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17plication ability ...). Therefore, it is necessary to diversify forms and methods of fostering, to ptomote the role of teachers in self-training, to strengthen feedback on training results and self-retraining to adjust the training process in order to improve the quality of training efficiency.
Fostering should aim to promote the self-discipline, activeness and active participation of primary school teachers during the fostering process, helping primary teachers to be well aware of the importance of fostering activities in a correct way. At the same time, it helps them have ptoper attitudes and motivations in the process of participating in training and self-improvement, and overcoming all difficulties to complete the set training tasks.
3. Conclusion
The quality of teachers directly determines the educational quality of schools and educational institutions. To meet the development requirements of society and education, the capacity of teachers should always be fostered and developed. Therefore, capacity building
and training for teachers is inevitable. The context of educational innovation in Vietnam and the peculiarities of the general education program 2018 require primary school teachers to have basic teaching competencies, such as integrative teaching ability, experiential teaching ability, and the ability of assessing students' learning outcomes. This is also the basis for building effective contents, methods and forms of training for teachers.
References
1. Bo Giao due va Bao tao (2018), Hoat dong trai nghiem va Hoat dong trai nghiem, huong nghiep, Ban hanh kem theo Thong tu 32/2018/TT-BGDBT ngay 26 thang 12 nam 2018.
2. Phi Thi Hieu, Nguyen Bo Huong Giang, Le Van Khuyen (2019), 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.
STRENGTHENING COOPERATION SKILLS FOR ETHNIC MINORITY STUDENTS MEET THE REQUIREMENTS OF THE INDUSTRIAL REVOLUTION 4.0 (CASE STUDY AT THAI NGUYEN UNIVERSITY OF AGRICULTURE AND FORESTRY, VIETNAM)
Giang N.D.H
Thai Nguyen University of Agriculture and Forestry (TUAF), Vietnam
Nhung N.D.H
Thai Nguyen University of Education (TNUE), Vietnam
Abstract
The Industrial Revolution 4.0 is growing strongly, with the requirement of high-quality human resources being a major challenge for Vietnamese workers. To stabilize jobs, to have high incomes, human resources must be well trained in professional knowledge, professional skills, soft skills, practical skills, foreign language skills .... Strengthening teamwork skills in teaching students, especially ethnic minority students to meet the requirements of the labor market and employers is an inevitable requirement.
Keywords: Industrial Revolution 4.0, students, ethnic minority, cooperation, and training skills.
1. Introduction
In the Vietnam Socio-Economic Development Strategy for the period, 2011-20201 the Party and The State have identified the necessary factors of human resources to meet the process of national industrialization - modernization and the orientation of "Developing and improving the quality of human resources, especially high-quality human resources is a strategic breakthrough". However, the World Bank's Vietnam Development Report 20142 showed that: "Employers in Viet Nam are still struggling to find the right workers for them. Although the achievements in reading, writing, and calculating Vietnamese workers are impressive, many Vietnamese companies still say that they have significant operational difficulties due to the difficulty of finding workers with suitable skills. The majority of employers say that hiring workers is difficult because candidates do not have the right skills ("skills shortage"), or because of the scarcity of workers in some professions ("shortage of skilled workers" in specific
1 Documents of the 11th Party Congress (17/3/2011), Socio-
Economic Development Strategy 2011-2020.
industries). Unlike many other countries in the world today, Viet Nam has no difficulties in labor shortages. Employers in Viet Nam are always looking for workers, but they can't find workers who match the skills they need." The report also points out that "equipping workers with the necessary skills will be an important part of Viet Nam's efforts to accelerate economic growth and continue the process of modernizing the economy over the next decade and beyond". In Vietnam today in response to the socio-economic development, the higher education system has made significant changes in quality and quality. "However, in addition to the achievements, higher education still has many inadequate issues related to the quality of education, which is mainly caused by Vietnam's lack of a universal and widely recognized higher education monitoring and evaluation tool. When the quality of higher education is open, the issue of output at university level receives more attention from the public". According to
2 World Bank (2014), Vietnam Development Report, Skills Development: Building a Workforce for a Modern Market Economy in Viet Nam
a survey by CareerBuilder (the world's largest Employment and Recruitment Network), when evaluating a potential candidate for the job, employers always affirm the importance of soft skills compared to basic career skills3. A recent study by Future Workplace (a company specializing in human resources research and consulting) and Oracle (Multinational Corporation for Computer Technology) pointed out: Artificial intelligence (AI) is increasingly used in the workplace, but people still play a very necessary role. The study also explained that 64% of respondents trust robots more than their managers. What robots can do better than managers and vice versa, what can managers do better than robots? According to Dan Schawbel, Director of Research at Future Workplace: "Managers can do better than robots for soft skills, for example, skills that understand how workers feel; training of employees; create a culture in the workplace. These things are difficult to measure, but affect people's working hours during the day. Robots can do better for hard skills: Provide objective, non-prejudiced information; secure work schedules; solve financial problems. Until hard skills are automated, soft skills are increasingly needed for workers. And in my words, the next generation will have big problems because of this".
