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2.3. Criteria for evaluation of creative ability of the secondary school students
Based on the signs, way of testing and evaluating as foregoing mentioned, we would like to give criteria for evaluation of the creative ability in the physics study of the students as follows:
Criteria 1. Discover the issue, identify the task assigned for specific lesson;
Criteria 2. Propose the proj ection with the guide by the teacher in order to give a logical conclusion;
Criteria 3. Propose the projection verification option including the theory and practice;
Criteria 4. Problem solving in various ways;
Criteria 5. Application of knowledge to various situations;
Criteria 6. Presenting the report and defending the results.
3. Conclusion
Applying the signs and the testing method to make questions and exercises for test and evaluation of the student's capability is totally what we can do it. But, determining the creative standards to quantify into specific criteria that can be inspected is a much more meaningful fact. Such questions and exercises not only help teachers to evaluate the capability of students but rather than, the creative capability of students will be further fed and developed.
References:
1. The teaching guide: teaching, test and evaluating the study result towards the capacity developing for students learning physics issued by the Ministry of Education and Training (2014).
2. General education programme draft issued by the Ministry of Education and Training.
3. Physics, teacher book for 9th class, issued by the Publication of Education (editor by Mr. Vu Quang- Doctor by 2013).
4. Applying the procedure on exercise/question preparation towards development of capacity of students when teaching the subject named "solid substance, physical deformation of solid substance" by Ms.
5. Nguyen Thi Hong Thoa, Ms. Nguyen Thi Thanh Van (2016)- Scientific magazine, Ha Noi Teacher's College Volume - Vol. 61, - No 8B, - P 298-305.
DOI: http://dx.doi.org/10.20534/EJLL-17-2-36-40
Kuvarati Spiro, Prof.As.Phd.
Sport University Tirana Albania Faculty Science of Movement E-mail: spiro-kuvarati@hotmail.com Delimeta Sokol, Msc. High School Elbasan Albania E-mail: sokoldelimeta@yahoo.com Ikonomi Edison, Doc. PhD.
Sport University Tirana Albania Faculty Science of Movement E-mail: edisikon@yahoo.com
Method of game improves technical elements to pupils 13-15 years
Abstract: Games represent broad spectrum of activity, which are characterized by a large number of technical elements that must be respected depending on the game. Are taken in 24 pupils divided into two test groups (12 KG and 12 EG), which was tested in volleyball discipline tests: service, keeping service, pass, shoo. and play. The tests realized were subj ected to statistical processing by a computer program EXEL 2010. KG showed increasing in all elements with minor changes. EG is noted good technical level of the services (p <0.01) and passing (p <0:02) from above, than in keeping service and shootings, which have the same
probability p < 0.05. Our insistence on this method should not be seen as a relief against the pupil activity, but as an active attitude, motivational and their correction. Keywords: physical education, ball games, pupils, elements.
Introduction
Games with ball generally have undergone major changes in the various elements that represent the art of playing. In the work to develop techniques and tactics as well as physical factors, theoretical, psychological, are using various methods to strengthen the defense or attack as two chapters of the game in continuous antagonism targeting their survival [1, 103-108].
During the development of the game, displaying the game as erratic actions in terms of their duration as well as the commitment of different intensity. These specific and essential features are recognized and evaluated not simply to issue an analysis after their execution, but more important is the efficient training when players imitate in every training session game pieces. So, do not perform redundant elements, do not waste energy and time actions that do not happen or are rarely seen even on mediocre players during the match [2, 79].
The teaching of technical skills in volleyball, basketball, football and other sports, continues to be an integral part of the physical education program in our schools. To achieve a good position to participate in activities, required a minimum of technical skills development [3, 133].
The use traditional methodology still learning the game elements and the insufficiency of hours of games in physical education classes, they do not allow a satisfac-
tory familiarity of pupils with sports games. This will bring about reduced enthusiasm with which pupils begin taking lesson during a sports game [4, 117].
In traditional programs of physical education few pupils are able to develop their skills in a short time during the physical education learning school hours. Many pupils begin enthusiastically learning a sport game, but then they lose interest in what will reach further. This idea gets more attention when the players on the field are required to be more creative and intelligent, to be able to quickly resolve and correct specific situations of the game and especially to perform several roles on the team developing operating and peripheral vision [4, 118; 5, 61-63].
Experience the race of the child shall be conducted in accordance with the level of physical development parameters, psychological and mental. This is done by gradually hampered the organization of the game or other exercises that are used for this purpose. This requirement is of particular importance for this have considering the design of training models before you present them to the exercisers to be executed. Games comprise a broad spectrum of activity, which means that it can be solved a number of exercises that keep the game requirements [4, 119; 5, 67].
The authors [4, 89] made a step further by throwing the idea of lesson the game being understood. They present us this scheme:
MEANING GAME
GAME
PERFORMANCE
TACTICS
TZ LEARNER X
APPROPRIATE DELIBERATION,
TECHNIQUE
Figure 1. Lesson the game being understood
Methodology
The method was applied to 9-year school "Naim Frasheri" in Elbasan, in cooperation with the teacher of physical education school. Study summarize games with the ball, but the experiment was conducted in volleyball discipline. We chose two girls classes approximate to the number and skills they had, where one was chosen as
the experimental class for the method that we applied, and the other as the control class, which develop physical education teaching program that was the subject. The initial test was conducted in the first week of October 2016. The final test was conducted after seven weeks of lessons (three hours per week of 45 minutes for lesson) well, 21 hours learning. The first and last lesson they were
testing. They tested both classes, each with 12 girls, four technical elements: service, keeping service, pass and shoot. In both tests (initial and final test) schoolgirls sampled from 10 proofs for each element. Both classes were tested in the game 6x6 ability, where they were free to play in their own way. The game was limited to the service (done out below) and pending service (which in most cases was done with the fingers) to pass the ball directly into the opposing field. Were rare cases become two or three passes of the ball on one side of the field, which occurring spontaneously by the inability to pass the ball to the opposing field.
With control class study program was implemented seven weeks with a total of 21 hours, the volleyball discipline. The program included all the technical elements volleyball and little game. Experimental classes implement physical education hours in the game method. We started with modified game and very little adapted to the age and abilities pupils. While the girls played this "mini" game, we helped them understand the nature ofthe game and accept the concepts of positioning and tactics. When players understand what to do in the game, then they are eager to develop the skills they need to play. Already motivated to learn the necessary
elements, can demonstrate these game elements are practicing similar exercises with the game, also associated with individual instruction for identifying errors and helping their correction. The principle of this method was this: Entering in game ^ Learning tactic ^ Learning technique [6, 12-132].
Final initial and technical tests with both groups were conducted as follows:
1. The services were conducted from the bottom to end line. They called positive all services when the balls fall into the opposing field.
2. The keeping service were conducted with the balls thrown at position 6 of 6 the opposing. Called positive ball that fall within a circle with a diameter of 3 m. and a trajectory of at least 1 m. above the netz. Inside the circle was a player who was waiting balls.
3. Passing was committed to the balls thrown from position 6 justly position 3 of the same side and successor succeeds before to fourth position where there was a player who keep ball.
4. Shootings were conducted with balls thrown from position 3 to position 4, almost all the good called the shooting was conducted without jump and without momentum [7, 48].
Figure 2. Description skicografik tests
All data obtained from tests performed were subjected to statistical analysis by EXEL 2010 software, which presented average, probability, by systeming progressive results of the study. Excel is used packages "Data Analysis" (DA) for the implementation of statistical analysis, which is an additional package of Microsoft, which was activated by the user when we needed statistical analysis.
Results
The initial test of the final developed with the control class which develop learning according to the annual curriculum adopted by the school administration and experimental classes which develop teaching method with the game, gave us results in the table as follows:
Table 1. - Results of classes in both tests
IT FT
TE (Co. c) TP AP % TP AP % P
Service 120 84 70% 120 96 78% 0.01
Keeping service 120 52 43% 120 58 47% 0.01
Pass 120 71 59% 120 79 64% 0.01
Shoot 120 53 44% 120 64 52% 0.02
TE (Ex. c) TP AP % TP AP % P
Service 120 85 71% 120 94 77% 0.01
Keeping service 120 54 45% 120 80 65% 0.05
Pass 120 68 57% 120 84 68% 0.02
Shoot 120 50 42% 120 79 64% 0.05
IT-initial test, FT-final test, TE-technical elementi, TP-total proof, AP-average positive, P-probability.
Discussion
If we analyze the technical test conducted at both group at the start of the experiment classes we observe that small changes they give us the same picture. Technical test conducted control class with traditional teaching, showed an increase in all elements with small differences between their reports. Unlike the first, experimental classes had an overall increase, but what caught the eye was breaking of the previous report and the tendency towards a balance between them. In this group noted the technical levels to services (p <0.01) and passis (p <0.02)
from above than to keep services and shootings, which have the same probability of change p <0.05. Initially this differentiation technique elements impressed us, but we realized very quickly when they began to play. Given that the services performed by down and were relatively light, first balls caught with his fingers and immediately cross to the opposing field, getting the same response from the opponent. Almost rarely used uppercut and almost no shooting. Therefore, these two elements were low though were conducted in very light conditions. Graphically both tests in the respective groups are as follows:
Experimental class
1
IT FT Service M Keeping service ■ Pass 9 Shoot
Graph 1. Results of
In the game that was developed to look skills of pupils beginning classes pitted one — another game in the number ofplayers 6x6 [6,132-135]. Immediately fell the eye change in the way of playing to both classes. Class representing traditional learning to play with a pass and rarely with two or three pass, and experimental classes conducting in game three meetings but almost half of them ended with this shot and almost without jump. Actions in the game showed progress in both classes, but at different levels.
Conclusions
The game method focuses primarily on what you should do, then how to do it. It enables children to solve problems that appear in the game, giving some satisfaction in learning a game [8, 290-295].
The data article we came out at the following conclusions:
1. Method of the game is the best way to organize teaching training in sports games and is embraced in
References:
tests on four elements
recent years by many schools with well organized physical education.
2. This is consistent with the wishes of children to play with psycho-physical characteristics according to their age groups adding further their enthusiasm in the physical education.
3. Game method not only satisfies the wishes of performers, but improves the technical and tactical parameters as we have observed in our study.
4. Game method is practical and simple but its implementation in the Albanian school context showed that teachers have no experience in this direction, so they need training in this area.
5. The advantages of this method include the fact that pupils were less stressed and feel satisfied with their involvement in the game. The disadvantage has to do with inactive pupils who did not feel well in a team together with active pupils.
1. Vitali F., L. Bortoli, Bertinato L., Robazza C., Schena F. Motivational climate, resilience, and burnout in youth sport, Sport Sciences for Health, - Volume 11, - 2015. - P. 103-108.
2. Doroshenko Y. Control of technical and tactical activity in team sports [monography] Zaporizhia. LIPS Ltd. -2013. - P. 79.
3. Dashi T. & E. Learning in school physical education. - Tirana; - 2007. - P. 133.
4. Daci J., Subashi G., Misja B. Theory and methodology ofphysical education. Tirana; - 2006. - P. 117-119, - 89.
5. Kuvarati S., «Preparing basketball be in accordance with the specifics of the game» Sports studies. Tirana; -2004. - P. 61-67.
6. Baacke H., «Mini-Volleyball» FIVB, Coaches Manual 1, - 1999. - P. 127-135.
7. Xhemal$e I. «The volleyball drill in terms of the game» Bulletin K. F. S. 6, - 1989. -P. 45-48.
8. Malina R. M., Ribeiro B., Aroso J. et al. Characteristics of youth soccer players aged 13-15 years classified by skill level, Br J Sports Med; 41, - 2007. - P. 290-295.
DOI: http://dx.doi.org/10.20534/EJLL-17-2-40-47
Hien Le Thi Thu, The University of Education, Vietnam National University, Ha Noi Cau Giay district, Ha Noi city, Viet Nam Dung Nguyen Viet, Huyen Nguyen Thi Thu, Thai Nguyen College Of Education Thinh Dan ward, Thai Nguyen city, Thai Nguyen province, Viet Nam E-mail: hienltt@moet.edu.vn
Cloud-Based Learning Management System: A Case Study at Thai Nguyen College of Education, Vietnam
Abstract: Cloud computing is a term referring to the delivery of all information and technology related services over the Internet, thereby exempting users from making investments in manpower, technologies and infrastructure which are required to system implementation. The introduction of Cloud-Based Learning Management System has created new developmental opportunities for online training at universities, colleges and other educational institutes. This paper presents the research results achieved by a group of authors from the research theme "Research and Proposed Application of Cloud-based Learning Management System for application of E-learning in training activities to meet renovative needs and actual situations at Education Colleges in the Northern Midlands and Mountainous Part ofVietnam."
Keywords: Cloud Computing, Online Training, Learning Management System.
1. Introduction based on the pilot implementation of the LMS Edmodo
In present day's education development, e-learning at Thai Nguyen College of Education, we aim to propose
plays a critical role, in addition to the conventional face- that Cloud-Based Learning Management System should
to-face teaching method, in improving the quality of be applied to enable online training activities at Educa-
training and skill refreshing for the teachers, meeting tion Colleges in the Northern Midlands and Mountain-
the renovation needs at various Education Colleges. To ous Part of Vietnam.
make online training a success at colleges, one top re- 2. Current status of information and technology
quirement is to establish a Learning Management System application in online training management at Educa-
(LMS) which is to be implemented online for purpose of tion Colleges in the Northern Midlands and Moun-
managing learning process and communication of train- tainous Part of Vietnam
ing courses to the learners. For the education colleges 2.1. An overview of E-learning
located in the Northern Midlands and Mountainous Part E-Learning is the learning delivered over the Inter-
of Vietnam, building such learning management system net in the form oflearning courses and managed by learn-
(LMS) as an instrument to implement online training ing management systems which can guarantee learners' in-
remains a challenging question in need of answer due teractions and cooperation and meet their learning needs
to limited financial sources and IT infrastructure at the anytime and anywhere [6]. Based on the above definition,
education colleges. Under the framework of this paper, an e-Learning system must ensure below enablers:
