Research Works on Ho Chi Minh's Self-Study Thought

make it applicable to many people. From this practical requirement, the Center for Self-study Development Research was born (May 1997) with the goal as its name and launched the magazine "Self-study" since 1999 (now the magazine Teaching and Learning Today ). The magazine "Self-study" is the place to publish research results, is a forum for exchanging and popularizing self-study experiences and teaching methods.

The late Prime Minister Pham Van Dong considered training learning methods for university students as a necessary and important task: “…the most important thing is to train students to know how to use their intelligence, their wisdom, and to develop their creativity. To do so, we must train them in learning methods, thinking methods, research methods, reading methods, presentation methods, and practice them into habits. At university, the most important thing is to learn methods” [25, p.25]. According to him, the important thing at university level is that lecturers train students in learning methods, that is, learning methods for students to approach and acquire knowledge. He emphasized: “…it is not to cram students with a jumble of knowledge, although knowledge is necessary. The main thing is to educate students in thinking methods, reasoning methods, expression methods, then research methods, learning methods, problem-solving methods" [25, p.34]. Author Pham Trung Thanh with the book "Learning - research methods of college and university students" (1999) believes that "learning - research methods are both a tool, a means to conduct training activities, and a part of the vocational training program for students" [79, pp.3-4] from which to establish a model of learning - research methods of students. According to the author, after establishing the guiding principles for the construction and basic contents of learning - research methods of students, the learning - research method model has been outlined including the following components: Determining the purpose, motivation, attitude, linking theory with practice, learning in class, work

learning and research at home, collective learning and research, learning and research through exams, and scientific research practice [81, pp. 14-77]. The author has the necessary ideas to foster PPHT for students so that they can use them proficiently to bring about "effective absorption" of knowledge and "form a system of professional skills and techniques". Therefore, "learning and research methods need to be thoroughly understood by all students right from the first years of entering college and university" and emphasizes "special attention needs to be paid to learning methods, the scientific rationality of organizing and building learning and research plans" [81, p. 82].

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Author Thai Duy Tuyen has written many works discussing teaching and learning methods. The book "Traditional and innovative teaching methods" has discussed a lot about the learning methods of learners. In it, the author stated that the process of self-study outside of class hours of students is the core direction in the process of acquiring knowledge of learners [107, p.145]. To do so, universities need to improve the effectiveness of instruction on self-study methods and skills through the form of organization and teaching methods. According to the author, students have the learning methods and self-study ability thanks to the guidance and orientation of the teacher. The teacher, through his teaching methods, cultivates students' self-study and self-research skills.

Author Le Khanh Bang has many research works on self-study and learning methods. According to him: "To create a change from passive learning to active self-study, it is necessary to make students conscious of proactive learning; it is necessary to foster their ability to proactively learn by practicing 4 basic skills: Skills of orientation in learning; skills of designing learning plans; skills of implementing the outlined plans; skills of self-checking one's own learning process..." [3, p.69]. To have those skills, educational institutions need to do a good job of orientation and guidance on learning methods, creating for students the

understand and apply effective learning methods to form basic learning skills.

In that direction, author Ha Thi Duc considers self-study in class as an active learning method to "raise questions when listening to lectures, organize the teacher's lectures to write in notebooks, discuss in groups, solve exercises..." [26, p.98]. Through class time, teachers must create a reverse connection to guide and orient learners in effective learning methods, ensuring that they are both consistent with the subject's logic and appropriate to their cognitive level.

Author Tran Ba Hoanh said: "The issue of students' learning methods has initially received research attention, focusing on aspects of creating positive learning motivation, building proactive learning methods, building self-management skills to control the learning process, and organizing students to practice participating in scientific research" [36, p.33]. Those aspects depend on the consensus of perception and direction of higher education institutions. In order for the quality of higher education to meet practical needs, higher education institutions need to propose and realize the policy of fostering self-study and self-research for learners.

