The Role of Communication and Communication Skills in the Personality Development of Ethnic Boarding School Students

1.3.2. The role of communication and communication skills in the personality development of boarding students

Communication and communication skills play an important role in the personality development of boarding school students. Through contact, students become aware of others: from their appearance to their inner psychological content such as needs, motivations, abilities, viewpoints, psychological qualities, etc. At the same time, through the communication object, students understand themselves. From there, they self-adjust and improve themselves according to social norms, following good examples.

Thanks to communication, students' social relationships are materialized. They understand each other, help each other, and cooperate with each other in studying and in daily life. Communication is a condition for the formation and development of personality. In each individual student, personality traits are only formed through communication experience, through their contact with people in the family, at school, and in society.

Boarding students study, eat and live together. They have more time to interact with their teachers and friends. This makes interpersonal relationships develop, they share joys and sorrows, worries, and help each other not only in class, during class time, but also at home in the school's dormitory. Thus, communication and communication skills play a very important role in the formation and development of the personality of boarding students. A life lacking communication or limited communication skills will seriously affect their daily study and activities. This is also the cause of tension or internal conflicts among some boarding students. Educators must create all conditions for students' communication needs to develop, promote positivity in communication, in common activities, and create good, friendly relationships so that students are confident in themselves when communicating with others.

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1.3.3. Tasks to develop communication skills for boarding students

To effectively develop and train vocational skills for boarding students, it is necessary to perform the following tasks:

- Cultivate children's cognitive abilities, help them form a correct worldview and outlook on life. Fully understand the role of communication and communication skills, grasp knowledge about communication and communication skills.

- Educate boarding students about cultural values ​​and fine cultural traditions of the Vietnamese people, especially regional cultures associated with their ethnicity and the area where they live. Respect the unique cultural features of each ethnic group.

- Educate children about healthy lifestyles that are appropriate to their school, locality, and national identity. Form the right value orientation in life.

- Train students' will and personality qualities such as: sense of organization and discipline, modesty, simplicity, ability to criticize and self-criticize, awareness of learning, striving, not afraid of difficulties, eager to learn to improve themselves.

- Organize the development and training of communication skills for students through studying, collective activities and labor. It can be through cultural and artistic forms, through educational activities outside of class hours...etc.

- Regularly encourage and motivate students about their achievements, minimizing punishment. Create conditions for students to make their own decisions in real situations or hypothetical situations created by teachers to develop communication skills.

1.3.4. Path and method to develop communication skills for boarding students

According to the authors: VA Kruchetxki [25], Pham Minh Hac [18], N.D. Levitov [27], AV Petrovxki, VV Davydov, ...etc., the steps and paths to forming action skills include 3 steps:

Step 1: Full review of the purpose, method and conditions of action

moving

Step 2: Observe the sample and try it out.

Step 3: Practice to perform the actions as required,

action to achieve the set goals.

In the PhD thesis in Pedagogy - Psychology by Tran Anh Tuan [42], the author pointed out 3 ways to form KN, which are:

First: Impart necessary knowledge to learners, then propose exercises to apply that knowledge. Through the "trial and error" method with repeated practice, learners will be adjusted and accumulate experiences with truth, thereby grasping the application method,

VV Davydov calls this “the path of generalizing experience”.

Second: Equip the learner with the essential signs and necessary operations of the method of performing the actions to be applied. Then the learner takes turns carrying out the instructions to achieve predetermined results. In practice, the processes outlined in the practice plans must delimit certain training stages.

Third: Organizing the formation of intellectual actions in stages. Teaching skills and learning skills are essentially intellectual actions, so it is possible to apply the thesis of P. Ia. Galperin's theory in developing learning skills for students.

The process of developing KNGT needs attention:

- KNGT cannot be separated from action, on the contrary, it must be considered as characteristics, different levels of action. Only on that basis can the mechanism of forming KN and skills be revealed, that is, the mechanism of forming action.

- To form an action, two factors must be anticipated (the symbol of the purpose toward which the action is directed and the operations necessary to carry out that purpose).

- Action cannot begin with the perception or memorization of an object, but must begin with the implementation of practical operations with the object. It is in the process of practical operations that the nature of the object is revealed and perceived, and at the same time the operations are transformed, creating products that are consistent with the logic of the action.

- The criteria for evaluating the results of practice with different materials to transform actions into KNGT are proficiency, generality, flexibility and automation.

Therefore, to practice and develop communication skills for boarding students, we think it is necessary to draft a system of communication practice exercises and communication situations based on the viewpoint of P. Ia. Galperin on the mechanism of forming intellectual actions.

