Научная статья на тему 'THE REALITY OF METHODS ORGANIZING EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES AT SECONDARY SCHOOLS IN QUANG NINH PROVINCE'

THE REALITY OF METHODS ORGANIZING EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES AT SECONDARY SCHOOLS IN QUANG NINH PROVINCE Текст научной статьи по специальности «Науки об образовании»

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Журнал
Sciences of Europe
Область наук
Ключевые слова
methods / experiential / career-oriented / secondary schools / organizing.

Аннотация научной статьи по наукам об образовании, автор научной работы — Vũ Thanh Hòa, Trần Thị Hòa

In this article, the authors focused on analyzing the actual methods of organizing experiential and careeroriented activities at secondary schools in Quang Ninh province (Experiential practice; Discovery; Dedication; Research).

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Текст научной работы на тему «THE REALITY OF METHODS ORGANIZING EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES AT SECONDARY SCHOOLS IN QUANG NINH PROVINCE»

PEDAGOGICAL SCIENCES

THE REALITY OF METHODS ORGANIZING EXPERIENTIAL AND CAREER-ORIENTED ACTIVITIES AT SECONDARY SCHOOLS IN QUANG NINH PROVINCE

Vu Thanh Hoa, Tran Thi Hoa

Department of Pedagogy Ha Long University, Quang Ninh Province

ABSTRACT

In this article, the authors focused on analyzing the actual methods of organizing experiential and career-oriented activities at secondary schools in Quang Ninh province (Experiential practice; Discovery; Dedication; Research).

Keywords: methods, experiential, career-oriented, secondary schools, organizing.

1. Introduction In this article, we focused on analyzing the actual

methods of organizing experiential and career-oriented activities at secondary schools in Quang Ninh province. The number of teachers in the research included 308 teachers. Survey period was from May to November 2021. The two main survey methods included: the method of investigation by alket and interview method. Data processing convention was as follows: frequently - 1 point; sometimes - 2 points; never - 3 points. If 1.00 < X <1.66: frequently, if 1.67 <X< 2.33: sometimes, and if 2.34 < X < 3: never. 2. Contents

Surveying the actual methods of organizing experiential and career-oriented activities at secondary schools in Quang Ninh province, we obtained the following results:

Table 1.

Actual situation of organizing experiential and career-oriented activities at secondary schools in Quang Ninh _province (According to teachers' assessment)_

Methods Activties Level s (n=308) Total Average score General average score

Frequently Sometimes Never

Qty % Qty % Qty %

Experiential practice Role play 97 31.5 102 33.1 109 35.4 628 2.0 2.2

Forums 37 12.0 76 24.7 195 63.3 774 2.5

Contests 159 51.6 76 24.7 73 23.7 530 1.7

Workshops 45 14.6 56 18.2 207 67.2 778 2.5

Games 56 18.2 99 32.1 153 49.7 713 2.3

Discovery Field trips to historical and cultural sites, production factories, and traditional craft villages 39 12.7 96 31.2 173 56.2 750 2.4 2.4

Dedication Organizing charity and humanitarian activities 87 28.2 35 11.4 186 60.4 715 2.3 2.4

Community work 28 9.09 15 4.87 265 86 853 2.8

Engaging in local production 97 31.5 102 33.1 109 35.4 628 2.0

Apprenticeship, vocational training 45 14.6 56 18.2 207 67.2 778 2.5

In the general education program 2018 in Vietnam, experiential and career-oriented activities are organized in and outside the classrooms and schools, by group, by class, by grade or by school size; under four main forms of activities as follows: activities under the flag ceremony, class activities, theme based educational activities, and club activities; with the participation, coordination and association from different educational forces in and outside the school such as: class teachers, subject teachers, school psychologists, officers from Ho Chi Minh Communist Youth Union, officers from Vietnam Youth Association, officers from Ho Chi Minh Young Pioneers, school administrators, students' parents, local authorities, organizations and individuals in society [1].

Having students participate in topics and projects 23 7.47 34 11 251 81.5 844 2.7

Having students participate in surveys, investigate the information on experiential and career-oriented activities 37 12.0 76 24.7 195 63.3 774 2.5

Research Having students participate in scientific and technological creativity 18 5.84 16 5.19 274 89 872 2.8 2.7

Getting students do their homework to find out some professions that interest them 9 2.92 12 3.9 287 93.2 894 2.9

Assigning students to read one or several documents and write comments then compare them with themselves 7 2.27 16 5.19 285 92.5 894 2.9

The results of the above table showed that the methods of organizing experiential and career-oriented activities were used at different levels, in which, the most appreciated method was the experiential practice with an average score of 2.2, which was at the level of "sometimes'". The research method was evaluated as the least performed one with an average score of 2.7.

* The experiential practice was conducted with the various forms of role-play, forums, contests, workshops, and games, in which, the most used form was "contests" with an average of 1.70; the rates of "frequently", "sometimes", and "never" accounted 41.8%, 20.0% and 38.2%, respectively. Contests was the most attractive and exciting form of organizing to students and highly effective in gathering, educating, training and orienting values for the young. Contests, it means competing among individuals or groups who actively work to achieve the desired goals through finding the winner. Therefore, organizing contests is an important and necessary form for schools and teachers in the process of organizing experiential and career-oriented activities for secondary school students. According to the nature of experiential and career-oriented activities in the general education program 2018, the contest format should be more widely used and of different contents and forms.

Role-play was used as the second level in terms of frequency, with an average score of 2.0, classified as "sometimes". This is an interactive art form based on acting, in which the play have only the opening of the situation and the participants have to imagine and create the rest of the situation. The performance is a shared discussion between the performers and the audience, which emphasizes the interaction or participation from

the audience. The purpose of this activity is to strengthen students' awareness of the given topic, and to motivate them to express their views, thoughts and ways of handling situations. Through the interactive stage on the topics related to different fields, student participation is enhanced and promoted, creating opportunities for them to practice skills such as: problem-discovering, problem-analyzing, decision-making and problem-solving, creative abilities in problem-solving, and the ability to cope with changes in life.

"Forums'" is a form of organizing activities to promote student participation through their expressing themselves to a large number of friends, schools, and teachers, parents and other adults who get involved in a direct and active way. Through forums, students could have the opportunity to express their own thoughts, opinions, concepts, questions and suggestions about an event or some problem of the subjects or of the fields related to their needs, interests, and aspirations. This is also an opportunity for students to share and learn ideas. Therefore, forums is like an open playground to create conditions for students to express their opinions directly to many others, helping to develop their qualities and capacities. In our survey, this form was evaluated with an average score of 2.3. It showed that, despite many advantages, the forum format was still a less concerning for implementation at secondary schools in Quang Ninh province. Additionally, organizing forums in an appropriate process is also an essential condition to ensure the effectiveness of this form in educating quality and capacity to secondary school students.

Similarly, workshops was rated at a low level of being conducted with an average score of 2.5. In this form, educators organize experiential activities for students by organizing and guiding them to exchange, discuss, debate and share their views of a certain educational topic, thereby helping students gain a common perception and acquire appropriate attitudes towards those views. The method of organizing theme-based workshops is quite diverse and rich in contents. Thefore, it can help with forming different qualities and capacities for students such as responsibility, compassion, communication and cooperation, problem-solving and creativity, designing and organizing activities, career orientation, adapting to life. However, for workshops to be conducted successfully, it requires an elaborate preparation and experience in organizing. For secondary school students, organizing workshops is quite difficult and unattractive. Consequentially, this form have been rarely conducted at secondary schools.

Organizing games is the way of organizing activities for students to learn about a matter, to perform actions and tasks, or to form attitudes through a specific game. As surveyed, this method was evaluated as a level of "sometimes" with an average score of 2.3 although there are many advantages in the method that can be esily recognized, such as: helping students develop many qualities better, such as collectivism, cooperation, discipline, creativity, self-control, proacvitiveness, positivity, effortness, will, courage, confidence, friendliness, tolerance, moral feelings, healthy aesthetic feelings, which contributes to improving physical strength, training agile, durable, and flexible motor skills of muscles, developing functions of the senses (sight, touch, smell, hearing) better, sharpening nerves, also helping develop some qualities better, such as thinking capacity, memory, language, imagination, and creating opportunities for students to participate in communication relationships, developing their ability to communicate with friends naturally and easily. At the same time, organizing games is an active and effective form of entertainment, helping students to recreate mental and muscle energy after periods of intense study. On account of the above-mentioned advantages of the method, the secondary schools in Quang Ninh province need to pay more attention to the form of organizing games for students in experiential and career-oriented activities.

* Method of discovery in the forms of organizing field trips to historical and cultural sites, production factories, and traditional craft villages was assessed as rarely used with an average score of 2.4, classified as the level of "never". It is the way that teachers organize students to penetrate, contact and experience in the natural and social environment through certain educational topics, thereby drawing the necessary lessons, contributing to achieving the educational goals of experiential activities.

Organizing the suitable field trips makes the acquisition of knowledge easy and attractive. However, in order to organize trips for students, they need the companionship from their families, including the contribution for the activity expenses. This is really

difficult for schools in rural and mountainous areas in Quang Ninh province, where the financial situation of many students' families is rather tight. As a result, these schools rarely organize this form of activities for students to attend.

* Dedication method was a way of organizing activities to create opportunities for students to experience social values by their actual contributions and dedication through voluntary charity activities, community work, propaganda and other similar forms. Basically, the activities of dedicating to the community often have the same method of organizing. However, they are different in terms of goals, contents and target audience of each activity. In the form of dedication, voluntary activities and community work most clearly show the nature of the form. In our survey, the method of dedication was also not highly appreciated by secondary school teachers in Quang Ninh province. Its average score was 2.4, in which, participating in the production process in the locality was assessed to be the most frequent with an average of 2.0. With the characteristics of the content and form of the dedication activities, it could be seen that these activities dominate in forming and developing compassion for students, and at the same time requires secondary school teachers to be more concerned about organizing these activities for students to participate in.

* Research method consisted of the following forms: having students participate in topics and projects, having students participate in surveys and investigate information on career orientation, having students participate in scientific and technological creation, making students do homework to find out some professions that interest them, assigning students to read one or several documents and write down the comments then compare with themsleves were the lowest rated with average score of 2.7. In which, having students participate in the survey and investigate the information on career orientation was evaluated the most often among them with the score of 2.5 (12% of the subjects rated it "frequently"). The remaining forms were all underestimated with the average ranging from 2.7 to 2.9. Currently in Vietnam, every year, secondary and high school students are allowed to participate in science and technology creation contests and to carry out scientific research projects in different fields, but the number of students participating in the activity is quite small. Therefore, students' are generally incompetent in understanding the field of scientific research as well as doing research.

3. Conclusion

The survey results showed that the methods of organizing experiential and career-oriented activities at secondary schools in Quang Ninh province have not been used evenly. In which, the experimental method in the forms of contests, plays, forums, seminars was the most regularly implemented. Research and discovery methods have not been focused on being implemented, especially at the secondary schools in the rural, mountainous and ethnic minority areas. This situation requires secondary schools in Quang Ninh province to diversify methods of organizing experiential and career-oriented activities so that the

educating on quality and capacity to students can be the most effectively achieved.

References

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due va Bao tao (2018), Chuong trinh giao due pho thong (Chuong trinh tong the).

2. Hoang Thüy Phuong (2020), Quan ly hoat dong trai nghiem theo chü de mon khoa hoc tu nhien cho hoc sinh ä cac truong THCS huyen Van Bon, tinh Quang Ninh theo chuong trinh giao duc pho thong moi, Luan van thac si Quan ly giao duc, truong BHSP - BHTN.

ПРОФЕС1ЙНА САМОРЕАЛ1ЗАЦШ ФАХ1ВЦЯ З Ф1ЗИЧНО1 КУЛЬТУРИ I СПОРТУ ЗА ДОПОМОГОЮ 1НФОРМАЦ1ЙНОГО ОСВ1ТНЬОГО СЕРЕДОВИЩА

Колумбет О.М.

доктор педагоггчних наук, професор, Кшвський нацюнальний унгверситет технологш та дизайну, Кшв

PROFESSIONAL SELF-REALIZATION OF SPECIALIST ON PHYSICAL CULTURE AND SPORT BY MEANS OF INFORMATIVE EDUCATIONAL ENVIRONMENT

Kolumbet A.

Doctor of Science, Professor, Kiev National University of Technologies and Design, Kyiv

АНОТАЦ1Я

У статп проаналiзовано значення шформацшного середовища для професшно! самореалiзацii фахiвця з фiзичноi культури i спорту. Пiдкреслено, що впровадження шформацшно-комушкацшних технологiй у процес пiдготовки майбутшх фахiвцiв з фiзичноi' культури i спорту в системi неперервно! освгга е одним з вагомих факторiв збагачення 1'хнього професiйно-особистiсного досвiду. Мета шформатизацп системи неперервно! фiзкультурноi' освгги - тдвищити ефективнiсть навчання завдяки розширенню обсягiв шфор-мацii i вдосконаленню методiв ii застосування, а також спрямованiсть на використання шформацшних технологiй у освiтньому процесi закладу вищо! освiти й у професшнш дiяльностi. Вiдзначено, що пере-орiентацiя сучасно1' фiзкультурноi освiти з дискретносл на неперервну потребуе розробки й експеримен-тально1' апробацп нових форм дидактично1' взаемодii з науково-педагогiчними пращвниками, спрямовано1' на формування позитивно! мотиваци фахiвцiв з фiзичноi культури i спорту до набуття i вдосконалення iнформацiйноi компетенцii, постiйного пiдвищення рiвня професiйно-особистiсного досвiду й фахово1' майстерносп на основi самоосвiтньоi дiяльностi. Формування особистосп можливе лише у професшному середовищi. Вiдповiдно, виокремлено «креативне шформацшно-освггае середовище», яке мае на меп не лише розвивати потенцiйний творчий потенщал, а й стимулювати потреби у подальшому самопiзнаннi, творчому саморозвитку, формуванш у людини об'ективно1' самооцшки. Основною вимогою до такого середовища е проблемнють i актившсть освiтньоi дiяльностi, неперервнiсть i наступшсть процесу навчання. Доведено, що доцшьшсть i ефективнiсть iнформацiйних технологiй у фiзкультурнiй освiтi тiсно пов'язанi з поняттям iнформацiйноi культури. Окрему увагу акцентовано на тому, що створення iнформацiйного освiтнього середовища у заклащ вищо! освiти значною мiрою залежить вiд iнновацiйного клiмату, характеристики якого часто е виршальними для реалiзацii освiтнiх цiлей.

ABSTRACT

In the article the value of informative environment is analysed for professional independent realization of specialist on a physical culture and sport. Introduction of information and of communication technologies in the process of preparation of future specialists on a physical culture and sport in the system of continuous education is one of ponderable factors of enriching of their work and personality experience. Aim of informatization of the system of continuous education on a physical culture and sport - to promote efficiency of studies due to expansion of volumes of information and perfection of methods of her application, and also orientation on the use of information technologies in the educational process of higher educational establishment and in professional activity. Переориентация of modern education on a physical culture and sport from discreteness on continuous requires development and experimental approbation of new forms of the didactics co-operating with research and pedagogical workers. It directionally on forming of positive motivation of specialists on a physical culture and sport to acquisition and perfection of informative competense, permanent increase of level of work and personality experience and professional trade on the basis of independent educational activity. Forming of personality is possible only in a professional environment. A «креативная informative educational environment» is distinguished. She has for an object not only to develop potential creative potential but also stimulate requirements in further independent cognition, creative independent development, forming for the man of objective independent estimation. The basic requirement to such environment are a problem and activity of educational activity, continuity and sequence of process of studies. Expediency and efficiency of information technologies in education after a physical

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