- Create conditions for students to actively absorb new content and forms of life skills education, promote independent thinking; feel interested, useful and show a positive attitude in participating in activities appropriate to the content of the given situations, discuss and draw out knowledge content and behavior in life. Students must fully prepare learning tools according to the requirements of the lesson content. Students' activities must be appropriate to the topic to avoid prolongation and fussiness in clothing leading to unsatisfactory lesson content.
3.2.2.4. Implementation conditions
Schools need to ensure certain conditions in the process of implementing innovative methods of life skills education for students.
- The Principal and Vice Principals must direct the improvement of content and methods of activities to suit the psychology and meet the needs and aspirations of students. Innovate the forms of activities, avoid boring repetition so that students are interested in participating.
- Must promote the proactive creativity of students and the exemplary role of the Ho Chi Minh Young Pioneers in participating in life skills education for students.
- There is coordination with students' families and educational forces outside society to promote their strengths.
To organize life skills education for students through subjects, teachers must first carefully study the program content, always relate the lesson content to real life and especially take advantage of innovative teaching methods. Managers need to direct professional groups to develop, design, and teach sample lesson plans, integrating appropriate content on life skills education for students. Organize to learn from experience and replicate teaching sessions for teachers in the whole group.
- At the same time, prepare good facilities to carry out the activity: playground, sports equipment, books, newspapers, audio-visual equipment... so that this activity can be organized smoothly.
- Managers organize for teachers of all subjects to fully participate in training courses on life skills education through subjects according to regulations.
3.2.5. Strengthening inspection, evaluation, emulation and reward activities in life skills education for primary school students
3.2.5.1. Objectives of the measure
Evaluation is the basic function of testing, closely related to testing, based on testing and is the result of testing. Therefore, testing and evaluation is a particularly important step in the general school management cycle and in life skills education for students.
The goal of the measure is to create a two-way information connection to receive all feedback during the implementation of life skills education for students, so that education managers can know the difficulties and obstacles and have appropriate measures as well as innovate emulation and reward work, fight against achievement disease, complete the document system, ensure timely rewards to build and effectively implement emulation movements in life skills education for primary school students.
3.2.5.2. Content and implementation method
* About content:
- Develop standards and content for the assessment process. Organize inspections of life skills education for students.
- Plan assessment and evaluation according to the timeline of the school year.
- Make a specific and detailed plan for emulation and rewards.
* How to proceed
The school principal must carry out specific tasks:
- Develop standards and content of the assessment process.
To build the content of the inspection and evaluation process, it is necessary to first build inspection and evaluation criteria. Evaluation criteria are signs and characteristics chosen as the basis and standard for comparison, contrast, and determination of the level of achievement of the evaluation process. On the basis of determining evaluation criteria, build standards and
The content of the assessment process of the coordination between school, family and society to educate life skills for students is the target of implementing the proposed plan.
- Plan to conduct testing and evaluation according to the timeline of the school year:
+ Based on the functions and tasks of the school and regulations of the industry, inspect and evaluate to detect unreasonable things in the process of coordinating educational forces compared to the initially set criteria, and at the same time have directions to promptly adjust and overcome.
+ Establish an inspection committee to evaluate the organization and coordination of social forces to educate life skills for students, including representatives: School Board, TPTĐ, GVCN, Parents' Association, Youth Union Secretary in the district.
+ Develop testing regime: By semester, by school year, and suddenly. Testing forms: direct and indirect.
Besides, it is necessary to clearly assign responsibilities and coordinate social activities in educating life skills for students.
- Organize inspection and evaluation of inspection and evaluation activities of life skills education for students.
When there are evaluation results, managers need to adjust or promote or correct or handle to make the implementation process better.
- Plan for emulation and rewards.
+ The principal establishes an emulation and reward council consisting of the principal as chairman, vice chairman as vice principal, union chairman, youth union secretary; team leader, council members include professional group leaders, a number of staff, teachers, and parents' association representatives.
+ Rewards need to be organized at the right time, at the right level, for the right person and the right job. If rewards are not reasonable, they will have the opposite effect to what the manager wants. Competition and rewards need to be diverse in their organization. Depending on the ability.
of the school and other mobilization to determine appropriate reward levels, both to encourage those with achievements and at the same time to motivate all members to strive.
+ It is necessary to focus on replicating advanced models in life skills education for students and teachers.
3.2.5.4. Implementation conditions
- Evaluation must be based on certain criteria. When evaluating, the following principles must be ensured: Development principle; historical principle; integrity principle. Evaluation methods must be coordinated, and attention must be paid to promoting the good and positive aspects, and contributions to promote development.
One must avoid one-sided, subjective, emotional assessments; mechanical, stereotyped or using power to make comments without research; at the same time, it is necessary to exchange and look at it from many aspects. Management levels need to regularly organize learning experiences from typical examples in the industry's emulation movement, organize the implementation of the emulation and reward law to the grassroots level, and at the same time mobilize the masses to voluntarily and proactively participate in the emulation movement to educate life skills for students.
3.3. Relationship of measures
The proposed measures are based on theoretical basis (Chapter 1), practical basis (Chapter 2) and principles of management science. Of the 5 measures mentioned above, the measure: "Building a system of life skills catalog that needs to be educated for primary school students in Lao Cai city" is meaningful as a basis for life skills education activities for students. At the same time, doing this measure well will create interest for students. But in general, the remaining 4 measures also play a role and this measure is the premise, the result for implementing other measures.
Each measure has its own advantages, they have an organic relationship with each other, complementing each other in the educational process. The measures need to be applied synchronously to promote the management of life skills education for students to operate smoothly and effectively.
3.4. Testing the necessity and feasibility of proposed measures
To determine the necessity and feasibility of the proposed measures, we conducted a survey through questionnaires to collect opinions from the management staff and teachers of 5 schools in Lao Cai city with a total of 150 people. The questionnaires were asked to give their opinions on the necessity and feasibility of the 5 proposed measures. The results were as follows:
Table 3.1. Test results on the necessity of legal measures to manage life skills education for primary school students in Lao Cai city
Status
Measures | Necessity of measures (%) | ||||||
Very necessary | Necessary | Are not necessary | |||||
SL | % | SL | % | SL | % | ||
1 | Directing the development of a list of life skills that need to be taught to primary school students Lao Cai City | 133 | 88.7 | 17 | 11.3 | 0 | 0 |
2 | Organize training to improve the capacity of organizing GDKNS activities for the team of homeroom teachers and Team Leader | 123 | 82 | 27 | 18 | 0 | 0 |
3 | 131 | 87.3 | 19 | 12.7 | 0 | 0 | |
4 | Directing to strengthen close coordination between schools, families and society in educating life skills for students. Elementary | 122 | 81.3 | 28 | 18.7 | 0 | 0 |
5 | Strengthening inspection, evaluation, emulation and reward activities in skills education Living for Primary School Students | 118 | 78.7 | 32 | 21.3 | 0 | 0 |
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From the survey above, we draw the following conclusions:
1. The average rate of people who rated the 5 measures as "very necessary" was 83.6% and the average rate of people who rated the 5 measures as "necessary" was 16.4%. This proves that the proposed measures are necessary for managing life skills education for primary school students in Lao Cai in particular and the whole province in general.
2. Thus, through the survey, we found a high consensus, proving that the proposed measures are close to reality, have a scientific basis, and meet the objectives set by the research topic. Through the survey of the feasibility of the measures, the results we obtained are specifically as follows:
Table 3.2. Results of the test on the feasibility of measures to manage life skills education for primary school students in Lao Cai City
Status
Measures | Feasibility of measures (%) | |||
Very feasible | Possible | Not possible exam | ||
% | % | % | ||
1 | Organizations raise awareness of the importance of The importance of life skills education for teachers, parents and students | 62.7 | 34.7 | 2.6 |
2 | Innovation in methods towards competency approach and diversification of organizational forms Life skills education for primary school students | 63.3 | 33.3 | 3.3 |
3 | Organize training to improve the capacity of life skills education for students of the team of homeroom teachers and general managers. Young Pioneer Team | 54.7 | 42.7 | 2.6 |
4 | Strengthen close coordination between home and school School, family and society in life skills education for primary school students | 52.7 | 44.7 | 2.6 |
5 | Strengthening inspection, evaluation, emulation and reward activities in technical education. Life skills for primary school students | 40 | 56 | 4 |
94 | 95 | ||||||||
90 | 82 | 79 | 84 | ||||||
80 | |||||||||
70 | 64 | 67 | 60 | ||||||
60 | 52 | 50 | |||||||
50 | Very feasible | ||||||||
40 | Possible | ||||||||
30 | Not feasible | ||||||||
20 | |||||||||
10 | 4 | 5 4 | 4 | 6 | |||||
0 | |||||||||
1 | 2 | 3 | 4 | 5 | |||||
Measures | |||||||||
100
Figure 3.1. Demonstration of feasibility of measures
From the above survey data we draw the following conclusions:
1. The proposed measures have an average rate of 54.68% for highly feasible opinions. The average rate of opinions assessing the feasibility of all 5 measures is 42.28%. Thus, the consensus on feasibility of the 5 measures is 96.96%, clearly ensuring the feasibility of the measures requires additional conditions and necessary additional factors.
2. The polls that said it was not feasible had an average rate of 3.04% for all 5 measures. In our opinion, such a general rate is also an objective assessment. The above measures have a dialectical relationship with each other and each measure has its own advantages and limitations. Therefore, depending on each school's actual conditions and circumstances, it is necessary to apply them flexibly and creatively to achieve high efficiency.
3.3. Survey the necessity and feasibility of proposed measures
3.3.1. Survey purpose
Test the research results to find out the necessity and feasibility of the proposed measures.
3.3.2. Survey content and methods
Through the study of theoretical basis and analysis of the current status of measures for managing life skills education activities through experiences for primary school students in Lao Cai city, the author of the thesis proposes five measures. Due to the lack of experimental conditions, to verify the necessity and feasibility of the above measures, the author used a questionnaire: collecting opinions from 10 managers and 90 teachers of 5 primary schools Duyen Hai, Hoang Van Thu, Hop Thanh, Pom Han, Ta Phoi, specifically as follows:
Total number of polls and opinions: 100 votes Number of votes collected: 100 votes
And is stipulated as follows:
+ Score 3: Very necessary (RCT) + Score 3: Very feasible (RKT)
+ Point 2: Necessary (CT) + Point 2: Feasibility (KT)
+ Point 1: Not necessary (KCT) + Point 1: Not feasible (KKT)
3.3.3. Survey results on the necessity and feasibility of proposed solutions
3.3.3.1. On necessity
The necessity survey obtained the following results: