The Scientific Basis of Cooperative Learning

also believes that “The perfection of learning is sharing, the more people learn, the more they desire to share… Learning to achieve certainty is to prepare for sharing” [84].

In socialist countries, the collective is always considered the environment to realize the goal of educating people to develop comprehensively. C. Marx affirmed: "Only in the community do individuals have the means to develop their talents comprehensively and therefore, only in the community is there personal freedom" [10]. By appreciating the role of the collective, the classics of Marxism - Leninism believe that educating people in the collective is a basic principle of socialist education.

Based on the Marxist-Leninist viewpoint on education, many scientists in the Soviet Union and Eastern European countries have studied in depth about DHHT and successfully applied it in educational practice. First of all, we can mention the research work of Vygotsky. According to him, all higher psychological functions have social origins and first appear at the interpersonal level, before being transferred to and existing at the intrapersonal level. He said that "In the development of children, all higher psychological functions appear twice, the first time as a collective activity, a social activity, that is, as an interpsychological function; the second time as an individual activity, as an internal psychological function". Vygotsky introduced the concept of building a theory of the zone of proximal development, according to which teaching is only effective in the zone of development when its impact lies in the zone of proximal development of students. How to stimulate and awaken the child's internal processes and activities, and such processes only take place within the scope of relationships with people around and cooperation with friends. These internal processes will create internal results for the child himself. "What children do together today, they will do by themselves tomorrow". Vygotsky's point of view has pointed out the necessity of interactive relationships between learners and the environment, between learners with each other [129].

Problem-based learning in the form of group cooperation was also studied on a large scale in Poland in the 1950s and 1960s with the research works of Bozdanxky, Rot, Kupixevich, Palatopxky... The authors all affirmed: Problem-based learning in the form of group cooperation is much more effective than problem-based learning in class or individually. In the monograph "Problem-based learning", Okon, V. summarized the forms and stages of group teaching, and on the other hand, also pointed out how group teaching will be organized in specific circumstances corresponding to the purpose of the subject, the lesson and the pedagogical skills of the teacher [76].

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1.1.1.2. Domestic research

In Vietnam, with its tradition of studiousness and national solidarity, the spirit of cooperative learning and passing on knowledge and experience from predecessors to the next generation has been expressed in many flexible forms and later developed into movements for popular education, cultural enrichment, learning together, learning with friends, and learning in groups.

In the 1960s, the war was fierce, but educational science research was also concerned with finding solutions to promote students' active learning. The slogan "turning the training process into a self-training process" also entered teacher training schools from that time. However, it was not until the 1980s that the issue of promoting students' active learning became one of the directions of educational reform and was implemented in practical activities in general schools. However, changes in education still have many limitations.

However, it was not until the late 20th century that this orientation really changed significantly. Many educational and teaching documents mentioned the shift from teacher-centered teaching to student-centered teaching. One of the methods classified as effective student-centered teaching methods is the cooperative teaching method. Many research works as well as many articles are interested in cooperative teaching methods. Typically, there are some authors as follows:

Author Thai Duy Tuyen deeply researched the issue of teaching methods in the book "Traditional and innovative teaching methods". Based on the overview of the nature, characteristics, and significance of HT DH, he proposed a teaching organization process according to the HT DH method [95].

According to Nguyen Huu Chau, in the book “Basic issues on curriculum and teaching process”, he mentioned DHHT as a new teaching perspective. According to him, DHHT is the use of small groups for students to work together to maximize their own learning outcomes as well as those of others. He emphasized the great role of DHHT “Not simply a teaching method but also a change in organizational structure that affects all aspects of school life” [13].

Author Tran Ba Hoanh, in the book "Innovation of teaching methods, programs and textbooks" includes a collection of 26 articles mentioning issues serving the innovation of teaching methods that is taking place vigorously in schools, which are student-centered teaching, developing active methods, enhancing learning methods, and self-study. In this book, the author also pointed out that interactive teaching is one of the teaching strategies that focuses on learners, effectively promoting the creativity of learners [36].

Author Dang Thanh Hung, in the book "Modern Teaching" when mentioning DHHT affirmed that "Relationships of modern teaching will develop in the direction of increasing interaction, cooperation and competition, participation and sharing"; "In the teacher-student relationship, the cooperative nature is the prominent trend"; "Relationships between students in the modern teaching process in general are relatively cooperative and competitive" [43].

DHHT is also mentioned in the book "Support book for lecturers of pedagogical colleges" by the authors Nguyen Huu Chau, Nguyen Van Cuong, Tran Ba Hoanh, Nguyen Ba Kim, Lam Quang Thiep under the project of training secondary school teachers. This is a book that regularly supports lecturers of pedagogical colleges in terms of teaching methods, helping them to improve their expertise and approach modern teaching methods, which also emphasizes the issue of group teaching [14].

There are also many articles on different aspects of cooperative learning such as the article "Some issues on the theoretical basis of group cooperative learning" by author Le Van Tac in the Education Journal (TCGD) No. 81 (3/2004), the content of the article refers to the concept of cooperative learning, the theoretical basis of cooperative learning as well as the steps to implement cooperative learning in the teaching process. The article "Some discussions on cooperative learning in high schools" by author Tran Thi Bich Ha in TCGD No. 146 (9/2006). The articles "Some theoretical issues on students' group learning skills" by author Ngo Thi Thu Dung in TCGD No. 46 (2002); the article "Organizing cooperative learning activities in the form of group discussions" by author Nguyen Thi Hong Nam in TCGD No. 26 (3/2002); The article "Grouping techniques and group control in teaching mathematics in primary schools" by author Tran Ngoc Lan in TCGD No. 157 (3/2007)...

All the scientific research works as we have mentioned above have one thing in common, which is to confirm the existence of the DHHT model as a basic way to promote learners' activities, develop social skills for learners; applying DHHT to teaching at different levels and subjects is suitable for modern teaching trends, bringing practical results in the process of educational innovation in our country today. However, those works only mention mainly general theoretical issues and have not delved into the development of DHHT skills, nor have there been specific measures to develop this skill for teachers.

Looking at the history of development of theoretical perspectives on teaching related to DHHT, we see that: DHHT ideology appeared very early. Currently, DHHT is being continued to be researched and widely applied in many countries around the world, especially in countries with developed education. Although there are still many different approaches to DHHT, the common point of foreign research projects is to highly appreciate the great role of DHHT in developing intelligence, attitudes and social skills for learners. The research results on DHHT by foreign authors have contributed to diversifying

enriching teaching theory, creating a very important theoretical basis for the past and present implementation of methods to actively promote students' learning activities in teaching activities. However, some studies have also provided evidence of the limitations of cooperative learning, such as Renkl's 1995 study, which mentioned the conditions of cooperative learning, as well as some limitations of this form of learning. According to him: "The necessity and desire for the effectiveness of cooperative learning do not mean the exclusive position of this method. On the contrary, it is necessary to supplement a system of individual learning forms and other forms of learning controlled by teachers" [122].

Research on domestic DHHT also shows limitations in factors such as teachers, students, environment, material conditions, old teaching habits; the influence of feudal ideology and the impact of the market economy on the relationship between students and teachers and students with each other... which influence the innovation of teaching methods in the direction of HTHT.

However, inheriting the achievements in teaching and learning methods in countries around the world and in the country is an important foundation to help us continue to research, apply and develop teaching and learning methods to build a teaching and learning skills system to foster and develop teaching skills for secondary school teachers.

1.1.2. Scientific basis of cooperative teaching

1.1.2.1. Philosophical basis

Learning is the process of arising and resolving internal and external contradictions, thereby creating internal and external forces to promote the development of the learner himself. Dialectical materialism philosophy has affirmed: "All things and phenomena in the objective world are constantly moving and developing". The cause of this movement and development is the continuous arising and resolution of internal and external contradictions, of which internal contradictions are the main driving force [102].

Development will reach its highest level when the resolution of internal and external contradictions resonate together to form a synergy.

According to the law of development, external forces are only considered as motivating factors, while internal forces are the deciding factors. From this theoretical basis, it can be seen that in the teaching and learning process, students must be active and self-conscious subjects of learning activities, with internal needs. This requires learners to know how to self-study. However, in reality, it is difficult for self-study capacity to develop without the guidance and organization of teachers and the cooperation of fellow students. Learning needs to combine internal forces with external forces, personalization with socialization to reach the highest level of development, which is the resonance of external forces - teaching, cooperation with internal forces - learning. The process of self-study and personalization of learning must be combined with cooperation with peers in groups, classes and the teaching process of teachers, that is, the process of socialization.

learning, this requires learners to have certain learning skills suitable to the requirements of the learning system.

1.1.2.2. Psychological basis

Social psychologists, when building an explanatory model for learning, often study the conflicts that occur in the subject's debates with social interactions to thinking. Cognitive conflicts cause perspectives to be dispersed and therefore the subject must be aware of how to act. Social interactions force the subject to listen to analyze selectively, reason, and combine his ideas, perspectives, and actions with other members. Conflicts resolved through cooperation with the group will make the subject establish his own perception [65].

According to Michel Develay, teaching needs to generate internal conflicts. Conflicts are aroused from opposing symbols in collective debates. Students often actively learn when they encounter situations where their existing knowledge and experience are not enough to resolve, that is, internal conflicts appear. These conflicts contain obstacles that students must overcome with their own efforts and internal strength. Of course, these conflicts must be within the students' capacity, approaching the "proximity zone of development". To determine the "proximity zone of development" corresponding to specific learning content and with certain limits, the best way is to rely on students' different symbols about the learning topic. Then the "proximity zone of development" will become a pedagogical space created by teachers for different ideas to rub against each other to create conflicts and each individual will rely on the obstacles to propose solutions, thereby helping them overcome them. Resolving internal conflicts creates learning outcomes within the framework of given situations [65].

Research on age psychology also shows that junior high school students are in the transitional period from childhood to adulthood. At this age, there are special changes in psychology, physical development, and the formation of new personality qualities. The appearance of new elements of adulthood is the result of physical changes, relationships with adults, with friends, social activities, and learning activities.

According to psychologists, the first and most fundamental factor affecting the personality development of secondary school students is the formation and strong development of their own social positivity. Thanks to these factors, students acquire values, social norms, build satisfactory relationships with adults and friends, and finally focus on themselves, establish their personality and future with the idea of implementing goals, intentions, tasks... independently.

Secondary school students crave to interact and communicate with people around them, especially with friends, enjoy doing activities together, living in groups and having close friends.

necessary, trustworthy. According to Le Van Hong, educational work must create conditions for children to communicate with each other, guide and control their relationships, avoid prohibiting and limiting communication at this age and he also believes that through HTHT communication, children "perceive themselves and others, and at the same time develop some skills such as comparison skills, general analysis of your behavior and your own, enriching the symbols of your personality and your own [39].

Understanding the psychological characteristics of middle school students, at the same time grasping the nature and effectively applying the principles and characteristics of cooperative learning will promote students' active learning, which is the goal to be achieved in the current innovation of teaching methods.

1.1.2.3. Sociological basis

Cooperation is an indispensable element in life. Socially, cooperation occurs throughout the life of each person, in the family, in the community. Today, large-scale cooperation has created scientific-technological results and works of great cultural identity, it is the center of interpersonal relationships, families, economic and legal systems. International interdependence is a reality based on transnational technology, economics, ecology and politics in an integrated world.

According to Thai Duy Tuyen, cooperation plays an important role in human life, it determines the success or failure of each individual in society and he believes that it is necessary to train students in cooperation skills from the time they are still in school, and it is necessary to pay attention to teaching cooperation skills as important as teaching other basic knowledge and skills [97].

The teaching philosophy of the DHHT method comes from new concepts about the nature of learning in general and the organization of learning in schools today. Each teaching method or a group of similar teaching methods comes from a certain teaching philosophy. That is the perspective of looking at learning and learners, looking at the impacts of teachers on learning and learners. The DHHT method originates from the social education method. Based on the social nature of learning, the core principle or philosophy of the DHHT method is to use social relationships that are directly interactive, multi-dimensional, between many levels of learning subjects to organize teaching. This relationship has two aspects: The content aspect shows the nature of social relationships in schools, which are cooperation and healthy competition. The form aspect includes the whole of rich and diverse social relationships between learning subjects in schools. The content of the DHHT method refers to the mobilization of cooperation between learning subjects, the resonance of ideas of many people to create the power of intelligence. Each person's learning is not only the acquisition of knowledge for the individual but also shows the subjectivity of the learner in relation to the subjects.

different, with society and the specific circumstances in which learning takes place. The acquisition of knowledge clearly demonstrates the subjectivity and cultural identity of each person. It requires people to strive to rise up. However, the knowledge that individuals acquire is not just the result of individual activities of the learner but is what students acquire through the process of rubbing, sharing, and cooperation. If there is no relationship, no encouragement from living conditions, from society, from classmates, then there will be no motivation to learn.

1.1.2.4. Theoretical basis of teaching

In the process of finding a way to innovate teaching methods for Vietnamese schools, the teaching ideology towards learners and promoting democracy in teaching is one of the most important ideas in innovating teaching methods. This is also clearly shown in Ho Chi Minh's ideology on the spirit of democracy in teaching, in that it is necessary to explain to students to clearly understand the purpose and task of learning to become good children, good students, future masters of the country, to have revolutionary qualities and abilities, and to encourage students to actively participate in discussions and debates about the content and methods of learning. That is the basic condition to help students truly become the subject of the learning process, promoting their own spirit of mastery.

We already know that education plays a key role, but it is the individual's activities that directly determine the development of personality. Regarding this issue, Ho Chi Minh once said in his last letter to the education sector: "In schools, there must be democracy. For all issues, teachers and students discuss together, whoever has an opinion must honestly express it. If there is any disagreement, ask and discuss it thoroughly. Democracy but students must respect teachers, teachers must respect students, not treat each other like fish with their heads..." [66].

In order for students to participate in discussions in a democratic and honest manner, according to Ho Chi Minh: "Students must be voluntary, self-aware, active, and automatically complete their study plans, uphold the spirit of diligence, and try not to retreat before any difficulties in their studies" [68]. In addition, teachers need to develop independent thinking and freedom of thought in students. Ho Chi Minh pointed out that: "We must uphold the style of independent thinking and freedom of thought, we must study documents carefully, we must not blindly believe every sentence in the book, if there are issues that are not clear, we must boldly raise them and discuss them until they are clear" [67].

In order for students to participate in democratic discussions, teachers and students must unite in a solid collective to achieve teaching and learning goals. First of all, teachers and students must see each other as friends and colleagues in teaching and learning activities. In a letter to cadres, teachers, staff and students of general schools, universities and vocational schools, Ho Chi Minh advised: "Education is the cause of the masses,

It is necessary to promote socialist democracy, build close relationships and solidarity between teachers, between teachers and students, and between students and students themselves" [68].

To ensure good relationships between teachers and students, first of all, teachers must have a mass perspective in teaching. According to Ho Chi Minh's thought, teachers must believe in the strengths, good qualities and abilities of students, must know how to organize students, know their psychology, know how to explain and discuss with them, know everything for the sake of beloved students "Teachers and students must be friends, comrades, teachers must also know how to exploit students' experiences, know how to organize so that students can learn from each other and learn from the people" [68].

1.1.3. Tool concepts

1.1.3.1. Concept of cooperation

Cooperation is the soul of social life. The Vietnamese encyclopedia states that "Cooperation is working together, helping each other in a job, a certain field, for a common purpose" [93].

From studying the concepts of domestic and foreign scientists on the concept of cooperation, we have drawn out the following characteristics: cooperation with a common goal on the basis of mutual benefit; equality, mutual trust and voluntary work together...; working together, helping, supporting and complementing each other.

The manifestation of cooperation is the synthesis of the strengths of the above characteristics in a unified and closely related entity.

In this thesis, the concept of cooperation is understood as the voluntary work of individuals together on an equal basis in a collective (group). Group members carry out activities for common purposes and benefits, and at the same time achieve the individual purposes and benefits of each member on the basis of common efforts. The activities of each individual in the process of participating in the work must comply with certain principles and have specific responsibilities assigned to group members.

1.1.3.2. Concept of cooperative learning

This is a very popular learning perspective in developing countries and is highly effective. This learning perspective requires the direct participation and contribution of learners in the learning process, and requires learners to work together to achieve common learning outcomes.

In the process of cooperation, each learner will find benefits for himself and for all members of the organization (group, team, class). Students learn by doing, not just by reading.

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