The Goal of Competency-Oriented Teaching in High School

Due to the change in social status, social relations are expanded, the social positivity of high school students develops strongly, expressed in the social groups that students participate in. The social positivity of students in a broad sense can be in a positive or negative direction. It can be expressed in activities that promote social development, support society such as donating blood, protecting the environment, charity or risks to society such as social evils, acts of harassment, violations of order, social security, etc.

1.3.2. Objectives of teaching and learning oriented towards developing students' capacity in high schools

Competency-based education (competency-based education), now also known as outcome-oriented education, has been discussed extensively since the 1990s and has become an international educational trend today. Competency-based education aims to develop learners' competencies.

Competency-oriented education aims to ensure the quality of teaching output, achieve the goal of comprehensive development of personality qualities, focus on the ability to apply knowledge in practical situations to prepare people with the ability to solve life and career situations. This program emphasizes the role of learners as the subject of the cognitive process.

Unlike content-oriented teaching, competency-oriented teaching focuses on describing the output quality, which can be considered the “final product” of the teaching and learning process. Teaching quality management shifts from controlling “input” to controlling “output”, that is, the learning outcomes of students.

Teaching methods based on the competency development perspective not only focus on activating students' intellectual activities but also on training their problem-solving abilities related to life and career situations, while linking intellectual activities with practical activities. Strengthening group learning and innovating teacher-student relationships towards collaboration are important to develop social competencies. In addition to learning individual knowledge and skills of specialized subjects, it is necessary to supplement complex learning topics to develop the ability to solve complex problems.

Promote the positivity, self-awareness, and initiative of learners, form and develop self-study capacity (using textbooks, listening, taking notes, searching for information , etc.), on that basis cultivate flexible, independent, and creative qualities of thinking. Students themselves

Complete cognitive tasks with the organization and guidance of teachers.

Effectively use the minimum prescribed teaching equipment for each subject. Can use self-made teaching aids necessary for the learning content and suitable for the students. Actively apply information technology in teaching.

1.3.3. Content of teaching according to the orientation of developing students' capacity in high school

Curriculum in general schools is a system of scientific knowledge about nature and technology, about society and humanities, about thinking, about art, along with a system of skills and techniques of material and spiritual activities that need to be equipped for students in their studies. Curriculum is an extremely important element of the curriculum, regulating the content of teaching activities of both teachers and students throughout the curriculum and is what students need to master to transform into their intelligence and personality. Curriculum of high schools is determined in the Law on Education, in the general education program, in the Charter of high schools and is associated with the requirements of society on education and training.

The content and curriculum of high schools are built on the basis of the Party and State's viewpoints on fundamental and comprehensive innovation in education and training; inheriting and developing the advantages of existing general education programs in Vietnam, at the same time absorbing the achievements of research on educational science and experience in building programs according to the capacity development model of advanced education systems in the world, linked to the development needs of the country; suitable for Vietnamese people and culture,...

NDDH from the perspective of capacity development is not only limited to knowledge and professional skills but also includes groups of content aimed at developing capacity areas: [5]

Learn specialized content

Learning methods - strategies

Social Communication

Experiential learning - evaluation

- Specialized knowledge (concepts, categories, rules, relationships...)

- Professional skills

- Application, professional assessment

- Make study plan, work plan

- General cognitive methods: Collecting, processing, evaluating, presenting information

- Professional methods

- Work in groups

- Facilitate social understanding

- Learn how to behave, sense of responsibility, ability to resolve conflicts

- Self-assessment of strengths and weaknesses

- Build personal development plan

- Evaluate and form value standards,

ethics and culture, self-esteem…

Capacity

Expertise

Capacity

method

Social competence

Individual capacity

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When designing competency-based learning, teachers need to ensure the following requirements:

The content and curriculum of the training program must ensure the development of learners' qualities and abilities through basic, practical, modern knowledge, harmonizing morality, intelligence, physical fitness, and aesthetics; focusing on practice and application of knowledge to solve problems in study and life.

The content and curriculum of the university need to enhance the capacity for self-study, self-research and teamwork, practice practical skills linking theory with practice; promote initiative and creativity so that students can design experiential activities and guide students in scientific research at high schools.

NDDH needs to be designed into activities and problematic situations aimed at forming learners' competencies.

Select content to achieve specified outputs, linked to practical situations.

1.3.4. Teaching methods oriented towards developing students' capacity in high schools

Teaching and learning is a complex, extensive process and includes many closely related components, in which, teaching methods are one of the most important and flexible components of the teaching process, it does not describe a static state in the real world but mainly describes the movement in the process of cognition and practical activities of learners. Therefore, along with the goals, the impacts on learners can be different, largely depending on teaching methods.

