CC BY
13PEDAGOGICAL SCIENCES
SECONDARY STUDENTS' ACTUAL AWARENESS OF EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES IN QUANG NINH PROVINCE UNDER GENERAL EDUCATION PROGRAM 2018
Phi Thi Hieu
Associate Professor Ph.D of Thai Nguyen University of Education, Viet Nam
ABSTRACT
In this article, the author has analyzed the secondary school students' actual awareness, in Quang Ninh province, of experiential and career-oriented activities, and the roles of experiential and career-oriented activities in the development of students' qualities and competencies.
Keywords: Experiences, experiential activities, education program 2018, career-oriented activities, career-oriented experiential activities, school students' actual awareness.
helps learners to transform their experienced experience into new knowledge, insights, and skills, contributing to the promotion of creative potential and ability to adapt to future life, environment and career.
In order to carry out experiential and career-oriented activities successfully, the first necessary condition is a comprehensive, correct and profound understanding of the activities among the educational forces both in and outside the schools including the students.
In this article, we have analyzed the secondary school students' actual awareness, in Quang Ninh province, of experiential and career-oriented activities, and the roles of experiential and career-oriented activities in the development of students' qualities and competencies.
Our research was carried out in January 2021 on 1,593 secondary school students in Quang Ninh province. The main research methods included written surveys and in-depth interviews.
2. Contents
2.1. Secondary school students' actual awareness on the nature of experiential and career-oriented activities in Quang Ninh province
Having asked the following question for secondary school students: Please choose the correct statements with the experiential and career-oriented activities under the general education program 2018, we obtained the following results:
Table 1.
Secondary school students' actual awareness on the nature of experiential and career-oriented activities in Quang _Ninh province_
Contents Quantity %
It is another name for educational activities out of the classroom hours, which are not mandatory to perform. 1,042 65.4
As an educational activity with an independent position in the general education program 2018, it is mandatory to perform. 372 23.4
The practical activities of the subjects in the classroom are experiential and career - oriented activities. 18 1.1
Going on a field trip or picnics associated with the subjects are experiential and career-oriented activities. 875 54.9
Going on a field trip or picnic associated with the subjects are NOT experiential and career-oriented activities. 211 13.2
Activities during the flag ceremony, class activities are experiential and career-oriented activities. 368 23.1
1. Introduction
Educational innovation has become an urgent need and a global trend to improve the quality of human resources, to equip future generations with a solid cultural foundation and high adaptability to all changes of nature and society.
Like other countries in the world, in recent years, Vietnam has undergone a drastic renovation of education, of which the introduction of the general education program 2018 is an example. This program is «built in the direction of developing learners' qualities and capacities to help them gain and good necessary qualities and competencies to become responsible citizens, as well as 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... » [1].
In the general education program 2018, experiential and career-oriented activities at secondary and high schools are compulsory educational activities, which are directed, designed and guided by educators to create opportunities for students to approach reality, to experience positive emotions, to exploit previous experiences and to mobilize the synthesis of knowledge and skills of other subjects in order to perform age-appropriate assigned tasks or solve the real-life problems of school, family, and society. Through those activities, it
The results of the table above indicated that: the number of secondary school students who chose the correct answers is not large, the percentage ranges from 13.2% (going to a field trip or picnic associated with subjects that are not experiential and career-oriented activities) to 23.1% and 23.4% (activities during the flag ceremony, class activities are experiential and career-oriented activities; As an educational activity with an independent position in the general education program 2018, it is mandatory to perform, respectively). At the same time, many students also identified experiential and career-oriented activities with educational activities out of the classroom hours (Another name for educational activities out of the classroom hours, not mandatory to perform accounted for 65.4%) and experiential teaching of the subjects (going on a field trip or picnic associated with the subjects are experiential and career-oriented activities accounted for 54.9%). Limitations in the actual awareness of experiential and career-oriented activities will affect students' attitudes and behaviors when participating in those activities.
Having used the following question to ask students: Please indicate your level of understanding about the experiential and career-oriented activities under the general education program 2018, we obtained the following results: the majority of students had a limited understanding of experimental and career-oriented activities when only 28 out of 1,593 (equal to 1.8%) thought that they understood those activities "very well", 67 out of 1,593 (relevant to 4.2%) chose the level of "understood well", 89 out of 1,593 (5.6%) understood just a little, and the rest of 1,409 out of 1,593 (equal to 88.4%) did not understand anything at all.
With the interview question, What do you know about experiential and career-oriented activities under the general education program 2018 and through what information channels?, B.V.A, a 7th grader at Tra Co Secondary School said: I have ever heard about those activities once, but I don't remember who talked about them, and I don't remember any information on that, either.
Thus, the results have shown that the information on experiential and career-oriented activities under the general education program 2018 is still quite vague to the majority of students. Besides, it can be seen the indifference of the learners towards learning about those activities. Therefore, extensive propaganda about experiential and career-oriented activities to teachers, learners, learners' families and other educational-related forces is urgent for the schools in the context of preparing to implement this program at secondary schools from acedemic year 2021-2022.
Learning about secondary school students' concepts of the regulation of experiential and career-oriented activities as a compulsory educational activity, we obtained the following results: 129 out of 1,593 (equal to 8.1%) students thought that it was very suitable, 162 out of 1,593 (equal to 10.2%) rated it as suitable, 205 out of 1,593 (equal to 12.9%) thought that it was a bit suitable, and the rest of 1,097 out of 1,593 (equal to 68.8%) selected the level of unsuitable and totally unsuitable. Thus, very few students agreed with
the regulation that experiential and career-oriented activities become compulsory educational activities under the 2018 general education program.
To explain their choices, students who confirmed the suitability of this regulation said that: Experiential and career-oriented activities helped students develop their moral competencies and qualities; Experiential and career-oriented activities helped students apply knowledge into practice; Experiential and career-oriented activities helped students promote their strengths and overcome their own limitations; Experiential and career-oriented activities helped students understand themselves better; Experiential career-oriented activities helped students relax and feel comfortable after stressful class hours.
As for students of the opposite viewpoints, they thought that: the education of students had been integrated into the subjects, so experiential career-oriented activities activities were not necessary; Experiential career-oriented activities just made the educational program become heavy and put more pressure on teachers and students; Experiential career-oriented activities easily overlapped with the contents of other subjects and activities; Experiential career-oriented activities were just a kind of formality, time-consuming, costly, but had little effect on learners.
It can be seen that there is a close relation between students' understanding of experiential and career-oriented activities and their conception of the appropriateness of those activities as a compulsory educational activity - which is different from the previous extracurricular activities, it once again have shown the need for propaganda about the general education program 2018 in general, and experiential and career-oriented activities under this program in particular.
2.2. Secondary school students' actual awareness on the importance of experiential and career-oriented activities in Quang Ninh province
With the following question for secondary school students: In your opinion, what roles do experiential and career-oriented activities play in the education of developing qualities and competancies for students?, we found that there was a dispersion in their opinions, in which the majority of students underestimated the roles of experiential and career-orientedd activities. Specifically as follows: 152 out of 1,593 (9.5%) students rated experiential and career-oriented activities as important, 281 out of 1,593 (17.6%) considered them less important, and the rest of 1,160 out of 1593 (72.8%) identified the activities as unimportant. D.T.K.O., a 9th grader at Lien Vi Secondary School, Dam Ha, said: I find that experiential and career-oriented activities do not have much meaningfulness and have little effect on us, like other minor subjects. Those activities are organized quite formally and we only participate on request.
Thus, the distinction between major subjects and minor ones, and between extracurricular activities and curricular ones exists not only among parents and adults but also among students through their fairly common concept as shown in the above-mentioned example.
In fact, each subject, each educational activity contributes to the formation of learners' general qualities, abilities and specific competencies. This situation also sets requirements for ensuring the quality of teaching and educational activities at schools generally, and for the implementation of experiential and career-oriented activities under the general education program 2018 particularly.
3. Conclusion
Experiential and career-oriented activities are compulsory educational activities under the general education program 2018 in Vietnam. The survey results showed that the majority of secondary school students in Quang Ninh province were still quite confused about experiential and career-oriented activities, and have identified those activities with extracurricular activities according to the old curriculum and the form of experiential teaching of the subjects.
In addition, the students underestimated the roles of experiential and career-oriented activities in the formation and development of students' qualities and com-petancies. The limitations in students' actual awareness of experiential and career-oriented activities will negatively affect their attitudes, positivity and initiative
when participating in the activities. Therefore, along with careful preparation in all aspects such as training on how to design and organize experiential and career-oriented activities and seminars for teachers, to mobilize resources to organize activities, etc., raising awareness of experiential and career-oriented for secondary school students in Quang Ninh province is a prerequisite measure to ensure the effective implementation of the activities at secondary schools from academic year 2021-2022.
References
1. Bo Giao duc va Bao tao, Hoat dong trai nghiem va Hoat dong trai nghiem, huang nghiep, Ban hanh kem theo Thong tu 32/2018/TT-BGDBT ngay 26 thang 12 nam 2018.
2. Phi Thi Hieu, Nguyen Bo Huang Giang, Le Van Khuyen, Build qualities and competencies for students through activities experience, Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019), Atlantis Press, ISBN 978-94-6252-848-2, pp.732-736.
НАУЧНЫЕ EVENT-МЕРОПРИЯТИЯ в контексте формирующих факторов ИНТЕЛЛЕКТУАЛЬНОГО ПОТЕНЦИАЛА ВУЗА: РЕЗУЛЬТАТИВНОСТЬ ИЛИ
ЭФФЕКТИВНОСТЬ
Елагина Е.Р.
доктор педагогических наук, профессор, проректор по науке Института специальной педагогики и психологии
Россия, Санкт-Петербург
SCIENTIFIC EVENTS IN THE CONTEXT OF THE FORMING FACTORS OF THE UNIVERSITY'S INTELLECTUAL POTENTIAL: EFFECTIVENESS OR EFFICIENCY
Yelagina E.
Doctor of Pedagogical Sciences, Professor, Vice-rector for Science of the Institute of Special Pedagogy and Psychology
Russia, St. Petersburg
АННОТАЦИЯ
В статье актуализированы организационно-педагогические условия развития интеллектуального потенциала профессорско-преподавательского состава, в том числе путём усиления мотивации к постоянному совершенствованию своих результатов в практической деятельности; рассмотрены условия формирования профессиональной среды вуза через результаты проведения научных мероприятий, способствующих личностному и профессиональному росту преподавателей, расширению их профессионального кругозора, накоплению новых знаний для совершенствования прогностических компетенций, а также освоению приоритетных практических навыков и умений. В статье проанализированы существующие подходы к определению эффективности проведения научных мероприятий с учётом терминологического анализа особенностей выбора показателей эффективности и результативности проведения научных event-ме-роприятий с целью активизации научного потенциала, как профессорско-преподавательского состава, так и в целом образовательной организации; формирования профессиональной среды вуза.
ABSTRACT
The article actualises the organisational - pedagogical conditions for the development of the intellectual potential of the academic personnel, including by strengthening motivation to constantly improve their results in practical activities; discovering conditions of the formation of the professional environment of the university through the results of scientific events conducive to the personal and professional growth of teachers, the expansion of their professional horizons, the accumulation of new knowledge to improve prognostic competencies, and the development of priority practical skills and abilities. The article analyses the existing approaches to determining
