The Relationship Between Self-Study Activities and Teaching Activities

come, including the great challenges from the professional environment. If learners are trained to have self-study methods and skills, and to know how to flexibly apply what they have learned into practice, it will create in them a love of learning, thereby increasing their learning results.

Help students gradually acquire skills in determining goals, choosing methods and forms of self-study suitable to their individual strengths and circumstances. Self-study skills include:

Skills in planning self-study, skills in organizing and implementing self-study plans, skills in checking and evaluating the results of self-study activities. In addition, in self-study activities, students need to develop life skills such as: communication skills, behavioral skills, problem-solving skills, sharing skills, etc.

The goal of self-study activities is also reflected in changing students' attitudes and perceptions in self-study activities. Training secondary school students, especially ethnic minority students, to have a positive and proactive attitude in self-study activities is a very difficult task that requires perseverance, persistence and long-term.

1.3.4. Self-learning engine

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Self-study motivation, also known as self-study motivation, is a psychological factor that helps the subject overcome difficulties and obstacles in learning activities. Self-study motivation helps learners solve learning tasks proactively.

In students' self-study activities, learning motivation is an indispensable factor, it plays an important role and greatly affects students' learning outcomes. Self-study motivation has internal and external origins. Internal origins are students' own needs, will to overcome difficulties, and efforts to achieve the tasks of self-study activities voluntarily based on the goals of self-study activities. External origins of self-study motivation include encouragement and sharing from teachers and families; objective and fair evaluation of teachers towards students, the environment and physical conditions of the classroom, etc.

1.3.5. Self-study content

Self-study content is a system of knowledge, skills, techniques, a system of creative activity experiences and a system of attitudes that learners need to form in self-study activities. Self-study content is very rich, including all learning issues carried out independently by individual learners, expressed through daily self-study actions. Based on training goals and requirements, the content of self-study activities basically has two parts:

- Basic self-study content:

These are contents related to the implementation of compulsory self-study tasks (students must complete) according to the teaching program of teachers and students in the subjects. Learners who perform these contents well will transform the school's training process into the self-training process of each learner. Therefore, the self-study content of learners must be comprehensive, complete, ensuring the goals, requirements and in accordance with the program content prescribed by the Ministry of Education and Training. Basically, the content of self-study activities includes: basic knowledge, knowledge, skills about the profession being trained; methods.

- Extended self-study content:

In addition to the mandatory self-study content according to the goals, requirements, and training programs, learners can self-study and research other areas according to their personal interests and strengths. These are daily self-study contents, with teacher guidance to help students expand and deepen their knowledge. It is shown in solving specific learning tasks and situations, with a wide scope, learners can learn knowledge, skills, techniques, etc. through reference books, advanced books, the internet, etc. or learn right in the family (father, mother, siblings), in daily life.

Extended self-study content has a positive impact, complementing and enriching the basic self-study content. It helps learners consolidate knowledge as well as perfect skills and techniques, meeting the needs of extended and advanced learning.

1.3.6. Self-study methods and means

Self-study method is very important because it has a direct impact on the learning results of students. To improve the quality and effectiveness of learning activities, and at the same time promote the initiative and creativity of students, students not only need to have the right learning purpose and motivation but also need to have a self-study method suitable for each subject. There are many self-study methods, but basically, we can mention some self-study methods that are used by many learners and bring high efficiency, such as:

- Methods of studying textbooks and learning materials (keeping a diary, taking notes, summarizing,...)

- Training method.

- Review method.

- Group discussion method.

- Observation method.

- Experimental and practical methods (for natural science and engineering subjects).

- Self-assessment method.

If students know and know how to effectively apply good and appropriate self-study methods, it will help students achieve their learning goals. Therefore, it requires managers and teachers to actively guide and foster self-study methods for students. In addition to self-study methods, facilities and equipment such as teaching aids, reference materials, functional rooms, etc. also greatly affect the quality of students' self-study activities.

1.3.7. Form of self-study activities

Self-study activities can be considered as self-organized activities to acquire knowledge, skills, and techniques and take place in many different forms. If we consider self-study in relation to teaching activities, self-study is divided into the following forms:

- Self-study without guidance (no books and teacher guidance)

- Self-study with books but no teacher by your side.

- Self-study with books and teachers

* Self-study without guidance: Is a form of self-study in which individuals explore and research independently according to their interests and passions without books and guidance from teachers. Self-study without a teacher, also known as advanced self-study, is a form of self-study in which learners have a certain level of ability to organize their own learning. This form of self-study must be based on a desire and passion to discover new knowledge and at the same time must have a wide and deep knowledge base.

This form is often found in scientific researchers. The result of the self-study process is to create and invent new scientific knowledge. The form of self-study without a teacher is the peak of self-study activity.

* Self-study with books but no teacher by your side

This form of self-study can take place in two forms:

First, self-study from books without teacher guidance:

In this case, learners study by themselves to understand and absorb the knowledge in books, thereby developing their thinking. Self-study completely with books is the goal that everyone must achieve to build a lifelong learning society.

Second, self-study with a teacher from afar:

Although the teacher is far away, there is still information exchange between the teacher and the student through means of information exchange in the form of reflecting and answering questions, doing exercises, testing, evaluating,...

* Self-study with books and teachers

In this form of self-study there are two forms:

First, self-study with books and without a regular teacher:

In this form of self-study, students only meet the teacher at a certain time of the course (session) or meet the teacher in some periods of the week (month), to receive guidance, suggestions, and answers to questions. The remaining time, students go home to self-study with the textbook and documents under the indirect guidance of the teacher. Self-study form

This is commonly seen as distance learning, online learning.

In this form of self-study, the teacher plays the role of a supporting factor, a catalyst that promotes and creates conditions for students to acquire knowledge. Students play the role of the subject of the cognitive process: self-aware, active, passionate, creative, participating in the learning process. The relationship between teachers and students is the relationship between Internal and External forces. No matter how important External forces are, they are only a catalyst to promote the development of Internal forces.

During the self-study process at home, although the learner does not meet the teacher face to face, under the indirect guidance of the teacher, the learner must promote positivity, self-awareness, and proactively arrange plans to mobilize all of his or her intelligence and skills to complete the requirements set by the teacher. The learner's self-study in this form is directly related to the teacher's requirements, and the teacher guides the learner in terms of content and self-study methods. Thus, in this form of self-study, the learner's self-study process is closely related to the teaching and learning process, and is influenced by many factors, including the teacher's organization and management of the teaching and learning process and the learner's self-study process. This form of self-study is often found at educational levels such as colleges, universities, etc.

Second, self-study with books and regular teachers: Self-study with teachers is a form of self-study that is part of teaching and learning activities and is often found in high school. Learners carry out self-study activities under the guidance, suggestion, and guidance of teachers. Self-study with regular teachers is a form of self-study in which students are guided, suggested, and guided by teachers in class and on that basis, students can study by themselves at home. Self-study with regular teachers can take place in class and outside of class. For example, students solve exercises, discuss in groups to complete self-study tasks assigned by teachers in class. Or teachers assign tasks, guide students to do homework, study documents in advance for lessons in class, etc.

There are many ways to self-study, but any self-study method includes

The stages of searching for knowledge, thinking, and at the same time knowing how to apply that knowledge in practice. You can self-study through books, newspapers, through listening to lectures, through exercises, through memorization, through practice. Books and newspapers play an extremely important role in life and in learning. Learning through books and newspapers means collecting, learning, and researching the knowledge that books and newspapers bring to us. Self-study is also demonstrated through the way of listening to lectures. Listening to lectures is not simply listening to lectures, then copying them into your notebook and then putting them away, but when listening to lectures, you also have to understand and grasp the problem. You can ask yourself questions when listening to lectures such as: What problem does the lecture mention? How was the problem developed? What is the core of the problem?... It can be said that self-study through listening to lectures is the most popular way of learning. When listening to lectures, we can quickly acquire a large amount of knowledge in a short period of time. That is also the limitation of self-study through listening to lectures because with a large amount of knowledge in a limited amount of time, learners may not have time to think deeply and research, so they do not fully understand or grasp the problem.