1.4. Developing communication skills for Ethnic Boarding School students through priority subjects and organizing extracurricular activities

1.4.1. Priority subjects

In the high school curriculum, students must study many different subjects. Each basic science subject plays an important role in forming and developing the learner's personality. Students must have the responsibility to acquire that knowledge to enrich their understanding, and at the same time create a foundation for studying at higher levels when qualified. Currently, according to

According to the Ministry of Education's program, high school students must study all 13 main subjects, in addition to studying career guidance and extracurricular activities designed according to monthly themes. In the 13 compulsory subjects, each subject has its own advantages but all aim to comprehensively develop the learner's personality, providing basic knowledge and fundamental knowledge for students. To develop and train students' communication skills, teachers can integrate and integrate communication skills into all subjects. However, social science subjects will be dominant and easier to implement, especially literature, civics and history. For the subject of civics, for example, the 10th grade program, the lesson: "Citizens with love, marriage and family", the lesson: "Self-improvement"...etc., teachers can design behavioral situations for students to proactively solve, from which their communication skills are developed and trained.

1.4.2. Extracurricular activities in high school education program

Extracurricular educational activities (EPA) play a very important role in the educational process. EPA is one of three training plans, namely: teaching plan, extracurricular education plan, vocational training plan to achieve the training goals at all levels in the directions of education, humanities, science and technology. EPA actively contributes to strengthening teaching and learning activities in the classroom.

The extracurricular activities are a continuation of teaching and learning activities, creating harmony and balance in the comprehensive and unified pedagogical process to achieve the goals of the school level. The extracurricular activities both consolidate and develop the communication relationships of students inside and outside the school. It attracts and promotes the potential of social and family educational forces to improve the effectiveness of student education.

The basic tasks of HĐGDNGLL in high schools are:

- Cognitive education tasks: Extracurricular activities help students supplement, consolidate and perfect the knowledge learned in class through extracurricular activities, topics, monthly topics, etc. Extracurricular activities help students apply the knowledge they have learned to solve problems in life, while also gaining more understanding of the world. Extracurricular activities also help students orient themselves politically and socially, and self-regulate their behavior, ethics and lifestyle appropriately.

- Attitude education tasks: The LLWD must create interest and desire for students to participate. Therefore, the scale, form, method, and content of the activities must be suitable to the psychological characteristics and needs of students, and must bring practical benefits to students to attract and motivate them to participate voluntarily. The LLWD fosters in students pure moral feelings, the ability to appreciate beauty and goodness, and eliminate bad, outdated, and inappropriate things. Have a healthy lifestyle, promote positivity, dynamism, and be ready to participate in social activities, collective activities, and not be afraid of difficulties or hardships.

- Skills training tasks: HĐGDNGLL trains students in many practical skills, especially communication skills, civilized behavior, work habits, organizational skills, control skills and self-control of actions and activities. HĐGDNGLL also develops students in many other skills such as self-education skills, self-adjustment skills, integration skills to perform well assigned tasks...etc.

1.4.3. Organizing extracurricular activities to develop communication skills for boarding students

The content of extracurricular activities is very rich and diverse. It is possible to identify the main ways to develop students' communication skills through organizing extracurricular activities as follows:

- Through social activities such as: Celebrating major holidays, domestic and international political and social events or outstanding local events; Studying and propagating legal regulations and major policies of the state and locality; Preventing social evils, learning about domestic and foreign social, political and economic events; Twinning activities, exchanges with schools, units, etc.

- Through scientific approach activities: Games to learn about society, nature, and science; Organizing extracurricular activities by subject and topic; Participating in club activities; Visiting production facilities, scientific works, viewing exhibitions on economic and social achievements.

- Through cultural, artistic and aesthetic activities: Artistic activities such as singing, dancing, storytelling, reading poetry, acting, watching movies; Contests such as elegant students, elegant female students, when I was 18...etc.

- Through fun and entertainment activities: Establishing sports teams such as soccer, volleyball, badminton, etc., organizing intellectual games and music groups; Organizing Phu Dong sports festival, school-wide national defense education sports festival, participating in national defense education sports festivals at all levels.

- Through public service activities: Activities to show gratitude, help families of war invalids, martyrs, and people with revolutionary contributions; Activities for a green, clean, beautiful environment...etc.

1.4.4. Factors affecting the formation and development of communication skills of boarding students

* Subjective factors:

- Personal life experience: Life experience has a great influence on the communication skills of boarding students. Students with rich life experience and deep understanding of society and people will be encouraged to expand their relationships with everyone, and they will be confident in communication. On the contrary, students who lack life experience are often shy and afraid to communicate, especially with strangers. Many students and families live in mountainous areas with underdeveloped economies, and they do not have the opportunity to interact with multi-dimensional relationships, making many of them afraid when coming to a new environment.

- Psychological and temperamental characteristics: For students with a lively and enthusiastic temperament, it is easy to establish relationships with friends, teachers and everyone. Through these communication relationships, it is possible to help them cultivate and practice behaviors and gestures that are appropriate to communication standards. Students with this type of temperament are often very quick, flexible and confident in communication situations. Students with a melancholy temperament have a narrower communication range, they find it difficult to create relationships with people around them and are often not proactive in communication. Students with a hot-tempered and hasty personality also greatly affect the effectiveness of communication, they lack self-control, sometimes get angry easily, causing conflicts with people.

- Personal positivity: High school students are people who are developing and perfecting intellectually and physically. They are very sharp and active, positive and enthusiastic in activities. This helps them to be confident, proactive, and bold in their interactions with others, helping them build good relationships. From there, they can self-evaluate and practice according to the following principles: