Tóm tắt: Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay

Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.Quản lý hoạt động học tập của sinh viên ở các trung tâm giáo dục quốc phòng và an ninh trong bối cảnh hiện nay.

PREFACE

1 Rationale to choose the thesis theme

Solid defense and stable security are the prerequisites for theNational Defense, construction, and development Knowledge andunderstanding of cadres, pupils, students, and the strata play a crucial role

in educating ND&S (National Defense & Security) Documents of the XIIICongress assert that: “Innovation and enhancement for quality &effectiveness of the education work, knowledge cultivation on NationalDefense, security for cadres, civil servants, and all the people to assure forrelevancy to each subject Education is attached with special importance tounify & enhance awareness of partners & subjects; firmly grasp theguidelines, perspectives, and requirements for the task to defend theFatherland in the new situation” [21, page 159]

Therefore, ND&S Education plays an extremely crucial role in thecareer of building up an all-people national defense in attachment with thefirm security for the people In the period of the national industrialization,modernization, and the tendency for international integration, ND&SEducation plays a further and further crucial role, especially the one for theyoung generation

Teaching ND&S Education at Centers for National Defense &Security Education aims at the output standard as facilitating students withknowledge on ND&S and forming military virtues, simultaneously trainingthem to gain necessary military skills close to the war practice It is a must

to enhance the teaching quality because of the practical nature, features,and requirements for innovation in ND&S Education curriculums forVietnam’s University students to meet new demands of the career to build

up and defend Socialist Vietnamese Fatherland

Students' learning activity (LA) at Centers for National Defense &Security Education means the one that forms the teaching process.Learning is the active and positive activity by the very learners; studentslearning outcomes and quality are decided by the students themselves andthey are parts of the teaching quality In order to accomplish the ND&SEducation curriculum for University students, they must gain right &relevant learning motivation, attitude, and methods in line with the specificfeatures and requirements for the defined subjects For University students,their learning is also identified as a political task, their own key activity,and a mandatory condition for their graduation

In the context of educational & training innovation, it is a must toscientifically, strictly, and relevantly organize students’ learning activity inline with the current requirements for educational management to upholdlearners’ self-awareness, positivity as well as competence Over the pastyears, many achievements in teaching ND&S Education at Universitieshave been made, which asserts the position, roles, and contributes torealizing the goals of ND&S Education The good management of students’learning activity helps directly enhance the teaching quality at Centers for

National Defense & Security Education and this is also the task ofeducational management at Centers for National Defense & SecurityEducation as education facilities It is urgent to scientifically & effectivelymanage students’ learning activity and teaching quality to meet therequirements for ND&S Education in the new context This requests forinnovation in the management work and so on.

It is necessary to holistically innovate the awareness, goals,requirements, learning curriculum, timing, methods, and managementwork, etc., to make innovation, enhance quality & effectiveness of ND&SEducation in particular and students’ learning activity in particular atCenters for National Defense & Security Education

During the process of learning ND&S Education, however, manyrestrictions and limitations have been revealed and must be adjusted to gainbetter outcomes for ND&S Education in the next coming time Besides,some managers, pupils, and students have wrongly thought about the goals,requirements for the subject, and ND&S Education-related task in the newsituation The learning activity for ND&S Education subject hasn’t beengiven with legitimate care Students have still thought simply about thesubject so their learning way has remained passive Learners’ self-awareness and learning positivity haven't been upheld because of themanagement of their learning activity at Centers for National Defense andSecurity Education; the direction to manage students’ learning plans,contents, and disciplines has remained limited; the organization to compilecurriculum materials, documents & assure for material infrastructure andteaching devices hasn’t met the subject’s requirements and students haven'tgot motivation to learn, etc., Regarding teaching management at Centersfor National Defense & Security Education, learners’ self-awareness,positivity, and cognitive competence haven't got strengthened whereas thelecturer force hasn’t been sufficient both in terms of quantity and qualitywhich have remained limited; teaching curricula, documents, materialinfrastructure, and means haven't met the subject requirements whilestudents aren't motivated to learn, etc., The pressing issues in themanagement of students’ learning activity are so influential on the quality

of ND&S Education subject Thus, they must be addressed

Regarding the research practice, there have been research works at alllevels, monograph, references, theses, essays, and articles on ND&SEducation, teaching, and management of ND&S Education subject in manyaspects and application to specific different subjects However, there haven'tbeen any systematic or intensive research works on management of students’learning activity at Centers for National Defense & Security Education in thecurrent context

