Phát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tích

MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION DAO VIET HUNG DEVELOPING SELF STUDY AND ABILITIES AND KNOWLEDGE APPLICATION ABILITY FOR STUDENTS OF AGRO UNIVERSITIES THROUGH[.] Phát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tích Phát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tíchPhát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tíchPhát triển năng lực tự học và năng lực vận dụng kiến thức cho sinh viên các trường đại học nông lâm thông qua học phần hóa học phân tích

HA NOI NATIONAL UNIVERSITY OF EDUCATION

DAO VIET HUNG

DEVELOPING SELF-STUDY AND ABILITIES AND KNOWLEDGE APPLICATION ABILITY FOR STUDENTS OF AGRO UNIVERSITIES

THROUGH ANALYCAL CHEMISTRY MODULE

Major: Theory and method of teaching Chemistry subject

Code: 9.14.01.11

SUMMARY OF DOCTORAL THESIS

HA NOI - 2020

AT HA NOI NATIONAL UNIVERSITY OF EDUCATION

Scientific instructor: Assoc Prof Dr Dang Thi Oanh

Assoc Prof Dr Dang Xuan Thu

Reviewer 1: Assoc Prof Dr Dao Thi Viet Anh

Hanoi Pedagogical University 2

Reviewer 2: Dr Nguyen Thi Kim Thanh

VNU University of Education

Reviewer 3: Assoc Prof Dr Tran Thi Hong Van

National University of Education

The thesis will be defended in front of the Thesis Evaluation Committee at department level at Hanoi National University

of Education At… hour….on the … day of 2020

The thesis can be found at: National Library, Hanoi

or Library of the National University of Education

A SCIENTIFIC ARTICLES

1 Dao Viet Hung (2013), Using a group discussion method (Seminar) in

renewing the teaching method of Analytical Chemistry module at Thai Nguyen University of Agriculture and Forestry, Journal of Science and

Technology - Thai University Nguyên, Vol 05, p.33-40

2 Dao Viet Hung (2016), Situation - solutions to improve the quality of

Chemistry modules for first-year students at Thai Nguyen University of Agriculture and Forestry, Journal of Science and Technology - Thai

University Nguyen, Vol 05, p.3-7

3 Dao Viet Hung, Dang Thi Oanh (2016), Applying project teaching in

teaching analytical chemistry module for students of University of Agriculture and Forestry - Thai Nguyen University contributing to the development of the capacity to apply knowledge , Journal Journal of Hanoi National University of

Education, Vol.61, p.79-86

4 Dao Viet Hung, Dang Xuan Thu (2017), Designing the website

"tuhochoaphantich.com" and deploying the form of self-study for students of Nong Lam University - Thai Nguyen University , Proceedings of International

Science Conference, No in particular, p.63-69

5 Dao Viet Hung (2017), Some practical exercises in teaching analytical Chemistry

module to develop the ability to apply knowledge for students of Nong Lam University - Thai Nguyen University, Journal of Education, Vol.415, p.45-47

B SCIENTIFIC RESEARCH PROJECTS

1 Dao Viet Hung (Project Manager) (2013), Mã số: TN2013- 38, Using group

discussion method (Seminar) in innovating teaching method of Analytical Chemistry section at Nong University Lam Thai Nguyen Grassroots level,

University of Agriculture and Forestry - TNU

2 Mai Thi Ngoc Ha, Dao Viet Hung (participating), Pham Thi Thanh Van

(2014), Code: TN2014-2, Researching and proposing solutions to promote

self-study ability and improve mastery initiative for students of the first year

of Thai Nguyen University of Agriculture and Forestry Grassroots level,

University of Agriculture and Forestry - TNU

3 Dao Viet Hung (Project Manager) (2016), TN 2016 -04, "Developing

self-studying and applying analytical Chemistry skills for students of Thai Nguyen University of Agriculture and Forestry" Grassroots level,

University of Agriculture and Forestry - TNU

4 Dao Viet Hung (Project Manager) (2018), T2018 -01 Building a website

"Tuhochoadaicuong.edu.vn" to develop self-studying ability for students of Thai Nguyen University of Agriculture and Forestry Grassroots level,

