learning-self-education of students. Thus, managing teaching-learning activities is essentially the impact of the management subject on the teaching-learning process (a complete system of teaching and learning activities that always interact with each other. The interaction between teaching and learning is collaborative - carried out by the collective of teachers and students and effectively supported by social forces) with the goal of contributing to the process of forming and comprehensively developing students' personalities according to the training goals set by the school.
Some typical research works of authors on managing teaching activities in the direction of capacity development can be mentioned as: Author Nguyen Ngoc Quang with "Basic concepts of educational management"; "Management, educational management approached from models" by author Dang Quoc Bao. These are documents that present the concepts of management, educational management and educational management approached from models, in which the issue of teaching in the direction of capacity development is also mentioned here.
There have been many research works on educational management, school management, and teaching and learning management by domestic authors, researchers, and educational managers such as Nguyen Phuc Chau [15], Tran Ngoc Giao [20], Nguyen Thi My Loc [1], [16] [17] [28], Bui Minh Hien [22] [23]. In addition, authors such as Dang Quoc Bao [2], Nguyen Quoc Chi [16], ... also have research works on general teaching and learning management and teaching in the direction of developing learners' capacity.
Must mention: Handbook for improving school management capacity by author Nguyen Thi My Loc and other authors [1]; Some concepts of educational management by author Dang Quoc Bao [2]; School management by author Nguyen Phuc Chau [15]; Modern management trends and their application to educational management by authors Nguyen Quoc Chi, Nguyen Thi My Loc [16]; General school management by author Tran Ngoc Giao [20]; School management and leadership by authors Bui Minh Hien - Nguyen Vu Bich Hien [22]; School management and leadership in the 21st century by author Nguyen Thi My Loc [21] or School management issues by author
PV Zimin [33].
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In scientific research works, theses and dissertations, many educational managers across the country have invested in researching measures to manage activities.
teaching such as: Pham Van Truong with the topic "Managing teaching activities to develop students' capacity at Tu My secondary school, Tam Nong district, Phu Tho province" (2017); or Phan Cat Khanh with the topic "Managing teaching activities towards developing students' capacity at Ngo Quyen High School, Hai Phong" (2015);...
Teaching management in schools is a popular topic mentioned in many research works in recent years. The research works mentioned above have brought certain achievements in terms of theoretical basis and practical application in the process of managing teaching activities in particular and school management in general, in which many creative measures have been proposed by the authors with the aim of improving and enhancing the quality and effectiveness of school management and teaching activities. Studying previous research works and at the same time absorbing the obtained results, the author of the thesis continues to analyze and research in depth the theoretical basis and practical management of teaching activities in high schools, in order to propose the implementation of some measures to manage teaching activities at FPT High School, Hanoi in the direction of developing students' capacity with the aim of contributing to improving the quality of education and training of the school in particular and general education in general.
1.2. Some basic concepts
1.2.1. Teaching activities
According to Pham Minh Hac: "Teaching is a term used to refer to a social function, this function is carried out with the purpose of transmitting and acquiring accumulated knowledge and social experience, and at the same time turning that knowledge and experience into personal qualities and abilities" [21].
According to Tran Thi Tuyet Oanh: "Teaching activities are a process under the leadership, organization, and control of the teacher, students are enthusiastic, self-aware, self-control their learning and cognitive activities, proactively organize, with the goal of performing the tasks of teaching" [32].
Teaching activities include eight basic elements: Objectives; Content; Methods; Teaching aids; Forms of teaching organization; Teachers; Students and Teaching results.
Teaching activities are activities in which teachers guide and coordinate activities.
students' learning awareness, helping them to explore and discover knowledge, contributing to the best implementation of students' learning functions.
Students' learning activities are active, proactive, creative, and self-controlled activities of cognition and learning in order to absorb, process, and transform external knowledge information into their own knowledge.
Teachers, pedagogues, educational administrators and those interested in teaching often encounter the terms: teaching, education, teaching process and educational process. In certain contexts, the above terms can be used flexibly, sometimes even equating teaching with education, teaching process with educational process. However, in most cases, especially when operationalizing the above concepts, it is necessary to thoroughly distinguish the corresponding concepts. To do this, one should follow the historical-genesis principle.
In its origin, in the dawn of time, in order to maintain its existence, society, as well as the child, had to use the mechanism of imitation to create for itself limited but practical experiences for life. As society developed, the experience that humans created and accumulated became rich, profound and complex, at the same time, the division of social labor appeared, from which teaching activities appeared, with the basic function still being to impart experience in production and life. However, the subsequent development of society led to differentiation and reform of teaching to meet the requirements of society.
Teachers need to be well prepared in terms of content, methods, means, forms of teaching organization and plan a "teaching script" to fully demonstrate the role and responsibility of a student guide. The more carefully teachers prepare, the more effective the teaching activities will be. Learners cannot be passive but need to think and perform practical tasks assigned by teachers to achieve the highest efficiency. Learning outcomes are both the effective application of knowledge and skills in daily social life, not just learning knowledge and skills, it is the process of discovering and practicing the necessary skills of each student.
1.2.2. Student capacity
Capacity is defined as the psychological and physiological properties formed in each person, affecting and influencing the processes of acquiring knowledge, skills and effectiveness in performing a certain activity.
As mentioned in the document issued by the Ministry of Education and Training on organizing training for teachers on teaching and testing and evaluating based on the orientation of developing students' competencies, competencies are considered a combination of knowledge, skills, attitudes, emotions, values, personal motivations, ... in a flexible and organized manner with the aim of effectively meeting a complex requirement of activities in a given context. Competence is the application of many factors to perform a certain type of work, through individual activities. The most common and core competencies are the basic factors that every citizen and every worker needs to possess" [10].
