Theoretical Basis of Teaching Tourism Psychology at University Aiming at Developing Students' Self-Study Ability

Teaching methods and forms are oriented to promote students' self-study ability. Self-study ability helps students expand many learning opportunities, access new learning resources, and thus have higher interest in learning.

8.2. To develop students' self-study capacity, teaching Tourism Psychology needs to encourage strategies and learning skills that are rich in experience, self-awareness, initiative, cooperation, practice, and reality of students, associated with the characteristics of tourism activities.

8.3. During the training phase, some familiar skills in self-study capacity can be selected to impact. These are the skills of receiving learning information, reviewing skills and self-assessment learning skills. They contribute to developing students' self-study capacity during this phase and later.

8.4. The measures of teaching Tourism Psychology in the direction of developing self-study capacity implemented in the thesis have ensured some basic requirements of developing self-study capacity. That is, using specialized seminars to improve theoretical awareness, using practical exercises and projects to enhance experience, cooperation and practice, using research topics to support high-level learning skills with appropriate techniques.

Maybe you are interested!

9. New contributions of the thesis

9.1. The thesis has specifically described important learning skills in modern learning conditions, including: learning information reception skills, review skills, and self-assessment learning skills as basic components of self-study capacity.

9.2. Through the investigation of the current situation of teaching Tourism Psychology, it was discovered that although teachers and students clearly recognize the role of Tourism Psychology in tourism activities, there are still many limitations in terms of content and teaching methods. Some content elements are still vague such as Tourism Labor Psychology, Tourism Cultural Psychology, Tourist Behavior Psychology, etc. and the content of Tourism Psychology still has too many general parts. Teaching methods still mainly focus on theory, with little experience and solving practical problems.

9.3. Proposed 4 methods of teaching Tourism Psychology focusing on the theory of knowledge, theory of self-study, experience and practice of psychology, training knowledge through research on topics, topics, performing practical exercises and learning projects.

10. Thesis structure

In addition to the Introduction, References and Appendix, the thesis includes 4 chapters:

Chapter 1. Theoretical basis of teaching Tourism Psychology at university towards developing students' self-study ability

Chapter 2. Current status of teaching Tourism Psychology towards developing students' self-study ability at some universities

Chapter 3. Teaching methods of Tourism Psychology at university aim at developing students' self-study ability

Chapter 4. Scientific Experiment

Chapter 1. THEORETICAL BASIS OF TEACHING TOURISM PSYCHOLOGY AT UNIVERSITIES AIMING ON DEVELOPING STUDENTS' SELF-STUDY ABILITY

1.1. Overview of research problem

1.1.1. Studies on self-study and development of self-study capacity

Basic ideological and theoretical issues about self-study and NLTH have been studied for a long time in works of the world and Vietnam. The common international terms used to refer to the concept of self-study and NLTH are Independent Learning, Self-regulated Learning, and sometimes Self-directed Learning, Self-managed Learning. The philosophical origin of self-study comes from the works of J. Dewey [125], A. Bandura [117] in Social learning theory,

A. Maslow [130] in Human Needs Theory. Up to now, self-learning has become the central category of informal learning, learning society, distance education, adult education and lifelong learning.

Ablard, K.E. and Lipschultz, R.E. (1998) [113], Linder, Reinhard W., Harris, Bruce (1992), Schunk DH (2000) [141], (2001) [141], (2005) [142],

Zimmerman, B. (1990) [141], (2001) [152], (1989) [141] studied the characteristics of self-study in good students and their correlation with academic achievement. Allan, B. and Lewis, R. (2001) [115] emphasized the independence of self-study, the characteristics of Independent Learners and affirmed that independence is prominent. The study also showed that many high school students still lack understanding of self-study and basic learning skills. Madalena Mo ching Mok, Cheng, Yin Cheong (2001) [66] deeply explained the phenomenon of self-study, providing favorable conditions for students to experience and become more active. The self-study process is more favorable by exploiting and using

Internet and information technology in the teaching and learning process, building an open learning environment, considering these as important factors in the self-study theory that you proposed. The meaning drawn from the theory can contribute to transforming the educational model in the current educational reform around the world. The ideas about human self-study in the 21st century have been proposed by you.

Report from 2000 at the European Conference on Educational Research ( ECER)

20,001 held on September 20-23, 2000, in Edinburgh, Scotland ). It emphasized the change in learning models, so that young people can learn for life, such as: shifting from a teacher-centered teaching model to a student-centered teaching model; from knowledge limits in textbooks to learning resources including community experiences, Web-based learning, software, networks and e-learning systems.

Some other studies by ates, I. and Wilson, P. (2002) [119]; Bates,

I. and Wilson, P. (2003) [120] pointed out the influence of family environment in educating students' self-study ability. Boekaerts, M. and Niemivirta, M. (2000) [123], Boekaerts, M. (1997) [123], Garcia, T. (1995) [123], Pintrich, P.R. (1999) [133], (2000) [123], (2004) [123], Rheinberg, F., Vollmeyer, R. and Rollett, W. (2000) [123] , Schunk, DH (1990) [123], Virginia Smith Harvey, Louis A. Chickie-Wolfe (2007) [144], Winne, PH and Perry, NE (2000) [123], Wolters, CA (1998) [147] and (2010) [148], Wolters, CA, Pintrich,

PR and Karabenick, SA (2003) [149], Birenbaum, M. (2002) [123] studied the issues of purpose, motivation, needs of self-learners, strategies for developing self-learning ability and methods of measuring and evaluating self-learning ability from the perspective of social and cultural cognition.

In Vietnam, President Ho Chi Minh had very valuable opinions on the issue of self-study and how to self-study. When giving instructions on how to study, he wrote: "Take self-study as the core, with discussion and guidance to help" [123]. He put forward a principle in self-study: to learn to the point, practice and practice to that point. It is possible

Self-study is a great idea of President Ho Chi Minh about learning methods, valuable instructions and profound experiences drawn from his own example of self-study.

His legacy and success still hold great value today.

During the 60s, the idea of self-training was applied at Hanoi Pedagogical University [cited in [123] with a new teaching and learning style whose core was the slogan of turning the training process into a self-training process. Next were articles published in educational magazines by Nguyen Ky [123]; Tran Hung Quan [123]; Pham Minh Hac [123] mentioning the role and importance of self-study, considering self-study to be a beautiful cultural trait in the personality of each person and of the whole community.

By 1998, the issue of self-study was raised to a new level and became one of the key issues of education and attracted much attention from the Party, the Government and all people in society. Also in this year, the workshop "Research and development of self-study and self-training" was held in Hanoi. After that, the Education Magazine No. 2/1998 published a special issue publishing a number of

Typical papers in the conference, such as: "The issue of self-study - self-training" (excerpt from the scientific research conference of General Secretary Do Muoi; "Self-study - a golden key" by Phan Trong Luan; "For the creative self-study capacity of students" by Nguyen Nghia An.

Especially in the past 10 years, the issue of self-study and self-study capacity has been systematically researched by many theses, dissertations, monographs, and books, aiming to solve the following problems:

Identify the concept of self-study, the essential principles of self-study, experience in training NLTH, the role of self-study in personal and social development, theoretical aspects of self-study, conditions of self-study and emphasize self-study as a capacity with biological, psychological and social foundations. These contents are shown in the studies of Nguyen Canh Toan [9],

[94], [96], Nguyen Ky, Ui Tuong, Vu Van Tao [95], Dang Thanh Hung (1999) [49], [51], [52], [55].

Discussions on the issue of developing mathematical competence in teaching some subjects in high schools and universities, such as: studies on developing mathematical competence in teaching Mathematics at pedagogical universities [5], [13], [37], [64], [88], [89], [90], [102] mentioned self-study of Algebra and Mathematics program at primary pedagogical universities, research on self-study of Mathematics teaching methods at pedagogical universities, proposed measures to develop mathematical competence mainly based on promoting learners' initiative in thinking, discovering and solving problems. Training learning skills in the direction of developing self-study skills and self-study for Chemistry students at university [21], [26], [106], [41], [92] has described how to design and reorganize learning content, use a combination of teaching methods and technical means, and rely on constructivist assessment to develop chemical self-study skills in high school. In Physics teaching, there are studies [1], [24], [35], [61], [100] related to proposing self-study skills and using

Exercises, using websites, using specialized documents to develop students' learning ability. In teaching other subjects, there are also some studies on developing learning ability. These are works on teaching Biology and Geography [39]. In particular, the issue of developing students' learning ability is of great interest in teaching Pedagogy at pedagogical schools [19], [38], [69], [93], through practical activities, pedagogical internships; using e-learning to support students in self-study and developing learning ability; teaching students self-study skills in Pedagogy; considering self-study from the perspective of teaching management, proposing measures to practice self-study skills through seminars and Pedagogy exercises.

Domestic and foreign studies on human resources learning and developing learning capacity and solving problems:

- Use teaching methods and techniques such as seminars, exercises, practice, reading comprehension of textbooks, etc. to train learning skills as a foundation for self-study of students.

- Apply and exploit the advantages of IT, e-learning and the internet to support self-study, encourage needs and enhance learning capacity.

- Use active learning strategies such as cooperative learning, inquiry learning, etc. and design learning materials and assessments to encourage learners' interest in learning.

Research topics:

- Many studies discuss the formation of self-study capacity for high school students, but the content of self-study capacity for these subjects has not been clearly defined, but only discusses the manifestations of self-study capacity in the process of learning those subjects.

- Criteria for measuring and evaluating the level of self-study capacity formation are very necessary in the process of education and self-study capacity formation. However, this issue has not been clearly defined in studies on self-study so far.

- There is no work that solves the problem of NLTH completely in terms of concept, most of them talk about positive learning skills. Moreover, there is no work that studies this problem in teaching Psychology in general and Tourism Psychology in particular.

1.1.2. Research on teaching Tourism Psychology towards developing self-learning ability

Research on TLHDL and tourism management in general is very rich [127], [22], [23], [20], [114], but the issue of teaching TLHDL is still little considered, not only in Vietnam but also in the world. Some articles and theses discuss teaching psychology but in general aspects such as Do Thi Chau (2008) [15] studying teaching Psychology through seminars and situations, Nong Thi Hieu (2014) [36] discussing the use of IT to teach Psychology,

Pham Thanh Hai (2000) [32] examined the use of poetry and proverbs in teaching Psychology, Nguyen Huu Long (1987) [73] discussed teaching psychological concepts, Nguyen Thi Tuyet Mai (2013) [75] discussed teaching managerial Psychology, Nguyen Thi Ich Phuong (2013) [84] used role-playing techniques to teach general Psychology, Tran Thi Xuyen (2008) [112] built a discussion process in teaching Psychology, Huong Tra (2012 [99] designed and used crossword puzzles in teaching Psychology, etc. There is only one thesis study by Nguyen Huu Long (1987) that specifically examined the issue of teaching basic concepts of general Psychology including Sensation, Perception, Thinking and Imagination.

The lack of research on teaching TLHDL may be due to the fact that this field is often mixed with Management Psychology, Business Psychology, Customer Psychology and even Cultural Psychology. On the other hand, the issue of teaching Psychology is often only mentioned in the overall teaching of NVSP in pedagogical schools, of which Psychology is a component. However, Psychology in NVSP is general or Educational Psychology and is not related to TLHDL, and it is not a core component of NVSP. Based on the above analysis, we see that:

- TLHDL is a new issue in Vietnam, there are not many scientific works mentioning and researching, especially research on how to teach and learn this subject in the teaching process.

- The knowledge of the subject is important and has a fundamental influence on the process of forming professional capacity for tourism students (Tourism Management, Travel Management, Tour Guide, Tourism Culture).

- The TLHDL subject program taught in universities is not highly unified; the teaching methods of teachers have not fully exploited the applicability of knowledge.

Comment