Through a survey of parents in Table 2.6, the author found that many parents were interested in educating their children about cultural lifestyles and paid attention to reminding and educating their children to follow cultural lifestyle standards.
Some standards of cultural lifestyle are of great concern to parents and are reminded and educated daily such as: Having a hygienic, neat and tidy lifestyle (96% of parents are very concerned, 52% of parents regularly remind); Knowing how to prevent the harmful effects of the negative side of the market economy (obscene publications, social diseases, the internet...) (98% of parents are very concerned, 88% of parents regularly remind and educate); Knowing how to respect and strictly implement the law (92% are very concerned, 65% regularly educate); Knowing how to love beauty, refute ugliness (95% of parents are very concerned, 61% of parents constantly remind and educate); Loving work, working hard (90% of parents are very concerned, 88% of parents regularly educate); Knowing how to take care of one's own health (87% of parents are very concerned, 97% of parents regularly remind). The remaining cultural lifestyle standards have also been of great interest to parents, but the rate is still low, especially although they are interested, they have not been reminded or occasionally reminded and educated. The survey results show that many parents have been aware of the advantages of cultural lifestyle standards and have been interested and educated their children to follow those standards. These are favorable conditions for the school's coordination with parents to be effectively implemented in managing cultural lifestyle education activities for students.
Besides the standards of cultural lifestyle that parents have recognized as very important to their children and regularly educate and remind them, there are still standards that parents have not yet realized the importance of and not many parents pay attention to.
to educate children, specifically: Knowing how to protect the environment, condemning acts that pollute the environment (Only 10% of parents are very interested, 5% of parents regularly educate while 34% of parents are not interested and 83% have never educated their children); Knowing how to propagate and spread good cultural values (Only 13% of parents are very interested, 72% of parents are not interested and only 2% of parents regularly educate, 67% of parents have never reminded their children); Knowing how to select cultural values to receive (Only 16% of parents are very interested, 66% of parents are not interested and only 26% of parents regularly educate, 66% of parents have never reminded their children); Love nature, have responsibility to protect nature, natural resources (Only 23% of parents are very interested, 54% of parents are not interested and only 19% of parents regularly educate, 81% of parents occasionally remind their children); Another quite "sensitive" area is honesty, seriousness in studying, testing and exams, which is also less interested by parents than the author expected (Only 25% of parents are very interested, 75% of parents are interested and only 23% of parents regularly educate, 77% of parents occasionally educate their children). Through further investigation through confiding and talking, the author also learned that many parents do not understand cultural norms and have never thought that educating children to follow those cultural norms is the responsibility of the family but of the school. Especially standards such as environmental protection, love of nature, honesty in exams... Obviously, the awareness of many parents on this issue is still very limited, so educating their children to follow is rare. Moreover, parents may think that a cultural lifestyle is simply eating and living cleanly, knowing how to greet, respecting the law is enough, while other standards with the purpose of helping students to live smoothly and in harmony with friends, society or nature are standards that are too far away, even unimportant. Therefore, it is easy to see that currently, students in general schools and students in Pac Nam District Ethnic Minority Boarding School, Bac Can Province in particular
Shaping and forming a cultural lifestyle for children is still a very difficult task, especially for standards related to the recognition of beauty and ugliness, respect and protection of nature, and the selective reception of cultural values. Moreover, the awareness of parents (in the highlands) is still quite limited, for them a cultural lifestyle is sometimes just encapsulated in the phrase "good children, good students" is enough. These are also the difficulties and obstacles for the management and education of cultural lifestyle for students by cadres, teachers and staff of the Pac Nam District Boarding School for Ethnic Minorities, Bac Kan Province. The biggest difficulty and obstacle is to find a common voice and common views with parents on the recognition of cultural lifestyle standards, from which we can coordinate with them to find the most effective measures to educate students about cultural lifestyle.
2.2.1.3. Student perception
Students of the Pac Nam District Boarding School for Ethnic Minorities, Bac Can Province are ethnic minority students living in a particularly difficult socio-economic area of the country. Moreover, they live and study in a dormitory environment of a specialized boarding school with the following characteristics: far from home, living independently, having many relationships with friends and teachers, being exposed to many languages, customs and practices of other ethnic groups. Therefore, it can be said that the lifestyle of the school's students is a mirror reflecting the lifestyle, customs and practices of each individual ethnic group, the education of the family and the school, and at the same time reflecting the cultural absorption from society and the internet of the students. To evaluate and correctly perceive whether the students' lifestyle follows the recognized cultural standards or not, in addition to observing, asking, encouraging, sharing and confiding, the author also conducted a survey with 240 students to see most clearly their thoughts and actions.