University of Agriculture and Forestry - TNU

PREAMBLE

1 Reason to choose a topic

The issues of self-study and self-training of learners have been deeply concerned by the Party and the State for many years Continue to implement the policy of fundamental and comprehensive innovation in education and training (Education and Training) set out in Resolution of the 8th Plenum of the 11th Plenum (Resolution 29-NQ / TW), the 12th Party Congress emphasizing the direction: “Education is a top national policy Developing education and training to improve people's knowledge, train human resources and foster talents To strongly shift the educational process from mainly equipped with knowledge to comprehensive development of capacity and quality of learners; Education and Training development must be linked to the needs of socio-economic development, national construction and defense, with scientific and technological advances; striving in the coming years, creating fundamental and strong changes in the quality and effectiveness of education and training; strive

to 2030, Vietnam's education reaches advanced level in the region ” Resolution 29-Decison / TW emphasized: “For higher education, focus on training high-level human resources, fostering talents, developing qualities and competencies

of self-study, self-enriching knowledge, bright created by learners ” This confirms that the Party and the State have considered self-study and self-training as a key issue with extremely important position in the country's Education and Training strategy

In the "Output standard of the training disciplines of the University of Agriculture and Forestry - Thai Nguyen University (TNU)" emphasized one of the output standard requirements for students as: "Ability to research, have self-competence Study to continue to improve and expand knowledge to meet the economic development needs of the country, especially in the Northern Uplands Using theoretical and practical knowledge equipped to analyze, synthesize and solve specific problems in the field of agriculture and forestry sector ”

In order to meet the requirements of education-oriented education as mentioned above, there must be strong innovations in the content, teaching methods, and organizational forms of teaching One of the tasks and solutions that the Party's Resolution also stated is: “Diversify the content and learning materials, meet the requirements of all levels, educational programs, training and needs pray for lifelong learning for everyone ” That is the reason for us to choose and implement the topic: "Developing self-study ability and capacity to apply knowledge for students of Nong Lam University through analytical chemistry module"

2 Purpose of the research

Researching some measures to develop self-studying ability and capacity

to apply knowledge for students through teaching analytical Chemistry module

(high school geometry) in major schools Nong Lam aims to improve the quality

of student training at universities

3 Object and subject of the study

- Analytical chemistry module at the University of Agriculture and Forestry

4 Scope of the research

Developing self-studying ability and applying knowledge to students of Agriculture and Forestry University through analytical chemistry module

5 Scientific hypothesis

If you use a learning website, practical chemistry exercises and project teaching through analytical chemistry course in an appropriate, effective and appropriate manner, you will develop self-study capacity and competence applying knowledge to students, thereby contributing to improving the quality

of training of Agriculture and Forestry University students

6 Research tasks

- Researching the theoretical basis for developing self-study capacity and capacity to apply knowledge for students of Agriculture and Forestry University: the concept of capacity, self-study capacity and capacity to apply knowledge; capacity structure; Rated capacity; Innovating teaching methods oriented to develop capacity for students; Rationale for some active teaching methods and teaching techniques at university;- Investigate the reality of training students at some universities in the direction of developing primary and secondary competencies;

- Practical research: Understanding the situation of training students at some universities towards student development; Content analysis of analytical chemistry program is being applied at some Agriculture and Forestry Universities;

- Research and propose concepts, structure, students of Nong Lam university students and develop a toolkit to assess self-study capacity and knowledge application capacity;

- Proposing processes and measures to develop self-study capacity and capacity to apply knowledge through analytical chemistry module for students

of Nong Lam University;

- Conduct pedagogical experiments to confirm the feasibility and effectiveness of the proposals

7 Method of research

7.1 Group of theoretical research methods:

Using a combination of methods of analysis, synthesis, classification and systematization in the study of relevant theoretical documents

7.2 Group of practical research methods:

- Learn and observe the process of teaching and training students

- Investigating, interviewing, exchanging ideas for lecturers and students

- Experimental method of pedagogy

- Method of experts: consult and acquire the opinions of educational experts in the research process

7.3 Information processing method

Applying statistical math and scientific research application software to handle pedagogical experiment results

8 New points of the thesis

8.1 Systematize and clarify the theoretical basis of competence; self-study capacity and capacity to apply knowledge in teaching analytical chemistry; The teaching methods in university-driven capacity development Survey and assess the situation on the development of self-learning capability and capacity to apply knowledge to students through school chemistry teaching analysis at the University of Agriculture and Forestry;

