Teachers' Ability to Organize Experiential Activities for Students

Requires the principal to have full management capacity to carry out all tasks of the school with high results to meet the needs of human resource training of society. The principal must ensure that the school apparatus operates actively with high creativity to complete the tasks of the school year. Always maintain unity and consensus in the school, promptly inspect, supervise and coordinate common activities... only then can we lead and coordinate educational resources to achieve the goals set by creative experience activities.

1.5.3. Teachers' ability to organize experiential activities for students

An educational organizer must have a scientific worldview, strong political qualities, and create trust in the educational orientation of the Party and the State. Teachers must understand the country's reality, including education. Have a love for the profession. Have the following basic qualities and capacities: Ability to organize, design, and plan creative experiential activities; Good communication skills, with the art of engaging, easy to understand, inspiring, attracting students' attention, persuading, and solving problems well. Teaching capacity through lesson preparation, selection, application of content, teaching methods, helping poor students, nurturing good students, using modern teaching aids; Scientific research capacity; social activity capacity. Self-study capacity... If the capacity of the teacher in charge of creative experiential activities on educational topics is limited, it will be difficult to attract students' interest in participating in the activities and the activities cannot achieve good results.

1.5.4. Content of experiential activities

The content of experiential activities includes the design, content, and basic structure of the program. The content of the program must solve urgent, challenging problems, and be able to help students adapt to the changes of modern society. The thinking of high school students is developing at a high level, developing their strengths, developing personal capacity to choose a development direction, they have the ability to collect information from different sources to enrich their knowledge. Creative experiential activities, if they arouse the need to learn, self-explore knowledge, discover new things, and at the same time help students consolidate and experience the knowledge they have learned in class, will certainly attract them to participate in the activities actively. If the content is poor, the form is monotonous and not suitable for their age, it will be difficult to attract students to participate actively, and the results of the activities will be limited.

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1.5.5. Facilities and financial conditions for experiential activities

In order to organize the above activities well, in addition to the human factor, another factor that plays an extremely important role is the material and financial factors serving the activities. In fact, the current budget for creative experience activities on educational topics in high schools in general and especially in rural, mountainous and ethnic minority schools in particular is very limited. Mobilizing financial resources from economic and social organizations, philanthropists and parents will contribute to bringing results for creative experience activities on educational topics in schools.

1.5.6. Coordination between educational forces

Organizing creative experiential activities for students requires close coordination between educational forces: Family, school and educational organizations, each educational force has its own advantages in implementing experiential activities. Family has advantages in career orientation, training skills, techniques, manual labor habits, behavioral relationships... School has advantages in comprehensive education of students' qualities, abilities, knowledge through modern content, methods, and means to accelerate the process of personality development. Social organizations, through the form of organizing social activities outside of class hours, help students expand their knowledge associated with practical knowledge, policies, and guidelines of the state and locality.

The connection between these educational forces will promote the spirit of responsibility, proactively find solutions and forms, create connections, and coordinate the educational goals of training students to become good citizens and good workers in the future.

Chapter 1 Conclusion

Experiential activities are part of the educational process in general schools. They are a continuation of teaching and learning activities in the classroom, playing an important role in creating products that meet modern educational goals. In the face of the integration trend, education must train new people with qualities and abilities that meet the requirements of the knowledge economy. Experiential activities are the way to connect theory with practice, connect school with society and family, and are the way to train skills and behaviors for students, creating a harmonious and balanced development in the personality of the learner. The content of experiential activities in high schools is very rich and diverse, covering many fields and subjects. The goal is to comprehensively develop students in terms of intelligence, body, and aesthetics.

Managing experiential activities in schools synthesizes the following issues: Managing the planning of organizing experiential activities; managing the organization and implementation; managing the direction of implementing experiential activities; managing the content of testing, evaluation and factors affecting the management of experiential activities.

Researching and analyzing the theoretical basis for managing creative experiential activities is extremely necessary in general schools. The content of experiential activity management, the necessary conditions and means in managing and organizing the implementation of experiential activities are the basic theoretical bases for the author to evaluate the current status of experiential activity management for boarding students in high schools in the west of Yen Bai province. From there, propose measures to improve the quality and effectiveness of experiential activity management in schools in the following chapters of the thesis.

Chapter 2

CURRENT STATUS OF MANAGEMENT OF EXPERIENTIAL ACTIVITIES OF BOARDING STUDENTS IN HIGH SCHOOLS IN THE WESTERN REGION OF YEN BAI PROVINCE

2.1. Some features of the research area

2.1.1. Socio-economic situation of districts and towns in the western region of Yen Bai province

Yen Bai is a northern mountainous province located in the center of the mountainous and midland region of Northern Vietnam. The total natural area of ​​the province is 6,886.28 km2, ranking 8th out of 12 provinces in the mountainous and midland region of the North in terms of land size.

The whole province has 9 administrative units, including districts: Tram Tau, Mu Cang Chai, Van Chan, Van Yen, Luc Yen, Tran Yen, Yen Binh; Yen Bai city; Nghia Lo town, with 180 communes, wards and towns.

Western Yen Bai region, including: Tram Tau district, Mu Cang Chai district, Van Chan district and Nghia Lo town.

The ethnic groups in the western districts of Yen Bai province are mainly Thai, Mong, Tay, Dao, Nung, Kho Mu... Each ethnic group has its own unique culture with typical customs and practices associated with the natural terrain of each locality. There are many unique ethnic cultural and artistic forms such as Mong panpipes, lip panpipes of the Mong people; Pi Lo flutes, Phi Thiu of the Thai people; Gong dance, Tang Bu dance of the Kho Mu people and folk singing, love songs, and antiphonal singing of the ethnic groups, etc. Folk festivals are an essential part of the cultural and religious activities of ethnic groups, such as the Thai people in Muong Lo region. Every year, they have many large festivals of a communal nature such as; The "Sip Xi" festival on the 15th day of the 7th lunar month is one of the biggest festivals of the Thai people.

In general, the districts and towns in the western region of Yen Bai province have difficult transportation, low educational level; many backward customs and practices exist... The growth rate and economic restructuring are slow. Exploiting strengths in agricultural and forestry production, developing tourism services, promoting cultural and historical strengths are still limited; infrastructure is still lacking and weak, not meeting the needs of production development. The results of hunger eradication and poverty reduction are not really sustainable, the risk of falling back into poverty is high, a part of the people still lack land for production. The quality of education, vocational training, and health services is still low.

Closely following the Party's viewpoints and guidelines and the State's legal policies on rapid and sustainable economic development, the People's Committee of Mu Cang Chai district has focused on directing, operating, flexibly applying and concretizing the Party's guidelines and the State's policies to suit the local situation, step by step bringing Mu Cang Chai district's economy to rapid and sustainable development associated with social justice and environmental protection.

Continuing to implement Directive 45-CT/TU, it is necessary to study and have a policy mechanism to support the Mong ethnic minority areas to escape poverty sustainably; have tax exemption and reduction policies, encourage enterprises to invest in developing the region, especially developing agricultural and forestry processing facilities and have policies to support people to consume products. Special attention should be paid to vocational training policies associated with job creation after vocational training for the ethnic minorities.

Prioritize investment in developing infrastructure, economy, society, ensuring national defense and security in the Mong ethnic minority region in a synchronous and thorough manner. Strive to complete the allocation of land and forests to the people, promote the restructuring of crops and livestock towards commodity production, creating conditions for the people to promote their internal strength to rise up, eliminate hunger, reduce poverty and stabilize their lives.

2.1.2. Overview of High School Education in districts and towns in the western region of Yen Bai province

Along with the common goal of economic and social development, Yen Bai education is given special attention. In the light of the Resolution of the 12th National Party Congress, the Resolution of the 18th National Party Congress of the province, and the whole country, Yen Bai province is on the path of development and integration. Under the close and correct direction of the Provincial Party Committee, the People's Council, the Provincial People's Committee, the consensus and determination of all levels, sectors and people of all ethnic groups in the province are determined to invest in education to meet the demand for quality human resources in the industrialization and modernization of the province.

In recent school years, the whole sector has continued to focus on implementing 9 main task groups and 5 basic solutions according to the key task directive of the school year and achieved some outstanding results. In particular, the sector has reviewed the current status of the teaching staff; guided current general education institutions and innovated methods, forms of teaching organization, testing, assessment and management of the educational process; career education project and orientation of student streaming in general education; project on teaching and learning Foreign languages ​​in the national education system; the university autonomy model has gradually taken shape; promoted the work of training quality assessment to improve the quality of human resources...

Along with that, the sector has concretized the Party and State's policies on fundamental innovation in education and training; enhanced the effectiveness of administrative reform, and improved people's satisfaction with public education services.

Aims to build basic knowledge and skills.

Scientific thinking skills: Analytical thinking skills, reasoning, synthesis, logic... Problem discovery and solving skills, creative and critical thinking skills. Self-study skills and effective self-study.

Personality and life skills. Self-leadership skills such as: Honesty, initiative, self-respect and confidence. Goal setting, motivation, and effective work organization skills. Behavioral skills - communication, listening, negotiation, presentation. Teamwork skills, etc.