Upon the above-mentioned arguments, the thesis author has focused

on deeply researching Management of students’ learning activity at Centers for National Defense and Security Education in the current context, making

contributions to making Centers for National Defense & Security

Education really get powerful in all aspects and well fulfill their assignedpolitical tasks.

2 Research goals and tasks

- Research goals

Upon building up the theoretical foundation and evaluating the management actual state of students’ learning activity at Centers for National Defense & Security Education, management measures for their learning activity will be worked out to effectively organize and control their effectiveness, contributing to enhance the teaching quality there in the current context.

- Research tasks

To make an overview of the thesis theme-related research works;

To build up the theoretical foundation for management of students’

learning activity at Centers for National Defense & Security Education in

the current context;

To survey and evaluate the actual state of students’ learning activity

& management at Centers for National Defense & Security Education inthe current context;

To propose management measures for students’ learning activity atCenters for National Defense & Security Education in the current context;

To test the necessity & feasibility of the measures & experiment one

Scope of contents: The theoretical and practical foundations for

ND&S Education have been studied in the thesis, thereby, to makeintensive researches to propose management measures for students’learning activity in the current context Despite the dialecticalrelationship between teaching and learning, within the framework of thethesis, students’ learning activity are deeply studied as an independenttopic without deeply discussing lecturers’ teaching activities Onemeasure (the 3rd one) is tested

Scope of survey subjects: Managers, lecturers, and students at

Centers for National Defense & Security Education

Scope of survey areas: At 05 typical and representative Centers for

National Defense & Security Education nationwide (Center for National Defense

& Security Education of Hanoi National University, Center for National Defense

& Security Education of Tay Bac University, Center for National Defense &Security Education of Hue University, Center for National Defense & Security

Education of Vietnam National University, Ho Chi Minh City, and Center forNational Defense & Security Education of Can Tho University).

Limits on management subjects: Managers for students’ learning

activity at Centers for National Defense & Security Education include:Centers’ Boards of Directors, such pertaining functional departments asthe training, student management ones, lecturers who directly teach thesubject of ND&S Education, and the lecturer force in charge & the one thatmanages students’ learning activity themselves

Limits on data & material usage statue:

The proven and used data in the thesis have been collected from 2015until the present time whereas the actual survey data had been gained from May

to September 2019

4 Scientific assumption

Students’ learning activity and its management at Centers forNational Defense & Security Education have gained certain outcomes.However, the management of learning activity at those Centers has

remained limited and pressing, if competence approached measures are

proposed for students’ learning activity and its management at Centers forNational Defense & Security Education upon combination to accessmanagement functions and competence, quality & effectiveness ofstudents’ learning activity at Centers for National Defense & SecurityEducation This makes contributions to enhancing the teaching quality ofND&S Education in the current context of educational innovation

5 Theoretical, practical foundations, and research methods

- Theoretical foundation

The thesis theme has been researched based on the pedagogicaltheory, education management, and educational scientific researchmethodology to build up scientific arguments upon the dialectic andhistorical methodology of Marxism – Leninism, Ho Chi Minh Ideology;Vietnamese Communist Party’s documents, resolutions, and perspectives

on education, training, education management, directly thoughts ofideologies & perspectives on National Defense & Security and NationalDefense & Security Education

- Practical foundation

Documents, preliminary, and final reports have been studied in thethesis; the actual state of students’ learning activity & its management atCenters for National Defense & Security Education has been surveyed.Simultaneously, research outcomes from some thesis theme-relatedpublicized scientific works have been selectively inherited to inteprete andjustify the practical foundation

- Research methods

+ Research methodology

The thesis has been conducted and researched based on thematerialist dialetic of Marxist – Leninist philosophy, Ho Chi MinhIdeology, Vietnamese Communist Party’s perspectives on education and itsmanagement; simultaneously, the following approaches: Systematic –structural; Historical – logical; Practical; Activity; and Competence oneshave been applied to study the thesis.

