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8literature, preference will be given to materials that allow the parallel teaching and comparison of examples of world literature. In the same time, literature teachers will focus on a number of analogies when teaching this subject.
References
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2. The Constitution of the Republic of Azerbaijan (1995), Baku
3. Educational Program [curriculum] on literature for secondary schools of the Republic of Azerbaijan [5th-11th grades].
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13. Valehov J. (2015). National education in the process of modern transformations [socio-philosophical analysis], Baku, Education.
14. Yusifov F. (2017). "Methods of teaching literature", Baku, ADPU.304 p.
15. Ozbek Y. (2014). The beauty of being selfish. 1st Edition, Comic Bookstore.
16. Russell Bertrand. 1962. Theory of Knowledge. Istanbul. Russel Bertrand.
17. Nain A.Ya. (1995). Innovation in education. Chelyabinsk
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19. Contemporary Theories of Learning. (2018). New York/
20. Nailya Safiullina, "The Canonization of Western Writers in the Soviet Union in the 1930s". The Modern Language Review. Vol. 107, No. 2 (April 2012), pp. 559584 (26 pages) Published By: Modern Humanities Research Association
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THE REALITY OF SECONDARY STUDENTS' AUTONOMY AND SELF-STUDY COMPETENCY IN
QUANG NINH PROVINCE
Vü Thanh Hoa
Department of Pedagogy Ha Long University, Quang Ninh Province
ABSTRACT
In this article, the author has presented the survey results on the actual situation of students' competency for autonomy and self-study at secondary level in Quang Ninh province.
Keywords: Actual, situation, students, competency, autonomy and self-study, secondary level.
1. Introduction
The general education program 2018 was issued to meet the requirements for educational innovation in Vietnam. According to this program, it is necessary to form in learners the main qualities such as, patriotism, compassion, industriousness, honesty, responsibility, and common core competencies such as, autonomy and self-study, communication and collaboration, problemsolving and creativity. Thus, competency for autonomy and self-study is one of the core common competencies that needs forming in learners [1].
In this article, we have presented the survey results on the actual situation of students' competency for autonomy and self-study at secondary level in Quang Ninh province. Our study was carried out in secondary schools in Quang Ninh province from January to May 2021. In order to assess the actual status of secondary students' competency for autonomy and self-study in Quang Ninh province, along with interviewing
teachers, we built a survey toolkit with specific expression for secondary students to self-assess. Each expressed idea was evaluated according to 5 levels: very clear - clear - a bit clear - no expression - absolutely no expression. Average point was calculated as follows: very clear - 1 point, clear - 2 points, a bit clear
- 3 points, no expressions - 4 points, absolutely no expression - 5 points. Average value was calculated as follows: If 1.00< "X<1.8 - very clear, if L81<"X<2.61
- clear, if 2.62< X<3.42 - a bit clear, if 3.43 <"X<4.23
- no expression, and if 4.24< X<5 - absolutely no expression.
2. Contents
Surveying the reality of students' autonomy and self-study competency at secondary level in Quang Ninh province by asking them to self-assess the expression levels of this competency, we obtained the following results:
Table 1.
Reality of students' autonomy and self-study competency at secondary level in Quang Ninh province (according _to students' self-assessment opinions)___
EXPRESSED IDEAS (n=1593) LEVELS OF FORMATION / DEVELOPMENT Total Average
Knowing how to proactively and actively carry out their own work in study and in life; Not agreeing with the behaviors of dependence and idlness. 198 259 477 605 54 4837 3.04
Understanding individual rights and needs; Knowing how to distinguish between legitimate and illegitimate rights and needs. 298 508 436 264 87 4113 2.58
Recognizing their own feelings and emotions, understanding how emotions and feelings affect behaviors. 106 215 345 653 274 5553 3.49
Knowing how to control emotions and feelings in order to have appropriate behaviors in study and life; Not follow or copy lavish lifestyle and luxurious clothings; Not being naughty or harrassing; Not support or copy vices in life. 89 112 343 457 592 6130 3.85
Knowing how to persevere in the study and work plan. 204 235 543 234 377 5124 3.22
Flexibly applying learned knowledge, skills or experience to solve problems in new situations. 88 157 554 456 338 5578 3.50
Staying calm in sudden changes of circumstances; Persevering to overcome difficulties to complete the required work. 97 98 346 656 396 5935 3.73
Being aware of their own interests and abilities. 328 345 656 210 54 4096 2.57
Understanding the role of economic activities in social life. 154 175 532 543 189 5217 3.27
Grasping some basic information on local trades and occupations of main production fields; Choosing an appropriate direction for development after secondary school. 98 109 545 558 283 5598 3.51
Identifying learning goals and striving to achieve them. 235 343 647 335 33 4367 2.74
Knowing how to make and stick to the study plans; Selecting appropriate learning materials; Having selective storage of information by written summary, by concept maps, tables, keywords; Taking notes of the main ideas from the teachers' lectures. 157 321 564 445 106 4801 3.01
Recognizing and adjusting their own errors and limitations when being advised by teachers and friends; Actively seeking the support from others when facing difficulties in learning. 187 329 458 525 94 4789 3.01
Knowing how to train, overcome their own limitations, towards social values. 115 358 642 437 41 4710 2.96
Knowing how to set communication goals and understanding the important role of goal setting before communicating. 198 286 679 409 21 4548 2.85
Understanding contents and communication methods that need to be suitable for communication purposes and knowing how to apply them to communicate effectively. 211 353 657 223 149 4525 2.84
Receiving texts on simple life, science, and art problems, using language combined with charts, figures, formulas, symbols, and pictures. 197 328 675 234 159 4609 2.89
Knowing how to use language combined with charts, figures, formulas, symbols, pictures to present information and ideas and to discuss simple problems about life, science, art. 99 123 457 654 260 5632 3.54
Knowing how to listen and have positive feedback in communication; Recognizing the communication context and the characteristics and attitudes of the communicators. 197 268 554 464 110 4801 3.01
Point Average 3.14
The data in table 1 showed that students' autonomy and self-study conpetency at secondary level in Quang Ninh province were self-assessed by students at a level of "a bit expressed" with an overall average of 3.01. Besides, most of the component competencies were also assessed at this level. The average ranged from 2.51 to 3.83.
Rated at the lowest level was knowing how to control emotions andfeelings in order to have appropriate behavior in study and life; Not follow or copy lavish lifestyle and luxurious clothings; Not being naughty or harrassing; Not support or copy vices in life with an average of 3.85, belonging to non-expression level. Because of the physical characteristics of secondary students that the excitement is stronger than inhibition, students easily get emotional and excited before the impact of reality. In addition, the need for self-awareness and self-affirmation makes secondary students feel like asserting their own abilities and tend to become adultlike. However, due to their limited self-awareness, they easily get confused between bravery and heroic/fake behavior. Theforefore, they act foolishly, not in line with their nature. Staying calm in sudden changes of circumstances and persevering to overcome difficulties to complete the required work was also low-rated by students with an average of 3.73. This component competency represents their braveness, will, and ability to adapt, adjust the knowledge, skills and experience of the individual which are needed for new activities and new living environment; Can change the way of thinking, expressing their own attitudes and emotions to meet the new requirements and new circumstances of secondary students. Due to limited life experience and survival skills, students' calmness, autonomy, adaptation to changes, persevering to overcome difficulties to complete their work have yet to be good. To find out the cause of this situation, we conducted an interview with N.P.L., a student at Vinh Thuc Secondary School, Mong Cai city, "we are in the island area, we are very shy to communicate, we do not want to appear in crowded places. The changes in life and in study make me feel very difficult and tired", said student. Knowing how to use language combined with charts, figures, formulas, symbols, and pictures to present information and ideas and to discuss simple problems about life, science, art was also content that students underestimated with an average of 3.54. This situation has also reflected the limitations of students' thinking, language, and ability for teamwork.
Besides, other expressions in communication, in students' self-awareness were also not highly rated, such as recognizing and adjusting their own errors and limitations when being advised by teachers andfriends, actively seeking the support from others when facing difficulties in learning; Knowing how to set communication goals and understanding the important role of goal setting before communicating; Understanding contents and communication methods that need to be suitable for communication purposes and knowing how to apply them to communicate effectively; Knowing
how to listen and have positive feedback in communication; recognizing the communication context and the characteristics and attitudes of the communicators.
The most highly rated content were Understanding individual rights and needs; Knowing how to distinguish between legitimate and illegitimate rights and needs (PA of 2.58) and being aware of their own interests and abilities (PA of 2.57), belonging to "clearly expressed" level. This result is consistent with the self-awareness characteristics of secondary students. However, recognizing their own feelings and emotions, understanding how emotions and feelings affect behavior was underestimated by students with the PA of 3.49. This result once again showed that the competency of secondary students to understand, recognize and control their own emotions has been still limited, requiring regular education and training.
The survey data also showed that the competency for career orientation of secondary students in Quang Ninh province has yet to be clearly shown. In which, understanding the role of economic activities in social life was rated at the level of 3.27, Grasping some basic information on local trades and occupations of main production fields, choosing an appropriate direction for development after secondary school accounted for an average of 3.51. Identifying learning goals and striving to achieve them; knowing how to make and follow study plans, selecting appropriate learning materials, having selective storage of information by written summary, by concept maps, tables, keywords, taking notes of the main ideas from the teacher's lectures were also assessed at "a bit clear expressed" level.
To learn more deeply about the reality of students' competency for autonomy and self-study at secondary school in Quang Ninh province, we conducted an interview with teacher N.V.C at Vinh Thuc Secondary School, Mong Cai city, he said: "idleness as well as the passiveness of students is still very serious. Many students do not have the habit of self-studying or preparing lessons before going to school. If any, just have a quick look at the lessons before school. On the other hand, students are not self-conscious and active, they do not actively acquire knowledge for themselves, but stay passive, and highly dependent on what the teachers teach. They have no need to expand knowledge, promote creativity, and deepen knowledge". Ms. N.T.H, a teacher at Cam Thinh Secondary School, Cam Pha City shared, "many students have yet to know how to search and process information for their learning tasks. Learning by coping, following the crowds, learning to test, and learning to pass exams are still popular forms of learning today." Thus, the results of the assessment and self-assessment both showed that students' autonomy and self-study competency at secondary school in Quang Ninh province has been limited, requiring appropriate measures to develop this competency for students.
3. Conclusion
The competency for autonomy and self-study of secondary students has been expressed in a variety of ways. The survey results showed that the competency
for autonomy and self-study of students at secondary school in Quang Ninh province has been still limited. There are many reasons leading to this situation, including both age characteristics and living environment. From the perspective of school management, the following measures can be used to develop competencies in general, autonomy and self-study competency for students in particular, such as: organizing to raise awareness for administrators, teachers, and students of the importance of developing autonomy and self-study competency for secondary students, directing teachers to innovate teaching and educational methods towards promoting students' autonomy and self-study competency, organizing activities at school towards enhancing the autonomy and self-study for secondary students, ensuring
favorable conditions for organizing activities to develop autonomy and self-study competency for secondary students, working closely with educational forces in and outside the school to participate in developing autonomy and self-study competency for secondary students, and appropriate education program etc.
References
1. Bo GD&BT (2018), Chuong trinh giao duc pho thong, Ban hanh kem Thong tu so 32/2018/TT-BGDBT ngay 26 thang 12 nam 2018.
2. Vu Thanh Hoa, Tran Thi Hoa (2021), The reality of methods organizing experiential and career-oriented activities at secondary schools in Quang Ninh province, Sciences of Europe, Vol 3, No 85.
MANAGEMENT MEASURES TO DEVELOP AUTONOMY AND SELF-STUDY COMPETENCY FOR SECONDARY STUDENTS IN QUANG NINH PROVINCE
Trän Trung Vy
Ph.D of Economic Sciences, Ha Long University, Quang Ninh Province
Vu Thanh Hoa
MA. in Education, Department of Pedagogy Ha Long University, Quang Ninh Province
ABSTRACT
In this article, the authors have proposed certain management measures to develop autonomy and self-study competency for secondary students in Quang Ninh province in the best way.
Keywords: management measures, develop, secondary students, autonomy and self-study competency.
1. Introduction
Autonomy and self-study competency is one of the core common competencies that needs to be formed in learners according to the general education program 2018 in Vietnam [1]. This competency is of particular importance in helping to develop individuals' creative potential, forming in learners a method of thinking, helping people to have tools for lifelong learning. Also thanks to this competency, learners always proactively and actively perform their own work in study and life, know how to self-adjust their attitudes, self-control emotions and behaviors to adapt to life, and at the same time, know their strengths, weaknesses, and career areas that may be suitable for them. Surveying the actual situation of secondary students' autonomy and self-study competency in Quang Ninh province, we found that this competency in students has been still limited due to age characteristics, living environment, and learning program. From the reality of this situation, we have proposed certain management measures to develop autonomy and self-study competency for secondary students in Quang Ninh province in the best way.
2. Contents
On the basis of the reality of secondary students' autonomy and self-study competency in Quang Ninh province, we have proposed some management measures to develop this competency for them. The measures presented below have had an impact on both the awareness and actions of the management staff,
teachers, students, and other educational forces in and outside the school in developing autonomy and self-study competency for students.
2.1. Organizing to raise awareness for administrators, teachers, and students of the importance of developing students' autonomy and self-study competency at secondary level in Quang Ninh province
To implement this measure, principals of secondary schools in Quang Ninh province need to:
- Develop a propaganda plan on the State's educational guidelines and policies, the missions of the education sector and of the locality on innovation in education and training towards improving the autonomy and self-study competency for students.
- Direct the management staff to coordinate with other departments and forces to propagandize to teachers about the importance of the activities to develop autonomy and self-study competency for students.To implement this measure, principals of secondary schools in Quang Ninh prov
- Direct the professional teams, through professional activities, to propagandize and disseminate the directive on the academic year tasks set by the provincial department of education and training, and to guide the implementation of the academic year tasks of the department of education and training in order to foster morals, principles, and career ideas for teachers.