In the above forms of self-study, there is no form of self-study that is absolutely dominant, each form of self-study has its own advantages and limitations. Depending on the level, subject as well as time fund, learners choose the most suitable form of self-study. Although these forms of self-study all have advantages and disadvantages, they are closely related to each other, complementing and supporting each other, learners can choose only one form of self-study that is most suitable or combine other forms of self-study to get the highest learning results.

Due to the purpose and scope of the topic, we only mention the form of self-study with books and regular teacher guidance, from which students can self-study during regular school hours and self-study outside of regular school hours.

1.3.8. The relationship between self-study activities and teaching activities

This is the relationship between external influences on one side and internal activities on the other. The teacher's teaching influence is external support for students' self-study activities. In other words, teaching activities are only external forces, while self-study is

The deciding factor is the learner himself - his inner strength. But teaching activities have great significance and directly affect the self-study activities of students.

Teaching activities are a dual activity including teaching activities undertaken by teachers and learning activities undertaken by students. The teacher's teaching activities play a leading role, while the students' learning activities play an active role.

Teaching is an activity with two subjects: Teachers and students. This activity is not only the activity of imparting knowledge to students but also includes the work of organizing students' learning activities, controlling students' perception to form skills, guiding students in learning methods, educating students about self-study motivation to achieve high results in learning and training.

Self-study is a human cognitive activity about the laws of nature. Teaching and self-study are two activities that have a dialectical relationship with each other. Teaching and self-study are two elements that make up the teaching and learning process. If there is only teaching or only self-study separately and independently, there will be no teaching and learning process, and the set goals cannot be achieved. The dialectical relationship between teaching and self-study is also shown in that the results of one activity depend on the other and vice versa.

In the teaching process, teachers influence students through pedagogical measures, and students receive the influence of teachers. If teachers teach well and have good methods, they will promote students' creativity and create good learning results. The more the student's role as a subject is promoted, the higher the student's learning results, the higher the effectiveness of the teaching process.

The dialectical unity between teaching and learning requires teaching activities to play a leading role in organizing and guiding self-study activities.

So the activities of two separate subjects but have a dialectical relationship affect each other. The nature of the teaching process is the unique cognitive process of

learners under the control and guidance of teachers to help students master knowledge.

1.3.9. Evaluation of self-study results

The work of checking and evaluating the results of self-study activities is very necessary, regular, continuous and systematic in the management process. Through checking, the school will have timely and necessary information as a basis for evaluation. Besides, it helps managers and teachers have directions to adjust and supplement the management plan to organize self-study activities of students in a timely and effective manner. Contributing to improving the quality of self-study of students as well as improving the quality of education of the school.

1.3.10. Factors affecting self-study activities

* Objective factors are factors that impact the learner from outside, including:

- Program content:

The content of the subject program has a great impact on the teaching methods of teachers, thereby affecting the cognitive process of students, affecting how students learn, passively or actively self-study. For ethnic minority students in especially difficult areas, the appropriate and suitable program content... is also important to them.

Teaching method:

The teacher's teaching method plays a leading role in orienting students' self-study awareness, and is a factor that greatly affects students' self-study ability and effectiveness. Especially for ethnic minority students, the teacher's teaching method is even more important. If teachers know how to apply teaching methods suitable for each group of students, helping students to be eager to learn, actively explore and create, it will promote their self-study spirit. And conversely, students will be bored when the teacher's teaching method is not creative, not rich and not interesting.

- Methods of testing and evaluating learning outcomes:

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