Some History of Research on the Problem

Chapter 1

THEORETICAL BASIS OF MANAGEMENT AND TRAINING OF CAPACITY TO ORGANIZATE EXPERIENCE ACTIVITIES FOR SECONDARY SCHOOL TEACHERS TO MEET THE NEW GENERAL EDUCATION PROGRAM

1.1. Some features of the history of research on the problem

1.1.1. Overseas studies

Teachers are the main force to carry out teaching and educational activities in schools. Most schools value the role of teachers, organizing professional development training for teachers is a necessity to improve the effectiveness of school activities. School education programs are closely linked to changes in social trends, education can only be effective when it is linked to social life. In that context, teachers constantly strive and try to meet the requirements of practice in the process of performing tasks. The first trend is a number of research works on experiential activities.

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The famous American educational scientist, John Dewey, with his work Experience and Education, pointed out the limitations of school education and gave his views on the role of experience in education. With an educational philosophy that emphasizes the role of experience, Dewey also pointed out that meaningful educational experiences help improve educational effectiveness by connecting learners and the knowledge learned with practice.

Kolb (1984) also proposed a theory of experiential learning, according to which, learning is a process in which the learner's knowledge is created through the transformation of experience; that is, the nature of learning activity is the process of experience.

Some other international scholars such as Sakofs (1995); Chapman, McPhee and Proudman (1995); (Joplin, 1995) believe that experiential education values and encourages the connection between abstract lessons and specific educational activities to optimize learning outcomes; learning from experience must link learners' experiences with reflection and analysis activities; only experience

is not enough to be called experience; it is the process of reflection that transforms experience into educational experience (cited in [26]).

The second trend is research on capacity building management and capacity building management of experiential activity organizations, including the following studies:

In the book “ Teacher Development and Educational Change” [24], authors M.Fullan and A.Hargreaves have researched and pointed out the means to foster personal capacity for teachers, which are: (i) Psychological development includes 4 levels: self-protection, pre-morality, one-way dependence; conservatism, moral denial, independence; conscience, morality, conditional dependence; independence, autonomy, principles, integration; (ii) Professional development, includes 6 levels: developing survival skills; mastering basic teaching skills; expanding professional flexibility; becoming an expert; contributing to the professional development of colleagues; participating in making educational decisions at all levels; (iii) Career cycle development, includes 5 levels: career launch; career stability, commitment; challenges; new interests and becoming professional.

In the book “ Technology of Pedagogical Knowledge Content: A Framework for Teacher Knowledge” [18], authors Mishra and Koehler stated: In today's era, information technology is considered a cause and a wheel that promotes the results of the educational innovation process. An important factor affecting the process of integrating information technology in education is the training of teaching capacity for current and future teachers, this development is considered a top priority in the policy on educational innovation. The knowledge framework is the need to train and foster teachers' capacity, it is necessary to emphasize the role of information technology in teaching, the training content on information technology includes: Content, methods and technology. This is the required framework in training teaching capacity in the field of information technology in education. The current model is internationally recognized and applied in many countries around the world, including Vietnam.

In Japan, training and education for teachers who are teaching and educating, and school administrators are focused on, and considered a regular task. The way to organize training activities is quite diverse and rich, and training can be organized for groups of teachers or administrators in batches. All teachers and administrators participating in training must carry out the training content seriously and effectively. In North Korea, all teachers must participate in training programs to improve their professional qualifications. Training programs are aimed at specific subjects, with new teachers having training programs according to the prescribed time of about 10 years. At the same time, there are teacher exchange programs with different regions and countries to enhance the ability to study and share knowledge widely with teachers in different regions and countries (cited in [26]).

1.1.2. Domestic research

The first trend, research on experiential activities: Since 2010, organizing experiential activities has become a research direction that has attracted a lot of attention from scientists and educators. Research has approached it from many different angles.

