Teaching management in schools is a system of targeted pedagogical impacts of the management subject on the collective of teachers, the collective of students and social forces inside and outside the school; aiming to mobilize their strength and intelligence into all school activities, aiming at completing the expected goals with quality and efficiency.
The nature of management activities is that the management subject systematically and purposefully impacts the management object to effectively perform the assigned tasks.
In school management, teaching management is a basic activity, characteristic of the school. Teaching management is the management of teacher activities, student activities and material conditions serving teaching and learning.
1.2.2.4. Teaching management according to the perspective of DHPH in schools
Teaching management according to the differentiated teaching perspective is first of all due to the requirements of the times: Student-centered teaching or learner-oriented teaching .
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If teaching management is to arouse and promote the self-learning capacity of learners and teachers to teach well and learn well in order to achieve the set teaching goals , then in our opinion, teaching management according to the differentiated teaching perspective comes from daily teaching management, here we need to pay attention to the spirit of differentiation.
It is the management , arousal, motivation, and development of people's self-learning ability.
learn and stimulate, arouse , promote love for the profession, responsibility for the profession of the teacher to teach well, learn well, create the desire and capacity for lifelong learning of the learner.
Pedagogues often talk about the requirement: Make learners know how to imitate, know how to reproduce, know how to recreate, know how to create the content to be conveyed. Thus, teachers must, depending on the capacity, attraction, absorption, and processing ability of students, have a plan for specific teaching content and methods. The Principal
Schools must stimulate teachers to do these things in teaching. Teaching management according to the perspective of mixed teaching is the management that stimulates teachers to differentiate abilities, circumstances, aspirations... to have appropriate teaching plans for students to improve teaching quality.
The principal connects the Teacher-Student relationship by making these two factors interact with each other:
Teacher commands - Students execute Teacher designs - Students construct Teacher imparts - Students learn Teacher advises - Students create
What needs to be done is to create a commitment between the school principal and teachers, between teachers and students according to the school's quality goals and the principal knows how to realize these commitments.
1.2.3. Manager characteristics
By definition , we can understand that managers get things done through others ( Robin SP 2001). Managers make decisions, allocate resources , and direct the activities of others to achieve goals. Managers perform their work in organizations…Those who supervise the activities of others and are responsible for achieving the goals of the organization are managers.
Also according to Robin SP (2001) in an organization, the manager (or
All management functions perform four main functions : planning, organizing , leading, and controlling. The planning function includes: defining the organization's goals, establishing an overall strategy for achieving those goals, and developing a comprehensive plan to integrate and coordinate activities.
Managers are also responsible for creating an organizational structure. This function is called organizing , which includes determining what tasks the organization must do, who will do them, how to group the work, etc.
Every organization consists of people, and the job of organizational management is to direct and coordinate these people . This is the function of leadership … The final function of the manager is to control . To ensure that everything runs efficiently, the manager must control the performance of the organization. Actual performance must be compared with the set goals. If deviations occur, the manager must put the organization back on track. Monitoring, comparing, and handling problems only make sense when performing the control function.[62, pp. 55, 56]
1.3. Requirements of current Vietnamese high school education
In the platform for national construction in the transitional period to socialism (supplemented and developed in 2011), our Party determined: “ Education and training have the mission of improving people's knowledge, developing human resources, nurturing talents, making an important contribution to the development of the country, and building the culture of the Vietnamese people. Developing education and training together with developing science and technology is the top national policy; investing in education and training is investing in development . Fundamentally and comprehensively innovating education and training according to the development needs of society ; improving quality according to the requirements of standardization, modernization, socialization, democratization and international integration, effectively serving the cause of building and defending the Fatherland. Promoting the building of a learning society, creating opportunities and conditions for all citizens to study for life ” [28, p. 77]
Resolution of the National Assembly of the Socialist Republic of Vietnam No.
40/2000/QH10 dated December 9, 2000 on Innovation of general education program affirmed that " The goal of innovation of general education program is to build program content, educational methods, new general education textbooks to improve the quality of comprehensive education for the young generation, meet the requirements of human resource development to serve the country's industrialization and modernization, in accordance with the reality and tradition of Vietnam; approach the level of general education
communication in developed countries in the region and the world... ", "enhancing practicality, practical skills , self - study capacity ; .. " , " Innovation in content , programs , textbooks, teaching and learning methods must be carried out synchronously with upgrading and innovating teaching equipment, organizing examination assessments, standardizing schools, training and fostering teachers and educational management work " .[63]
According to Article 27, the 2005 Education Law defines: " The goal of education is to :
General education is to help students develop comprehensively in morality, intelligence, physical strength, aesthetics and basic skills, develop personal capacity, dynamism and creativity, form the personality of a socialist Vietnamese person, build the character and responsibility of a citizen; prepare students to continue studying or enter the working life, participate in building and defending the Fatherland.
High school education aims to help students consolidate and develop the results of lower secondary education, complete general education and general knowledge about techniques and career orientation, have conditions to promote personal capacity to choose a development direction, continue studying at university, college, intermediate school, vocational training or enter the working life . [61]
Thus, in the current period , high school education needs to focus on implementing well the requirements of the National Assembly, the Party, the State and the people on innovation of high school education. In which, focusing on the following main issues:
Implementing innovation in teaching methods with the motto that teachers must be the ones to initiate, design teaching content and methods to meet the needs , interests , and circumstances of learners . While in class, they must respect the differences of students, conduct teaching appropriate to students' abilities, help students know how to learn and how to practice themselves; increase the application of information technology in school activities; on the basis of helping students develop comprehensively, the school creates conditions for developing individual abilities to have conditions to promote individual abilities when continuing to study or entering the working life, building and defending the country.
