Principles of Building Measures to Develop Teaching Skills for Secondary School Teachers

"Individual results are not the same" is a correct understanding of the training system, 58.1% of managers agree, while only 39.2% of teachers agree.

- Through that, it can be seen that innovating teaching methods and cooperative learning is still very difficult. If teachers do not really understand correctly and in fact they have not really learned and practiced cooperative learning skills, it is very difficult to improve the quality of teaching in the direction of activating learning in students.

1.2.2. General conclusions on the current situation through the survey

Through surveys in 3 provinces: Binh Duong, Binh Phuoc and Tay Ninh, we have found that

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defined as follows:

- Secondary school teachers mainly use traditional teaching methods, new and active teaching methods are rarely used. Therefore, with new teaching methods (including interactive teaching), secondary school teachers almost do not have the skills.

- Teachers and managers have an understanding of innovative teaching methods, but this understanding is not really solid.

- Teachers and managers have done some work to innovate teaching methods and have a correct understanding of the positive results brought about by innovation in teaching methods. However, teachers have not yet realized the requirements of innovation in teaching methods, and managers have a better awareness than teachers of the requirements of innovation in teaching methods.

- Teachers and managers have a certain understanding of DHHT and HTHT but not fully. Most teachers have not officially implemented DHHT. However, they have correct assessments of the results brought by DHHT. Managers have a better understanding than teachers of HTHT and DHHT.

- Teachers and managers have been trained in some teaching skills, but many other necessary teaching skills have not been trained, and the content and form of training have not come from practical requirements. In particular, teachers and managers have not been trained in cooperative learning skills in general.

1.3. CONCLUSION OF CHAPTER 1

1.3.1. DHHT is understood as a teaching style in which teachers organize students to study together according to teaching organization models suitable for learning purposes and content based on the characteristics of the DHHT. DHHT both creates a favorable environment for students to learn and acquire knowledge, and guides teachers on how to practice and develop cooperative skills in learning activities. DHHT encourages the active participation of learners through cooperative groups, learning goals and content are structured so that each member is interested in the overall results of the group as well as of each individual. In DHHT, students are active subjects in acquiring knowledge and skills through cooperation.

cooperation with teachers and cooperation between students in the learning process, thereby achieving personal goals, while contributing to the success of the group.

1.3.2. For DHHT to be successful, teachers must have a system of teaching skills that are consistent with the principles and characteristics of DHHT. Developing DHHT skills is based on the general teaching skills available to teachers in accordance with the principles of DHHT to create a more reasonable and complete system of skills that meet the requirements of learner-oriented teaching. It is necessary to develop DHHT skills for secondary school teachers by organizing training and improving DHHT skills through teacher training activities.

1.3.3. The survey shows that the professional and technical qualifications of teachers are not uniform. Some secondary school teachers in the surveyed areas have some understanding of HTHT and DHHT, but this understanding is not really complete and not completely accurate. However, the majority of teachers and managers believe that DHHT is one of the new teaching methods and will bring positive educational results.

1.3.4. The survey also shows that teachers have initially implemented some teaching and learning skills in the teaching process, however, this implementation is not systematic and lacks theoretical guidance, so the effectiveness is low. The majority of teachers and managers agree with the teaching and learning skills system proposed by the author and believe that these skills are very necessary. In fact, teachers and managers have not been trained in teaching and learning skills; there have been no specific measures taken to train teaching and learning skills for secondary school teachers.

Chapter 2

MEASURES TO DEVELOP COOPERATIVE TEACHING SKILLS FOR SECONDARY SCHOOL TEACHERS

Any measure to be implemented usually requires certain conditions and has its own characteristics suitable to the circumstances of the object. Good measures must bring results, ensure the improvement of the quality of activities and have connections between measures and results. This reflects the logic of development between things in terms of: direction, motivation, internal and external conditions, etc. Thanks to that, the measures lead to success. According to dialectical materialism philosophy, when grasping the nature of measures, the inevitability in the relationship between measures and results, if deeply perceiving the logic of development of things, the measure will have meaning when implementing it [97].

This thesis deals with the issue of developing teaching skills for secondary school teachers as a measure to help teachers grasp the requirements for skills appropriate to the nature of teaching, carried out through training activities to help teachers consolidate existing skills, supplement, perfect, and develop teaching skills in the direction of teaching methods, innovate teaching methods, improve the current teaching situation, and meet the requirements of improving teaching quality.

2.1. PRINCIPLES FOR BUILDING MEASURES TO DEVELOP TEACHING SKILLS FOR SECONDARY SCHOOL TEACHERS

2.1.1. Principle of ensuring purposefulness

The purpose of an activity is the expected result that each person and each system should strive to achieve. The purpose has the effect of orienting and directing the entire process of activity. The quality and effectiveness of an activity depends on the determination of the initial purpose. It is one of the most concerned categories in science and practice.

