“Problem solving” is especially important in stress coping skills in credit-based learning.
1.2. In practice
Practical research results show:
All the selected students of education were students with stress levels ranging from normal to very high. The stress levels of students of education universities significantly affected their credit accumulation results. This is the basis to affirm the necessity and importance of stress coping skills in studying under the credit system for students.
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Most university students do not have a correct and complete understanding of the purpose and content of the course.
Content and significance of stress coping skills in credit-based learning.
However, there are still a small number of students who have the correct understanding.
accurate, complete
on the purpose, content and meaning of the skills
cope with
stress in credit-based learning. In which, the group of skills to identify stressors and stress manifestations in credit-based learning is recognized better by students of the University of Education. The remaining two groups of skills (group of skills to identify stress coping strategies and group of skills to implement stress coping strategies) are relatively equal.
When implementing stress coping skills in credit-based learning, most of the students of the University of Education perform at an average level. At this level, students have demonstrated the necessary completeness, proficiency and flexibility, but are still not really accurate, stable and sustainable. Besides, not many students of the University of Education perform
skills are classified as good, weak and poor, with fair next to average.
The main reason for this situation is that university students have not been trained in this skill.
There are many objective and subjective factors affecting stress coping skills in credit-based learning, including objective and subjective factors.
belong to the student subject (student knowledge base) has influence
stronger than all
The results of analysis through observation, interviews, situational exercises, and case analysis also give similar results. These are additional information and confirm the results of practical research.
When applying experimental impact measures in the form of organizing training classes to improve skills in implementing the "trying to focus on solving problems" plan when dealing with stress in credit-based learning, it helped students improve their understanding of skills and perform skills more fully, proficiently and flexibly.
With the above research results, we can confirm:
The research results are consistent with the stated scientific hypothesis and complete the research tasks of the topic.
2. Proposal
2.1. For the students themselves
- Organize personal life well, arrange work and study tasks in a reasonable and scientific way. Prepare well for credit hours and for tests and exams.
- Balance your life, combine with regular and continuous practice of stress reduction exercises.
- Try to deal with stress with effort. Stressful things in credit-based learning are unavoidable, so you have to accept and deal with them in the most beneficial way for yourself.
- Be willing to participate in as many activities as possible, especially those that are good for knowledge and skills.
2.2. For schools
- Regarding training content: Design and promote life skills education content for students by including it in the compulsory curriculum.
- Regarding training methods: Increase practice rather than theory
20/80 or 30/70 ratio. Increase duration and case studies, group discussions, and practice to enhance students' awareness and skills.
- On the part of lecturers and academic advisors: Carefully study the nature of training according to the credit system to make the most reasonable requirements for the task.
student affairs. Positive methods should be used in the spirit of
Guide and organize students to participate in various types of class activities. Integrate life skills education content into possible opportunities.
- Regarding training organization: Create the most favorable conditions for students to carry out credit-based learning activities (register for online courses, open documents, reduce exam pressure, score achievements,...).
2.3. For the Ministry of Education and Training
- Continue and complete the work of orienting the framework program, in which life skills education content is emphasized.
- Increase the staff quota for teaching life skills at universities and colleges.
- Organize training on life skills and stress coping skills in credit-based learning for lecturers teaching this field and for students.
LIST OF PUBLISHED WORKS OF THE AUTHOR
1. Do Van Doat, “Stress coping skills - An important aspect of students' personality”, Journal of Educational Sciences, March 2013 issue
2. Do Van Doat, Concept of “Stress coping skills in credit-based learning activities”, Education Magazine, February 2013 issue.
3. Do Van Doat, “Teaching stress coping skills in credit-based learning activities for students”, Education Magazine, December 2012 issue.
4. Do Van Doat, “Some exercises to assess the ability to cope with stress in life of high school students”, Proceedings of the international scientific conference: “Needs, orientation and training of school psychology in Vietnam”. Ho Chi Minh City University of Education Publishing House, 2012.
5. Do Van Doat, “Skills in identifying stress coping strategies in students’ credit-based learning activities”, Proceedings of the Scientific Conference “School Psychology - Theory, Practice and Development Orientation”, Hanoi National University of Education Publishing House, 2012.
6. Do
Van Doat, "The current status of skills in determining options"
cope with
stress in credit-based learning activities of university students of education”,
Journal of Psychology, August 2013 issue.
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