+ Research methods

Theoretical research methods: To analyze, summarize, and systematize

students’ learning activity & its management-related documents

Practical research methods: Scientific observation method;

Questionnaire survey method; In-depth interview method; Summarymethod of educational experience; Research method of educationalproducts; Specialty method; Testing, and experimenting methods

Data processing methods

6 New contributions in the thesis

The research outcomes from the thesis have contributed to clarifysuch theories on students’ learning activity and its management at Centersfor National Defense & Security Education in the current context as:Building up central concepts (students’ learning activity and theirmanagement at Centers for National Defense & Security Education in thecurrent context), clarifying, and raising students’ requirements for learning

at Centers for National Defense & Security Education;

The management hierarchy for learning activity at Centers for NationalDefense & Security Education has been presented in the thesis whereas the content

of the current context is attached with the research topic;

Upon the summary of the overview on the actual state of students’learning activity and its management at Centers for National Defense & SecurityEducation, restrictions, objective and subjective reasons as well as causes leading

to restrictions in students’ learning quality have been detected

Measures to manage students’ learning activity at Centers for NationalDefense & Security Education in the current context have been proposed

7 Thesis’s theoretical and practical meanings

Regarding the theoretical aspect

The thesis has put forward theoretical topics on the management ofstudents’ learning activity at Centers for National Defense & SecurityEducation in the current context, making contributions to enhancing thequality of their activity at Centers under the system of the country’s Centersfor National Defense & Security Education

Regarding the practical aspect

The thesis has provided leaders, commanders, and Centers forNational Defense & Security Education, and authorities with practicaldocuments and data on learning activity & its management so that theCenters will gain realistic foundation to propose measures to enhancestudents’ learning quality at Centers for National Defense & SecurityEducation in the current context

The thesis can be utilized as reference for scientific researches aswell as teaching, learning, and management at Centers for NationalDefense & Security Education and Universities.

8 Thesis’s lay-out

In addition to the preface; conclusions, and proposals; the thesis alsoconsists of table of contents, a list of abbreviations, and a list of charts &diagrams There are 4 chapters in the thesis; a list of references, a list of theauthor’s thesis-related scientific articles, and appendices

Chapter 1 OVERVIEW ON THESIS THEME-RELATED RESEARCH

SITUATION 1.1 Local and foreign authors’ research works related to management of pupils & students’ learning activity

1.1.1 Researches into pupils and students’ learning activity at schools

The book titled Great teaching theory [49] by J.A.Comenxki 1670), the author named Jean - Jacques Rousseau (1712-1778) Emile, or On Education (Emile or education) [42] Dr Ali Murtaza, Dr Abdul Majeed Khan (2001), Role of Teachers in Managing teaching Learning Situation – Researches into teachers’ roles in managing teaching and learning situation [93], S.Kerka (2001), Competency-based education and training, ERIC Clearinghouse on Adult, Career and Vocational Education, Columbus – the book titled Competence-based education and training, education for adults, occupation and vocational teaching [104], David Kolb and Kurt Lewin Theory on experiential learning, Niko Anthony J (2007), Educational Asessment of Students [108], Holt J (2005), How the young learn [101]…

(1592-Books by the authors Bernd Meier and Nguyen Van Cuong (2014), LeDinh Trung and Phan Thi Thanh Hoi (2016), Nguyaen Van Binh and Do Huong Tra(2017), Doan Van Khai, Nguyen Anh Tuan, and Du Dinh Phuc (2018)

