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25direction will most effectively prepare learners for life in modern information society and their future professional activities.
References
1. https://support.microsoft.com
2. Takuadina A. I., Koichubekov B. K., Sorokina M. A. Statistical analysis of medical data in the Excel program. Educational and methodological manual-Karaganda, 2012. - 60 p.: ill.
DEVELOPING COMPETENCY OF PROBLEM-SOLVING AND CREATIVITY FOR SECONDARY SCHOOL STUDENTS THROUGH EXPERIENTIAL CAREER-ORIENTED ACTIVITIES
Tran Trung Vy
Ph.D of Economic Sciences, Ha Long University, Quang Ninh Province
Vü Thanh Hoa MA. in Education, Department of Pedagogy Ha Long University, Quang Ninh Province
Abstract
In this article, the authors have analyzed the factors that affect the education on personal qualities education, general core competencies for secondary school students through experiential career-oriented activities under the general education program 2018 in Vietnam.
Keywords: Developing, competency, secondary educational program, problem-solving and creativity, career-oriented activities.
1. Introduction
Competency of problem solving and creativity is one of the important human competencies in many advanced educational systems all over the world. In Vietnam, developing competency of problem solving and creativity for students has long been identified as one of the important goals in education.
In particular, the new general education program was issued in 2018, in which competency of problem solving and creativity was identified as one of the ten core competencies that need to be fostered and developed for students [1;p.49-50]. In addition, also in this new education program, the experiential career-oriented activities are considered as a compulsory educational subject which has an independent role in the program as equal as to others.
Experimental and career-oriented activities are educational activities which are directed, designed and instructed by educators, helping create opportunities for students to have practical access, experiential positive emotions, exploit existing experiences, and mobilize to synthesize knowledge and skills of subjects to perform appropriate-age assigned tasks or solve practical problems of school life, family and society. Through this transforming experiences into new understanding, knowledge and skills contributing to promoting creative potential and adaptability to life, environment and career aspirations.
Experimental activities and career guidance contribute to the formation and development of key qualities, general competencies and specific competencies for students. Contents of the activities are based on students' personal relationships with themselves, society, nature, and careers. There fore, it can be seen that experiential activities and career guidance play an important role in the development of students' ability to solve problems and creativity.
In Vietnam's 2018 general education program, the competency of problem solving and creativity is a new concept and officially mentioned in the program. In this article, we have focused on clarifying the concept and some measures to develop competency of problemsolving and creativity for secondary school students through experiential career-oriented activities.
2. Contents
2.1. Concept of competency of problem solving and creativity
There have been many studies on problem solving and creative competency in general. According to Nguyen Loc, Nguyen Thi Lan Phuong et al (2016), "Problem solving competency is an individual's ability to effectively use cognitive processes, actions, attitudes, motives, and emotions to solve problematic situations in which no conventional processes, procedures and solutions are available" [3; p. 216]. Tran Viet Dung (2013) stated that " competency of creativity is an individual's ability to create new and valuable things based on a combination of unique qualities of that individual" [4; p.162]. In the General Education Program 2018, the concept of competency of solving problems and creativity is integrated into an integrated approach, with new points compared to previous concepts. Accordingly, the competency of problem solving and creativity of secondary school students is described as follows [1; p. 49-50]:
- Recognizing new ideas: Can identify and clarify new information and ideas; know how to analyze, summarize relevant information from different sources;
- Detecting and clarifying problems: Can analyze learning situations, detect and state problematic situations in learning;
- Forming and implementing new ideas: Can discover new factors, stay positive in the opinions of others, conceptualization based on the given information sources, propose the solutions to improve the situations
or to replace unsuitable ones, compare and comment on proposed solutions;
- Proposing and selecting solutions: Can identify and understand the information related to problems, propose solutions for problem solving.
- Designing and organizing activities: Can establish an activity plan with appropriate objectives, contents, and operational forms; Know the appropriate assignment of tasks for the members who participate in the activity; Be able to evaluate the suitability or nonconformity of the plan, solution and the implementation of the plan and solution;
- Independent thinking: Be able to raise different questions about an object, phenomenon or problem; Can pay attention to listen and receive information, ideas with consideration and selection; Know how to pay attention to evidence when recognizing and evaluating things and phenomena; Know how to evaluate problems and situations in different perspectives.
From the above manifestations of the competency of problem solving and creativity, we have conceived that competency of problem solving and creativity in experiential career-oriented activities is the ability to mobilize and synthesize knowledge, skills and personal attributes to address a task of experiential career-orientation, in which creativity is necessarily shown. Creativity in problem solving is manifested in a certain step, it may be a new understanding of the problem, or a new solution to the problem, or a new improvement in the way of doing things and problem solving, or a new way of evaluating things. The new, and innovative concept is simply an improvement over the conventional solution. The new hereas mentioned is also understood in terms of relativity: it's new in comparison with the capacity and level of students, it's new in comparison with the current perception of students. Students' ability of problem solving and creativity is revealed, formed and developed through their problem solving in school or in life. In the organization of experiential career-oriented activities, it is also clearly stated the content orientation, mode, method, and type of educational activities to contribute to the formation and development of students of key qualities, general competencies and specific competencies associated with activities (capacity to adapt to life, capacity to design and organize activities, capacity for career orientation). Thus, it can be clearly seen the relationship between the development of specific competencies formed through the experiential career-oriented activities and students' competency of problem solving and creativity.
2.2. Some measures to develop competency of problem - solving and creativity for secondary school students through experiential career-oriented activities
2.2.1. Practice for students to organize various types of experiential activities at secondary schools with the support from their teachers
There are 4 types of experiential career-oriented activities: activities during the flag ceremony, class activities, themed educational activities (regular and periodically), and clubs. In each of these types, there are contents that students can fully take the initiative from
selecting the topics to designing and organizing activities.
In addition to the content of weekly reports on the status in learning and training activities of classes, as for other school activities, teachers just instruct students to be proactive to the content of themed activities, such as: scenario development, preparation of facilities and equipment, content deployment and preparation. Choosing the right method of organizing activities helps to make the content become more attractive and interesting, also attract more participation among students in the stages of organizing from preparation to performance or actively participate in activities and evaluation. Students are the key constructors, teachers are just the ones who guide and direct them from the preparation to the performance.
For the content of class activities, it is for students to do the task of making weekly reports on the actual situation of their classes, on learning activities, training discipline and other activities etc. For the contents of themed activities, it is necessary to guide students to take initiative in scenario development, media and equipment preparation for the activity. Topics for class activities are selected based on program requirements and are incorporated into the school's plan. Besides, topics which are related to the locality or topically relevant news to the class, the society etc. can also be flexibly added to. Students organize the implementation of the activities that have been prepared in advance, teachers observe and give comments on their performance. For the periodical activity - a field trip, assign the "expert" role to students about a certain content of the topic so that they can learn about prior to the trip. Students can be divided into groups according to different content areas related to their trip in order to learn in advance. The whole class think and discuss the standards of how to conduct the activity and discuss the budget for the trip, lunch plan, appropriate clothes for the trip including supplies in case of rain. Teachers discuss with students how to raise good questions and brainstorm a list of observational questions to gather information on during the trip. As for the activities to take place during field trips, together plan the activities that allow students to work individually, in pairs or in small groups.
Regular experiential activity is the most fundamental type of activity in the formation of qualities and competencies, necessary skills or habits. This type of activity includes groups of activities: Discovery activities, activities related to contemplation and connecting experiences, skills training activities, operation/expansion activities, and evaluation activities. For each group of activities, teachers just instruct students how to choose appropriate topics, design and organize activities all by themselves, teachers are only advisors and assistants during the activity preparation and performance.
The purpose as well as the meaning of the club activity is to create a playground for students to promote their talents, strengths, and passion or interest in a certain field, and especially contribute to provide them with a relevant orientation to the future career educa-
tion. Club activities help students to satisfy their personal development needs, communication needs, and volunteer work etc. contributing to the achievement of the educational goals of experiential activities and career-oriented experiential activities in a better and more complete way. This is an optional and voluntary activity. The content of club activities is open and flexible, derived from the needs and based on the conditions and facilities of the school. Participants are expanded, not only teachers and students in the school but also other people who have the same interests and passions even from all over the community can get involved. Usually, the name of the club determines the content of the club activities. For example, football club, art club, drama club, math club, literature and poetry club etc. With the above-mentioned characteristics of the purpose and content, the club activity is a type of experiencing and career - orienting, which is open and advantageous in promoting students' creativity. Depending on the type of experiential career-oriented activities, teachers give orientation to students on how to choose topics as well as guide them how to design and organize the activities, and students are really the subject of the activities: self-design and deploy the activities as planned. Hence, each task in each experiential career-oriented activity is a problematic situation, solving the tasks in the problematic situation helps students develop the competency to solve problems and become creative in the situation.
2.2.2. Increasing the use of problem solving method in organizing experiential career-oriented activities for students
Problem solving is an educational method to develop students' ability to think, create, and solve problems all by themselves. They are placed in problematic situations, through problem solving, it helps students acquire knowledge, skills and methods of how to deal with that in life all by themselves.
In the organization of experiential career-oriented activities, problem solving methods are often used when students analyze, consider and propose solutions to a phenomenon or an event that arises during the operation of the activities.
Problem-solving method are importantly meaningful, which promote students' positivity and creativity, and also help them have a more comprehensive view of phenomena and events that arise during activity performance and in daily life. In order for this method to be successful, the problem posed must be close to the objectives of activities, and at the same time, enables to stimulate students to actively discover solutions.
3. Conclusion
Competency of problem solving and creativity is one of the core competencies in humans, which is closely related to other component competencies and ensures humans' success in their life and activities. Experimental career-oriented activities play an important role in developing this competency in students once educators know how to exploit its advantages during the process of education.
References
1. Bo GD-BT (2018), Chuong trinh giao duc pho thong - Chuong trinh tong the.
2. Bo GD-BT (2018), Chuong trinh hoat dong trai nghiem, huong nghiep.
3. Nguyen Loc - Nguyen Thi Lan Phuong (dong chu bien, 2016), Phuong phap, ki thuat xay dung chuan danh gia nang luc doc hieu va nang luc giai quyet van de, NXB Giao duc Viet Nam.
4. Tran Viet Dung (2013), Mot so suy nghi ve nang luc sang tao va phuong huong phat huy nang luc sang tao cua nguoi Viet Nam hien nay, Tap chi Khoa hoc, Truong Bai hoc Su pham Thanh pho Ho Chi Minh, so 49, tr 160-169.
THE EDUCATIONAL ADMINISTRATORS AND TEACHERS' ACTUAL AWARENESS OF EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES AT SECONDARY SCHOOL IN QUANG NINH PROVINCE UNDER THE GENERAL EDUCATION PROGRAM 2018
Vü Thanh Hoa, Nguyen Thi Gam
Department of Pedagogy Ha Long University, Quang Ninh Province
Abstract
In this article, the authors have analyzed the real situation of awareness of educational administrators and teachers at secondary schools in Quang Ninh province of the experiential activities and career - oriented activities as a basis for assessing factors affecting the activities during education process.
Keywords: Career - oriented activities, secondary schools, awareness, educational administrators, teacher.
1. Introduction
Meeting the requirements for improving the quality of human resources, equipping future generations with a solid cultural foundation and high adaptive capacity to all changes of nature and society, like other countries all over the world, Vietnam has carried out a big innovation in education recently. One of the main achievements in this innovation is the introduction of the general education program 2018. This program is
built in the direction of developing the qualities and competencies for students to help them have good and necessary qualities and competencies to become responsible citizens, and to become cultural, industrious and creative employees who meet individual development requirements for building and defending the country in the age of globalization and the new industrial revolution.