In the “Proceedings of the workshop on creative experiential activities of high school students and the model of high schools associated with local production and business” of the Ministry of Education and Training (2014), scientists have presented multi-dimensional views on the concept, nature, content, organization of experiential activities, implementation instructions and evaluation of experiential activities. (quoted from [22]). The articles in the proceedings have presented different views on the concept of experiential activities, but agreed that it is not a strange activity in school education but is an integration of the contents of many previous educational programs implemented in schools. The content of the proceedings also mentioned the experience of organizing experiential activities at each level abroad, presenting lessons for Vietnam. According to author Ngo Thi Thu Dung, experience and creativity

Creativity is the nature of human activity. The nature of the activity of learners in particular, of humans in general, is experiential and creative activity; creativity here is understood as creativity at the individual level, not at the social level. Educational activities in schools that are organized in accordance with the nature of human activities can all be considered creative experiential educational activities, including teaching and learning activities, educational activities inside and outside of school. Author Dinh Thi Kim Thoa applies Kolb's experiential learning theory (1984) to study creative experiential activities. According to the author, to develop scientific understanding, we can influence the perception of learners; But to develop and form capacity (quality), learners must experience... This is a meaningful work in determining the importance, meaning, and content of organizing experiential activities in schools, and is a reference document for the thesis to inherit and apply appropriately according to the approach of the topic (cited according to [22]).

In the work "Skills to build and organize creative experiential activities in high schools " (Nguyen Mau Duc, Nguyen Thi Hang, Nguyen Quang Linh, 2016), the authors have systematized the skills to build and organize creative experiential activities in high schools based on the analysis of concepts, characteristics, and roles of experiential activities in learners' learning activities and the educational purposes of high schools. The author has identified experiential activities as an essential learning method for humans, from which the author has systematized the skills to build and organize creative experiential activities in high schools as the implementation of a useful learning method for learners (cited in [22]).

The book " Organizing educational activities in high schools according to the orientation of developing students' capacity" (Dinh Thi Kim Thoa, Bui Ngoc Diep, 2014) presented the concept, nature, and characteristics of educational activities according to the orientation of developing students' capacity. The authors affirmed: experiential activities in schools are educational activities according to the orientation of developing students' capacity. From there, the authors provided guidelines

in the form of requirements and notes for teachers to organize successful experiential education activities [35].

Author Bui Ngoc Diep in the scientific article "Forms of organizing creative experiential activities in general schools" presents the viewpoint of creative experiential activities in schools, affirming that experiential activities are essentially educational activities but have special characteristics, learners are the subject of planning, experiencing diverse situations, thereby developing corresponding knowledge and skills for themselves. From there, the author presents a system of forms and technical requirements to successfully organize the following types of experiential activities: Organizing forums, Organizing games, Organizing forums, interactive stages, clubs, tours, picnics, organizing competitions, organizing picnics, interactive stages, campaign activities, humanitarian activities.

In the work "Organizing creative experiential activities in general schools" (Nguyen Thi Lien (ch.b.), 2016), the authors presented the basis for determining and giving their views on creative experiential activities according to the activity approach. Affirming that experiential activities are educational activities, from there, they put forward general requirements and introduced the classification and techniques for organizing some creative experiential activities in general schools [16].

In the work "Improving teachers' pedagogical capacity through organizing creative experiential activities " (Tran Anh Tuan, 2017), the author focuses on clarifying the characteristics and nature of creative experiential activities. Affirming that organizing experiential activities is the way and method to improve teachers' pedagogical capacity to meet the requirements of educational innovation. Analyzing the role of teachers and the requirements for teachers in organizing experiential activities. Thereby determining that teachers' pedagogical capacity is formed and developed through organizing specific activities (cited in [26]).

The second trend is research on management and capacity building for organizing experiential activities.

Studies on management and capacity building for organizing experiential activities for teachers at all levels are mentioned in some recent studies such as:

Author Pham Hong Son has a study on "Management of training activities for teachers of secondary schools in Thai Nguyen city - Thai Nguyen province on the capacity of organizing experiential activities". In this study, the author has analyzed quite clearly the capacity of organizing experiential activities of teachers, the issue of training those capacities and the management of training activities of the Board of Directors of secondary schools.

