CC BY
14PEDAGOGICAL SCIENCES
EDUCATING SECONDARY SCHOOL STUDENTS ON PATRIOTISM THROUGH EXPERIENTIAL
ACTIVITIES AND CAREER ORIENTATION
Nguyen Thi Gam
Department of Pedagogy Ha Long University, Quang Ninh Province
ABSTRACT
In this article, the author has referred to expressions of patriotism presented in the general education program 2018 of Vietnam and the main contents of educating secondary school students on patriotism through experiential activities and career.
Keywords: Career - oriented activities, secondary schools, patriotism, educating, student.
1. Introduction
Under the general education program 2018 of Vietnam, patriotism is one of the five core qualities that needs to be formed in learners. Educating students on patriotism is part of the task of educating ethics to students in general, and for secondary school students in particular. This task is accomplished through both classroom activities and extracurricular educational activities. Experiential activities and career orientation (at secondary and high school) are compulsory educational activities under the general education program 2018. These activities are directed, designed and instructed by the educators, providing students with the opportunities 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. Therefore, it can be said that experiential activities and career are dominant activities in educating learners on patriotism.
In this article, we have referred to expressions of patriotism presented in the general education program 2018 of Vietnam and the main contents of educating secondary school students on patriotism through experiential activities and career.
2. Contents
2.1. Expression of patriotism
In the general program under the general education program 2018, the students' patriotism is determined to include the following manifestations [1]:
- Consciously protect cultural heritages, actively participate in the activities that contribute to protecting and promoting the values of cultural heritages.
- Consciously learn about the traditions of their families, parentages, homeland and country; Actively participate in studying and training in order to promote the traditions of their families, parentages, homeland and country.
- Actively take initiative to participate in the activities that contribute to protecting the nature.
2.2. Advantages of experiential activities and career in educating secondary school students on patriotism
Through experiential activities and career, students have access to knowledge of their homeland and
country in a positive and proactive way. They also build close friendships, so that teachers can rely on the principle of "education in collectives and by collectives" to influence students' thoughts and feelings. Thereby, not only can students bring into play their abilities, but also have the opportunities to apply their learnt knowledge of their homeland and country into practical daily life, to a certain extent. In addition, these activities also help satisfy students' spiritual needs in expressing their love for their homeland and country. That is the outstanding strength of experiential activities and career compared to other educational activities at secondary schools.
Experimental and career-oriented activities at secondary schools are always designed with soft and flexible programs. Flexibility is shown in the choice of contents and forms of the activities in order to suit the students' needs and abilities, and suit the conditions of the schools, classes, and localities etc. At the same time, Experimental and career-oriented activities are always flexible in using the time budget for the program implementation in order to achieve the highest efficiency. Consequently, the results of educating students in general and on patriotism in particular will meet the set forth educational requirements. When organizing experiential activities and career through a variety of activities, educators provide students with knowledge of the homeland and country, of the history of the people's struggles for national defense etc. Thereby, it fosters the national pride, helps them to become more and more attached to their homeland and country, and consciously preserve and promote the precious national traditions in a voluntary way.
2.3. Contents, methods, andforms of educating secondary school students on patriotism through experiential activities and career
a. Contents
From the specific manifestations of patriotism, it is possible to identify the contents of educating secondary school students on patriotism through organizing experiential and career-oriented activities, including:
- Educating students on the sense of protecting cultural heritages, actively taking part in the activities to protect and promote the values of cultural heritages.
- Educating students to learn about their family traditions and parentages, homeland and country; actively participate in studying and training in order to
promote the traditions of family, parenatges, homeland and country.
- Forming a student's activeness and active participation in the activities to protect the nature
In order to implement the above-mentioned contents, it is necessary to diversify methods and forms of organizing experiential activities and career orietation in educating secondary school students on patriotism.
b. Methods of education secondary shool students on patriotism through experiential activities and career
* Discussion
In educating secondary school students on patriotism through experiential activities and career , it is necessary to use a method which is to aim at a group interaction in which the students all solve a shared problem, that is the knowledge of the homeland and country. The group discussion approach fulfills this need, and at the same time provides students with opportunities to develop other competencies such as communication and collaboration, problem solving and creativity.
* Role-play
This is a practical method in educating secondary school students on patriotism through experiential activities and career . This method gives students the opportunities to experience certain behavioral situations based on their imagination and creative thinking. By performing historical plays, students can re-enact the nation's heroic history in the cause of the national construction and defense, from which they can learn more about their national history and feel proud of the good traditions and love for their parentages, homeland and country.
Likewise, with the aim of forming students' activeness and active participation in in protecting the nature, they will develop and foster love and awareness of environmental and natural protection in themselves if teachers instruct them to design and present scenarios on this topic. It can be said that the method of acting has a very strong impact on the love of the nature, the attitudes, emotions and pride of students in the glorious tradition of their nation. Hence, it is necessary to increase the use of this method to educate secondary school students on patriotism through experiential activities and career.
* Task assignment
With this method, the educators proceed with assigning tasks to students, ie. placing students in a certain position forcing them to perform their personal responsibilities. Assigning tasks also means that giving students an opportunity to show their abilities, an opportunity for them to improve and expand their understanding, and at the same time being trained to be proactive, creative and able to respond to all situations in order to accumulate more experience for themselves. In organizing experiential activities and career with the theme of patriotism education for students, teachers need to assign suitable tasks to an individual's characteristics and abilities to achieve optimal effectiveness in educational activities.
* Games
In organizing experiential activities and career with the theme of patriotism education, organizing games for students to participate and have fun is an effective method that is widely and commonly used. The game method has advantages in promoting the creativity of students, attracting and engaging them to learn about the knowledge of their homeland, especially expanding the real-life knowledge which is not solely learnt from the books, creating a fun and friendly atmosphere, training active behavior for students. The games on the theme of love for the homeland and country should, therefore, be organized in a diverity of new and exciting forms to attract the interest and excitement from students.
In educating students on patriotism through experiential activities and career orientation, teachers need to use the above methods smoothly to ensure that they are suitable for the social context, with the characteristics of learners to achieve the objectives of the activities.
c. A form of educating secondary school students on patriotism through experiential activities and career orientation
It is possible to educate secondary school students on patriotism through experimental activities and career orientation with different types, which are:
* Flag ceremony at the beginning of the week and week-summary class activity at the end of the week.
A period under the flag ceremony at the beginning of the week is a integrated form of experiential and career-oriented activity, aiming to educate students on studying and training. A period of the activities under the flag ceremony is organized on a school-wide scale with the participation from school leaders, the school Young Pioneer Organization leader, teachers and students.
For the task of educating secondary school students on patriotism through experiential activities and career orientation, educational contents should be linked to the weekly and monthly educational themes. Thanks to this form, educating patriotism to students is carried diversely with different types, such as: reporting on the results of emulation and training of collectives and individuals at schools, launching emulation movements with the theme of love for homeland and country, organizing cultural and musical activities, entertainment activities associated with the love for the homeland, attending the talks associated with patriotism education etc. Besides, it is necessary to combine propaganda and dissemination of students' rights and obligations with the national sovereignty.
Week-end activities are a kind of experiential and career-oriented activity on a classroom scale. This is also an opportunity for teachers to flexibly use different methods of educating patriotism to secondary school students, such as organizing competitions to gain the knowledge of the nation and peoples among teams in the class, acting, or debating with the themes of Vietnam country etc.
* The form of thematic education
Using this form in educating secondary school students on patriotism, educators need to learn the regulations of the Ministry of Education and Training on the implementation of the topics of the experiential and career orientation program at the secondary level to have
form of integrating the contents of educating students on the love for their homeland and country. Based on the topics and requirements for each topic, educators develop a specific plan for implementation during the academic year. The form that teachers can organize by class, by grade or by the size of the whole school depends on each topic and objectives to-be- achieved.
In addition to the above basic forms, experiential activities and career orientation can also be carried out in other forms, such as contests, fun festivals, forums, thematic discussions, clubs, sightseeing tours, camping etc.
Depending on the requirements for each grade and the specific conditions of the class and school, and the aspirations of the students, teachers need to flexibly use different types of activities so that experiential activities and career orientation become attractive, attracting the most participation from students.
3. Conclusion
Experimental activities and career orientation have clear advantages in educatiing secondary school students on personality qualities in general and patriotism in particular. In order for these activites to achieve the objectives, the educators needs to clearly define the topics, grasp and flexibly use the methods as well as the types of experiential activities and career orientation at secondary schools.
References
1. Bo Giao due va Bao tao (2018), Chuang trinh giao duc pho thong - Chuang trinh tong the.
2. Bo Giao due va Bao tao (2018), Chuang trinh hoat dong trai nghiem, huong nghiep.
ОПЫТ РЕАЛИЗАЦИИ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В АРМАВИРСКОМ ГОСУДАРСТВЕННОМ ПЕДАГОГИЧЕСКОМ УНИВЕРСИТЕТЕ
Дохоян А.М.
Армавирский государственный педагогический университета.
Кандидат психологических наук, доцент
EXPERIENCE OF INCLUSIVE EDUCATION AT ARMAVIR STATE TEACHERS' UNIVERSITY
Dohoyan A.
Armavir State Teachers' University Ph.D. in Psychological Sciences, Associate Professor
АННОТАЦИЯ
Одной из важнейших проблем в процессе модернизации российского образования является обеспечение доступности образования для всех, в том числе для лиц с ограниченными возможностями здоровья (ОВЗ). Представлен опыт Армавирского государственного педагогического университета по подготовке специалистов к реализации инклюзивного образования.
ABSTRACT
One of the most important problems in the modernization of Russian education is ensuring access to education for all, including those with disabilities. The experience of the Armavir State Teachers' University in preparing specialists for the implementation of inclusive education is presented.
Ключевые слова: инклюзивного образования, лица с ограниченными возможностями здоровья, сопровождение, обще-профессиональные компетенции, профессиональная деятельность, психолого-педагогические технологии.
Keywords: inclusive education, persons with disabilities, support, general-professional competences, professional activities, psychological and educational technologies.
Современный этап развития образования для лиц с ограниченными возможностями здоровья (ОВЗ) характеризуется организацией условий для их полного включения в общий образовательный процесс, что соответствует целям инклюзивного образования. На сегодняшний день в России более 13 миллионов инвалидов, из них - 540 тысяч детей, около 100 тысяч детей с ограниченными возможностями здоровья обучаются в инклюзивных школах. [2]
Ежегодно число учащихся, которым требуется особые образовательные условия, постоянно растет. Россия взяла на себя обязательства по соблюдению права на образование людей с ОВЗ. Актуальность и своевременность этих действий
очевидна, но при этом нужны существенные видоизменения во всех областях жизни общества, начиная с политики образования и заканчивая финансово-экономическим снабжением данного процесса.
Решению проблемы комплексного сопровождения лиц с особенностями психофизического развития на разных уровнях образования уделяется внимание исследователей, государственных деятелей, специалистов-практиков. По словам президента России, в последнее время в России было закрыто 150 коррекционных школ. При этом Путин В.В. видит проблему не в фактах закрытия коррекционных школ, а в том, что это закрытие может проходить без предварительной подготовки