The scientific article called as Quality enhancement of students’ learning by diversifying techniques of classroom assessment [57] is made

by the author Nguyen Thi Xuan Mai (2019)

1.1.2 Researches into management of students’ learning activity at schools and Centers for National Defense and Security Education

The author Wily H (1991) and the book titled Management and its Linkages with School Effectiveness [116], The author W James Popham (2010), Everything school leaders need to know about assesment [102]

The author Dang Loc Tho’s doctoral thesis on educationalmanagement (2014), Dang Xuan Canh (2016), Trinh Tan Hoai (2017), Chu

Van Hac (2017), Pham Xuan Ly (2019), and Nguyen Van Thuyen (2020).

The authors’ scientific articles: Le Quynh Anh (2019), Duong ThiThanh Mai & Vu Van Xuyen (2020), and Nguyen Hong Giang (2022)

1.2 Values of reviewed scientific works and put-forward

topics that need researching in the thesis

1.2.1 Values of reviewed scientific works for the thesis

Outstanding values of the above-mentioned works have showed manypositive ideologies like: respecting learners’ knowledge and experience duringtheir learning process as well as the learning quality; considered the teachingenvironment as one factor in the teaching process; respected the newknowledge forming process upon practical experiences beyond their individuallearning space only Actually, it needs connecting with other activities Thelearning activity should be boosted up with engagement, orientation, control,and management Notably, the thought of modern teaching aims at practicingcompetence for self-study, creativity, and necessary social skills(communication, collaboration, and teamwork) for students (Dang ThanhHung) or teaching to aim at their competence to assure for the teaching’soutput quality (Bernd Meier and Nguyen Van Cuong); highlighting learners’researching nature (Le Minh Vu); fiercely criticizing the outdated learningcontents and method also called as “damaging learning/naughty learning” style(Fukuzawa Yukichi) This means positive & effective learning ways needresearching and applying in the thesis

Regarding the management aspect, the thought that teachers mustcontrol learners’ learning process by allocating time, supervising theirlearning time, regulations at classrooms, and learning speeds should beconsidered or more specifically, teachers’ management function atclassrooms is presented via such aspects as: administration (orientation,control, and management, etc.,); thoughts on identifying standards tomeasure learners’ learning achievements & performance, etc., they are thetopics that need applying in the author’s research

Conclusions in chapter 1

Local and foreign authors’ research works show there have been manyresearch ideologies and works on teaching in general and pupils & students’learning activity, self-study, and checks & assessment on their learningoutcomes in particular as well as aspects of their management Althoughthere haven't been conditions to fully summarize them and there have beendifficulties to do so, the summarized outcomes show the works have focused

on researching such many different aspects as: learning nature, features;steps, disciplines, and environment, etc., However, there haven't been anyintensive research works on students’ learning activity at Centers for NationalDefense & Security Education in the current context

Chapter 2 THEORETICAL FOUNDATION FOR MANAGEMENT OF STUDENTS’ LEARNING ACTIVITY AT CENTERS FOR NATIONAL DEFENSE AND SECURITY EDUCATION

IN CURRENT CONTEXT 2.1 Theoretical issues on students’ learning activity at Centers for National Defense & Security Education in the current context

2.1.1 Definition of teaching activity at Universities and that of students’ learning activity at Centers for National Defense & Security Education

2.1.1.1 Definition of teaching activity at Universities

Teaching activity at Universities means the purposed and planned collaboration between lecturers’ teaching activity and students’ learning activity

to perform the identified teaching goals, requirements, and tasks

2.1.1.2 Definition of students’ learning activity at Centers for National Defense & Security Education

Upon the above-mentioned analysis, it can be defined as following:

Students’ learning activity at Centers for National Defense & Security Education is a part of the teaching process to actively & positively acquire knowledge and practice necessary skills in line with the identified goals and tasks to teach the national defense, security, and military contents

