3.4.4. Test results
To survey the feasibility of the proposed measures, we conducted a survey of 55 opinions of experts and managers of high schools in Cao Bang city with the question: "Please assess the urgency and feasibility of the above measures." (Sample survey on the feasibility of the measures - Appendix 2).
Table 3.1. Necessity and feasibility of proposed measures to improve the effectiveness of education on tangible cultural heritage values for students
Students of high schools in Cao Bang city, Cao Bang province
STT
Measures | Urgency | Feasibility | |||||
Very necessary design | Necessary | K. necessary | Very possible | Possible | K. feasible | ||
1 | Raising awareness for forces inside and outside the school about the importance of educating the value of material cultural heritage can for students | 100% | 100% | ||||
2 | Establish an education steering committee Education of material cultural heritage values for students | 100% | 81.8% | 18.2% | |||
3 | Mobilizing financial resources to invest in facilities and equipment serving educational activities on tangible cultural heritage values. school | 100% | 54.5% | 45.5% | |||
4 | Organize training to improve the capacity of educating the value of tangible cultural heritage for management staff. Management and teaching staff | 100% | 63.6% | 36.4% | |||
5 | Diversify forms and Teaching methods to bring physical culture into schools | 100% | 27.3% | 72.7% | |||
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[Statistics source from 60 survey votes]
Through table 3.1, it can be seen that: 100% of managers believe that the above measures are very necessary to improve the effectiveness of physical heritage education management for students of high schools in Cao Bang city, Cao Bang province. However, when evaluating the feasibility, each measure is evaluated at different levels by managers and teachers. Specifically:
- The measure considered very feasible to implement is the measure "Raising awareness for forces inside and outside the school about the importance of educating students on the value of physical cultural heritage". 100% of managers believe that the measure is very feasible.
Raising awareness among forces inside and outside the school about the importance of educating students on the value of physical cultural heritage will help managers and teachers see the importance of awareness raising.
- The second measure that is considered highly feasible is "Establishing a steering committee for educating students on the value of tangible cultural heritage". In this measure, 81.8% of managers and teachers think it is very feasible; 18.2% is feasible and 0% is not feasible.
To effectively establish a steering committee for educating students on the value of tangible cultural heritage, after raising awareness for the management staff and teachers, it is necessary to have decisions on establishment, responsibilities of each member of the steering committee, specific plans for management of educational work on tangible cultural heritage,...
- Next is the measure "Mobilizing financial resources to invest in facilities and equipment serving educational activities on tangible cultural heritage values in schools" which is assessed by 54.5% of managers and teachers as very feasible; 45.5% as feasible.
Mobilizing financial resources requires the contribution of forces inside and outside the school, because the budget for physical cultural heritage education in high schools is not yet available. To mobilize financial resources to invest in facilities and equipment serving educational activities on the value of physical cultural heritage in schools requires managers to have a specific, long-term plan to be able to meet the requirements.
To effectively implement this measure, we have proposed ways to mobilize resources from organizations inside and outside the school, especially businesses or successful alumni who want to contribute to the education cause of the province.
- "Organizing training to improve the capacity of educating the value of tangible cultural heritage for managers and teachers" is the next measure that 63.6% of managers rated as very feasible to implement, and 36.4% rated as highly feasible.
In fact, to effectively train and improve the capacity of educating the value of tangible cultural heritage for managers and teachers, the Department of Education and Training of Cao Bang province as well as managers and teachers participating in training and improving capacity must have an open management method to meet the requirements of training the capacity of educating the value of tangible cultural heritage in the new period.
- Finally, the measure "Diversifying forms and teaching methods to bring physical cultural heritage into schools" is assessed to be highly feasible. 27.3% of managers and teachers assessed it as very feasible; 72.7% considered it feasible when implemented.
Diversifying teaching forms and methods to bring physical cultural heritage into schools is the goal and requirement of innovative education. However, to implement this measure, many subjective and objective factors are required. Especially the funding source to support experimental teaching forms, creative experiences and the coordination between agencies, sectors and organizations to effectively implement this measure.
The above are practical opinions, valuable contributions and great spiritual support that help me boldly propose that Cao Bang city high schools put the topic into testing in the present and future. At the same time, I will continue to research more deeply the issue of managing educational activities on the value of physical cultural heritage in high schools, because this is a very important issue in the comprehensive education of students in general and high school students in particular, and is also an issue that has been and is being paid much attention to by the Party, the State, the Ministry of Education and Training, mass organizations, researchers, educational managers and pedagogues.
Chapter 3 Conclusion
To effectively educate the value of tangible cultural heritage, it is necessary to raise awareness for participating forces. It is necessary to improve the management system of cooperative relationships inside and outside the school. It is necessary to establish an operational steering committee and have a thoughtful operational plan, a long-term, specific and detailed plan to achieve the goal. This is an important step to create unity and diversity. It is necessary to coordinate right from the planning stage at the beginning of the year until the entire implementation process and the steering committee has the task of directing the activities throughout the process.
It is necessary to improve the content of education on the value of tangible cultural heritage, to implement it in a way that is suitable to the actual state of the material. Any activity needs conditions and facilities to ensure the implementation of the activity and the proposed plan; however, when developing a plan, it is also necessary to base on the existing facilities and can continue to equip or mobilize so that the activity plan is practical.
It is necessary to check and evaluate what has been achieved and what has not been achieved, and to draw lessons for the next activity to be more successful; the check and evaluation must be based on the proposed plan and the requirements for the educational goals that need to be achieved in the activity.
For the education of tangible cultural heritage values to be effective, all stages must operate smoothly, synchronously, unifiedly and complement each other.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
Education on the value of tangible cultural heritage is an educational content that aims to ensure comprehensive education quality for high school students in order to contribute to preserving and promoting the traditional cultural values of the nation. The content of education on the value of tangible cultural heritage for students must focus on the following basic contents: Education on correct awareness of the value of tangible cultural heritage; Education on behavioral skills to preserve and promote the values of tangible cultural heritage; Education on positive attitudes in preserving and promoting the values of intangible cultural heritage. Activities of education on the value of intangible cultural heritage are carried out in many different forms: Teaching about intangible cultural heritage; Organizing activities to experience intangible cultural heritage; Visiting intangible cultural heritage; Labor to care for and protect intangible cultural heritage sites; Competitions to learn about the values of intangible cultural heritage.
Management of educational activities on the value of tangible cultural heritage for students is carried out according to the functions of management activities including planning education, organizing, directing educational activities on the value of tangible cultural heritage and checking and evaluating the results of educational activities on the value of tangible cultural heritage. Management activities on educational activities on the value of intangible cultural heritage for students in high schools are influenced by the educational and teaching capacity of teachers, the management capacity of the school, the awareness and attitudes of students; the socio-political and cultural environment in the objects...
The current situation of managing and educating the value of tangible cultural heritage for high school students in Cao Bang city, Cao Bang province in recent years has initially received attention and implementation: There is a direction plan, there is an assignment of participating forces, there are measures to organize implementation in the profession and in the activities of organizations.
However, the implementation process revealed inadequacies and limitations in the management of physical cultural heritage education such as: the planning of the Principal, of professional groups and organizations did not have specific content, the content was heavy on bookish knowledge, so it did not attract students; the capacity to organize educational activities of the teaching staff and Youth Union officials was still weak, passive, and monotonous in form; the coordination between the school and related forces was still lacking.
lack of uniformity and irregularity; mobilizing resources for educational activities is very difficult; inspection and evaluation of educational activities on the value of tangible cultural heritage are not yet strict and scientific.
Based on the analysis of these situations, based on theoretical and practical studies and the close combination of research methods, the author has proposed measures to manage the education of tangible cultural heritage values for students of high schools in Cao Bang city, Cao Bang province to achieve higher efficiency.
2. Recommendations
To improve the effectiveness of educational management of tangible cultural heritage values for students of high schools in Cao Bang city, Cao Bang province in particular and in general schools, to contribute to improving the quality of comprehensive education for students and equipping high school students in Cao Bang province when they graduate with knowledge and proper behavior towards tangible cultural heritage, so that the above measures are qualified when put into practice, the author would like to make the following recommendations:
2.1. For the Provincial People's Committee
Strengthen the work of preserving and promoting tangible cultural heritage, invest funds in promoting tangible cultural heritage to the community; build and effectively use cultural institutions to make tangible culture deeply embedded in community life.
Closely direct relevant departments, sectors and units to actively support schools in educating physical culture for high school students, especially physical cultural heritage education activities through practical experience activities.
2.2. For the Department of Education and Training of Cao Bang province
On the basis of continuing to thoroughly implement Instruction No. 73/HD-BGDĐT-BVHTTDL dated January 16, 2013 of the Ministry of Education and Training and the Ministry of Culture, Sports and Tourism on "Using heritage in teaching in general schools and continuing education centers" , the Department of Education and Training has issued specific instructions requiring high schools to develop plans, propose methods and forms of conducting physical cultural heritage education activities suitable to the school's situation.
Directing the development of school programs including educational content on the value of tangible cultural heritage, creating a basis for professional groups and organizations to develop detailed and appropriate teaching and education plans.
Considering the education of material cultural heritage values for students as one of the important tasks of student education of high schools and is a content that is regularly tested and evaluated.
The Department of Education and Training of Cao Bang province needs to issue a document directing high schools to increase the organization of physical cultural heritage experience activities to help students better understand their homeland and country, thereby educating students about traditions.
2.3. For high schools in Cao Bang city
Fostering and raising awareness of school managers and teachers about the importance of educating students on the value of tangible cultural heritage.
Build close, regular relationships with cultural agencies and physical authorities, create trust with parents through good quality educational activities in schools, facilitate the mobilization of resources inside and outside the school to support the organization of educational activities on physical cultural heritage values for students.
Consider the content of physical cultural heritage education for students as an important educational content that needs to be carried out long-term during the school years, in many forms, many flexible methods and mobilizing forces inside and outside the school to participate.
Pay attention to creating favorable conditions for educational activities on tangible cultural heritage values, especially extracurricular and experiential activities.
There are inspections, evaluations and reward and encouragement mechanisms for creative activities, achieving practical results in educating the value of tangible cultural heritage for students of typical groups and individuals. At the same time, timely criticism is given to groups and individuals who do not seriously implement this content. There are preliminary and final evaluations and examples of typical groups and individuals of students who are active in participating in learning, have proper behavior in protecting and preserving tangible cultural heritage.
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