Strengthening facilities and teaching equipment towards standardization and modernization .
Promote the socialization of education and build a favorable educational environment, contributing to creating a learning society.
1.4. Foundations, main ideas, contents, principles, basic functions and superiority of DH according to the perspective of DHPH
1.4.1. Philosophical basis of DH according to the DHPH perspective
From the arguments of dialectical materialists about humans. A fundamental problem of Marxist philosophy is that humans are both natural and social entities. The natural aspect is determined by biological factors, creating diverse and heterogeneous biological structures for human individuals. Accordingly, each human being is a different natural world in terms of qualities: physical strength , intelligence, personality. The social aspect, which makes up human nature, is formed by a system of social relationships, which are controlled by specific social circumstances. Marx said that humans are the sum of social relationships. Each individual is the subject of a rich and diverse system of social relationships, therefore has his own personality, has a unique spiritual world, no one is the same.
From that basic thesis, the philosophy of socialism and communism was emphasized by the founders of Marxism in the Communist Manifesto (1848) " To develop to the highest level the capacity of each individual, that the development of each person is the condition for the development of all " .
The humanistic ideology in the above philosophical arguments is clearly reflected in education and training. A humanistic education requires that educational goals must be comprehensive, educational content must be practical, diverse and compatible.
For each type of subject, the structure must be flexible, adaptable, and suitable to the requirements and conditions of the learner.[49]
1.4.2. Psychological basis of DH according to the DHPH perspective
According to Eysenok, human personality is expressed depending on the neurological types through the characteristics of behavioral attitudes. Based on that, psychologists divide personality into two types: introvert and extrovert.
Extroversion is a personality that is primarily interested in the world around them, often open, energetic, active, easily moved by success and failure, quick to learn, easily adaptable to new things, enthusiastic on the outside but not lasting , not profound.
Introversion is a personality type that focuses on meaning and emotions inwardly, is less interested in surrounding things, pays little attention to people, tends to analyze moods, psychological life developments and is sentimental.
Students with both introverted and extroverted personality types have different response patterns in terms of intensity and speed.
Emotionally, extroverts are often enthusiastic, passionate about happy relationships, easily happy, easily sad, unstable emotions, not lasting, not deep but easily establish relationships with everyone . Introverted personality type, calm, calm , deep relationships , easy to empathize. Emotions are slow but strong , deep, lasting, less communicative, not wide communication, often awkward in responding to new situations.
These are some basic characteristics of neurological types that affect personality development, the learning process of different types of subjects and therefore relate to the career orientation of students. The distinction between two personality types is only relative. In the process of education and self-education, individuals can self-adjust and overcome the weaknesses in their personality. This is an issue that educators need to pay special attention to.[26]
Many psychologists have studied the intellectual development of students in depth and have come up with relatively unified evaluation indicators , which are:
First, intellectual orientation speed (quick wit) is shown in students when they solve learning tasks (some students find solutions quickly, others have to struggle to find solutions).
Second , the rate of generalization, which is represented by the frequency of practice required in the same style (type) to form a generalized action (form a common method).
Third , the economy of thought is determined by the number of arguments necessary and sufficient to arrive at a result, an answer, or in other words, to achieve a goal.
Fourth , the flexibility of the mind, expressed in the ease or difficulty in reconstructing activities to suit changing conditions.[40]
According to the Multiple Intelligences theory of American psychologist Howard Gardner (1983), there are eight types of intelligence that need to be recognized as having equal value: linguistic intelligence, logical and mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence , intrapersonal intelligence, and naturalistic intelligence. These types of intelligence are the initial basis for creating diverse abilities of different individuals. This theory has brought a humane and necessary perspective , calling on schools and teachers to respect the diversity of intelligence in each student: each type of intelligence is important and each student has more or less ability in many different directions. The school, directly managed by teachers and managers, must be the ones to help, stimulate potential, and create learning conditions in different directions for students.
According to the Learning Style theory, researchers have proposed the following core contents about learning styles: Learning styles include cognitive, emotional, and physiological characteristics. Learning styles indicate how
The individual's advantage in receiving, processing and retaining information in the learning environment . Learning style is relatively stable. Researchers believe that the origin of learning style comes from genetic makeup, learning experience and the influence of the culture and society in which the individual lives. According to Dunn and Dunn (1979), learning style is a group of biological and developmental personal characteristics in which similar teaching methods are effective for these students and ineffective for other students.
1.4.3. Educational foundations of DH according to the perspective of DHPH
Originating from the function of education, in the end, it is the function of development. The ultimate goal of education is to help each individual develop and on that basis create the driving force to promote social development. The goal that the education and training career aims for is to improve people's knowledge, train human resources, and foster talents on the basis of personality building. Accordingly, individuals can only have maximum development when educators and the education system meet their abilities, needs, and aspirations with a suitable content and method program. Similarly, society will have better development conditions if human resources are trained in a differentiated direction, suitable to the social labor structure and the development direction of each different type of profession, thereby meeting the development requirements of the new period of industrialization, modernization, and international integration.
Starting from the goal of education: Educational theory, regardless of the direction
East or West, regardless of the era , are consistent with the principle of " suitability" for the subject for teaching and educational activities. This principle clearly shows the idea of differentiated teaching and is stated quite consistently: ensuring unity between general suitability and individual suitability in teaching; ensuring suitability and individuality in the educational process. Later, in other educational documents, that principle was reaffirmed: Ensuring