Therefore, the task set for schools in recent times is that instead of simply imparting knowledge, they must focus on equipping learners with the ability to self-study so that each person can learn for life. An educated person is someone who knows that he or she must learn more and knows how to learn more to enrich his or her knowledge, skills and personality.

From that thinking, the educational methods of schools have changed significantly in the way of learning and testing and evaluating the results of the learning process. The policy to catch up with the teaching trends of this era is to teach how to learn, learning is learning how to learn, and learning for life. A number of important educational goals have been achieved as follows:

- Implement directives and resolutions of all levels, especially resolutions of Party Congresses at all levels, and documents guiding the implementation of annual school year tasks. Actively implement campaigns and emulation movements.

- Strictly implement the content of the textbooks to teach all subjects, without cutting, cramming, or forcing.

In addition to regular teaching, the organization of Basic Knowledge Support for all students of all grades, National High School Exam review, and Excellent Student review in Cultural subjects to prepare for the Provincial Excellent Student exam are all closely directed.

- Internal inspection and inspection of the implementation of innovation in teaching methods and school educational activities are carried out regularly.

- The management work of the Board of Directors, professional groups, and teachers' direction to be more active in teaching, promoting teaching and learning activities to improve the quality of education has been enhanced.

Teachers are regularly trained in politics and professional expertise.

- Launch consecutive emulation campaigns to create a vibrant competitive atmosphere in the school. Organize extracurricular activities to educate moral awareness and strengthen students' knowledge and skills. Diversify the content and forms of extracurricular activities and emulation movements.

Schools must always ensure: They must create appropriate learning methods for students to be able to self-study and improve their thinking skills for continuous development.

Organized a series of seminars and competitions to evaluate learning outcomes through assessing learners' abilities to solve problems instead of organizing exams to evaluate knowledge acquired through lectures. Therefore, the quality of teaching in the school has been continuously improved.

In reality, the situation of students learning to cope is increasingly developing into a chronic disease that is very difficult to cure. It causes extremely harmful effects on the young generation not only when they are still in school but also penetrates into their lives later on. It infiltrates every corner of life and activities, corrupting ethics and work efficiency from small to large. That is posing challenges in education for the education sector of Yen Bai province in general and schools in the western region.

Currently, the arrangement of classrooms in some schools is still inappropriate, teaching equipment is lacking and outdated; the surplus and shortage of teachers has not been completely resolved; the work of educating students in ethics, lifestyle, and life skills has not met the requirements...

2.2. Overview of the current situation survey

2.2.1. Survey purpose

Based on the survey of the management staff, teachers and students (through the opinion poll in appendixes 1, 2 and 3), we collected information on the current status of awareness, content, form, conditions - means, difficulties in organizing creative experiential activities; the current status of experiential activity management, from which we proposed measures to manage experiential activities for boarding students of high schools in the west of Yen Bai province to improve the quality of comprehensive education for students.

2.2.2. Survey subjects

Through 3 opinion polls (Appendix 1, Appendix 2 and Appendix 3), we aim to survey the following contents:

- Awareness of the meaning and role of creative experiential activities for boarding students in high schools in the west of Yen Bai province.

- Current status of content and form of organizing experiential activities for boarding students.

- Assess the difficulties teachers and schools encounter in organizing experiential activities for students of schools;

- Current status of managing experiential activities for boarding students in high schools in the west of Yen Bai province;

- Factors affecting the management of experiential activities for boarding students at high schools in the west of Yen Bai province;

2.2.3. Survey content

- Survey of 50 specific people: Each school has 2 staff members in the board of directors, 8 people are union staff, professional group leaders, teachers and homeroom teachers of high schools in the west of Yen Bai province.

- Survey of grades 10, 11, 12: Each school has 60 boarding students (out of a total of 300 surveyed students) from high schools in the west of Yen Bai province.

2.2.4. Survey method

- Develop survey forms (3 survey forms in the appendix).

- Survey organization: Issue questionnaires according to the selected sample and organize the survey, collect the survey questionnaires.

- Process data and analyze results by calculating percentage and average value.

2.3. Current status of experiential activities of boarding students in high schools in the western region of Yen Bai province

2.3.1. Current awareness of managers, teachers and boarding students of high schools in the western region of Yen Bai province about the role of extracurricular activities for students

To survey the awareness of managers and teachers about the importance and role of experiential activities in the personality development of boarding students in high schools in the western region of Yen Bai province. We used question number 1, appendix 1 with teachers and obtained the results in table 2.1 as follows: