+ Prepare full learning materials.
+ Participate in full course duration.
+ Serious in learning process.
7.2 Method:
Learners are assessed cumulatively in the following subjects:
7.2.1 How to evaluate
- Apply the regulations on regular college training issued together with Circular No. 09/2017/TT-LDTBXH, dated March 13, 2017 of the Minister of Labor - Invalids and Social Affairs.
- Instructions for implementing training regulations applied at Petroleum College are as follows:
Rating Points
Weight | |
Regular test score (coefficient 1) | 40% |
Periodic test score (coefficient 2) | |
Final exam score | 60% |
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Introduction. This chapter has introduced the necessity as well as the research objectives, scope and subjects of the research and the implementation process. -
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Objectives, Scope, Questions and Research Subjects -
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Introduction. This chapter has introduced the necessity as well as the research objectives, scope and subjects of the research and the implementation process.
7.2.2 Evaluation method
Evaluation method
Organizational method | Test form | Evaluation output standards | Number of columns | Time of test | |
Frequent | Paper test | Test | A1, A2, A3 | 1 | After 15 hours. |
Periodic | Paper test | Test | A1, A2, A3, A4, B1, B2, C1 | 1 | After 15 hours and after 30 hours |
End of course | Computer Test | multiple choice | A1, A2, A3, A4, B1, B2, C1 | 1 | After 30 hours |
7.2.3 How to calculate points
- Component assessment scores and final exam scores are graded on a 10-point scale (from 0 to 10), rounded to one decimal place.
- The subject score is the sum of all component assessment scores of the subject multiplied by the corresponding weight. The subject score is on a 10-point scale rounded to one decimal place, then converted to letter grades and scores on a 4-point scale according to the regulations of the Ministry of Labor, War Invalids and Social Affairs on credit-based training.
8. Instructions for implementing the subject
8.1 Scope and subjects of application: Subjects of Petroleum College
8.2 Teaching and learning methods of the subject
8.2.1 For teachers
* Theory: Apply active teaching methods including: short presentations, problem posing, reading instructions, case studies, discussion questions, etc.
* Exercise: Divide into small groups to do exercises according to the given content.
* Discussion: Divide into small groups to discuss the given content.
* Group self-study instructions: The group leader assigns group members to research and study the content of the lesson as required. The group discusses, presents the content, takes notes and writes a group report.
8.2.2 For learners : Learners must perform the following tasks :
- Study the lesson carefully at home before coming to class. Reference materials will be provided before students start studying this subject (website, library, documents...)
- Attend at least 70% of theory lectures. If a student is absent >30% of theory lectures, he/she must retake the course before being allowed to take the next exam.
- Self-study and group discussion: is a learning method that combines group work and individual work. A group of 8-10 learners will be provided with a discussion topic before learning theory and practice. Each learner will be responsible for 1 or some content.
content in the topic assigned by the group to best develop and complete the entire discussion topic of the group.
- Attend all regular and periodic tests.
- Take the final exam.
- Actively organize self-study hours.
9. References
[1]. Luong Van Ut. (2011). Labor Psychology Textbook . National Economics University Publishing House.
CHAPTER 1: OVERVIEW OF LABOR PSYCHOLOGY
Chapter 1 Introduction
This chapter helps learners have an overview of labor psychology and methods of determining psychology.
The objectives of this chapter are:
Present basic knowledge of labor psychology.
Draft a questionnaire on labor psychology.
TEACHING AND LEARNING METHODS CHAPTER 1
- For teachers: use active teaching methods (lecture, question and answer, problem-based teaching); ask students to do discussion questions and exercises in chapter 1 (individually or in groups).
- For learners: actively read the textbook (chapter 1) before class; complete all discussion questions and case studies of chapter 1 individually or in groups and submit them to the teacher on time.
CONDITIONS FOR IMPLEMENTATION OF CHAPTER 1
- Specialized classrooms/workshops: No
- Equipment: Projectors and other teaching equipment
- Learning materials, tools, and supplies: Course curriculum, textbooks, reference materials, lesson plans, movies, and related documents.
- Other conditions: None
CHAPTER 1 REVIEW AND REVIEW
- Content:
Knowledge: Test and evaluate all content stated in the knowledge objectives
Skills: Review and evaluate all content stated in the skill objective
Autonomy and responsibility: During the learning process, learners need to:
+ Study the lesson before coming to class
+ Prepare full learning materials.
+ Participate in full course duration.
+ Serious in learning process.
- Method:
Regular check points: none
Periodic theory test: none
CHAPTER 1 CONTENTS
1.1. GENERAL OVERVIEW OF LABOR PSYCHOLOGY.
Since the appearance of Humans on Earth, Human psychology has also appeared. Since then, Humans have asked themselves many questions about the phenomena around them. In particular, through many generations, Humans have observed and sought to describe themselves, to describe their psychology. So what is psychology and how to study it is one of the most difficult problems for human intelligence. Is psychology purely material or spiritual? There have been many different worldviews and viewpoints to solve this problem throughout history.
Ancient idealism believed that psychology is the soul that God placed in humans at birth. The soul is immortal, when humans die, the soul still exists and leaves the body to continue its wandering life. Ancient materialism tended to consider psychology as a material thing made up of other materials such as water, fire, air, and atoms. Some ancient medical scientists hypothesized about the concept of the soul, the body, and the brain. Aristotle (384 - 322 BC), the pinnacle of ancient psychology, the first person to write the work "On the Soul", realized that sensation is caused by the impact of objects on the senses, the spirit is just a function of the body, just like vision is a function of the eyes. But at that time, natural science as well as materialism were still rudimentary, people could not explain complex psychological activities such as: thinking, consciousness, human personality. Therefore, throughout ancient times and the Middle Ages, the idealistic concept of psychology still dominated.
Modern materialism, which emerged from the 17th century onwards, played a great role in the development of Psychology. Due to the strong development of natural science, many scientific observations showed that some human actions were caused by external influences and that many psychological phenomena had a clear relationship with the external environment. The theory of "Soul" began to waver. People asked the question: is it possible that the human body itself, under external influence, can generate psychology and consciousness? The French philosopher René Descartes (1596-1650) was the first to discover and use the concept of "reflex" to explain in a materialistic way the simple actions of animals and humans. The reflex diagram goes as follows: External objects impact the senses, causing a flow of nerve stimulation, the nervous system responds with a muscle movement. As for the conscious intentional actions of humans, according to Descartes, they are still controlled by the soul, which he considered the "supreme reason". The philosopher
John Locke (1632-1704), who proposed the theory of "Empirical Psychology", argued that everything in the mind comes through the senses. Human psychology is only "external experiences" caused by external influences on the senses, while "internal experiences" operate by themselves, motivate themselves and only themselves can know it. Both R. Descartes and J. Locke, although they made progress in explaining psychological phenomena, were not thorough, because both were dualists. French and German materialists strongly opposed that dualistic view, but their materialistic view of psychology and consciousness was a metaphysical mechanical view. Mechanical materialism considers psychological activity to be a material process, the human brain prints the image of external objects like a wax mold, psychology reflects objective reality like a mirror, and even believes that the brain produces psychology like the liver secretes bile. Mechanical materialism exaggerating the role of external influences, it also cannot explain the psychological phenomenon as a positive reflection phenomenon, in which the subject is always active and psychology has many different individual nuances. C. Wolffer, an 18th century German philosopher, was the first to introduce the term "Psychology" in his book "Physiological Psychology".
By the 19th century, along with biology and other sciences, sensory physiology and brain physiology had made important developments. Physiology and morphology of the nervous system discovered the separate activities of sensory nerves and motor nerves of the body, the speed of nerve impulses, afferent, communicating and centrifugal neurons in the "reflex arc", the physiological structure of the eyes and ears to distinguish sounds and colors. Physics clearly explained the simple psychological phenomenon of sensation by finding the law of stimulation of external objects to the senses. However, a question still arises: "Psychological phenomena are inherently spiritual phenomena, do not carry any physical energy, why are they capable of causing a material result such as a gesture, an attitude, an action, a change in the state of the body"? Idealistic psychology finds a way out with the theory of psychological parallelism. This theory holds that between the psychological phenomenon and the physiological phenomenon occurring in humans, although there is a correlation with each other, they are still two types of parallel phenomena that exist independently of each other, neither of which affects the other. In the 70s and 80s of the 19th century, due to the development needs of capitalism, Psychology separated from philosophy to become a separate science as an experimental science, laboratories were the main centers of psychological research in Germany, Russia, America, England, France... People advocated using experimental and descriptive methods of physics and biology to study simple psychological phenomena such as feelings, knowledge, attention, memory, habits, reaction speed... Independent Psychology departments were established throughout universities. Although this psychology has collected a lot of descriptive documents about psychological processes, it is still powerless to explain the phenomenon of consciousness because it is still based on idealistic and metaphysical methodology, on the other hand, bourgeois psychologists are limited by their class ideology. Therefore, entering the 20th century. Traditional psychology has fallen into a serious crisis of direction and methodology. Instead of studying the relationship between consciousness and the outside world, that psychology completely separates consciousness from reality. The crisis has given birth to
There are many schools of psychology, typically three schools: Behavioral psychology in the US, Ghestalt psychology in Germany, and Sigmund Phreud psychoanalysis (1856-1939) in Austria. The behavioral psychology school uses a biological perspective to study human psychology. This school is currently being exploited and developed by new trends of the humanistic psychology school in Western countries. The Ghestalt psychology school originates from the intention to study psychology from the perspective of the main structures of cognition. They believe that the main problem of thinking activities is to reform cognitive structures to achieve higher efficiency of reflection. The psychoanalytic school of S. Phreud originates from the intention to study and satisfactorily resolve the relationship between, on the one hand, the latent unconscious psychological forces (mainly sexual needs - Libido) and on the other hand, taboos and social constraints. According to S. Phreud's personality structure consists of 3 components: the id (the unconscious level of consciousness) where the blind instincts (sexuality) of humans are concentrated, always wanting to be satisfied immediately regardless of the relationship between that individual and the external reality; the ego (the conscious level of consciousness) has the task of adapting to the external reality, adjusting human actions according to the principle of self-protection; the superego (the subconscious level of consciousness) includes the binding standards of the environment that the individual perceives mainly through the conscious path. According to S. Phreud, the incompatibility between the id and the external reality creates a state of self-contradiction in the individual. S. Phreud believes that sex is the common and main driving force of human life. Currently, the new S. Phreud school is being developed in developed industrial countries.
The birth of Marxist-Leninist philosophy marked a turning point and revolution in Psychology. Marx's theory of reflection for the first time outlined the origin and nature of human psychology and consciousness, and at the same time outlined the object, tasks and methods of scientific psychology. Marxism-Leninism believes that psychology is a product of the long-term development of matter. All matter has the property of reflection. When matter develops to the level of life and high organization, the brain, the property of reflection reaches the form of sensation, perception, and reasoning. The brain is the trachea of psychology and psychology is the function of the brain. But human psychology and consciousness are not a biological adaptation activity, not the result of a direct one-way impact of the objective world on the human brain, but are the product of the interaction between humans and the surrounding world. It is the practical activities of Humans in nature and society that give rise to psychology, psychological consciousness, and Human consciousness is a reflection of the conditions of Human existence in nature and society. It is clear that Human psychology must be studied from a socio-historical perspective, not from a biological perspective.
Psychology is a phenomenon that belongs to the worldview of Humans, but it must be studied by objective scientific methods. Moreover, it is impossible to only describe psychological phenomena but must study the operating mechanism according to the laws of each type of phenomenon, and to do so, it is necessary to study the material nature of psychology, that is, to study the manifestations of its internal neurophysiological activities. VL Lenin pointed out that Psychology
Science must "directly study the material nature of psychological phenomena, nervous processes", thereby "analyzing and explaining this or that psychological process". The dialectical materialist thesis of Marxism-Leninism that psychology must be studied as a function of the brain has been completely confirmed by the achievements of natural science, especially the doctrine of famous Russian physiologists IM Xeténov (1829-1905) and IPPáplov (1849-1939). Xeténov has many outstanding research works on the physiology of the nervous system. In 1863, in his work "Brain Reflexes", for the first time in physiological science, Xeténov rejected the idealistic and religious views on the immaterial origin of the spirit. Xeténov stated that all human activities, including mental activities, are nervous reflexes, originating from the effects of the brain. The external environment enters the senses and ends up being expressed in various forms of movement. He wrote: “The infinite variety of external manifestations of brain activity ultimately leads to one phenomenon: muscle movement. Whether it is the smile of a baby when he sees a toy or the smile of Garibandi when he hears the verdict against him for patriotism, whether it is the trembling of a girl when she first thinks of love or the gesture of Newton when he writes down on paper the law of universal gravitation that he has just discovered, all of this ultimately always leads to a muscle movement”. Developing the ideas of Imshetov, Ippavlov began to study the complex physiological processes taking place in the highest part of the nervous system, the cerebral cortex, whose activity is the basis of all behavioral phenomena and psychological states. Ippáplov's theory opens up a broad scientific path to study psychological phenomena experimentally.
Up to now, Psychology has developed strongly into a science that plays a great role in society. The research object of Psychology is the laws of emergence, development, and evolution of psychological processes, psychological states, and psychological attributes of individuals, groups, and communities of people in society. Psychological processes are the reflection of objective reality in the human brain, helping people orient their activities in the surrounding conditions and adapt to those conditions, and at the same time, through their actions, change and improve those conditions to suit the assigned tasks. Psychological states are characteristics of psychological activities in a certain period of time, forming the basis for psychological processes and psychological attributes to develop or manifest in a certain way. Psychological attributes are psychological processes and psychological states that are repeated frequently in certain living and working conditions of people and become sustainable psychological characteristics of that individual. Psychology is the science that mainly studies the laws of birth, development, and evolution of psychological phenomena. It is one of the social sciences that studies humans.