Teaching methods are often influenced by teaching viewpoints. Viewpoints are general orientations for methodological actions, in which there is a combination of teaching principles as a foundation. Theoretical bases of general or specialized teaching theories, teaching and organization conditions as well as orientations on the role of teachers and students in the teaching process [5]. In traditional teaching, people focus on teaching methods that mainly convey and inform knowledge. With this teaching method, students are dependent on teachers, the main way of learning is listening, understanding, memorizing and reproducing. Nowadays, people pay special attention to teaching methods/techniques that promote the positivity and creativity of learners. Teaching methods according to the competency development perspective do not

not only focus on promoting students' intellectual development but also through that way to form students' ability to practice and apply knowledge into practice.

To develop students' abilities and qualities in the teaching process, teachers must use a variety of teaching methods that are appropriate to the characteristics of the subject, lesson and teaching methods. In addition to teaching methods such as: Presentation; Q&A; Visual Teaching; Using Textbooks and Other Learning Materials , it is necessary to increase the use of teaching methods that have the advantage of forming abilities such as: Problem-posing and Solving Method, Situation-Based Teaching Method, Contract-Based Teaching; Project Method, Group Discussion Method, Game-Based Method... These are methods that aim to form in learners the abilities of independent thinking, reasoning, teamwork, cooperation in learning, communication skills, and solving complex problems.

1.3.5. Forms of organizing teaching and learning according to the orientation of developing students' capacity in high schools

The form of teaching organization is the form of movement of specific teaching content in space, location and specific conditions to carry out teaching tasks and goals. Similar to teaching methods, the form of teaching organization is governed by teaching viewpoints. In traditional teaching, students' learning activities are mainly theoretical teaching in the classroom, activities are limited to the school campus. Teaching aims to develop students' capacity, so students' learning activities need to be organized in rich and diverse forms, not limited to the school campus but also outside the school campus through the following main forms: Class - Lesson form (in class); Through scientific and technical research projects; Discussion/seminar; Visit; Teaching through experience; Self-study; Individual help; Depending on the specific goals and nature of the activities, students are organized and work independently, work in groups or work together as a class. However, whether working independently, in groups or as a class unit, each student must be given the opportunity to carry out their own learning tasks and gain practical experience.

1.3.6. Evaluation of teaching results according to the orientation of developing students' capacity in high school

In teaching, testing and evaluation is an important step. Through the testing and evaluation process, teachers will obtain information about learners and the training process, thereby making appropriate adjustments.

According to the competency development perspective, the assessment of teaching results focuses on the learning process of learners, the assessment shifts from focusing on knowledge to assessing competencies including: assessing knowledge, skills, attitudes in a meaningful context. At the same time, assessment according to the competency approach requires multidimensional assessment, which is self-assessment by learners, peer assessment between learners and learners, and teacher assessment.

Competency-based assessment has the following characteristics [5]:

- Requires learners to demonstrate their ability (based on the synthesis of knowledge, skills as well as other necessary qualities of attitude, thinking and emotion) to create products through solving meaningful learning situations and tasks, closely related to practical applications;

- Require students to perform product creation activities, that is, review and evaluate students' learning outcomes through performing tasks throughout the process and the products required at the end of that process;

- Focus on measuring students' thinking and problem-solving abilities, allowing learners to demonstrate their thinking, initiative, creativity and personal capacity during the learning process;

- Allows for providing direct and substantive evidence of student achievement in learning, based on individual characteristics and abilities rather than on mechanical calculation of scores;

- Suggest newer assessment functions for teachers.

When evaluating DH according to capacity development orientation, it is necessary to pay attention to the following requirements:

- Teachers must design assessment content.

- The assessment criteria and content given by the teacher must be clear and focus on the competencies that need to be assessed in the learner.

- Teachers clearly state the assessment criteria that students need to achieve and monitor the process of performing tasks and resolving situations.

- Use a variety of assessment types, focusing on regular and periodic assessment after each part and each program to provide feedback and adjust the teaching and learning process.

- Focus on assessing higher-order thinking skills such as problem-solving skills, creativity, etc.

- Teachers create opportunities for students to self-assess and evaluate each other.

- Thus, assessing teaching according to the capacity development orientation is a process based on the output results of each learning stage based on the learner's successful implementation of tasks, exercises, situations, and products created by students, helping teachers have feedback information on students' learning results to adjust teaching activities and help students adjust their learning activities effectively.