In other words, when students have soft skills, they will have an advantage in today's increasingly competitive job market. With this change and shift, to catch up with the strong industrial revolution 4.0 from the government to businesses, Viet Nam's labor market in 2020 will be greatly impacted, especially for ethnic minority workers. Thai Nguyen University of Agriculture and Forestry is currently a member unit of Thai Nguyen University with a formal university student size that ranges from 7-8 thousand students, including students from 35 ethnic minorities from 17 northern mountainous provinces.
2. Research results
2.1. Some concepts
2.1.1. Skills
According to the Education Dictionary, "Skill is the ability to properly perform actions and activities following the specific objectives and conditions for conducting such action whether it is a specific action or an intellectual action".
2.1.2. Soft skills
From a term perspective, there are quite a few different notions or definitions of Soft Skills depending on the field of occupation, professional perspective, context, speech, and even what terms are placed next to them. According to Forland, Jeremy "Soft Skills is a socially biased term for skills that are involved in the use of communication language, social integration, attitudes and behaviors that are effective in human-to-human communication. In other words, it's a skill that in-
volves people, co-living, and interacting with other individuals, groups, groups, organizations, and communities. Author N.J. Pattrick said, "Soft skills are abilities, the way we approach and react to our surroundings, without depending on our qualifications and knowledge. Soft skills are not innate personality factors or knowledge of theoretical understanding but the ability to adapt to the environment and people to create effective interaction on a personal and work-side side".
According to Nguyen Thi My Loc and Dinh Thi Kim Thoa4, "soft" skills are a term used to address the skills of emotional intelligence, factors that influence the establishment of relationships with others. "Soft skills are a term used to address emotional intelligence skills such as some personality strokes (time management, relaxation, crisis overcoming, creativity, and innovation), delicateness, behavioral skills, habits, optimism, sincerity, teamwork skills ... These are factors that influence the establishment of relationships with others. These skills are something that is often not learned in schools, is not related to professional knowledge, cannot be touched, but is not a special skill that depends mainly on the personality of each person. Soft skills determine who you are, how you work, which is a measure of high efficiency at work."
According to Huynh Van Son, "Soft skills are skills that are not directly related to each individual's professional knowledge but are mental to ensure the process of adapting to others, to maintain positive relationships and contribute to supporting the effective performance of work".
The report "The Future of Jobs"5, listed the Top 10 preferred career skills in IR 4.0 sought by employers in 2020:
1. Complex problem solving
2. Critical thinking
3. Creative Skills (creativity)
4. People Management
5. Cooperation skills with other individuals, including machines and humans (coordinating with others)
6. Emotional intelligence
7. Judgment and decision making
8. Service Orientation
9. Negotiation skills
10. Cognitive flexibility.
To the scope of this article, Soft Skills are specific manifestations of the behavioral and intellectual capacity that humans accumulate to make themselves easily accepted, work favorably, and achieve efficiency6..
2.2. Situation of soft skills training at Thai Nguyen University of Agriculture and Forestry
At Thai Nguyen University of Agriculture and Forestry, in the second semester of the 2017-2018 academic year, the university introduced the Soft Skills curriculum for students of course 49. However, the
3 Documents of the 11th Party Congress (17/3/2011), SocioEconomic Development Strategy 2011-2020.
4 Nguyen Thi My Loc - Dinh Thi Kim Thoa (2010), Value education and life skills for high school students, Hanoi National University.
5 Word economic forum, What are the the 21st-century skills
every student needs? https://www.wefo-
rum.org/agenda/2016/03/21st-century-skiUs-future-jobs-stu-dents/?fbdid=IwAR0XdLau7lXZdgLt-KtB2jYjM8AevGm_tlE4aZeAeDuOZn62zHKTSFSu-Q1A 6 Nguyen Do Huong Giang (2018), "The needs and situation of soft-skills learning of students of TUAF, Thai Nguyen University", Scientific research project at TUAF 2018.
2018-2019 school year is no longer implemented. Therefore, the teaching of soft skills is integrated into other subjects and students actively accumulate. The study conducted 200 surveys with students to gather the necessary information for the analysis and evaluation of the needs of students of Thai Nguyen University of Agriculture and Forestry (TUAF). There are also 15 in-depth interviews with students and 05 lecturers to learn about issues related to the needs and assess the current situation of students for soft skills learning, which is the need for training, students' awareness of soft skills, the need for subjects for students of TUAF.
2.2.1. Student awareness of Ay lam University of Soft Skills
The purpose of learning is the purpose to be achieved after the end of the learning process. So what is the purpose of studying at TUAF? Up to 92% of students have chosen to go to university to get a degree to apply for a job. Affirming that I am not inferior to my friends and friends can also study is the purpose of many students of Thai Nguyen University of Agriculture and Forestry (accounting for 77%). Students also have the idea of rising not wanting to be inferior to other peoples. But on the other hand, because the industrial development in the mountains is still low, many children are also afraid of returning to their hometowns not to ask for jobs afraid of friends, villagers criticizing poor learning ... Up to 71.9% of the opinions asked said that studying at TUAF is true to their aspirations. This will give you joy, pride and try to study because you have entered the school of your choice. This will create a stable mentality for students during their studies. Only 18.6% thought that a college education was at the request of their parents. This number speaks to that student independence is much higher than in the past the majority of students studying are meeting the wishes of their parents. Improving your level of understanding is a pretty important purpose that the student sets for him. Since ancient times, Vietnamese people have always had outstanding psychological characteristics of filial learning, humility, always cultivating the knowledge of humanity and society to enrich their understanding. This is confirmed again when there are... 46% of students asked answered the purpose of learning is to improve understanding. In fact, in the present time, the university environment is not the only environment that provides people with knowledge. The media along with the development of science and technology have greatly helped people in the possession of human knowledge. Therefore, the possession of knowledge has not been considered as the priority purpose of the operation. Determining for yourself the purpose of the university is to earn money after graduation only a small number of students choose 23%. The rest have not yet determined what to do but only determine the purpose of learning in front of them. In this day and age, studying well to have a good life is probably important for students. However, it is the purpose of learning throughout university.
In fact, in the teaching process, many factors affect the training of soft skills in student's learning activities, these factors can come from student's subjective comments (such as awareness, positiveness, after-school
experience, language capital) and objective factors (lecturers, classroom environment, equipment, national cultural traditions). In addition, factors related to demographic variables such as gender, school year also affect the level of communication, connectivity, and cooperation of students. Improving soft skills in learning activities through positive teaching methods of lecturers, encouraging minority students to share cultural values of their ethnic minorities; and learn the values of other cultures in a university environment that many researchers prove to be effective.
2.2.2. Soft skills training for students during the Industrial Revolution 4.0
Teaching activities of lecturers in the classroom are diverse and complex activities; is a purposeful and positive impact on the entire cognitive process of learners. The Education Law promulgated in 2019 also mentions the methodological requirements in the current national education system in our country: "The educational method must be scientific and promote the learners' positivity, self-awareness, initiative, and creative thinking; training for learners to be autonomous and collaborative, practical ability, passion for learning, and the will to rise". Therefore, each university lecturer must be in the process of awakening and promoting the inherent potential of students, arousing their positivity, initiative, and creativity with active teaching methods. The active method in university teaching is how the lecturer moves from being a teacher to being a designer, mentor, coach, and creates a creative learning environment for students. That is the teacher's way of working towards activating learning activities and developing students' creativity. In which, the teacher will play the role of designer, organizing the process of coming to information and knowledge, while the student will be the constructor, who actively implements that design. To ensure the quality of teaching in the form of credits while enhancing soft skills for students, from the actual conditions of the university environment, we propose many measures to strengthen soft skills for students. students to instructors as follows:
Measure 1: Lecturers need to strengthen the learning engine for students
Help students, especially ethnic minority students, master the objectives of knowledge, career skills, and job positions so that students can see where their current level is compared to the requirements of the training profession. To do this, from the moment they first enter the university environment, the professional faculty needs to have a meeting to help first-year students understand the training objectives, including the objectives of knowledge, career skills, and future job positions of the profession they are studying. Lecturers need to provide students with a mastery of the overall objectives of the subject, of the lesson as well as each learning problem. This provision is intended to help students be deeply aware of the learning tasks, visualize the necessary professional knowledge and skills of an expert in the field of study, foster professional interest, build a will to persevere, persevere in learning, efforts to overcome difficulties toward the set goals.
In classroom teaching activities, lecturers need to discover the current learning motives of students,
thereby taking appropriate measures of bending, consulting, impact and stimulation. Through observations, there are students, especially ethnic minority students in the face of difficult group learning exercises or tasks, always trying to coordinate with them to complete, on the contrary, others, whether difficult or not, are indifferent to the group learning activities as well as the requirements in the class of the lecturer. Academic lecturers and mentors advise or impact students to have the right learning motivations.
Enhancing positive teaching techniques. Lecturers should pay attention to the design of questions, exercises, tasks, ... in class, it ensures logic, science, and strength and challenges to inspire students to aspire to understanding. If the task that the student receives is too easy, or too difficult, the student will not mobilize all the motivation to participate in the learning process. Be interested in evaluating learning results in the teaching process because assessment acts as a driving factor for external motives, so it needs to be accurate and fair. The assessment of the recognition of the right effort will create inspiration and spark creativity for students.
Measure 2: Faculty enhances positive teaching methods and creates a healthy learning environment for students
Enhance teaching methods with the interaction between teachers and students, between students and students. Depending on the specific subject content and lesson, t lecturers can choose and flexibly use positive teaching methods, enhance interaction such as group discussion methods, situational resolution, role-playing, or teaching techniques such as Power Footsteps, Role Play, Double Circle, Debate, Four Corners, Jigsaw, Think-Pair-Share along with teaching techniques such as Kahoot; youtube, quizzes, google forms of online teaching... very effective in teaching today. Each subject has its characteristics, lecturers can monitor and choose the appropriate teaching methods and teaching techniques to bring the highest efficiency, create excitement and active learning of students. In group learning activities in the classroom, teachers need to flexibly arrange ethnic minority students into different learning groups, helping all students have the opportunity to interact with each other.
Create a healthy and positive learning environment for students, especially ethnic minority students, to feel safe when answering questions of lecturers in class as well as willing to give any opinions related to the content of the subject to discuss with you or with teachers. Pay attention to positive feedback when students asks questions or gives opinions, praise for the right answers, or good questions and opinions. It is necessary to avoid stressful communication behavior, cause fear, shame, or create a feeling of inferiority for students. In addition, academic lecturers and mentors should also regularly remind and educate to prevent the critical or prejudiced behaviors or attitudes of some classmates, towards building a learning environment in which all students are equal and respectful of each other for TUAF.
3. Discussion
3.1. For University:
To improve the soft skills required for students, in a comprehensive human training strategy, the university needs to implement some of the following solutions:
Firstly, it is necessary to change and complete the training program based on supplementing the training, equipped with the necessary soft skills for students suitable for each academic year in addition to professional training; Soft skills should be identified as a subject in the program, specified by the School in terms of the number of lessons and content of the program and arranged in the main course schedule;
Secondly, creating conditions to support and encourage the union activities of youth unions and student associations that are both diverse and diverse suitable for many different subjects, interests, and abilities of students thereby physical training and soft skills for students;
The third is to regularly organize soft skills training programs for school staff, staff, lecturers, ... create a friendly and productive learning and working environment; create good relationships between leaders and faculty; between faculty and students; between students and department officials, ...
Fourthly, it is necessary to regularly organize job fairs, meeting sessions between students and businesses so that schools and students can grasp the increasing needs of the labor market. In contrast, businesses also have the opportunity to approach labor at source and "order" training.
Fifth, organize seminars, share experiences, advise on soft skills from soft skills teaching experts.
Sixth, established the Soft Skills Development Club for students of TUAF.
3.2. For students:
To improve the soft skills needed to study, work, and live positively, students need to do some of the following suggestions:
Firstly, it is extremely useful to participate in learning activities and take the action in new learning methods such as presentations, teamwork, ...
Secondly, we are interested in joining delegations and associations to accumulate necessary skills such as communication skills, life skills, ...
Thirdly, take appropriate skills classes taught by prestigious schools and training institutions to accumulate the necessary soft skills;
Fourthly, actively looking for part-time jobs suitable for students to accumulate experience, working skills that positively support future jobs according to certain professions;
In addition, participating in social work is very useful to improve community spirit, clearly identify and properly guide self-worth.
References
1. World Bank (2014), Vietnam Development Report, Skills Development: Building a Workforce for a Modern Market Economy in Viet Nam
2. Documents of the 11th Party Congress (17/3/2011), Socio-Economic Development Strategy 2011-2020.
3. CPI (2019), Report on Vietnam's business trends in the 4.0 revolution
4. Nguyen Do Huong Giang (2018), "The needs and situation of soft-skills learning of students of TUAF, Thai Nguyen University", Scientific research project at TUAF 2018.
5. Forland - Jeremy (2006), Managing Teams and Technology. UC Davis, Graduate School of Management.
6. Nancy J. Pattrick (2008), Social skills for teenagers and adults with Asperger syndrome. Jessica Kingsley Publisher.
7. Hoang Phe (2003), Vietnamese Dictionary, Da Nang Publishing
8. Nguyen Thi My Loc - Dinh Thi Kim Thoa (2010), Value education and life skills for high school students, Hanoi National University.
9. Viet Nam Education Law 2019
10. Huynh Van Son (2013), Survey on some soft skills development measures for pedagogical university students, Science Magazine, Ho Chi Minh City University of Pedagogy, No. 50, p. 68-73.
11.Word economic forum, What are the the 21st-century skills every student needs? https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-
students/?fbclid=IwAR0XdLau7lXZdgLtKtB2jYjM8 AevGm_tlE4aZeAeDuOZn62zHKTSFSu-Q1A .
КОРРЕКЦИЯ НАРУШЕНИЙ ЗВУКОПРОИЗНОШЕНИЯ У ДОШКОЛЬНИКОВ С ДИЗАРТРИЕЙ ПОСРЕДСТВОМ ЛОГОПЕДИЧЕСКОЙ РИТМИКИ
Алпатова Н.С.
НОУ ВО «Московский социально-педагогический институт», г. Москва, доцент кафедры «Дошкольной дефектологии и логопедии», кандидат социологических наук, старший научный сотрудник
Ульянова И.А.
МДОУ «Детский сад № 94 «Полянка», г. Волжский,
учитель-логопед Абоева Е.А.
МДОУ «Детский сад № 94 «Полянка», г. Волжский, музыкальный руководитель
CORRECTION OF SOUND PRODUCTION IMPAIRMENTS IN PRESCHOOLERS WITH DYSARTHRIA BY MEANS OF SPEECH THERAPY RHYTHMICS
Alpatova N.
NOU VO «Moscow socially-pedagogical institute», Moscow, associate professor of the department «Preschool defectology and speech therapy», candidate of sociological sciences, senior researcher Ulyanova I.
MDOU «Nursery school No. 94 «Polianka», Volzhsky, speech therapist
Aboeva E.
MDOU «Nursery school No. 94 «Polianka», Volzhsky, music director
Аннотация
В статье освещается проблема коррекции нарушений звукопроизносительной стороны речи у детей дошкольного возраста с дизартрией. Разработана и представлена система логопедической работы по коррекции нарушений звукопроизношения у данной категории детей с использованием логоритмики.
Abstract
The article highlights the problem of correcting violations of the sound pronunciation side of speech in preschool children with dysarthria. A system of speech therapy work to correct violations of sound pronunciation in this category of children using speech therapy rhythm has been developed and presented.
Ключевые слова: коррекция, звукопроизношение, дошкольники, дизартрия, логопедическая ритмика.
Keywords: correction, sound pronunciation, preschoolers, dysarthria, speech therapy rhythm.
На сегодняшний день наблюдается рост числа детей дошкольного возраста с различными видами речевых нарушений, среди которых наиболее распространенным видом является дизартрия. Под дизартрией понимают нарушение звукопроизноше-ния, голосообразования и просодики, обусловленное недостаточностью иннервации мышц речевого
аппарата: дыхательного, голосового и артикуляционного отделов [2].
Нарушения звукопроизношения при дизартрии проявляются в разной степени и зависят от характера и тяжести поражения нервной системы, что, безусловно, негативно влияет на развитие ребенка, его нервно-психическое становление, на формирование речи, а позднее
