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Research on Competency-Based Learning

7.3. Supplementary methods:

- Get expert opinions to clarify further theoretical and practical issues of the topic.

- Data processing and statistical evaluation method: To quantitatively process survey data to serve as a basis for qualitative evaluation of research results.

8. Thesis structure

In addition to the Introduction, Conclusion, List of References and Appendix, the Thesis consists of 3 chapters:

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Chapter 1. Theoretical basis for managing Geography teaching activities towards developing students' capacity in high schools.

Chapter 2. Current status of managing Geography teaching activities according to the orientation of developing students' capacity at high schools in Kim Dong district, Hung Yen province.

Research on Competency-Based Learning

Chapter 3: Measures to manage teaching activities of Geography subject according to the orientation of developing students' capacity at Kim Dong High School, Hung Yen province.

Chapter 1

THEORETICAL BASIS FOR MANAGING GEOGRAPHY TEACHING ACTIVITIES IN THE ORIENTATION OF DEVELOPING STUDENTS' CAPACITIES

IN HIGH SCHOOL


1.1. Overview of research problem

1.1.1. Research on teaching according to competency approach

Competency-based teaching is one of the factors that greatly influences the improvement of the quality of education and training of an educational institution. Many authors and scientists at home and abroad have researched issues related to teaching theory, teaching methods, ...

The great pedagogue J.A. Comenxki (1592-1670) made demands for reforming education in the direction of promoting the active, proactive and creative nature of learners. According to him, how to teach so that learners enjoy learning and make personal efforts to grasp knowledge. He said: "I often foster in my students the spirit of independence in observation, in conversation and in applying knowledge to practice. He also wrote: "Education aims to awaken the ability to be sensitive, to make correct judgments, to develop personality... Find a method for teachers to teach less, students to learn more.

In the 20th century, John Dewey (1859 - 1952) was one of the greatest American philosophers in the first half of the 20th century, as well as a great psychologist and educator, who made great contributions to the reform of human education. J. Dewey's educational ideology holds that: School is not simply a place where adults teach children knowledge and moral lessons. School must be a democratic community in which all activities are focused on creating the highest efficiency in sharing with learners the heritage of human knowledge and enabling them to use their talents for social purposes. Therefore, education is an activity of life, the process of children's lives themselves, not a preparation for a dream future life.

The school has the responsibility to create the best conditions for individual learners to maximize their potential, to build knowledge for themselves using all their own tools such as: eyes, ears, hands, feet and especially thinking.

When talking about teaching methods, it is necessary to emphasize that this is an issue that educational scientists around the world are interested in. These are in-depth research works related to teaching methods associated with the names of Piagiet, Leonchiep, Dannhilov, Exipop, Lecne, Babansky.... Recently, some Western teaching theorists such as: Grop-fray... go into detail about specific teaching techniques.

According to J. Richard and T. Rodger, “The competency approach to teaching focuses on learning outcomes, targeting what learners are expected to be able to do rather than what they need to learn [11].

When summarizing the theories of the competency-based approach in teaching and development, KE Paprock [Cited in 28] pointed out five basic characteristics of this approach: 10 1) The competency approach is based on the learner-centered philosophy; 2) The competency approach fulfills the requirements of policy; 3) The competency approach is oriented towards real life; 4) The competency approach is very flexible and dynamic; 5) The competency standards are clearly formed.

According to authors Dang Quoc Bao and Nguyen Sy Thu [3], organizing teaching in the direction of developing student competence is to help students understand "what to learn for - what to learn to have true competence; at the same time, fostering students in how to "learn effectively to have sustainable competence". The authors also pointed out the basic thinking competencies that need to be equipped for students in the teaching and learning process, which are: Principled thinking (proficient in a main field and at least one specialized field); Synthetic thinking (knowing how to integrate different professional opinions into a whole, linking this whole with another whole); Creative thinking (knowing how to explore and clarify problems and practical requirements); Respectful thinking (recognizing and understanding differences

between lines of thought); Ethical thinking (fulfilling one's responsibilities as a worker).

Authors Nguyen Thi Lan Phuong, Nguyen Van Phuong, Nguyen Thanh Vinh believe that in order to effectively organize teaching activities according to the orientation of developing student competencies, it is necessary to pay attention to the use of teaching methods and learning systems, creating the best conditions for students to practice and apply knowledge in diverse situations. If in the teaching process, teachers cannot organize appropriate learning activities for students, they cannot form the desired competencies in them - which is what teaching according to the approach of developing student competencies aims for [36], [37], [43].

1.1.2. Studies on teaching management towards developing students' capacity

In Vietnam, issues related to teaching management in the direction of developing students' capacity are also of great interest, especially after 1986 (considered the milestone of innovation in thinking). Regarding the management of teaching activities in the direction of developing capacity, some research works can be mentioned such as: Document "Basis of educational management science" by author Nguyen Minh Dao; document "Basic concepts of educational management" by author Nguyen Ngoc Quang; document "Management, educational management approached from models" by author Dang Quoc Bao are documents that present the concepts of management, educational management and educational management approached from models, including teaching in the direction of developing capacity. Authors such as: Pham Viet Vuong, Nguyen Van Le, Ha The Ngu, Dang Vu Hoat... also have research works on managing teaching activities in general and teaching in the direction of developing learners' capacity. In general, the issue of managing teaching activities in the direction of developing competencies is mainly studied in the form of topics, seminars and instructions. Some studies in Master's theses on educational management and Master's theses on educational studies have also mentioned professional management and management of teaching activities in general schools and specific localities.