1.4. Managing teaching activities towards developing students' capacity in high schools

1.4.1. Managing the implementation of teaching objectives towards developing students' capacity

At high schools, the Principal will direct the development of teaching and learning plans oriented towards developing students' abilities.

A teaching plan oriented towards developing students' capacity is a part of the school's planning system, which includes closely related goals, unified by a common goal and a system of measures built before a certain period to carry out educational tasks oriented towards developing capacity. A teaching plan oriented towards developing students' capacity is an action program of the collective teachers built on the basis of the school's general teaching plan.

Accordingly, the process of building a teaching plan oriented towards developing students' capacity goes through the following basic steps:

- Basic investigation, determining the situation at the beginning of the year

- Analyze the situation and determine teaching objectives according to capacity development orientation for the school year.

- Establish a Steering Committee for Student Development in the direction of developing students' capacity and assign tasks to each member, and assign the Head of the Committee to write a draft plan.

- Organize discussions and contribute ideas to the draft plan.

- Complete the plan, the principal approves the plan.

To organize and implement a teaching plan oriented towards developing students' capacity for the entire school year, it is necessary to specify it into a semester, monthly and thematic activity program.

In addition, the Principal directs the professional groups to develop teaching plans in the direction of developing students' capacity. The group's plan must accurately and specifically specify the tasks and targets of the teaching plan in the direction of developing students' capacity of the school in each group unit accordingly; must demonstrate the specific standards and quantification of assigned tasks, especially must build a system of effective measures, and must build a specific program of activities.

To do so, the Principal will provide basic information and discuss with the group leader the necessary bases for developing the plan (documents on the program, tasks of the school year; the actual situation of the school, of the group; the school's requirements for teaching and learning in the direction of developing students' capacity...), making the group leader understand the principal's important intentions for teaching and learning activities in the direction of developing students' capacity during the year. The teaching and learning plan in the direction of developing students' capacity of the professional group must be approved by the principal, and become a legal document for the principal to direct the activities of the professional group.

At the next level, the Principal directs the subject group leaders to guide teachers in developing subject teaching plans in the direction of developing students' competencies. The teacher's plan is approved by the subject group leader and is the legal basis for the subject group leader and the Principal to manage teaching activities in the direction of developing teachers' competencies during the school year.

1.4.2. Managing the implementation of teaching content and programs in the direction of developing students' capacity in high schools

High school principals manage teachers' teaching content in the direction of developing students' capacity.

The content management process involves several steps:

- The principal (vice principal in charge of professional matters) receives instructions on teaching and learning according to the orientation of developing students' capacity from the Department of Education at the beginning of the school year.

- School Council meeting to deploy guidelines on teaching and learning towards developing students' capacity during the school year.

- Assign tasks to the Vice Principal in charge of professional matters and the head of the professional group: Research the subject curriculum of the entire level of education, plan the progress

Program implementation (pay attention to important times: opening ceremony, end of semester 1, end of semester 2, preparation for graduation exam), key issues in program implementation according to the orientation of developing students' capacity.

In monthly meetings of the Professional Group, the Head of the Professional Group guides teachers on difficult issues in the program content, answers questions, helps teachers supplement teaching aids, books and documents necessary for teaching in the direction of developing students' capacity; guides teachers in developing diverse activities, topics and tasks related to practice.

1.4.3. Managing innovation in teaching methods towards developing students' capacity in high schools

The high school principal manages the implementation of innovative teaching methods towards developing students' competencies. Management contents include:

- Instruct teachers to choose teaching methods suitable to the characteristics of students in each class. During the teaching process, it is necessary to pay attention to the general level of the class to ensure general knowledge but also pay attention to helping weak students progress and good students develop their outstanding abilities.

- Directing the increased use of modern teaching aids and equipment, and applying information technology in teaching.

- In teaching, teachers must guide students to be active, fight against passive habits; require students to be self-aware and practice self-study ability.

- Direct and encourage teachers to diversify the forms of teaching organization in class, outside class, in the laboratory, in the field... to combine theory with vivid practice. In addition to the lecture teaching method to provide knowledge, regularly organize teaching activities through experience, solving practical tasks. Thus, normally, through a learning activity, students will be formed and developed not just one type of capacity but simultaneously formed many capacities or many component capacities that we do not need (and cannot) separate each component in the teaching process.

- Direct teachers to synchronously implement and innovate teaching methods associated with innovative testing and assessment methods for students' learning outcomes.

1.4.4. Managing teachers' teaching activities

Teaching activities of teachers according to the competency-based approach in high schools include the following specific activities.

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