Pedagogical psychology; Cybernetics; Constructivist theory; and Behavior aspects have been approached

2.1.2 Components of students’ learning activity at Centers for National Defense & Security Education

Regarding the structural aspect, it is possible to put forwardstudents’ learning activity components, including: Learning goals &requirements; Learning awareness, motivation, and attitude; Preparatorylearning activity; plan making one; learning contents; Forms and methods

2.1.3 Features of students’ learning activity at Centers for National Defense &

Security Education

Firstly, students’ learning task is to clearly understand their citizens’

rights and responsibility for learning ND&S Education

Secondly, the nature of learning devices the collaboration between

learning theories and practicing basic military skills

Thirdly, the learning contents for students at Centers for National

Defense & Security Education are pertaining to military, national defense,and security

Fourthly, this relates to students’ learning forms and methods at

Centers for National Defense & Security Education

Fifthly, their learning outcomes will be assessed

2.1.4 Current context and put-forward requirements for students’ learning activity at Centers for National Defense & Security Education

2.1.4.1 Current context relates to ND&S and students’ learning activity at

Centers for National Defense & Security Education

International and regional situations relate to ND&S; Domesticsecurity, national defense, and military situations; Science and technology

revolutions, especially the military & technological sciences; the thought tobuild up a learning society, regular, and lifelong learning; Currentperspectives, policies, and requirement for educational innovation

2.1.4.2 Put-forward issues for ND&S Education at Centers for National

Defense & Security Education

Those for Centers for National Defense & Security EducationThose for managers and lecturers at Centers for National Defense &Security Education

Those for students at Centers for National Defense & Security Education

2.1.4.3 Students’ learning requirements at Centers for National Defense & Security Education in the context of educational innovation

Good learning awareness, motivation, and attitude

Mastering professional knowledge and competence to applyknowledge in line with the identified goals & requirements for the subject

2.1.5 Competence requirements for students after learning ND&S

Education subject

Firstly, to gain core knowledge for the national defense work; Secondly, to form basic skills for national defense, security, and military ones; Thirdly, to grasp proper attitude during the learning process

2.2 Theoretical topics on management of students’ learning activity at Centers for National Defense & Security Education in the current context

2.2.1 Definition of management of students’ learning activity at Centers for National Defense & Security Education in the current context

Management:

Students’ learning activity: Management of students’ learning activity at

Centers for National Defense & Security Education in the current context means

managers’ purposed and planned impacts on the entire teaching process of ND&S Education subject by organizing and managing to implement the teaching curriculum, method, form, and means to perform tasks and assure for quality of students’ learning activity upon the goal of teaching the subject

The definition clarifies the following things: The management goal

of learning activity; Managers of learning activity; Management contents oflearning activity; Forms and management methods of students’ learningactivity

2.2.2 Management features of ND&S Education and management of

students’ learning activity at Centers for National Defense & Security Education in the current context

2.2.2.1 Management features of ND&S Education at Centers for National Defense &

Security Education

- Features of overall management mechanism;

- Features of task hierarchy mechanism for ND&S Education;

- Features of collaboration mechanism with forces to perform ND&SEducation

2.2.2.2 Management features of students’ learning activity at Centers for

National Defense & Security Education

- Management features of students during their learning process;

- Management features of implementation for learning programs andcontents;

- Management features of students to implement their learning tasks;

- Management features of students’ learning outcomes

2.2.3 Management contents of students’ learning activity at Centers for National Defense & Security Education in the current context

2.2.3.1 Organization to build up, educate motivation, cognition, and attitude for students’ responsibility, management, and practice for learning disciplines

2.2.3.2 Management of students’ learning goals and plans

Management of learning goals;

Management of learning plans

2.2.3.3 Management of students’ learning contents and methods

Management of students’ learning contents;

Management of students’ learning methods and forms

2.2.3.4 Direction for students’ learning activity

For the mainstream learning activity at classrooms; For practical one

at sports fields & training grounds; For self-study activities at halls,libraries, and dormitories during self-study hours