8.2 Proposing structure and detailed description of criteria according to 3 levels

of expression of self-study ability and knowledge application ability Develop and use toolset to evaluate students' self-study ability and ability to apply knowledge in accordance with the proposed measures

8.3 Proposing 2 measures to develop self-study capacity and applying ability for students of Nong Lam University through analytical chemistry module including:

knowledge-(1) Design and use the website "Tuhochoaphantich.com" of analytical chemistry module

(2) Application of project teaching methods in teaching analytical chemistry

9 The structure of the thesis

In addition to the preamble; General conclusions and recommendations; references; published works; Appendix, the thesis consists of 3 chapters:

Chapter 1 Theoretical and practical basis for developing self-study capacity and knowledge application capacity for students (48 pages)

Chapter 2 Developing self-study capacity and capacity to apply knowledge for students in agriculture and forestry in universities (66 pages) Chapter 3 Pedagogical experiment (30 pages)

List of references (08 pages), appendix (124 pages).

Chapter 1 THEORETICAL AND PRACTICAL BASIS OF THE PROBLEM DEVELOPING SELF-LEARNING AND APPLIED

CAPACITY KNOWLEDGE FOR STUDENTS

1.1 History of research issues on developing self-study capacity and capacity to apply knowledge for students

1.1.1 Studies in the world

Researches in the world about self-study and self-study ability have affirmed that self-study ability is one of the important human abilities and one

of the core competencies of the 21st century , with the rapid development of science, technology and technology, human knowledge is increasing rapidly So students must know how to self-study and learn for life The ability to apply knowledge is one of the higher levels of students Cognitive psychologists call the application of knowledge and skills a transformation It is often considered the main goal of education

1.1.2 Research self-study capacity and knowledge application capacity in Vietnam

In Vietnam, self-study has undergone a long period of research development in both theory and practice Author Nguyen Canh Toan is one of the most active self-study researchers The ability to apply knowledge has also been interested in many educators There are many studies on structural building, proposing measures, assessing self-study ability and capacity to apply knowledge Studies on self-study capacity and knowledge-applying capacity for students from non-pedagogical schools in general and Nong Lam University in particular are of little interest Thus, the dissertation topic has the succession and development of previous studies on developing self-studying capacity and capacity to apply knowledge, in line with the trend of renovating higher education

1.2 Competence, occupational competency, competency structure

1.2.1 Capacity concept, capacity structure

1.2.1.1 The concept of capacity (compentency)

1.2.1.2 Capacity structure

1 2.2 Capacity occupational and professional standards of students of Agriculture and Forestry

1.2.2.1 Concept of occupational energy

1.2.2.2 Career standards of students in Agriculture and Forestry

1.3 Self-study ability and ability to apply knowledge

1.3.2 Ability to apply knowledge

The ability to apply knowledge is the ability of the learner to solve problems by himself and herself quickly and effectively by applying the acquired knowledge into practical situations and activities to find understand the world around you and be able to transform it

1.3.2.1 The role of applying knowledge in cognitive and learning processes 1.3.2.2 The concept of energy efficiency

1.3.2.3 Structure of NLVDKT

1.4 Capacity assessment tool

1.4.1 Purpose and principle of assessing learners' competencies

1.4.2 Methods and tools for evaluating learners' competencies

1.5 Some university teaching methods contribute Developments To n self-learning capability and capacity to apply knowledge to students

1.5.1 C Matt rationale of active teaching method

1.5.1.1 Cognitive theory (Cognitivism): Learning is the process through ti n 1.5.1 2 Constructivism: Learning is self-creating knowledge

1.5.1.3 Behavioral theory (behavorism theory): Learning is behavioral change

1.5.2 Some methods of university teaching

1.5.2.1 Forms of organizing teaching at university

1.5.2.2 Characteristics of methods of university teaching

1.5.2.3 Project teaching method

a, Project concept - project teaching

b, Characteristics of project teaching

c, Project teaching classification

d, Project teaching process

e, Ability to develop students' ability to apply knowledge through project teaching methods

1.6 Application of information technology in teaching

1.6.1 The scientific basis of building a Web site

1.6.1.1 Teaching programming and methods of teaching programming

1.6.1.2 Programize teaching - scripting process

1.6.1.3 Electronic learning materials - courseware

1 6 1 4 General introduction to the Web

1.6.2 Using the Web site in organizing teaching at university

1.6.2.1 The role of using the Web in organizing teaching at university

1.6.2.2 Some orientations for applying Web page in teaching organization in university

1.7 Current situation of teaching and learning modules Analytical chemistry and development of self-study capacity, ability to apply knowledge of students in some Agriculture and Forestry Universities

