School principals have paid attention to directing and training to improve awareness and professional capacity in organizing Vietnamese language teaching for teachers, so the initial implementation of teaching Vietnamese language to students has achieved certain results.
The exploitation of facilities, teaching equipment, and supporting conditions for teaching activities has initially achieved results, creating a new change in the management of teaching activities in primary schools. Since then, facilities of schools have been increasingly improved, better serving teaching activities.
The strengths of schools are also the results achieved from the teaching management measures that school managers have implemented.
2.6.2. Unachieved aspects
There are still a number of teachers, staff and employees in schools and a number of parents and the community who are not fully aware of the importance and necessity of Vietnamese language.
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Although the quality of the teaching staff has been improved in terms of qualifications and skills, their professional competence, teaching skills, and ability to organize and implement innovative teaching methods and techniques are not commensurate and uneven among the staff of primary schools. Teachers are reluctant to innovate and have not proactively developed teaching plans, designed lessons, and organized lessons according to active teaching methods, focusing on students, and developing students' qualities and abilities to meet the current goals of fundamental and comprehensive educational innovation.
The management of the use of facilities, teaching aids, and supporting conditions for teaching activities has not really been effective. The policy of encouraging and supporting teachers to make their own teaching aids is not practical and has not stimulated the passion for research and exploration of teachers and students in teaching and learning.
2.6.3. Causes of unachieved aspects
Teachers' teaching organization capacity is still limited, some teachers are still confused in organizing and applying teaching methods, teaching aids are not fully responsive and feasible.
In management, there are still shortcomings that have not been promptly overcome such as: using facilities, teaching equipment, conditions supporting teaching activities are still too formal, assessing students' learning outcomes is not realistic, emulation and reward work is not timely and objective... which has not created motivation to strive in teaching and learning of teachers and students in the school.
Some contents and measures for managing teaching and learning activities in primary schools have not been innovated to keep up with the development of society in the context of fundamental and comprehensive innovation of primary education today.
Chapter 2 Conclusion
Through research on the current situation of education and training, the current situation of teaching and learning management at primary schools in Van Don district, it shows that:
The management of teaching activities of managers and teachers at Van Don District Primary Schools has achieved some encouraging results such as: the quality of teaching and learning in schools is stable and has developed, facilities serving teaching and learning are effectively exploited and improved, teaching and learning discipline is consolidated,...
However, besides those results, there are still shortcomings such as: the implementation of teaching plans has not been properly evaluated; the quality of education in primary schools and subjects is not uniform, has not really promoted the activeness of students, has not really developed students' qualities and abilities; teacher training has not been really effective,... to meet the goal of fundamental and comprehensive innovation of primary education.
The management of teaching and learning activities in Van Don district primary schools has not yet reflected the true results of education and training, has not yet met the goals of fundamental and comprehensive innovation in primary education, and has not yet met the requirements of society, first of all the people of Van Don district.
The existing causes and basic limitations of the management of teaching and learning activities in Van Don District Primary Schools and management staff need to be identified, with the aim of helping management staff overcome and improve their management work to suit the goal of fundamental and comprehensive innovation of primary education today.
The results of the above research have proven that the theoretical issues on the management of teaching activities in primary schools in chapter 1 are completely correct. At the same time, this is also the basis for developing measures to strengthen the management of teaching activities of Vietnamese language according to the General Education Program in primary schools in Van Don district in the context of fundamental and comprehensive educational innovation.
Chapter 3
MEASURES TO MANAGE TEACHING ACTIVITIES
VIETNAMESE LANGUAGE SUBJECT ACCORDING TO THE NEW GENERAL EDUCATION PROGRAM AT VAN DON DISTRICT PRIMARY SCHOOL,
QUANG NINH PROVINCE
3.1. Basis for proposing measures
3.1.1. Ensuring primary education goals
This principle requires that when developing measures to manage Vietnamese language teaching activities, it is necessary to aim at ensuring the objectives of the Vietnamese language program in the context of fundamental and comprehensive educational innovation. The principle of ensuring objectives helps researchers not to be distracted when proposing research measures.