The authors Nguyen Canh Toan, Nguyen Ky, Le Khanh Bang, Vu Van Tao in the book "Learning and teaching how to learn" discussed the relationship between teaching and learning, how to foster the most effective teaching methods for learners... The authors said: "The purpose of teaching is to make learners learn correctly, to make learners know how to learn and that way is feasible; that is, to change the way learners understand so that students begin to conceive of phenomena and ideas in the way that scientists, mathematicians, historians, physicists..., which means making students understand those scientists" [85, p.221]. To make learners know how to learn correctly, lecturers need to orient and instruct them on how to learn. When learners have a clear understanding of the theory of

learning methods, they will choose and apply the learning process into practice, compare, contrast and use the appropriate learning method for themselves.

The group of authors Doan Van Khai, Nguyen Anh Tuan, Du Dinh Phuc in the book "Logic and learning methods, scientific research" clearly pointed out the characteristics and requirements of basic learning methods. In which, the authors require learners to mainly form active, positive, creative learning methods through teaching methods. The authors affirm that learners who want to learn effectively must conduct personal research to discover and explore new knowledge, then must cooperate with friends to learn from friends and cooperate with teachers to learn from teachers and self-adjust" [64, pp. 148, 149]. In the process of learners cooperating with teachers, teachers must play a good role in guiding and instructing on learning methods, should not set up a ready-made table so that learners do not practice their creativity and independent thinking.

An overview of research on teaching methods in the country shows that, right from the first days of the "fully Vietnamese" education, a national, mass and scientific education, educators have paid attention to the teaching methods of learners and focused on innovating teaching methods for active and proactive learners. Thus, the authors have focused on researching teaching methods and fostering active, positive and creative teaching methods of learners. From there, the authors all attach importance to the issue of wanting to improve the quality of learning, wanting to innovate teaching and learning methods in universities today, in addition to paying attention to strongly innovating teachers' teaching methods, it is necessary to attach importance to fostering and guiding teaching methods for learners.

Recognizing the important role of self-study and teaching methods in university training in military schools, academies and officer schools always pay attention to directing the training of teaching methods for students. Through activities such as: organizing conferences to share experiences in training methods, teaching methods; exchanging, discussing, and talking between excellent students of previous courses with

new students; exchange and learn good learning experiences between academies and schools. There are many scientific articles discussing teaching methods and learning methods of students published in magazines, information sheets of the Ministry, general departments, military, service branches, academies, and officer schools.

Author Trinh Quang Tu focused on researching: "Orientations for organizing self-study activities of students in military schools". According to the author, in order for the quality of education and training in military schools to be effective, it is necessary to organize self-study activities for students well, focusing on the following directions: forming a system of self-study skills for students; organizing students to perform a system of cognitive exercises with increasing difficulty; encouraging students to self-test and evaluate the results of their self-study activities [108, p.35]. In the book "Self-study methods", the author focuses on analyzing basic self-study skills, considering self-study activities not only as a method or form of teaching organization, but also as a path for students to continuously improve their education and approach new careers [109, p.56]. However, the author has not yet deeply researched the general learning methods of students, only studied self-study outside of class hours, and has not discussed deeply the relationship between self-study outside of class hours and self-study in class.

Author Mai Van Hoa with his doctoral thesis: "Basic solutions to foster self-study methods for officer training students at Military Universities" (2003) stated that "Learning what is very important, but learning how to learn is even more important. Learning to know is necessary, but learning how to know is much more important" [33, p.5]. The author focused on researching the process of fostering self-study methods for students. According to the author, students who want to self-study well must have the right purpose and motivation for learning. From there, they develop a love of learning, a positive self-awareness, self-reliance, and passion for research, which are the internal driving forces of self-study. Without or lacking a purpose and a strong motivation for self-study, students cannot have true self-study activities. Learning is a process of internal development, self-expression, and self-transformation.

Learning must know how to learn, find knowledge in one's own way and know how to self-check and adjust one's learning. The author emphasizes: "learning to know how to learn, to self-study well, one must have good self-study methods" [33, p.21]. However, the author has not discussed the learning methods of students when there are lecturers in class to guide and direct, but has focused on the ways of self-study of students when there are no lecturers. Therefore, the issue of learning methods that emphasize self-study has not been mentioned.