Author Dong Thi Anh Ngoc has a study on "Managing and fostering skills in organizing experiential activities for teachers in ethnic minority schools according to the orientation of general education programs" . In this study, the author has clarified the current situation of experiential activities organization skills of teachers in ethnic minority schools and proposed measures to promote the effectiveness of training for groups of teachers in ethnic minority boarding schools [22].

Regarding the research on capacity building for teachers in secondary schools in organizing experiential activities, we can mention the author Nguyen Van Thieu with the topic "Management of training skills in organizing creative experiential activities for secondary school teachers in Kim Dong district, Hung Yen province".

In general, studies on organizing experiential activities and fostering the capacity to organize experiential activities for teachers have been approached quite diversely. That is an important basis for the topic to inherit and apply in research, building the theoretical basis of the topic. However, there have not been many studies on managing teacher training activities on experiential activities, especially studies on managing activities to foster the capacity to organize experiential activities for teachers at all levels, according to the characteristics of each locality and each region. This is the basis for the author to choose and research the above issue in the locality where he works.

1.2. Some basic concepts

1.2.1. Concept of Management and Training

Management has become a popular activity, everywhere, every time, every field, every level and related to everyone. It is a type of activity originating from the nature of the community, based on the division of labor and cooperation to do a job to achieve a common goal. Management has become a scientific field that has attracted the attention of many scientists from different fields. In the process of developing management theory, theorists as well as management practitioners have presented management perspectives from different angles.

Frederick Winslow Taylor (1856 - 1915), the founder of scientific management, said: To be a manager, you must know clearly: what you want others to do and pay attention to the best and most economical way for them to do it. To decide how a job is done, you must use scientific methods, not just rely on personal experience. He proposed four principles: 1. Scientific study of each element of the job and determine the best method for completing it; 2. Carefully select workers and train them to complete the task. 3. The manager cooperates fully and completely with the workers. 4. The manager divides the work and responsibilities so that the manager must plan the work methods and the workers are responsible for performing the work. Thus, management is a scientific activity, creating cooperation, planning, guiding, organizing, and training people in the organization to achieve the highest work results (cited in [22]).

Henry Fayol (1841-1925), the father of administrative management theory, was interested in organizational structure. He proposed five functions of management: planning, organizing, commanding, coordinating, and controlling. He believed that when people work together, it is essential that they clearly define the work they must complete and realize that each individual's tasks must be the mesh that weaves the organizational goal. Organizational management is responsible for doing that (cited in [22]).

Author Dang Quoc Bao believes that: Management activities include two processes "management" and "reason" integrated into each other; in which, "management" means maintaining and stabilizing the system, "reason" means innovating the system. The author affirms: Management activities originate from the division of labor and cooperation. It is the division of labor and cooperation that aim for greater efficiency and higher productivity in requiring command, coordination, operation, inspection, adjustment... there must be a leader. This is an activity for the leader to coordinate efforts with members in the group, in the community, in the organization to achieve the set goals [2].

According to Authors Nguyen Quoc Chi and Nguyen Thi My Loc: Management is the directed, purposeful impact of the management subject (manager) on the management object - in the organization - to make the organization operate and achieve the organization's goals. Accordingly, the authors also further define management activities as the process of achieving the organization's goals by applying the functions of planning, organizing, directing (leading) and controlling (cited in [26]). Management functions form a management cycle. In which each function is both relatively independent and has a dialectical relationship with each other. Specifically:

Planning function: This is the core function, the most important in the management process. Planning means setting goals, steps and specific measures to achieve the goals. To have a suitable, scientific and feasible plan, the forecasting function must be performed well; when forecasting, one must clearly know one's own capabilities.

Organizing function: This is an important function, ensuring the strength of the organization to successfully implement the plan.

Directing function: This function has the nature of operating, adjusting, and directing the system's activities to properly implement the planned plan, turning the expected goals into reality.

Inspection function: Is to collect information from the system. That is, grasp the situation from the bottom up to know the actual state of the system, the actual state of management decisions to promptly make adjustments and corrections...

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