as the deputy head of the committee; the homeroom teacher as a member. Assign and delegate tasks to individuals and organizations to carry out moral education tasks for students through teaching and learning activities, experiential activities; social activities; students' self-education, etc.

(2) The principal organizes training to improve teachers' capacity in the current new social context and the requirements of the 4.0 revolution for moral education for students in secondary schools: Training to improve students' capacity for moral education through teaching activities; Training to improve

Student management capacity through participation in social networks; Fostering and improving students' moral education capacity through processing information on the internet; Fostering and improving moral education capacity through organizing experiential activities for teachers; Fostering teachers' capacity to evaluate educational outcomes, moral training of students, etc.

(3) The principal builds a mechanism for teaching and learning activities, experiential activities, and social activities to educate ethics for students in secondary schools; a coordination mechanism between departments inside and outside the school to educate ethics for secondary school students.

(4) The principal organizes the mobilization of resources to implement moral education activities for students through teaching and learning activities, experiential activities; social activities and self-education of students.

(5) The principal builds a mechanism to monitor and evaluate the implementation of the moral education plan for secondary school students through the paths and results achieved.

Organization is a step - but a very important step of educational management. To perform this important role, the organizational function must form an optimal organizational structure of the school management system and best coordinate the school management systems and related forces such as parents, social forces with the managed system to realize the goal of moral education for secondary school students according to the identified qualities and abilities.

Organizational work is a synthesis of different departments, units and individuals in the school, connecting interdependent relationships that are specialized according to specific functions and tasks, with certain powers and responsibilities arranged according to the hierarchy of student education management activities and different stages, but also to ensure the implementation of management functions and together towards the common goal of forming capacity and moral qualities for secondary school students.

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