The results of the investigation and survey of 240 students of the school were as follows:
Table 2.7. Students' awareness of cultural lifestyle standards that need to be taught to high school students
(Use question 1 in Appendix 2)
STT
Cultured lifestyle standards | Level (%) | ||||
Very need | Need | Little need | Are not need | ||
1 | Have a clean, neat and tidy lifestyle | 100 | 0.0 | 0.0 | 0.0 |
2 | Know how to take care of your health | 98.0 | 2.0 | 0.0 | 0.0 |
3 | Know how to greet teachers, adults, friends | 100 | 0.0 | 0.0 | 0.0 |
4 | Know how to thank, apologize, say kind words, and be reasonable. | 100 | 0.0 | 0.0 | 0.0 |
5 | Know how to share and help teachers, friends and relatives | 95.0 | 5.0 | 0.0 | 0.0 |
6 | Know how to integrate and assimilate | 94.5 | 5.5 | 0.0 | 0.0 |
7 | Know how to save and preserve personal assets and property general, save electricity and water | 89.0 | 11.0 | 0.0 | 0.0 |
8 | Live honestly in daily life | 89.5 | 11.5 | 0.0 | 0.0 |
9 | Honest and serious in studying, testing and exam | 100 | 0.0 | 0.0 | 0.0 |
10 | Love work, work hard | 95.5 | 4.5 | 0.0 | 0.0 |
11 | Know how to obey school rules and regulations, respect punctuality, discipline, order | 100 | 0.0 | 0.0 | 0.0 |
12 | Know how to respect and strictly comply with the law | 100 | 0.0 | 0.0 | 0.0 |
13 | Love nature, have responsibility to protect nature, resources natural | 97.5 | 2.5 | 0.0 | 0.0 |
14 | Know how to protect the environment, condemn acts of pollution environmental pollution | 89.0 | 11.0 | 0.0 | 0.0 |
15 | Know how to love beauty, reject ugliness | 90.0 | 10.0 | 0.0 | 0.0 |
16 | Know how to prevent the negative effects of the economic downturn The market brings (obscene publications, social diseases, the internet...) | 85.0 | 15.0 | 0.0 | 0.0 |
17 | Know pride in Vietnamese national traditions general, ethnic minorities in particular | 78.0 | 22.0 | 0.0 | 0.0 |
18 | Know how to select cultural values to receive | 81.0 | 19.0 | 0.0 | 0.0 |
19 | Know how to condemn uncultured behaviors and lifestyles | 100 | 0.0 | 0.0 | 0.0 |
20 | Know how to propagate and spread good cultural values | 93.0 | 7.0 | 0.0 | 0.0 |
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Through a survey of 240 students of the Ethnic Boarding School in Pac Nam District, Bac Can Province, it can be seen that most of the students are aware that it is necessary and very necessary to educate the standards of cultural lifestyle for high school students today. Standards such as: Having a clean, neat and tidy lifestyle; Knowing how to greet teachers, adults and friends; Knowing how to thank, apologize, speak kind and reasonable words; Being honest and serious in studying, testing and exams; Knowing how to comply with school rules and regulations, respecting time, discipline and order; Knowing how to respect and strictly implement the law; Knowing how to condemn uncultured behaviors and lifestyles, 100% of students said that it is very necessary to educate. Other standards such as: Knowing how to take care of one's own health (98% of students said it is very necessary to educate); Knowing how to share and help teachers, friends and relatives (95% of students said it is very necessary to educate); Knowing how to integrate and get along (94.5%); Loving work, working hard (95.5%); Loving nature, having responsibility to protect nature and natural resources (97.5%); Knowing how to love beauty, refuting ugliness (90.0%); Knowing how to propagate and spread good cultural values (93.0%). The remaining standards are considered by students to be very necessary to educate, this rate is above 78%. Most of the above standards are exposed to and encountered by students every day and some are taught by teachers, so it is very easy to identify.
The above survey results show a very happy reality and trust in the awareness of the current high school class, which is that they are fully aware of the values and standards of cultural lifestyle that a student needs to have in order to develop comprehensively in terms of personality. It is even more joyful when currently the students of the Ethnic Boarding School in Pac Nam district, Bac Can province are secondary school students living in a district.
Although poor and greatly affected by difficult socio-economic conditions and at the same time greatly affected by the negative side of the market economy, the negative side of scientific and technological development, the students of the school still have very correct perceptions. Students have recognized the standards of cultural lifestyle, which means recognizing things that are not in accordance with the standards and somewhat orienting what should and should not be done while they have an independent life, away from their families from quite an early age (12 years old), that is a very favorable factor for the school to build a plan to manage cultural lifestyle education activities for the students most effectively. However, besides the conscious students, there are still some students who do not appreciate the implementation of cultural standards. They still have an indifferent and skeptical attitude towards the standards when some students still think that those standards are only "necessary" but not "very necessary" to educate, such as cultural standards of sharing, loving nature, working, and being proud of national traditions. That more or less makes the team of administrators, teachers and school staff wonder and need to come up with a program and plan to educate the most suitable cultural lifestyle for the students.
