CONCLUSION AND RECOMMENDATIONS
1. Conclusion
1.1. Nowadays, rapid development of information technology creates opportunities for everyone to learn in many forms. School education is no longer the only source of information that brings new knowledge of mankind to young people. However, school education, under the direct guidance of teachers, is still the most effective way, guiding the young generation to purposefully, selectively, and systematically absorb the quintessence of cultural heritage, science, and art of mankind. Therefore, teachers in schools need to have solid professional capacity, always innovate teaching methods, and transform learners' activities from passive to active in order to contribute to improving the quality of training in schools today.
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1.2. Currently, universities implement the training method according to the credit system, so the teaching time of theoretical hours will be reduced, the discussion time and self-study time of students will be increased. In order for students to be proactive in learning and practicing professional skills, in addition to organizing and guiding students to acquire subject knowledge, teachers need to pay attention to designing exercises and organizing for students to practice right in the learning process.
Practice at universities . Solving BT is a way to consolidate knowledge and develop personality .
creativity of each student in the learning process.
1.3. There are many different ways to classify types of exercises and based on different criteria . Inheriting the ways to classify exercises, based on the purpose and requirements of using exercises, we propose two types of exercises: theoretical exercises and practical exercises. In each type of exercise above, there are reproduction exercises and creative exercises.
1.4. The survey results show that the majority of teachers and students have a high level of agreement when assessing the necessity of using BT in teaching. However, students mainly do BT when teachers request or when preparing for exams, activities that students will have to do directly . The above results show that students' initiative in learning and practicing skills is not good.
The above situation is due to many objective and subjective reasons, in which the main reasons are that students are lazy to study, have limited practical knowledge of the subject, few reference materials, and teachers do not regularly use exercises in teaching .
1.5. To design a training system, it is necessary to comply with some general principles such as: The training system must reflect the basic content of the lesson, contributing to the implementation of the lesson and subject objectives; The training system must originate from reality and have educational significance, the training system must be problematic, the exercises must be within the ability, the exercises must be typical , highly general and promote the positive perception of students, the training system must be suitable for the characteristics of the subject, the training system must ensure that students have enough knowledge or research materials to find and solve problems . Based on these principles , the thesis has proposed the process of designing an exercise system, the process of designing a training system for a lesson, the process of designing a training system for a textbook, in which there is a relationship between the steps.
1.6. Using BT in teaching also needs to comply with some basic principles as follows: Using BT system must be suitable for the objectives of the subject, curriculum, lesson, with specific teaching conditions ; BT system must be suitable for the characteristics of each type of lesson; BT must reflect the relationship between teacher - student, student - student; Using BT must be associated with innovation in teaching methods, testing methods, and evaluation of lesson and subject results. Based on the above principles, we build a process for using BT system in 3 basic types of hours: Theory hours, discussion/seminar hours, self-study hours.
Each stage of the process of designing and using BT includes many specific steps . To effectively implement these processes , it is necessary to ensure certain conditions on the part of both teachers and students .
1.7. Based on the BT design process, based on the teaching program of the GDH subject, we have deeply researched and designed the BT system part I: "General issues of GDH" of the GDH subject . The designed GDH BT system and its usage process were tested at Hong Duc University in two academic years 2010 - 2011, 2011 - 2012. The testing results confirmed the suitability, feasibility, and effectiveness of the BT system as well as the usage process. The design and use of the GDH exercise system has helped students consolidate and acquire new knowledge, practice subject practice skills, foster interest in the subject and promote creativity in problem solving, contributing to improving the quality of teaching GDH subjects at pedagogical schools today.
2. Recommendations
2.1. On the school side
Regularly update new reference sources to meet the needs
student learning needs
It is necessary to reasonably adjust the number of students in the classroom to ensure control.
of teachers and training quality.
Continue to invest in facilities and equipment for practice, experiments, vocational training, and teaching to meet training requirements under the credit system .
Increase time for students to practice regularly at high schools,
reasoning with real money
2.2. On the part of the faculty and department
Every year, the department continues to review and adjust the detailed outline of the courses. It is necessary to unify the program and teaching duration of the courses between schools and faculties.
Based on the time and content of each subject, each subject needs to be edited .
Compile a system of BT in the form of reference documents , helping students to proactively practice their profession, aiming to improve their professional practice skills.
The organization and management of the assessment of the process scores of each subject needs to be strengthened in each faculty and department and needs to be managed according to a stricter process in the functional department.
Strengthening the work of observing classes and gaining experience in teaching in each subject; Schools should have measures to suddenly check teachers' teaching hours according to the timetable .
2.3. On the part of the lecturer
Each teacher needs to regularly innovate teaching methods in the direction of reducing presentations. They should include in the teaching program exercises containing problematic situations to stimulate students' thinking, encourage students to present their own opinions , and use information technology in presenting and reporting the obtained products.
Each lecturer needs to diversify the forms of testing such as: written tests, quizzes, multiple choice tests, practice tests to consolidate and train students' professional practice skills such as: presentation skills, writing skills, practice skills... combining the use of assessment forms: regular assessment, mid-term assessment and final assessment, this will have an impact on students' learning attitudes towards the subject.
Teachers themselves must constantly improve their qualifications , expertise, and professionalism.
Regularly observe and exchange with managers and teachers at high schools to promptly grasp changes in education and training at all levels, thereby designing training programs that are consistent with the reality of high school education, with the characteristics of the training profession, and the cognitive characteristics of students to achieve educational goals at universities .
LIST OF RELATED WORKS
PUBLISHED THESIS
1. Ho Thi Dung (2012), "Building a system of exercises for a class hour", Journal
Education , (No. 280), pp. 26 – 28.
2. Ho Thi Dung ( 2012) “ Using Pedagogical exercises in teaching according to the method ”
credit training method”, Education Magazine, (No. 287), pp. 40-42.
3. Ho Thi Dung (2012), “Using educational exercises according to the problem-solving teaching approach”
Problem Solving in College”, Journal of Education, (No. 297), pp. 14-16.
4. Ho Thi Dung (2012), “Some difficulties for students when solving Pedagogical exercises”, Journal of Educational Science , (No. 87), pp. 26 – 28
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