Therefore, when developing measures to develop teaching skills for secondary school teachers, it is necessary to correctly identify the training goals: theoretical awareness of the teaching model; knowledge and skills of teaching; identify the requirements to be achieved to guide the training and evaluate the results of training and developing teaching skills according to the requirements of teaching.

The principle of ensuring purposefulness is the main principle in the process of fostering and developing teaching skills for secondary school teachers.

2.1.2. Principle of ensuring systematicity

The principle of systematicity is one of the basic principles in the theory and methodology of dialectical materialism. It considers all things and phenomena in the material and spiritual world to exist, move and develop in a unified and complete whole [53].

The application of the system principle in the construction of measures to develop teaching skills for secondary school teachers will be carried out in a whole, including the components of training and skill practice (stages, steps...) which are linked, attached, unified, interact with each other and depend on each other in a certain order. Each previous measure is a prerequisite for the implementation of the functions of the following measure. At the same time, the following measures are like the continuation and completion of functions for higher development. If one of the measures is absent or a measure does not fully perform its functions, then the training and skill practice in the structure of developing teaching skills for secondary school teachers with the remaining measures will not have the conditions to be effective.

The principle of systematicity is the most basic principle in building measures to develop teaching skills for secondary school teachers.

2.1.3. Principle of ensuring practicality

The development of measures to develop teaching skills for secondary school teachers must be based on the practice of teacher training and teaching activities, making it suitable to the characteristics, conditions and practical requirements at the secondary school level while aiming to improve the current situation and meet the requirements of innovation in teaching methods at this level.

Notable practical bases are:

- The training and development process, program content, methods, training and development forms as well as the material facilities serving teaching and learning are increasingly diversified, rich and modernized.

- Innovation trends in the field of general education and the specific characteristics of secondary school level.

- The requirements of society in the cause of industrialization and modernization for the personality of general teachers. In which, attention is paid to scientific and technological knowledge, practical capacity and basic qualities of teachers.

Building measures to develop teaching skills for secondary school teachers suitable to the characteristics and practical conditions is the basic way to improve teaching and learning methods and enhance teaching quality.

2.1.4. Principles of ensuring comprehensive effectiveness

Measures to develop teaching skills for secondary school teachers must ensure effectiveness and comprehensiveness, meaning that they can be widely applied and have the ability to create effectiveness in fostering and practicing teaching skills.

The effectiveness is shown in the fact that if these measures are applied, the requirements to be achieved through training and practice will be carried out strictly and scientifically, and the time for practicing skills at the facility will meet the requirements. The effectiveness must be shown in many aspects:

- Cognitive effectiveness: Measures must ensure the acquisition of knowledge and skills in a complete, high-quality and solid manner. Knowledge and skills acquired become systematic, sustainable, and capable of good practice and application at educational institutions.

- Educational effectiveness: Raising teachers' awareness of the need to innovate teaching methods, demonstrating determination to implement, research, and explore new teaching models and strategies.

- Economic efficiency: Apply measures to save time and effort but ensure quality according to requirements.

Measures to develop DHHT skills must create practical comprehensive effects to

improve teacher capacity

2.2. MEASURES TO DEVELOP TEACHING SKILLS FOR SECONDARY SCHOOL TEACHERS

The thesis proposes 2 groups of measures to develop teaching skills for secondary school teachers. The content of the measures has specified the implementation methods and the requirements for teaching skills in the teaching style, so the thesis will not present again the implementation methods in the groups of measures.

The content of developing teaching and learning skills is suitable and consistent with the basic teaching skills of secondary school teachers, and is also suitable and consistent with the teaching and learning abilities of current secondary school students. This is the training content implemented in the specialized training class on developing teaching and learning skills for secondary school teachers.

General description of groups of measures:

* Group of measures 1: Building content to foster teaching skills for secondary school teachers (including 3 measures)

- Measure 1. Develop content and design lessons according to the DHHT model (including design skills: objectives, content, teaching methods, teaching and learning aids, and activity design).

- Measure 2. Develop skills to conduct teaching according to the DHHT model (including skills: establishing a HTHT group, organizing group activities, explaining the goals and tasks of students in the group HTHT, evaluating and commenting on group interactions).

- Measure 3. Building skills to support conducting DHHT (including skills: using study sheets, using questions, using words).

* Group of measures 2: Instructing teachers to implement teaching skills and apply them in practice and training at school facilities (including 4 measures)

- Measure 1. Guide teachers to practice skills to build positive dependence among members of the learning system.

- Measure 2. Instruct teachers on how to train students to develop skills in the learning system.

- Measure 3. Guide teachers on skills to design teaching and learning processes.

- Measure 4. Practice applying and training teaching skills at secondary schools.

The detailed content of the groups of measures is presented below:

2.2.1. Group of measures 1: Building content to foster teaching skills for secondary school teachers

2.2.1.1. Meaningful purpose

Develop training content to guide and teach in specialized training classes on innovative teaching methods, to develop teaching skills for secondary school teachers, to meet practical requirements that need to improve current teaching and learning methods.

