CC BY
37
Section 5. Psychology of Education
Dr. Phan Quoc Lam, E-mail: lampq@vinhuni.edu.vn Dr. Duong Thi Thanh Thanh, University of Vinh, Vietnam
INNOVATION IN PSYCHOLOGICAL TEACHING FOR PEDAGOGICAL STUDENTS AT THE VINH UNIVERSITY, VIET NAM UNDER CDIO APPROACH
Abstract: To participate in the innovative process in order to improve the effectiveness of vocai-tonal training to meet demand of high school education and international integration of the pedagogical sectors of school, the Department of Psychology researched innovation of psychological teaching activities follow to the CDIO approach. The objectives of this innovation are relatively comprehensive including: to develop new contents, programs, teaching and testing method, assessment of module. In the 2016-2017 school year, the syllabus has been completed and tested in the first semeter in the 2017-2018 school year and has been evaluated for effectiveness.
Keywords: Psychology, evaluation, contents, program, objectives, pedagogical students, Vinh University, and teaching innovation.
1. General information
Subject: Psychology, number of credits: 4 (60 hours) in which: theory 45 credits, discussion/ exercises/ essay: 9 credits, group activities: 6 credits and self study: 120 credits.
Psychological module equips learners with knowledge of the general issues of psychology, basic phenomena of psychological life, personality and psychological development via the ages, psychological basis of teaching process and education, some issues of
teachers' personality to help learners form their skills and develop their career skills. Psychological module is a prerequisite course for students to study pedagogic terms and participate in pedagogic practice.
2. Objectives
Based on the overall objective, researching team identified the levels of objectives with specific dis-criptions, the level of the output of the training program and level of competency that learners would have after learning process. In detailed:
Table 1.
Objective Module discription Output Qualification
1 2 3 4
G1 Analyzing the basic and modern scientific knowledge on human psychology, the development of psychology of children through the ages, the nature and rules of psychology in the teaching and 1.3.1; 1.4.2; 3
1 2 3 4
Gl educational process, characterisstics of pedagocial work and teachers' capacity. To know about the theorical methodology and methodology of studying, to learn about human psychology and psychology of children in the pedagogical process. 1.4.5; 1.3.1; 3
G2 Applying the knowledge you have learned to: - Evaluate different perspectives on human psychology, explaining the psychological phenomena that arise in life and in education; - Learn the psychology of children in life, in teaching and education; - Organize pedagogical teaching, educational and comunicative activities; - Self-evaluate and develop, complete pedagogical personality. 2.1.1; 2.1.2; 2.1.3; 2.2.4; 2.2.1; 2.4.1; 2.4.2; 2.4.3; 2.4.4; 2.4.5; 2.4.6; 2.5.4; 3.5
G3 Develop communication skills and teamwork in solving academic tasks 3.1.1; 3.2.1; 3.2.2; 3
G4 Analyze and evaluate in a scientific way and determine how to properly handle the pedagogical situations that arise in the teaching and eduacational process. 4.1.1; 4.4.1; 4.4.2; 4.4.3; 4.5.3; 3.5
G1: Objectives of knowledge G2: Objectives of qualities and skills G3: Target group skills and communication G4: Career skills target
CDR cua CTDT: the output of the training program TDNL: Qualification
3. Output need to reach, the research team has set up the out-
From the objectives and the outcome of the put standards corresponding to the specific objec-training program and the qualification that students tives and the level of teaching for each target.
Table 2.
Objective Specific objectives Output discriptions Teaching level
1 2 3 4
G1.1 Recognizing the psychological life and basic psychological phenomena of human; psychological research methods. I, T
G1.2 Explaining the nature of human psychological phenomenon follow to the point of view of dialectical materialism. I, T, U
G1 G1.3 Explaining conscious is the most advanced psychological phenomenon in man and analyzing the basic psychological attributes of attention. I, T, U
G1.4 Describe the psychological attributes of individuals and state their role in personality. I, T
1 2 3 4
Gl G1.5 Analyzing personality formation and the factors that govern the formation and development of personality I, T
G1.6 Explaining the basic concepts of cognitive activity, cognitive activity and teaching, education I, T
G1.7 To identify memory and language concepts, stages, and roles for cognitive processes I, T
G1.8 To clarify the basic concepts and rules of emotional life, the role of emotional life, the essential difference between them and consciousness. T
G1.9 Understanding the basic concepts of will-action, the relationship between cognition-emotion-will in action and human life. T
G1.10 Describe the principles, rules of psychological development, the basic psychological characteristics of each stage in the development of children. I, T
G1.11 To distinguish the characteristics of psychological development of secondary school students and psychology of high school students. I, T
G1.12 Explaining the nature and psychological rules of teaching and learning processes I, T
G1.13 Describe the structure of pedagogical personality I, T
G1.14 Analyzing some psychosocial issues and pedagogical communication I, T, U
G2 G2.1 Applying the learned knowledge for the analysis, orientation of the formation and development of pedagogical personality T, U
G2.2 Collecting, analyzing theoretical and practical materials on psychological life, analyzing and solving the case of the pedagogical task of studying and practicing. T, U
G2.3 Practicing pedagogical qualities and capacity that have been identified and formed a pedagogical behaved system T, U
G3 G3.1 Be able to participate and implement in a team effectively T, U
G3.2 Be able to communicate pedagogically T, U
G4 G4.1 Analyzing, evaluate about psychology of situations that arise during pedagogical process. T, U
G4.2 To introduce and select, decide the right solution to solve the situation suitably. T, U
Where: Gx.x: specific goal
Teaching Level: I (Introduce): Introduction; T (Teaci
4. Evaluation of the module
On the basis of the learning outcomes, the module assessment was conducted by a process assessment (50%) and a final assessment (50%). It evaluates the process twice more than before and is composed of three specific assessments: learning
): Teach; U (Utilize): Use
sense, case record, and periodic assessment. Periodic and end-of-term assessments are conducted by using an objective test where the exam questions are randomly assigned from the exam bank and rebuilt on the basis of the exam bank before. Specific components of evaluation:
Table 3.
Evaluaiton components Evaluation lesson Output Rate (%)
A1. Processing evaluation 50%
A1.1. Learning awareness (attendance, attitudes) 10%
A1.1.1. Attitude and timeliness G1.1 - G4.2 5%
A1.1.2. Collaborative attitude with faculty and team members, class, demonstrates progress in learning process. G1.1 - G4.2 5%
A1.2. Course profiles (assignments, group tasks, etc.) 20%
A1.2.1 Academic chapters 1,2,3,4,5,7,8 G1.1; G1.2; G1.3; G1.4; G1.5; G1.6; G1.7; G1.8; G1.9; G1.12; G1.13; G2.1; G2.2. 10%
A1.2.2 Products of activity chapter 2,6,9 G1.5; G1.11; G1.14; G2.3; G3.1; G3.2; G4.1; G4.2 10%
A1.3. Periodical review ( periodic checkpoint) 20%
Test online A1.3.1. G1.1; G1.2; G1.3; G1.4; G1.5; G1.6; G2.1 10%
A1.3.2. G1.7; G1.8; G1.9; G1.10; G1.11; G2.2 10%
A2. End-of-term assessment (final grade) 50%
Test online The content covers all the major learning outcomes of the course. G1.2 - G4.2 50%
5. Teaching content (syllabus), teaching plan In order to implement defined outcomes, the re-(detailed syllabus) and lecture search team has identified the content of the module.
In detailed:
Table 4.
Contents Output of subject Assessing lesson
1 2 3
Chapter 1: psychology is a science 1.1. Object, task and method of psychology 1.2. The nautre, function, classification ofpsychological phenomena G1.1; G1.2; G2.2; A1.1; A1.2.1; A1.3.1; A2
Chapter 2. The formation and development of psychology, awareness and personality 2.1. Formation and development of psychology 2.2. Formation and development of awareness 2.3. Formation and development of personality G1.3; G1.4; G1.5; G2.1; G3.1; A1.1; A1.2; A1.3; A2
Chapter 3: activity of awareness 3.1. Sensory perception 3.2. Sense of reason 3.3. Intelligence and intelligent measurement G1.6 A1.1; A1.2.1; A.1.3.1; A2
1 2 3
Chapter 4: memory and language 4.1 Memory 4.2. Language G1.7; G3.2; A1.1; A1.2; A1.3.2; A2
Chapter 5: affair and will 5.1. Emotional life 5.2. Will and action G1.8; G1.9 A1.1; A1.2.1; A1.3.2; A2
Chapter 6: developmental psychology 6.1. Overview ofgeneration and development ofpersonal psychology 6.2. Psychology of secondary school students 6.3. Psychology of high school students G1.10; G1.11; G2.2; G3.1; G4.1; A1.1; A1.2; A1.3.2; A2
Chapter 7: psychology of teaching and education 7.1. Teaching psychology 7.2. Educational psychology G1.12; G2.2; A1.1; A1.2.1; A1.3.2; A2
Chapter 8: personality psychology of teacher 8.1. Characteristics of the teacher's work 8.2. Some personality qualities of the teacher 8.3. The capacity of the teacher 8.4. Prestige and the prestige's formation of the teacher G1.13; G2.3; G4.2; A1.1; A1.2; A2
Chapter 9: some issues of social psychology and pedagogical communications 9.1. Social groups and social psychological phenomena 9.2. Pedagogical communication G1.14; G2.3; G3.1; G3.2; A1.1; A1.2.2; A2
6. Evaluation
Based on the learning outcomes and the content of the module, the research team has developed a matrix for the module with 5 levels of each module, in detailed:
Level 3: Application Level 4: Analysis, synthesis Level 5: Assessment, creation The results of the psychological evaluation at the first semester of the academic year 2017-2018 of the pedagogical students at the Vinh University
Level 1: Know/Remember Level 2: Understanding are shown in the table:
Table 5.
A B+ B C+ C D+ D F
8,5 -10 8,0-8,4 7,0-7,9 6,5 -6,9 5,5 -6,4 5,0-5,4 4,0-4,9 < 4,0
S -a score score score score score score score score
£ S £ s Rate% £ s Rate% £ g Rate% £ s Rate% £ s Rate% £ s Rate% £ s Rate% £ s Rate%
& è è Ô è S S è
Psychology Tt" O i-H 4.13 % ON 7.04 % 1 41.75 % NO CO 1 33.01 % Tt-Tt- 10.68 % i-H 0.24 % o 0.00 % CO 1-H 3.16 %
The spectrum is shown in the chart as below:
Figure 1
The chart shows that there are % the number of students who are quite good and average; the number of students who are very good and excellent equivalent to the average and accounted for about 10%. Such results are considered acceptable but it is lower than before.
Conclusion: Research on the innovation of teaching activities in the psychology under the CDIO approach is a new study that suits with the teaching trend follow to view of the development of learners' capacity of modern education to meet the requirements of vocationalic capacity of teachers in high school education.
The results were achieved by the researc team lead to a change of psychological teaching activity. However, this is only a very first result. In the coming time, it is necessary to contunue to evaluate and adjust the content, program, and method of module assessment. On the other hand, it is necessary to improve capacity of trainers - who are familiar with the old teaching methods and focus on innovating teaching methods. The most important thing is the application of group teaching and hands-on experience to students.
References:
1. Dai hoc quoc gia TP HCM, Tai lieu hoi nghi CDIO toan quoc - 2012. Dáo tao dáp úng nhu cáu xa hoi vá hoi nhap quoc te: Mo hinh CDIO, Thánh pho Ho Chí Minh, tháng 8 nam - 2012.
2. URL: http://vinhuni.edu.vn/chuan-dau-ra/cac-nganh-dao-tao-su-pham
3. Ky yeu Hoi tháo - Tap huán Xáy dung chuong trinh dáo tao vá Bién soan de cUOng chi tiet các hoc phán theo CDIO, Dai hoc Su Pham Ky Thuat TP.HCM, tháng 12. - 2011.
4. Phan Quoc Lám, Nguyen Bá Minh. Tám ly hoc lúa tuoi vá tám ly hoc sU pham, TrUfrng Dai hoc Vinh,-2005.
5. Phan Quoc Lam. Nghien cüu doi möi noi dung, phuong phap giang day, kiem tra, danh gia hoc phan Tam ly hoc tiep can CDIO, de tai KH&CN trong diem cap TrUöng, trUöng Dai hoc Vinh, nam - 2017.
6. Phan Quoc Lam, DUOng Thi Thanh Thanh, Bai giang Tam ly hoc, trUöng Dai hoc vinh,- 2017.
7. Ho Tan Nhut, Doan Thi Minh Trinh, Cai cach va xay dUng chUOng trinh dao tao ky thuat theo phUOng phap tiep can CDIO, NXB Dai hoc Quoc Gia TPHCM,- 2010.
8. Richard J. Gerrig, Philip G. Zimbardo. Tam ly hoc va döi song, NXB Lao dong, Ha Noi,- 2013.
9. Le Ngoc Thanh. CDIO Program Evaluation, Faculty of Information Technology HCMUS, Tp. Ho Chi Minh, 5.- 2014.
10. Trung tam CEE Dai hoc Khoa Hoc TU Nhien Dai hoc Quoc Gia TP.HCM, Tai lieu ho trO dot tap huan CDIO thang 8.- 2014. Dai hoc Thü Dau Mot, TP. HCM - 2014.