This principle requires proposed measures to solve problems related to the management of Vietnamese language teaching activities according to the new general education program in primary schools in Van Don district, Quang Ninh province.
3.1.2. Principle of ensuring practicality
The proposed measures must reflect and concretize the educational guidelines and mottos of the Party and the State, in accordance with the regulations of the sector in the management process. To do so, it is necessary to base on the Law on Education, School Charter and Education Development Strategy, Resolution No. 29-NQ/TW on fundamental and comprehensive innovation of education and training, meeting the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration, specific measures for implementation, in which improving the quality of teaching and learning to develop students' qualities and capacities according to the requirements of fundamental and comprehensive innovation of education in schools is one of the urgent factors that need to be addressed. In the measures to manage teaching and learning activities according to the requirements of educational innovation in primary schools, it is required that department and school-level managers find management measures to help them effectively implement them in their management practices. The practicality of the measures requires that they be appropriate to the circumstances, conditions, resources, and environment of the primary school, on the basis of strict compliance with the regulations of the Ministry of Education and Training.
3.1.3. Principles of ensuring feasibility and effectiveness
Measures for managing primary school teaching activities must ensure feasibility, suitability with the actual characteristics of Van Don district primary schools, but still ensure the teaching objectives as prescribed by the Ministry of Education and Training. At the same time, the proposed principles must ensure effectiveness when developing measures for managing primary school teaching activities in the context of fundamental and comprehensive educational innovation, that is, ensuring the achievement of the objectives for managing teaching activities according to the set requirements. Effectiveness requires taking into account all management objects, all management areas and all management objectives.
3.1.4. Principles of ensuring scientific and consistent nature
Measures to manage primary school teaching activities in the context of fundamental and comprehensive educational innovation must be scientific and logical, based on theories of educational management, and based on the bases prescribed in State documents.
In addition, ensuring the consistency of measures must pay attention to factors affecting the teaching staff, students and the teaching environment. Only when implementing measures synchronously can the strengths of each measure be promoted in managing teaching and learning activities in primary schools in the context of fundamental and comprehensive educational innovation.
3.1.5. Principles of ensuring systematicity, inheritance and development
Systemicity requires that measures to manage teaching activities in the context of fundamental and comprehensive educational innovation must take into account factors of managing teaching activities, managing learning activities, and managing the teaching environment according to the system of viewpoints, elements, and contents of each process in order to aim for systematic measures that are clear and logical.
Each measure must solve a problem, a field, a content, a part in the system of contents for managing teaching and learning activities in the context of fundamental and comprehensive educational innovation. Each measure is part of a system of groups of measures, partial and comprehensive.
This principle requires that the proposal of measures to manage primary school teaching activities in the context of fundamental and comprehensive educational innovation must pay attention to the inheritance and superiority of measures to manage teaching activities that have been proposed by experts.
Previous scientific research, combined with creative elements, development, expansion of modern scientific research achievements in management of teaching activities suitable and effective for primary level.
3.2. Measures to manage teaching activities of Vietnamese language according to the new general education program at primary schools in Van Don district, Quang Ninh province
3.2.1. Measure 1: Develop a plan to teach Vietnamese according to the new general education program suitable for the reality of primary schools in Van Don district.
a. Objective
To help managers inspect and supervise teachers' work in an objective and scientific manner; avoid arbitrariness, improvisation or cutting of teaching programs and content; build a pedagogical environment with a high sense of responsibility of each individual before the collective; manage teachers to properly and effectively perform teaching and educational tasks in primary schools (as stipulated in Article 32, Chapter IV - Primary School Regulations).
b. Content
All school-level managers and teachers develop their own work plans and teaching plans based on the school's plans and those of each professional group; school-level managers sign and approve teaching plans and have plans to manage the implementation of teachers' teaching plans in primary schools;
School-level managers organize to review experiences and evaluate the implementation of the program according to the teaching plan; school-level managers have appropriate measures to handle individuals who implement the teaching plan incorrectly.
c. How to do it
When implementing this measure, in addition to thoroughly understanding the content to teachers, school-level managers themselves must also have a plan for themselves, with detailed directions to guide teachers. Assign lower-level managers such as Vice Principals and professional group leaders to help teachers develop teaching plans.