The research work: "Basic directions for activating students' cognitive activities in the process of studying social sciences" by author Dang Duc Thang has generalized the activating of students' cognitive activities to improve the quality of education and training; presented the characteristics of studying military social sciences and humanities; proposed solutions to implement the activating of students' cognitive activities when studying military social sciences and humanities. In which, the author also proposed the organization of self-study activities and the gradual development of self-study skills for students of military schools. The author believes that: "Self-study is a form of independent and creative learning of learners, aiming to acquire, consolidate and apply knowledge, techniques, skills..." [84, p.75].

Author Tran Dinh Tuan in the study "Improving the quality and effectiveness of lectures on social sciences and humanities at military universities" paid attention to the dual impact of lectures on social sciences and humanities on students at military universities. The author analyzed in depth the effectiveness of lectures not only in providing knowledge, but also in focusing on learning methods and guiding students on how to learn. The author affirmed: Through the teaching methods of the teacher, students develop the ability to be independent and creative. It is the teacher who guides and guides students on learning methods through his/her class time [104, p.35]. The author summarized the specific methods of lecturers in the process of teaching in class to help students actively participate in cognitive activities, be proactive and creative. However, the author rarely discussed

to teach self-study and self-research orientation for students.

Author Nguyen Chinh Trung in the article: "On building active learning methods in military academies and schools" has generalized active learning methods of students in military academies and schools, focusing on both learning methods in class and learning methods at home (self-study) [91, p.15].

Author Phan Van Ty with the research: "Applying cooperative learning in teaching social sciences and humanities at military universities" affirmed: "In cooperative learning, learners are always considered active subjects of the teaching and learning process, with the role of self-organizing and self-directing their learning process through group interactions" [110, p.36]. Through cooperation, the author focused on fostering self-study and self-research skills for students at military universities according to a specific process. At the same time, the author proposed specific ways for students to cooperate in learning through lectures and seminars. However, the topic has not yet gone into depth in discussing the orientation and guidance of other creative learning methods for students at military universities.

In general, authors in the military have focused on research on innovation in teaching methods, organizing self-study activities outside of class hours, and fostering self-study methods. Thus, in the military, there are many works by authors researching self-study and fostering self-study methods; however, authors in the military have only focused on research on the process of innovation in teaching methods and the process of self-study, equipping self-study methods for students of military universities in general, there has not been any work discussing teaching methods and fostering teaching methods according to the ideology of "taking self-study as the core" for students at military universities.

1.3. Research works on Ho Chi Minh's self-study ideology

Ho Chi Minh's thought in general and Ho Chi Minh's thought on education in particular have attracted the attention and study of many domestic and foreign researchers.

research in a profound, diverse and rich way. Regarding Ho Chi Minh's self-study ideology, there are a number of authors inside and outside the army who have focused on researching and clarifying Ho Chi Minh's self-study ideology and practice.

Research on methods in general, Ho Chi Minh's learning methods, must include the book "Ho Chi Minh's Methods and Style" by author Dang Xuan Ky. This is one of the few first documents to research Ho Chi Minh's methods and style in a general and systematic way, bringing the research on Ho Chi Minh's methods and style to a new level [67]. The author also mentioned Ho Chi Minh's learning methods and self-study during his revolutionary activities, clearly pointing out his thoughts.

The book “Studying Ho Chi Minh’s method” by author Hoang Chi Bao is a meticulous work that has researched and presented an overview of research on Ho Chi Minh’s method from a number of works, as well as previous assessments of other authors on Ho Chi Minh’s method and methodology [2]. From the general overview of the method, the author has identified specific methods such as: Working method, learning method, self-study, theoretical research method, etc.

Author Pham Duc Chan with the book: "Implementing Ho Chi Minh's thoughts in the work of managing, educating and reforming prisoners". Through his articles, speeches, documents signed by him, as well as his tireless and rich life of practical activities, the author pointed out: "Ho Chi Minh's thoughts and viewpoints are an affirmation of a new viewpoint, a new direction, new principles and methods in educating and reforming criminals" [10].

Research on the teaching process according to Ho Chi Minh's teaching ideology has been conducted by many authors on a number of aspects such as goals, content, teaching and learning methods and the role and qualities of teachers.

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