Competence is defined by author Nguyen Cong Khanh: “It is the ability of each individual to master systems of knowledge, skills, attitudes and apply them appropriately to complete tasks or effectively solve problems encountered in daily life. According to the author, competence is considered a dynamic, open structure, consisting of many elements and levels, it not only includes knowledge, skills,... but also beliefs, values and social responsibilities” [27] .
Simply put, students' capacity is their ability to master knowledge, skills, attitudes, etc. appropriate to their age and apply them to effectively solve problems in life.
The new 2018 general education program identifies the formation and development of learners' competencies, including general and specialized competencies as follows:
General competencies include: Group of competencies for self-mastery and self-development such as self-study, self-solving, creativity, etc.; Group of social relationship competencies (soft skills) such as communication or teamwork; Group of tool competencies such as the ability to apply information and communication technology, foreign language competencies and computing competencies.
Subject/field-specific competencies: (1) Vietnamese, (2) Foreign languages, (3) Natural sciences, (4) Social sciences and humanities, (5) Physical education and sports...
Therefore, forming and developing learners' capacity is the process by which we approach capacity in education. All elements of the learner guidance process contribute to the formation and development as a positive factor for students.
1.2.3. School management
The national education system consists of basic structural units which are each of its educational institutions.
According to authors Nguyen Quoc Chi and Nguyen Thi My Loc: "Management is the organized and purposeful impact of the management subject on the management object to achieve the set goals" [17].
According to author Pham Khac Chuong, “School management-based QLDG is a direction for improving educational management activities, in which the enhancement of school management decentralization is taken as a guideline, aiming to help management entities maximize their capacity, responsibility and authority in completing the educational and training goals required by society. Each basic educational organization directly imparts knowledge and ethics that humanity has summarized, screened and selected for the young generation of the country to realize the purpose of personality education, called a school unit. Therefore, educational institutions in any society are the focal point of convergence of educational activities and educational management” [18].
In short, teacher and student management is essentially school management. Teachers or instructors and students or learners are both management subjects and management objects. The objects affected by the management subject (Principal) are teachers and students. They actively and proactively participate in management activities as management subjects. Every member of the school must be responsible for school management. Human and material management, the content of activities corresponding to each management task of those management objects, is the nature of school management.
1.2.4. Teaching towards developing students' abilities
From the practice and theory of teaching and learning and the capacity of students that needs to be equipped in general schools, the author would like to present the viewpoint on teaching and learning to develop students' capacity: "Teaching and learning in the direction of developing students' capacity is the process in which teachers organize, control, and guide students to apply existing knowledge, skills, and attitudes to perform learning tasks, solve practical situations effectively to acquire new knowledge, skills, attitudes, and develop necessary capacity".
To teach in the direction of developing learners' capacity, it is necessary to:
- Competency-based learning program: This is a concrete model of an output-oriented program, a tool for implementing output-oriented education.
- Implement teaching methods based on the competency development perspective, not only focusing on activating students' intellectual activities but also on training their problem-solving skills related to life and career situations, while linking intellectual activities with practical activities. Strengthening group learning and innovating teacher-student relationships in the direction of collaboration are important to develop social competencies.
- Assessment of learning outcomes does not focus on testing the ability to reproduce learned knowledge, but focuses on the ability to creatively apply knowledge in different application situations.
1.2.5. Managing teaching activities towards developing students' capacity
Author Nguyen Ngoc Quang said: "School management is managing teaching and learning activities, which means finding ways to transform those activities from one state to another and finally move towards educational goals"[35] .
Teaching activities are considered the most basic, essential and characteristic activities among the activities of general schools in Vietnam. It is the core of the tasks in educational institutions. Therefore, managing teaching activities is the most important and decisive management content in school management. In order to serve teaching activities, there is also the participation of
other management content.
Managing the operation of a process in an organized, planned, controlled manner, or managing the elements of the teaching and learning process, adjusting them to achieve specific goals is called teaching and learning management.
Based on the concepts related to teaching management, it can be concluded that teaching management oriented towards developing students' capacity is a process in which managers influence teaching activities so that teaching does not simply stop at imparting knowledge but can also create positive impacts to help develop learners' capacity. After the teaching process is completed, learners will grasp how to apply the knowledge, skills, and attitudes learned throughout the process to solve situations that occur in daily life. That is teaching to develop students' capacity.
The contents of managing learning activities towards developing students' capacity include:
- Manage the implementation of teaching and learning activities to develop students' capacity.
- Manage the organization and implementation of teaching to develop students' capacity.
- Manage and direct teaching activities to develop students' capacity.
- Managing testing, evaluating teaching and developing students' capacity
- Manage teaching activities of professional groups towards developing students' capacity
- Manage training and self-training activities of teachers on teaching and developing students' capacity.
The process of training and self-training to improve the capacity of teachers, along with the support of professional groups and colleagues, also needs to be closely monitored and managed based on class observation activities, seminars, topics, or professional activities organized in teacher groups.
1.3. General education & teaching requirements towards developing students' abilities
1.3.1. Core qualities and competencies of students
Through the general education program, students have the opportunity to form and foster basic qualities such as patriotism, compassion, diligence, honesty, and responsibility [13].
According to the concept, character is the synthesis of good virtues expressed by people through attitudes, behaviors and abilities that contribute to creating their personality.
The General Education Program forms and develops the following core competencies for students:
a) General competencies are formed and developed through all subjects and educational activities: autonomy and self-study, communication and cooperation, problem-solving and creativity;
b) Specific competencies are formed and developed mainly through certain subjects and educational activities: language competencies, computational competencies, scientific competencies, technological competencies, information technology competencies, aesthetic competencies, and physical competencies.
The general education program also contributes to discovering and nurturing students' talents in addition to forming and developing the core competencies of each learner.