The concept of capacity according to the General Education Program of Vietnam (2018): "Capacity is a personal attribute formed and developed through innate qualities and the process of learning and training, allowing people to mobilize a synthesis of knowledge, skills and other personal attributes such as interest, belief, will,... to successfully carry out a certain type of activity, achieving desired results under specific conditions." [7].
1.1.1.2. General competencies
General competence is the basic and essential competence for people to be able to live and work normally in society. This competence is contributed to the formation and development in all subjects and educational activities such as: autonomy and self-study competence, communication and cooperation competence, problem-solving and creativity competence.
The general education program stipulates 3 general competencies that need to be formed for primary school students, including: autonomy and self-study capacity; communication and cooperation capacity; problem-solving and creativity capacity with the following requirements [7]:
Table 1.1. Competences formed for primary school students
Capacity
Primary school education required | |
Self-control and self-learning capacity | |
Self-study | Do your own things at home and at work school according to assignment, guidance |
Self-affirmation and protection of legitimate rights and needs | Be aware of your rights and desires body; initially know how to present and implement some legitimate rights and needs. |
Self-regulate your emotions, attitudes, and behaviors | - Recognize and express your own feelings and emotions, know how to share your feelings and emotions with others. - Be nice to everyone; don't say or do things that offend others. - Implement study and work plans correctly; Don't play too much, it will affect your studies and other things. |
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Adapting to life
- Find different solutions to the same problem. - Perform various tasks with different requirements | |
Career orientation | - Know the names, main activities and roles of some occupations; relate that knowledge to family member's occupation |
Self-study, self-improvement | - Be able to summarize and present what has been learned. - Identify and correct errors in the test through teacher comments. - Be conscious of learning from teachers, friends and others to consolidate and expand knowledge. - Have the awareness to learn and follow the example of others good person |
Communication and cooperation skills | |
Determine the purpose, content, means and attitude of communication | - Recognize the importance of communication in meeting personal needs. - Receive texts about life, nature and society that use language combined with images such as comics and simple articles. - Initially know how to use language combined with images and gestures to present information and ideas. - Pay attention when communicating; be aware attitude of the communication object. |
Establish and develop social relationships; adjust and resolve conflicts | - Know how to make and maintain friends. - Recognize disagreements and conflicts between yourself and your friends or between your friends; know how to yield to you or convince you. |
Determine the purpose and method of cooperation | Have the habit of exchanging and helping each other in studying; know how to complete learning tasks together practice under teacher's guidance |
Understand team tasks and responsibilities, own activities in groups after being instructed and assigned. | |
Identify the needs and capabilities of the partner | Identify some outstanding characteristics of group members to propose solutions. appropriate assignment of work |
Organize and persuade others | Know how to try to complete the assigned work and share to help other members together to complete the assigned work. |
Evaluation of cooperation activities | Report on the results of the group's tasks; self-assess strengths and weaknesses of yourself according to the teacher's instructions. |
International integration | - Have initial understanding of some countries in the region and in the world. - Know how to participate in some international integration activities according to school guidelines. |
Problem solving and creativity | |
Get new ideas | Know how to identify and clarify information and ideas new to oneself from available sources as directed. |
Identify and clarify the problem | Know how to receive information from the situation, recognize simple problems and questions |
Forming and implementing new ideas | Based on existing knowledge, know how to form new ideas for yourself and predict the results. results when performed. |
Propose and select solutions | State a simple way to solve the problem as directed. |
Design and organize activities | - Identify the main content and methods of operation to achieve the set goals according to the instructions. - Comment on the meaning of activities |
Independent thinking | Raise questions about surrounding objects and phenomena; do not hesitate to express personal opinions when faced with different information about objects and phenomena; Be willing to change when you realize you are wrong. |
Identify your own responsibilities and activities
1.1.1.3. Specific abilities of Vietnamese subject
a. Language ability
Language competence is the ability to use speech and writing in communication, expressed in reading, writing, speaking and listening skills. This is the clearest expression of communication competence, a very important general competence for learners.
Language proficiency is demonstrated through the following criteria:
- Read fluently and understand correctly texts of different types with age-appropriate topics and content; know how to respond to learned texts; have the habit of exploring and expanding the scope of reading.
- Can write texts of different types with topics and content appropriate to age to meet learning and life needs; ensure requirements on spelling, vocabulary, grammar and writing style.
- Know how to speak clearly and distinctly; know how to present convincingly and defend personal views, taking into account the views of others in communication.
- Understand others' ideas in normal communication; extract important and useful information from presentations, dialogues, discussions, debates and respond flexibly and appropriately.[26]
The General Education Program for Literature subject sets out the requirements for language proficiency of primary school students as follows:
Read the text correctly, fluently and expressively; understand the main content of the text, mainly the explicit content; initially understand the implicit content such as the theme, the lessons drawn from the text. At the primary level, reading requirements include reading techniques and reading comprehension skills. For students in the first grades (grades 1 and 2), focus on both reading correctly at an appropriate speed and reading and understanding simple content of the text. For students in grades 3, 4 and 5, focus more on reading and understanding specific content, understanding the theme, and understanding the lessons drawn from the text.
From grade 1 to grade 3, write correct spelling, vocabulary, grammar; write some sentences, short paragraphs; in grade 4 and grade 5, initially write complete short essays, mainly narrative, descriptive and simple introductions. Write texts retelling stories read, events witnessed, participated in, stories imagined by students; describe familiar objects and phenomena; introduce objects and activities close to students' lives. Write paragraphs stating students' feelings and thoughts when reading a story, poem, when witnessing an event that evokes many emotions in students; express opinions on a simple issue in study and life; write some types of texts such as: autobiographies, messages, invitations, timetables, applications, etc.; initially know how to write according to a process; the essay needs to have three parts (introduction, body, conclusion).
Present ideas and feelings in an understandable manner; initially know how to use appropriate gestures and body language when speaking; clearly retell stories read or heard; know how to share and exchange feelings, attitudes and thoughts on the issues discussed; know how to explain a simple object or process.
Listen with appropriate attitude and grasp basic content; recognize the speaker's emotions; know how to respond to what has been heard.
b. Literary ability
Literary competence is the ability to receive and decode the beauty of literary texts, mainly expressed in students' ability to read and understand artistic language through literary texts; recognize, explain, comment and evaluate the unique features of literary text forms, thereby knowing how to correctly receive and create content messages (meaning, significance, theme, ideas, inspiration). Literary competence is also expressed in the ability to create texts, knowing how to express (write and speak) the results of perception, understanding and explaining the aesthetic value of literary texts; initially being able to create literary products. [26]
Literary ability is closely linked with aesthetic ability. It is the ability to recognize beauty; analyze and evaluate beauty, reproduce and create beauty; live compassionately and humanely...
The General Education Program for Literature subject sets out the requirements for literary competence of primary school students as follows: [8]
Distinguish between narrative and poetic texts (prose paragraphs and verse paragraphs); recognize the content of the text and the writer's attitude and feelings; initially understand the effects of some formal elements of literary texts (language, characters, plot, rhyme, comparison, personification). Know how to associate, imagine and express literary qualities in writing and speaking.
For first and second graders: identify who and what the text is about; identify characters in stories, rhymes in poems; identify stories and poems.
For students in grades 3, 4 and 5: know how to read literary texts expressively; retell and summarize the main content of stories and poems; comment on characters, events and attitudes and feelings of the writer in the text; recognize time and place, some types of rhymes, rhythms, words, beautiful and unique images and the effects of rhetorical devices such as personification and comparison. Understand the meaning or lessons learned from the text. Write narrative and descriptive paragraphs and essays expressing emotions and the ability to associate and imagine.
1.1.1.4. Viewpoint on teaching towards capacity development
Competency-oriented teaching or output-oriented teaching has been discussed a lot since the 90s of the 20th century and today has become an international educational trend. Resolution 29-NQ/TW dated November 4, 2013 of the Party Central Committee on fundamental and comprehensive innovation of education and training has given the guiding viewpoint: " Developing education and training is to improve people's knowledge, train human resources, and foster talents. Strongly shift the educational process from mainly equipping knowledge to comprehensively developing learners' capacity and qualities ." [4]
Competency-oriented education aims to ensure the output of teaching and learning, to achieve the goal of comprehensively developing personality qualities, and to focus on
Teaching in this direction emphasizes the role of the learner as the subject of the cognitive process.
Unlike content-oriented teaching programs, competency-oriented teaching programs focus on describing the output quality, which can be considered the “final product” of the teaching and learning process. Teaching quality management shifts from controlling “input” to controlling “output”, that is, the learning outcomes of students. The “output” competency approach is an approach that clearly states the results - the competencies that learners are expected to achieve at the end of each stage of learning in school in a specific subject. In other words, this approach aims to answer the question: What do we want learners to know and be able to do?
In order for competency-based teaching to be effective, it is necessary to start with a clear picture of the important competencies that learners need to achieve, followed by building and developing content, teaching plans and assessment methods to ensure the purpose of the educational process. It can be seen that the important factor of education is to build clear output standards, demonstrate educational goals, and establish conditions and opportunities to encourage learners to achieve those goals. For students, the goals to achieve are first of all general competencies, the minimum competencies for people to be able to live in harmony and develop in a community. From the general competencies, each subject determines a number of specific competencies - competencies that the subject has the advantage of forming and developing for students.
To develop students' abilities, the direction is to change the process of lecturing in an average, imposed way by teachers into a process of self-study, self-discovery, and discovery by students. Each student needs to know the learning objectives and be assigned specific learning tasks, and can adjust their own activities so that learning is suitable for their own level of understanding. Teachers proactively organize for students to do
Group and pair learning activities, only focusing on students to explain when it is necessary to comment, evaluate in general or guide activities for the whole class, need to pay special attention to the types of practical activities and applications in real life of students, encourage students to expand their knowledge through different sources of information (from family, community, village, hamlet).
In order for students to be able to actively participate in Vietnamese language learning activities and have the opportunity to form and develop their abilities, teachers need to actively use teaching methods through students' experiences, exploration, and discovery activities, and encourage students to organize independent, self-study, or cooperative group activities. Teachers design and direct learning activities to help students discover, analyze, and apply knowledge. Based on the lesson objectives or required levels, from the knowledge in the textbook, teachers design learning activities (systematically) and organize students' activities in each lesson, guiding students to explore and discover so that students can promote their positivity, initiative, creativity, and self-form knowledge from their own learning activities. All students achieve the required level of the lesson, leading to meeting the standards of knowledge and skills of the subject program.
Teaching Vietnamese must be closely linked to students' real life, reading, listening, speaking and writing activities. Teachers guide students to form new knowledge from their existing experiences in a gentle and natural way; encourage students to think, observe, speak and express themselves in their own way.
In order to effectively organize teaching activities towards developing capacity, each teacher is responsible for teaching in each lesson. Teachers need to flexibly apply teaching methods and forms: Students should be encouraged to combine individual learning, small group learning, team learning, class learning and try to think independently during the learning process; organize group activities reasonably and for the right purpose; use textbooks and teaching aids flexibly and effectively, avoiding formality and waste; create a comfortable atmosphere, closely linked to reality, close to daily life.