2.2.3.5 Management of students’ learning conditions and environment

Management of conditions;

Management of the build-up of learning environment

2.2.3.6 Control and assessment management of students’ learning outcomes

To monitor the compliance of class entry, exit, and learning time; tomonitor the implementation of students’ learning plans, contents, and theircompliance with regulations

2.2.4 Management hierarchy of students’ learning activity at Centers for National Defense & Security Education in the current context

2.2.4.1 Regarding management subjects

2.2.4.2 Regarding management hierarchy

The current management of ND&S Education for students means thedual management mechanism with centralization & consistency; to managethe teaching and learning in line with the organization models of Faculties

of Centers for National Defense & Security Education

2.3 Influencers on management of students’ learning activity at Centers for National Defense &

Security Education in the current context

2.3.1 Science and technology revolutions, especially the IT and

2.3.4 Current policies and requirements for enhancing quality of ND&S Education in our country

2.3.5 Curriculum, contents, and means for ND&S Education 2.3.6 Management mechanism in organizing Centers for National Defense & Security Education

2.3.7 Managers and lecturers’ qualification & competence

2.3.8 Learners’ learning motivation, attitude, responsibility, and cognitive competence

Conclusions in chapter 2

Theoretical management issues of students’ learning activity atCenters for National Defense & Security Education in the current contexthave been addressed upon the following key topics: To build up centraldefinitions as tools for researches and clearly point out components ofstudents’ learning activity, in which learning plans, contents, and methodsare the key factors The features of students’ learning contents and methods

at Centers for National Defense & Security Education in the current contexthave been clarified in the thesis to work out relevant managementmeasures The contents in Chapter 2 focus on management of students’learning activity, ranging from the management of learning plans toorganization, direction for learning contents & assessment on students’learning outcomes kết quả học tập của sinh viên Upon the specific traits ofND&S Education management performed by many subjects, themanagement hierarchy has been presented in the thesis to identify theforces’ management functions & tasks for students’ learning activity to gainmanagement effectiveness, thereby, to help enhance the students’ learningquality Simultaneously, the innovation in education and training &requirements for students’ learning activity of ND&S Education has alsobeen discussed to point out their impacts on the researched topic

Chapter 3 PRACTICAL FOUNDATION FOR MANAGEMENT OF STUDENTS’ LEARNING ACTIVITY AT CENTERS FOR NATIONAL DEFENSE AND SECURITY EDUCATION IN

CURRENT CONTEXT 3.1 Overview on Centers for National Defense & Security Education

3.1.1 Overview on formation & development of Centers for National Defense & Security Education

- Network scope of Centers for National Defense & Security Education;

- Development of manager and lecturer forces;

- Teaching activity;

- The work of material infrastructure and school devices

3.1.2 Functions, tasks, and organizational structure of Centers for

National Defense & Security Education

- Organizational structure;

- Tasks

3.2 Organization for situation research

3.2.1 General overview on organization for situation research

- Survey purposes

- Contents of situation surveys

The situation of students’ learning activity; The managementsituation of students’ learning activity; The situation of impacts by factors

on the management of students’ learning activity at Centers for NationalDefense & Security Education

- Areas and timing for situation surveys;

- Situation survey methods;

- Researches and summaries of materials & documents;

- Forms to process the situation survey outcomes

3.3 Actual state of students’ learning activity at Centers for National Defense & Security Education in the current context

3.3.1 The actual state of students’ cognition, motivation, attitude, and

responsibility for learning

The survey outcomes show that students’ learning motivation,attitude, and responsibility are assessed at the rather good level because ofthe average value of XTB reaching 2.56

3.3.2 The actual state of implementation of students’ learning plans and contents

The survey outcomes show that the actual state of implementation ofstudents’ learning plans and contents is assessed at the rather good levelbecause of the average value of XTB reaching 2.57