2.2.1.2. Content

* Measure 1. Develop lesson design content according to the DHHT model

To prepare for a lesson, teachers must accurately determine the lesson objectives, the basic knowledge content that needs to be imparted to students, choose appropriate teaching methods, tools, activities and forms of assessment.

Lesson design content includes the following specific skills:

* Skills to design lesson objectives according to the DHHT model

To design lesson objectives, teachers must follow the subject's curriculum and knowledge standards specified in the curriculum and textbooks. By accurately determining lesson objectives, teachers will make appropriate decisions when choosing content, methods, and teaching aids.

When designing lesson objectives, teachers need to comply with a number of requirements:

- Ensure the integrity of the content and structure of the lesson.

- Covers all 3 general areas of learning:

+ Perceive, recognize objects and events, understand those objects and events, apply recognition and understanding to similar learning situations based on memory, recall and following models. Perform intellectual actions such as analysis, synthesis, comparison, generalization, inference, evaluation, judgment.

+ Emotions and expressive abilities include skills to perceive and judge values, skills to express attitudes, skills to understand people's emotions, thoughts and emotional life issues; behavioral skills and aesthetic culture appropriate to the learning content.

+ Practical operational capacity is life skills; skills to transfer knowledge and methods of action in changing real-life situations; skills to detect and solve problems from practical problems.

DHHT needs to pay attention to the content of knowledge, skills, attitudes, and emotions of learners to thereby specifically determine the HTHT skills of students; forming for students habits and life skills suitable to modern trends in group HTHT environments.

To determine the lesson objectives , teachers need to :

- Understand the objectives of the subject, determine the position of the lesson in the curriculum and teaching plan. Determining the objectives of the subject will help teachers not to deviate, and at the same time, it will be suitable for the actual situation when determining the objectives of the lesson. Determining the position of the subject, teachers will have an overall view to choose the knowledge to teach, determine the relationship between the knowledge learned and the knowledge required to teach, create reasonable learning situations, promote the independent creativity of students.

- In the role of an instructor, teachers need to have an understanding of the characteristics, qualifications, and ability to absorb knowledge and skills of each student and each learning group. This is very necessary, helping teachers determine the amount of knowledge that students need to absorb, their ability to cooperate in learning, and at the same time helping teachers choose appropriate teaching methods, means and forms.

- Based on the identified cognitive, skill, and emotional goals, teachers need to integrate and specify relevant content to guide and teach students learning skills, suitable for the characteristics of students at the secondary school level.

* Skills in designing lesson content according to the DHHT model

Based on the identified lesson objectives, the teacher selects the content that needs to be conveyed, clarified, and practiced, following the principle of clarifying concepts and knowledge standards. The lesson content is designed by topic, each topic is specified by many situations.

Based on the amount of knowledge in the lesson, the teacher will decide to give more or less situations. The number of situations and the complexity of each situation must be

suitable for the ability to transform lesson knowledge in the form of situations proposed by the teacher and the ability to receive, form skills and emotions of the learner.

When building a system of lesson situations, teachers pay special attention to the factor of stimulating students' active learning, engaging students in the creative thinking process, and exploring and discovering unknown things from known things. Designing learning content according to situations will create many opportunities for cooperation between teachers and students and students with each other.

To design lesson content, teachers need to fulfill the following requirements:

- Analyze the lesson content, identify the main ideas of the lesson. Analyze the lesson into independent knowledge units.

- Build the content structure of the lesson. The requirement that teachers need to achieve is to clearly identify the main knowledge and secondary knowledge in the lesson. Find the connection between knowledge units in a logical sequence of structure, taking into account its inheritance and development in the logic of the lesson.

- Building teaching situations: In DHHT, teaching situations are presented in the form of problem situations. To build problem situations, teachers need to:

+ Determine the objectives corresponding to each specific problem that is built. This is the concretization and is a part of the lesson objectives that students must achieve when the situation has been handled.

+ Determine the level and cognitive capacity of students to build situations suitable for their learning ability.

+ Designing obstacles, which are cognitive barriers that students must overcome to acquire new knowledge and form cooperation skills. These obstacles represent the contradiction between the known and the unknown in that situation, which are cognitive conflicts. It is important to note that when designing obstacles, they must be designed in a reasonable, scientific way, demonstrating creativity. Special attention should be paid to the level from low to high, helping students' thinking to gradually adapt in the solving process. Teachers are the ones who design obstacles, so they know very well the difficulties that students must overcome. Therefore, timely intervention by teachers in handling problem situations will create stimulation and interest in students' learning. In each problem situation, depending on its complexity, it is necessary to arrange an appropriate amount of time to solve it.

* Skills in designing teaching methods according to the DHHT model

Designing teaching methods is the professional work of teachers. This work is based on theory and practical teaching experience to suit the requirements of the lesson content.

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