1.7.1 Purpose, content, target and enumeration area

1.7.1.1 Purpose of investigation:

1.7.1.2 Content of investigation:

1.7.1.3 Investigation method: 7

1.7.1.4 Subjects and areas:

a) For lecturers: Conducting a survey of 32 lecturers of Chemistry at 04 Nong Lam universities from the North, Central and Central Highlands during the period from 2014 to 2016

b) For students: Surveying 1080 students of 04 universities including: Thai Nguyen Agriculture and Forestry University, Vinh University, Hue University of Agriculture and Forestry, Tay Nguyen University

Subjects are first-year students in the second semester of the 2014-2015 school year

1.7.2 Survey results and discussion

1.7.2.1 Analysis of survey results for lecturers

a Regarding teaching methods, teaching techniques, and evaluation of lecturers:

There are 84.38% of lecturers very often use presentation and conversation methods in the teaching process; 46.88% lecturers have never designed lectures and organized classroom teaching activities in the direction for students to self-study and self-study knowledge; 62.5% of lecturers had used theina method; 21.88% of lecturers applied project teaching method to analytical chemistry module A survey of 21.88% of lecturers who applied the project teaching showed that: 57.14% of lecturers selected projects associated with specialized knowledge of students currently enrolled; 71.43% of lecturers said that student project products are reports presented on powerpoint

b Teaching techniques and forms of teaching organization

The survey on the use of teaching techniques shows that: 65.63% of lecturers sometimes organize and guide students in group activities to acquire knowledge, consolidate lessons, and apply knowledge; 87.5% of lecturers have never designed supporting materials for students to self-study; 81.25% of lecturers confirmed that sometimes the content of the module is linked to practical applications to stimulate students' passion for learning

c) Assess the current situation of students' self-study ability and knowledge application through analytical chemistry module:

Self-study planning skills, systematization and mapping of thinking, checking assessment and evaluation through the system of exercises in the curriculum of students are still very weak (> 75%) Only 46.88% of students have the skills to solve these types of exercises

self-28.13% of students do not have the skills to detect some analytical applications

in agricultural production, which is why most students have difficulty explaining those applications in agriculture agricultural production In addition, when asked to develop a plan to implement projects with practical applications, students could not do it themselves (56.25%) 50% of the students rated as proficient in implementing projects with practical applications

From the above data, it shows that students' ability to self-study and apply knowledge is not highly appreciated by lecturers when studying the content of analytical chemistry

1.7.2.2 Analysis of survey results for students

a) Investigate the current situation of students' self-study capacity in analytical chemistry study

- Attitude of students with analytical chemistry module: Nearly 93.06%

of students think that the content of the module is too difficult; 33.24% of students said they liked studying analytical chemistry

- Evaluate teaching methods and teaching arrangements of lecturers

59.72% of students said that learning in the lecture hall was still the traditional method: 77.31% of students had never had access to project teaching methods for partial chemistry calculus; 100% of students cannot use the website to support self-study and self-study; 94.63% of students said that self-study and self-study was very difficult; 68.70% of students admitted that during the learning process, lecturers have never asked students to do open exercises, practical applied exercises; 18.52% of students regularly make study plans 100% of students use the time of self-study, self-study after class to do the homework given by lecturers, only about 50.65% of

students study materials for the new lesson by themselves;

b ) b) Summary of student self-assessment results and ability to apply knowledge

Students self-assess on weak self-study ability and ability to apply knowledge, the results are shown in the following table:

50.96%

19.16%

59.72%

72.96% 41.39%

17.68%

76.57% 68.33%

82.78% 7.50%

63.14%

78.06% 56.25%

4.35%

Awkwardness in self-study planning skills Skills to search for information and materials have not been done yet

Making good skills to summarize lesson content

Systematizing and establishing land use planning are still embarrassing or

not possible Doing well research skills according to detailed outlines of the module

Skills to solve the types of exercises competently

Skills to self-assess and be confused

KN knowledge classification still embarrassing Knowledge synthesis knowledge is still embarrassing

KN VDKT applied in the field of Agriculture - Agriculture relatively

No skills to develop a plan of projects with practical applications

Skills to implement projects with practical application proficiency

Assessment of students on the ability to self-study and the ability to apply knowledge