2.2.2. Current status of cultural lifestyle of students of ethnic boarding school in Pac Nam district, Bac Kan province
2.2.2.1. Assessment of students' implementation of cultural lifestyle standards
Continuing to survey and collect opinions from 34 school administrators, teachers and staff on the implementation of cultural lifestyle standards of students at Pac Nam District Boarding School for Ethnic Minorities, Bac Kan Province, the author collected the following results:
Table 2.8. Current status of implementing cultural lifestyle standards of students in school
(Use question 2 in Appendix 1)
STT
Cultured lifestyle standards | Level (%) | ||||
Often through | Please occasionally | Rare When | Not yet ever | ||
1 | Have a clean, neat and tidy lifestyle | 0.0 | 65.0 | 20.0 | 15.0 |
2 | Know how to take care of your health | 0.0 | 80.0 | 17.0 | 3.0 |
3 | Know how to greet teachers, adults, friends | 95.0 | 5.0 | 0.0 | 0.0 |
4 | Know how to thank, apologize, say kind words, and be reasonable. | 95.0 | 5.0 | 0.0 | 0.0 |
5 | Know how to share and help teachers, friends and relatives | 90.0 | 10.0 | 0.0 | 0.0 |
6 | Know how to integrate and assimilate | 61.5 | 38.5 | 0.0 | 0.0 |
7 | Know how to save and preserve personal assets and property general, save electricity and water | 12.0 | 65.0 | 20.0 | 3.0 |
8 | Live honestly in daily life | 80.0 | 20.0 | 0.0 | 0.0 |
9 | Honest and serious in studying and testing and exams | 98.0 | 2.0 | 0.0 | 0.0 |
10 | Love work, work hard | 58.0 | 42.0 | 0.0 | 0.0 |
11 | Know how to obey school rules and regulations, respect punctuality, discipline, order | 69.0 | 31.0 | 0.0 | 0.0 |
12 | Know how to respect and strictly comply with the law | 98.0 | 2.0 | 0.0 | 0.0 |
13 | Love nature, responsible for protecting nature natural resources | 77.0 | 23.0 | 0.0 | 0.0 |
14 | Know how to protect the environment, condemn acts of doing so. environmental pollution | 56.0 | 4.0 | 40.0 | 0.0 |
15 | Know how to love beauty, reject ugliness | 79.0 | 21.0 | 0.0 | 0.0 |
16 | Know how to prevent the negative effects of the market economy (obscene publications, social diseases, internet...) | 15.0 | 24.0 | 61.0 | 0.0 |
17 | Be proud of Vietnamese national traditions in general, ethnic minorities in particular | 23.0 | 56.0 | 21.0 | 0.0 |
18 | Know how to select cultural values to receive | 11.0 | 36.0 | 53.0 | 0.0 |
19 | Know how to condemn uncultured behaviors and lifestyles | 45.0 | 48.0 | 3.0 | 0.0 |
20 | Know how to propagate and spread cultural values good | 8.0 | 76.0 | 16.0 | 0.0 |
Through a survey of school administrators, teachers and staff, they found that the level of implementation of cultural lifestyle standards of students in the school is very different. The information collected led the author to the following conclusion: The group of standards on cultural behavior, law compliance and honesty in studying has the highest rate of implementation by students, specifically the standards of knowing how to greet teachers, adults, friends (95% of teachers said that students practice regularly); Knowing how to thank, apologize, speak kind and reasonable words (95% of teachers said that students practice regularly); Knowing how to share and help teachers, friends, relatives (90% of teachers said that students practice regularly); Being honest and serious in studying, testing and exams (98% of teachers said that students practice regularly); Knowing how to respect and strictly implement the law (98% of teachers said that students practice regularly). The group of standards on loving nature, loving work, obeying regulations, protecting the environment, and knowing how to integrate and get along are rarely practiced by students, specifically: Knowing how to integrate and get along (38.5% of teachers sometimes see students getting along, 61.5% of teachers see students getting along regularly); Loving work, working hard (Only 58.0% of teachers see students working regularly); Knowing how to protect the environment, condemning acts of environmental pollution (Up to 40% of teachers asked rarely see students protecting the environment and condemning acts of environmental pollution). The group of cultural lifestyle standards such as knowing how to prevent the negative effects of the market economy, being proud of national traditions, selecting cultural values, promoting good cultural values, having a hygienic lifestyle, taking care of oneself, and saving are not practiced regularly by students, specifically: Having a hygienic, neat, and tidy lifestyle (65% of teachers found this to be done occasionally, 20% found this to be rarely done, 15% found this to be never done); Knowing how to take care of one's own health (80% of teachers found this to be done occasionally, 17% found this to be rarely done, 3.0% found this to be never done); Knowing how to save, preserve personal and common property, and save electricity and water (65% of teachers found this to be done occasionally, 20% found this to be rarely done, 3.0% found this to be never done); Know how to prevent the negative effects of the market economy (obscene publications, social diseases, the internet...) (24% of teachers sometimes do this, 61%