From the specific assignment based on the plan of the industry, school and professional groups, each manager and teacher is required to develop a detailed teaching plan. Focus on determining the basic knowledge content, each detail
lesson, each lesson, each chapter, teaching aids and forms, teaching methods and techniques.
To ensure the above requirements, the teacher's teaching plan must be distributed according to the regulations of the Ministry of Education and Training, expressed by week, month, semester and allowed for appropriate adjustments for teachers to implement the teaching plan; this is also the basis, the legal basis for inspection and supervision. The teaching plan and the implementation of the teaching plan are considered as a starting and ending cycle, a measure of productivity and work efficiency.
For primary schools in Van Don district, the time to implement the plan is usually specified as follows:
+ Semester I: 18 weeks. Plan implementation milestones: quality at the beginning of semester I, quality at the middle of semester I, quality at the end of semester I.
+ Semester II: 17 weeks. Plan implementation milestones: quality at the beginning of Semester II, quality in the middle of Semester II, quality at the end of the school year.
When problems arise during the teaching process, if necessary, the teaching plan may need to be adjusted to suit the actual situation. School administrators must consider and make timely and correct decisions based on consensus to achieve educational effectiveness.
d. Conditions of application
Primary school managers must have consensus and consistent direction on innovation in management, development and implementation of teaching plans in the context of fundamental and comprehensive educational innovation. Favorable conditions must be created for the development and implementation of teaching plans to meet the goals of fundamental and comprehensive educational innovation.
3.2.2. Measure 2: Directing innovation in teaching methods of Vietnamese according to the new general education program at primary schools in Van Don district
a. Objective
Teachers can confidently and proactively go to class when they have prepared a teaching plan with appropriate knowledge content and methods to promote students' positivity and initiative, develop students' qualities and abilities; school-level managers have an initial basis for evaluating and classifying teachers' quality and abilities; school-level managers can prevent
Prevent and promptly correct errors, helping teachers complete lesson objectives correctly.
b. Content
School managers agree on lesson plans; agree on teaching procedures; School managers provide materials for teachers to prepare lessons; School managers manage the exchange of lesson plans between teachers.
c. Implementation
Directing the program requirements carefully, clearly identifying the skills and techniques that need to be trained for students, determining the methods of cognition and developing students' abilities. School managers direct the presentation of specific lesson content in the lesson plan, clearly stating the interactive activities of teachers - students - teaching environment, identifying the key knowledge that needs to be conveyed, and arranging it in a logical sequence. Updating knowledge, illustrating with information, data, images, historical stories associated with reality to promote students' positivity and initiative, and developing students' qualities and abilities.
Teachers must understand the students, grasp the conditions of the schools, compare with traditional teaching methods, methods taught in previous years to determine teaching methods in a positive direction. This choice is extremely important, largely based on the creativity, experience and capacity of each individual.
Direct the development of teaching plans according to the agreed content in the professional group, in conjunction with the actual teaching conditions and the school conditions. Exchange lesson plans between teachers, in order to exchange experiences, learn, and give feedback to each other. The plan, once completed, needs to be presented in professional group meetings. All members of the group discuss, discuss, and agree on the main contents, requiring teachers to make the most of available means to serve the lecture to achieve the highest results in order to promote the positivity of students, develop students' qualities and abilities. The discussion contents need to be recorded and carefully kept in each individual and the resolution of the professional group.
d. Conditions of application