Author Tran Trung Dung has researched on the management of teaching activities in high schools in the direction of developing students' capacity. In this study, the author has clarified a number of theoretical issues on capacity and developing students' capacity; teaching activities in the direction of developing students' capacity and management of teaching activities in the direction of developing students' capacity. From there, the author has assessed the current situation and proposed measures to manage teaching activities in the direction of developing students' capacity for the provinces in the North Central region [11]. Author Bui Thu Trang has researched on: " Managing teaching activities in the direction of developing capacity at Nam Trung Yen secondary school, Cau Giay district, Hanoi ". In this study, the author has proposed measures to innovate the management of teaching activities in the direction of developing students' capacity in order to contribute to improving the quality of training at Nam Trung Yen secondary school.

Author Bui Duc Thien with the research on: " Managing teaching activities in the direction of developing students' capacity in high schools in Duy Tien district, Ha Nam province ". The thesis has proposed a number of solutions to manage teaching activities in the direction of developing students' capacity in high schools in Duy Tien district, Ha Nam province to meet the requirements of innovation in the spirit of Resolution 29 of the 8th Central Conference, term XI.

These topics have presented the theoretical basis of professional management and proposed some measures to manage teaching activities to improve the quality of teaching in some educational institutions to apply to those institutions and valuable experiences for teaching management towards developing students' capacity.

Currently , there is no research topic on solutions to manage Geography teaching activities in the direction of developing students' capacity in high schools in Kim Dong district, Hung Yen province, so I chose this issue to research.

1.2. Some basic concepts related to the research problem

1.2.1. Capacity

Competence is built on knowledge, established through values, structured as abilities, formed through experience/reinforced through experience, realized through will (JohnErpenbeck1998).

Competence is the ability of an individual to meet complex demands and perform tasks successfully in a specific context (OECD 2002).

Competence is the cognitive abilities and skills that are inherent in individuals or can be learned to solve problems in life. Competence also includes the readiness to act, motivation, will and social responsibility to be able to use solutions successfully and responsibly…in changing situations (Weinert, 2001).

According to the research direction of the topic, we believe that: "Capacity is a personal attribute formed and developed through innate qualities and the learning and training process, allowing people to mobilize a synthesis of knowledge, skills and other personal attributes such as interest, belief, will,... to successfully perform a certain type of activity, achieving desired results under specific conditions" [1].

The capacity of high school students is the ability to master age-appropriate knowledge, skills, and attitudes systems and operate (connect) them appropriately to successfully perform learning tasks and effectively solve problems that arise for them in life.

Students' capacity is a dynamic (abstract), open, multi-component, multi-layered structure, containing not only knowledge, skills... but also beliefs, values, social responsibilities... expressed in their readiness to act in the general learning environment and the changing real conditions of society.

1.2.2. Teaching activities

The concept of teaching activities is increasingly expanded to adapt to different historical circumstances and different teaching methods. From the perspective of education: "Teaching activities are typical activities for any type of school and from a general perspective, teaching is the most typical educational path. "With its content and nature, teaching is always considered the most reasonable and favorable path for students as cognitive subjects to acquire a system of knowledge and skills.

action turns into qualities, intellectual capacity of oneself [19].

According to activity theory, teaching includes two activities: the teacher's teaching activities and the learner's learning activities. These two activities are always closely linked together, take place continuously and penetrate each other, exist for each other, complement each other, and support each other to develop together and achieve teaching goals.

- Teaching activities: Is the organization and optimal control of the process of students acquiring knowledge, forming and developing students' personalities.

The main role of teaching activities is to organize and control students' learning, helping students grasp knowledge and at the same time forming skills and attitudes. Teaching activities have two functions: imparting knowledge and controlling the process of grasping knowledge according to the prescribed program content by appropriate methods.

- Learning activity: Is the process of self-control to optimize knowledge acquisition, thereby forming a new psychological structure and comprehensively developing personality.

The self-control role of learning activities shows self-awareness, positivity, self-reliance and creativity under the organization and control of the teacher to master scientific concepts. At that time, students simultaneously achieve three goals: intellectual education (mastering scientific knowledge, that is, understanding, remembering and applying well); development (thinking and intellectual activity capacity); education (attitude, ethics, viewpoints, beliefs, etc.). Learning activities have two functions: acquiring knowledge and self-controlling the process of acquiring knowledge in a self-aware, positive and self-reliant manner. The content of knowledge includes the system

The system of concepts of a subject that students must acquire by appropriate methods (description, explanation, application) to transform human knowledge into personal learning.

1.2.3. Teaching based on student capacity development

Teaching to develop learners' qualities and abilities is considered an approach to teaching that promotes students' positiveness. The difference between the methods is that teaching to develop learners' qualities and abilities has higher requirements, is more difficult, and requires teachers to have higher general teaching qualities and abilities than before.

More importantly, compared with previous teaching concepts, teaching to develop qualities and abilities will bring teaching and learning closer to the goal of forming and developing human personality.

In the new teaching concept (organization), a good lesson is a lesson that promotes the positivity, self-awareness, initiative, and creativity of both teachers and students in order to improve knowledge, foster cooperation capacity, the ability to apply knowledge into practice, foster self-study methods, positively impact thinking and emotions, and bring excitement to learning to students . In addition to traditional requirements such as: closely following educational goals, teaching content, and subject characteristics; being suitable for the psychological characteristics of students' ages; lessons with innovative teaching methods also have new requirements such as: being implemented through teachers organizing learning activities for students in the direction of paying attention to training thinking methods, self-study ability, need for action, and self-confidence; being implemented according to the principle of multi-dimensional interaction: between teachers and students, between students with each other (focusing on both teaching activities of teachers and learning activities of students). However, no matter what method is used, the principle of "Students complete their learning tasks on their own with the organization and guidance of the teacher" must be ensured .

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