Chapter 2 SOME MEASURES FOR DEVELOPING SELF-LEARNING CAPACITY AND THE ABILITY TO APPLY KNOWLEDGE TO STUDENTS THROUGH THE ANALYSIS OF ANALYSIS

CHEMICAL COURSE 2.1 Analyzing the objectives and structure of the analytical chemistry module for students of Agriculture and Forestry University

2.1.1 Objectives of Analytical Chemistry module

2.1.1.1 Knowledge

2.1.1 2 Skills

2.1.1 3 Attitude

2.1.1 4 Capacity

2.1.2 Analyzing the program structure

The content of analytical chemistry at 3 experimental fields is similar in content and structure Analytical chemistry module consists of 2 credits with 22

- 25 periods of theory and 5-7 periods of practice in the lab The main content is about introduction of qualitative and quantitative analysis methods in analysis

2.2 Building a structure of self-study capacity and knowledge-applying capacity for students of Agriculture and Forestry University

2.2.1 Principles for building a structure of self-study capacity and capacity to apply knowledge for students

Principle 1 Ensure systematic and scientific

Principle 2 Ensuring reliability

Principle 3 Ensuring conformity

Principle 4 Ensuring practicality

Principle 5 Ensure diversity and comprehensiveness

2.2.2 Building process capability study structure and capacity to apply knowledge

to the students of the University of Agriculture and Forestry

Step 1: Determine the bases for building the energy structure

Step 2: Develop the structure of draft energy

Step 3: Consult an expert about the draft NL structure

Step 4: Modify capacity structure

Step 5: Develop a detailed description of the levels of expression of

energy and testing

Step 6: Modify and finalize the NL structure

2.2.3 The structure of self-study capacity

2.2.3.1 The structure of self-study capacity consists of 4 components with 11 criteria

2.2.3.2 Build detailed description of the expression levels of self-learning

capability

Based on the structure of self-study capacity, a table describes the levels

of expression of self-study capacity through the learning website as follows:

COMPONENT

LEVEL 1 LEVEL 2 LEVEL 3

self-Define study goals but not yet clear and complete

self-Determining self-study objectives is clear, complete but the focus has not yet been

determined

Define study goals clearly, fully and in focus

self-2 Identify self-study tasks

Determining self-study tasks but incomplete, not identifying the focus

Determining the self-study task is complete but not identifying the main task

Identify complete self-study tasks and identify key tasks

3 Determine the

requirements to

be met

Identify requirements that need to be achieved in self-study goals and tasks, but at

a sketchy level

Identify the requirements to

be achieved in the objectives and tasks of self-study more fully

Define fully the

requirements

to be achieved

in the study goals and tasks

No study or master plan is develope

self-d but not maintained, implemented and adjusted

Develop and implement a self-study plan, but it is still not appropriate and cannot adjust the plan flexibly

Develop, implement and maintain a self-study, flexible adjustment plan to self-study in accordance with their own conditions

5

Establishing learning methodology

in the form of self-study suitable to yourself

Sensory learning, no form of learning, self-study suitable to achieve high results in learning

Forming a way

of learning, self-study is not appropriate but has achieved

certain results

in learning

Forming appropriate learning, private and scientific ways, thereby

achieving the results you want

- Do not know how to summarize lesson content

- Summary of lesson content but not enough information

- Summary of lesson content that contains sufficient information to provide

learners

7

Systematize knowledge and set up the phone number

- Do not know how to systematize, synthesize knowledge, establish a link between the information received No STDTD has been established yet

- Somewhat know how to systematize, synthesize knowledge, establish the relationship between the information received Set

up a land use but not complete,

detailed

- Know how

to systematize, synthesize knowledge, establish the relationship between the information received Set

up a complete and detailed phone

description of the detailed outline, lesso

n plans, lectures, TLT

K

- Do not know how to use

the Document

module in implementing the self-study plan

- Already know how to use

the Document m

odule in implementing a self-study plan but still confused

the Document

module to

implement the self-study plan fluently

9 Solve the exercises in the content of the module

Not know how

to do the types of exercises of the module

Know how to

do the types of exercises of the module but not enough

Knowing how

to solve almost all types of exercises of the module

through the minitest

Score <5 points Score from 5

points to 7 points

Score> 7 points

11 Learn Haven't found Choose the Choose the