Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.Rèn luyện kĩ năng tổ chức hoạt động tạo hình cho sinh viên Cao đẳng Sư phạm ngành Giáo dục mầm non.MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION CHU ANH SON TRAINING VISUALIZATION ACTIVITIES ORGANIZING SKILLS FOR PEDAGOGICAL COLLEGE STUDENTS MAJORING IN PRESCHOOL EDUCATI.
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
CHU ANH SON
TRAINING VISUALIZATION ACTIVITIES
ORGANIZING SKILLS FOR PEDAGOGICAL COLLEGE STUDENTS
MAJORING IN PRESCHOOL EDUCATION
Specialization: Theory and history of education
Code: 9.14.01.02
THESIS SUMMARY OF DOCTOR OF EDUCATION SCIENCE
Hanoi - 2023
Trang 2The work was completed at:
Hanoi National University of Education
Advisor(s):
1 Assoc.Prof.Dr Tu Duc Van
Hanoi National University of Education
2 Assoc.Prof.Dr Nguyen Nghia Phuong
Vietnam University of Fine Arts
Respondent 1: Assoc.Prof.Dr Pho Duc Hoa
Hanoi National University of Education
Respondent: Assoc.Prof.Dr Nguyen Thi Huong
Vinh University
Respondent 3: Assoc.Prof.Dr Nguyen Thi Thanh Huyen
Thai Nguyen University of Education
The thesis will be defended before the School-level Thesis Judging Committee meeting at ………
on hour….day…month…year…
The thesis can be found at: National Library, Hanoi or the Library of
Hanoi National University of Education
Trang 31 Reasons for choosing the topic
Pre-school education (PSED) is the first level in the Vietnamese national educationsystem, which assumes the task of nurturing, caring for, and educating children from 3months to 72 months of age to form a consistent and ongoing educational process,continuity not only for preschool children (PSC), but also in the upper grades andthroughout a person's life According to Resolution No 29/NQTW on a fundamental andcomprehensive renovation of education and training, specific educational goals have beendefined for PSED, which are to help children develop physically, emotionally, intellectually,and aesthetically, to form the first elements of personality, and to prepare children to enterthe first school year, etc Thus, it can be affirmed that aesthetic education is both a goal and
an important educational task, indispensable in the process of forming and developing achild's comprehensive personality in preschool
Aesthetic education for children in the PSED program is carried out in different ways,which is through most educational activities However, the most basic and effective way
of aesthetic education for children is through artistic activities such as: music, visualizing,story-telling and acting In particular, for PSC, visualization activities (VA) are considered
as a very attractive and effective means of aesthetic education in preschool Whenparticipating in VA, children have the opportunity to directly express and share theirfeelings and aesthetic understanding through the representation of objects, phenomena,contents, and themes that are familiar with daily life like nature and people, etc
The practice of training students majoring in PSED at pedagogical colleges shows thatthe VA organizing for PSC does not give outstanding result In the process of conductinginternships at preschools, students organizing for children to participate in the VA is stillimposed, mechanical, not flexible, and lacks creativity right from the preparation stage tothe implementation and evaluation Many students are still confused and not proficient inselecting content, planning, and implementing VA The limitations in the organization of
VA for PSC by students mainly come from the lack of proper attention in training this skillfor students at pedagogical colleges, the process has not been really effective and lack ofappropriate training measures Therefore, studying the theoretical and practical basis andproposing measures to train and form skills of organizing VA for students of PSED atpedagogical Colleges to overcome the above situation and meet the requirements ofprofessional standards for preschool teacher (PST) in the current period is an urgent andmeaningful issue in both theory and practice
In recent years, there have been a number of scientific research works on training skills
in organizing educational activities in general and skills in organizing VA in particular forstudents majoring in PSED However, there has not been any thorough research ontraining skills of organizing VA for PSED students of pedagogical colleges This is one ofthe very important vocational skills to help students have skills in organizing educationalactivities in general, and skills in organizing VA in particular after graduation,contributing to improve the quality of VA organizing for children at preschool For the
above reasons, we chose the research topic: "Training visualization activities organizing skills for pedagogical college students majoring in preschool education"
2 Objectives of study: Proposing measures to train the skills of organizing VA with the aim
of enhancing the effectiveness of students' skills in organizing VA, contributing to improvethe quality of training for students of the pedagogical colleges majoring in PSED
Trang 43 Subject and object of study
3.1 Object of study: The process of training career skills for students of the pedagogical
colleges majoring in PSED
3.2 Subject of study: The process of training skills in organizing VA for students of the
pedagogical colleges majoring in PSED
4 Scientific hypothesis
If the measures to practice skills in organizing VA for students of the pedagogicalcolleges majoring in PSED are scientifically and logically developed and deployed,learning in parallel with practice and practical experience (The process of trainingstudents' skills in organizing VA is carried out from theoretical learning to practicalpractice in class at pedagogical colleges and in practice-intern at preschools to assessment
of training results); Promoting self-discipline, positivity, active learning and creativity ofstudents in the training process will improve the effectiveness of organizing VA for PSEDstudents of pedagogical colleges.)
- Develop measures to practice skills in visualization activities organizing forpedagogical college students majoring in preschool education
- Experimenting with measures to practice skills in visualization activities organizingfor pedagogical college students majoring in preschool education
6 Scope of study
6.1 Scope of content: The topic focuses on researching measures to practice experience
in organizing VA for students majoring in PSED in studying at pedagogical colleges and
in practice-intern activities at preschools
6.2 Scope of area: The study was carried out at schools including Hanoi Central College
of Pedagogy; Nha Trang National College of Pedagogy; National College of Pedagogy ofHCM City; Pedagogical colleges providing PSED major in Hanoi, Hai Duong, ThaiNguyen, etc and a number of preschools practice in Hanoi
6.3 Scope of survey objects: 60 lecturers from Hanoi Central College of Pedagogy, Nha
Trang National College of Pedagogy, National College of Pedagogy of HCM City,Pedagogical colleges providing training in PSED; 150 PST in Hanoi, Ho Chi Minh Cityand Nha Trang; 400 students majoring PSED from schools inlcuding Hanoi CentralCollege of Pedagogy, Nha Trang National College of Pedagogy, National College ofPedagogy of HCM City, Pedagogical colleges providing training in PSED
7 Methodology and research methods
7.1 Methodology: Practical approach; System approach; Activity approach;
Development approach; Integrated approach; Capability approach.
7.2 Research methods
7.2.1 Theoretical research methods: Analyze, synthesize, systematize and generalize
relevant theoretical and practical sources for the purpose of developing a theoretical basisfor the research topic
7.2.2 Practical research methods: Method of pedagogical observation; Investigation
Trang 5methods; Interview method; Methods of researching research work; Experimental pedagogical method; Method of summarizing experience.
7.2.3 Supportive methods: Software SPSS 20.0.
8 Defensive arguments
- Skills in organizing VA include the following groups of basic skills: Skills to prepare for VA; skills in planning VA; skills to implement VA; skills to evaluate the effectiveness of VA.
- The quality of VA organizing skills and the reality of practicing this skill for students
of pedagogical colleges majoring in PSED also has certain limitations and is influenced bymany factors The identification of these dominant factors is the basis for proposingmeasures to train students' VA organizing skills
- Deploying training in organizing VA for PSED students in aligning learning withpractice, experience through scientific and reasonable proposed measures; At the sametime, stimulating students' self-discipline and initiative in the training process will have apositive effect on the development of this skill for students
9 New findings
9.1 Theoretically:
Analyze, systematize, generalize, form a theoretical framework on skills in VAorganizing and training this skill On that basis, determine the system of VA organizingskill, and at the same time develop criteria for assessment and need for training forstudents of the pedagogical colleges majoring in PSED
9.2 Practically:
- Detecting limitations and inadequacies in training skills in organizing VA forstudents of the pedagogical colleges majoring in PSED; propose 5 measures to trainingstudents' skills in organizing VA
- Organize experiments to confirm the effectiveness and feasibility of measures to trainstudents' skills in organizing VA The results of this study have practical significance in theapplication of training students of the pedagogical colleges majoring in PSED
10 Structure of study
Original thesis 150 pages; 30 tables, charts, drawings; 68 references, of which 14 are
in English; 56 pages of appendices;
In addition to the Introduction, Conclusions, Recommendations, Published works ofthe author, References and Appendices; The basic content of the thesis is structured into 4chapters:
Chapter 1 Theoretical basis of training the visualization activities organizing skills forpedagogical college students majoring in preschool education;
Chapter 2 Reality of training the visualization activities organizing skills forpedagogical college students majoring in preschool education;
Chapter 3 Measures to train the visualization organizing skills for pedagogical collegestudents majoring in pre-school education;
Chapter 4 Pedagogical experiment
CHAPTER 1: THEORETICAL BASIS OF TRAINING THE VISUALIZATION ACTIVITIES ORGANIZING SKILLS FOR PEDAGOGICAL COLLEGE
STUDENTS MAJORING IN PRESCHOOL EDUCATION 1.1 Study overview
1.1.1 Studies on visualization organizing skills
Trang 6In Vietnam, the skills to organize activities are also an area that attracts the attention ofresearchers Author Tran Quoc Thanh has applied theoretical issues on skills and
organizational skills to study skills to organizea specific activity in his work titled “The games organizing skills of Ho Chi Minh Young Pioneer Organization;s team leader” In the thesis “Research on the skills to organize playing activities for 5-year-old children of pedagogical college students majoring in preschool educcation”, author Hoang Thi Oanh
has analyzed the said organizing skills including a system of 28 skills which are dividedinto 5 groups Besides, the activities organizing skills has also been studied by otherauthors given Mai Bich Thu, Nguyen Thi Hao, Bui Thi Mui, etc
1.1.1.2 Visualization activities for preschool children
For young children, the creative arts are their first language that they use to expresstheir understanding, ideas, and feelings about the people and the world around them Art isthe most basic and effective means for children to explore and interpret the large world.The arts and creative arts movements are environments that nurture creativity and activelysupport all aspects of children's development and learning
In the book "Education of beauty for children", Nguyen Anh Tuyet affirmed thatthrough VA, children will perceive the world, satisfy their hyperactivity, express theirfeelings and thoughts towards the world around and also create what they want Probablythe most effective art form to stimulate children's creativity
Researcher Le Thanh Thuy also affirmed that the VA of PSC are not a real artisticcreation activity The child's process and product of VA represent the characteristics of apersonality being formed The effectiveness of using shaping aids in children's productsdepends a lot on the ability to perceive images, the choice of viewing angles and theability to perceive the diverse and vivid beauty of the world around them
In addition to the above studies, there are studies on VA for PSC associated withfamous authors such as Phan Viet Hoa, Ung Thi Chau, Le Duc Hien, etc Teachingmaterials and textbooks on "Art" and "Shaping and methods of organizing VA forchildren" have been composed by authors like Nguyen Lang Binh, Le Dinh Binh, Ung ThiChau, Le Thi Thanh Thuy and Le Hong Van, etc It can be affirmed that in PSED, VA aregiven special attention, which plays an important role in the comprehensive development
of PSC
1.1.2 Researches on training the visualization organizing skills for students
1.1.2.1 Training pedagogical skills
Soviet psychologists and educators have done many researches on training the system
of pedagogical skills for teachers Tsebseva emphasized the active role of learners in theprocess of skill formation and asserted that the more active the learner's cognitive process,the more quickly and effectively skills and techniques were formed
In some Western countries with advanced education such as Canada, USA, UK,Australia, etc., scientists often rely on the achievements of Behavioral Psychology and
Trang 7Functional Psychology to organize practice professional skills training for students.Theoretical studies on training pedagogical skills by J Watson (1926), F Skinner (1963),etc has become a solid system of theory and experience in the field of teacher training;This is an important basis with positive effects in the process of organize training ofpedagogical skills for students.
The practice of vocational skills in general and pedagogical skills in particular inVietnam has been officially and specifically mentioned in the legal documents of theindustry.The studies of Nguyen Nhu An, Tran Anh Tuan, Nguyen Huu Dung, Nguyen ThiTam Ha, Phan Thanh Long, etc deeplt analyzed and clarified the system of pedagogicalskills and their close relationship
In the training of PST, there have been a number of research works on trainingvocational skills for students These studies have pointed out the inadequacies in thetraining program for PST and the reality of students' professional skills training atpedagogical colleges Studies have shown that there are still limitations in training careerskills for students
1.1.2.2 Training the visualization activities organizing skills for students
Studies by Hatfeld (2007), Kindler, (1997) and Wright (1991) show that, in preschoolteacher training programs, students' study and research time in the field of shape arts ismuch less compared to the characteristics of the field of art According to Eisner (1988),Eisner & Day (2004), early childhood educators are often not properly trained in arteducation, but are encouraged to "integrate" the arts into the core educational fields AsKindler (1997) asserted, "teacher training is not sufficiently prepared to take initiative inthe development of early childhood arts programs…" These studies show that the lack ofinterest in teaching visual arts of PST has created a big gap between theory and practicewhich directly affects the learning process and artistic creation of PSC
In Vietnam, most research works on art education for PSC emphasize the role ofteachers in the process of organizing VA for children and identify the need to practice thisskill for PST since they study in pedagogical school However, the studies focus mainly onmeasures to enhance the effectiveness of organizing VA for children; thereby providingmeasures and requirements for students and PST in the process of organizing this activityfor children, with authors like Phan Thi Ngoc Anh, Le Thanh Thuy, Nguyen Thi YenPhuong, etc In addition to the above studies, the formation of skills in organizing VA forPSED students at pedagogical schools are also concretized by the textbooks and teachingmaterials of the subject "Methods of organizing VA for PSC" written by many researchers,such as Le Thanh Thuy, Nguyen Lang Binh, Le Duc Hien, Nguyen Quoc Toan, Le HongVan, etc
1.1.3 General evaluation
1.1.3.1 Issues researched and publicized
In general, the development, proposal and implementation of methods of organizing
VA PSC are diverse and relatively active Researches mainly focus on organizing VA forPSC in each specific field The works highlight the importance of PST in organizing VAfor children and the role of training skills in organizing VA but not focus on specificmeasures in order to train and enhance the effectiveness of this skill for pedagogicalcollege students majoring in PSED (future preschool teachers)
1.1.3.2 Issues to be researched further
There are not many works that really go into deep research and propose optimization
Trang 8measures to train the organizing VA skills for students in PSED Researching and givingmeasures to train these skills for PSED students of pedagogical colleges, meeting therequirements of art education for PSC is necessary and urgent, contributing to enhance theeffectiveness of training skills in organizing VA for students in the process of studying atpedagogical colleges as well as in future professional practice.
On the basis of research achievements of domestic and foreign authors, our thesis develops in the direction of building measures to train the skills of organizing VA for PSED students, contributing to improving the effectiveness of training college-level PST.
1.2 Characteristics of children's Visualization activities in preschool
1.2.1 The concept of Visualization activities
According to our view: VA is the process of creating products in the fields of visual arts The result of the activity is the beauty from works or shaping products that reflect the personal values of the creative subject The products of the activities ensure the novelty, actively contribute to the improvement and improvement of social life, both spiritually and materially.
1.2.2 Role of Visualization activities in preschool
Besides the important role of VA for the comprehensive development of children.Experts and researchers describe a number of benefits of including visual arts in preschoolcurricula including: Ideals of interdisciplinary learning; motivation, enjoyment, criticalthinking, problem solving and self-discipline; Foster a positive attitude, creativity andimagination; Aesthetic assessment and aesthetic learning experience; Develop the tools tocommunicate, create meaning and support skills in a globalized world
1.2.3 Objectives of Visualization activities in preschool
As an educational medium, VA in preschool include the following basic educationalgoals:
- Feeling and expressing emotional states before the beauty of nature, life and visualart works
- Love, excitedly participating in visual arts activities (like to draw, mold, Collage, arrange, create shapes from materials - natural materials, etc)
tear-cut Expressing creativity in visual arts (Creating visual products; naming products;voicing ideas,etc)
1.2.4 Content, methods, and forms of organization of Visualization activities for children in preschool
1.2.4.1 Content of Visualization activities for Pre-school children
The implementation of content of VA for PSC is implemented through two basic ways
of feeling, enjoying, and using visual language to reflect the surrounding world (includingobjects, phenomena in nature; events, social relationships, etc.)
On the basis of each specific content of VA for PSC, VA are carried out throughcategories (types) of activities such as by model, by topic and by hobbies (freestyle) Inaddition, in order to form children with specialized shaping skills, the content of VA isalso divided according to the nature and materials of VA such as Draw, paint; Tear,collage; Shape; jigsaw, assemble; Synthetic shaping (combining mixed skills)
1.2.4.2 Methods of guiding Visualization activities for Pre-school children
In the PE program promulgated by the Ministry of Education and Training, the method
of guiding VA for PSC includes: Group of practice - experience method; Group of visual
- illustration method; Group of method of using words; Group of educational methods by
Trang 9affection - encouragement; Group of methods to set example - evaluation.
1.2.4.3 Forms of organizing Visualization activities for Pre-school children
- Form of organizing activities in class
- VA anywhere, anytime: playing corner activities; walking activities; afternoon activities, etc.
1.3 Skills in organizing Visualization activities of students from pedagogical colleges majoring in Pre-school education.
1.3.1 The concept of skills in organizing Visualization activities
In our view, the skill of organizing VA is: a form of professional action of teachers that is based on applying their knowledge and experience in organizing their known VA into practice to design and implement VA for PSC in order to achieve educational requirements and tasks in appropriate conditions.
PSED students from pedagogical colleges’ organizing VA skills are reflected in thefollowing characteristics:
(1) Recognizing the general purpose and requirements of organizing VA for children
at preschool;
(2) Identifying suitable VA that can be organized for PSC;
(3) Having the ability to design and collect utensils, means and materials used in theprocess of organizing VA for children and building an environment suitable for VA;
(4) Making a plan to visualization organizing for PSC in accordance with the program,actual conditions and needs and abilities of children according to each age;
(5) Proficiently applying manipulations, combining skillfully and flexibly withmethods and measures of impact when implementing VA for children;
(6) Identifing the criteria for evaluating the results of organizing VA for PSC
1.3.2 Structure of skills in organizing Visualization activities of students form pedagogical colleges majoring in Pre-school education
1.3.2.1 Preparing for Visualization activities
Preparation for visualizing acts as a guide for the entire process of VA organizing,including designing, implementing and evaluating VA The group of skills to prepare for
VA includes 5 component skills: Skill to study objects of VA; Skill to define goals for VA; Skill to determine content for VA; Skill to identify tools, means, materials and environments for VA; Skill in determining the form of organization of VA.
1.3.2.2 Planning for Visualization activities
In order for the VA to be implemented effectively, it is necessary to first make a plan.Depending on the type of plan, the level of generalization or specificity will have differentplans respectively However, the plan must show the basic elements such as: time,purpose, content, object, technique, means, tools and environment for implementing VA
On that basis, in our opinion, the group of skills to plan the VA includes the following
five-component skills: Skill to present and express the goals of VA; Skill to present and express the content of VA; Skill to design tools, means, materials and the environment; Skill to design children's learning activities; Skill to design criteria and rating scales for VA.
1.3.2.3 Implementing Visualization activities
As a group of skills that determine the effectiveness of VA, the group of skills forimplementing VA includes direct actions to organize children to participate in activities.Based on the content of guiding children to participate in VA; This group includes the
Trang 10following 7 skills: Skill to lead children to participate in activities; Skill to use visual aids
in VA; Skill to visually manipulate give instructions; Skill to lead, elicit needs and creative ideas for children; Skill to embrace and control VA; Skill to handle pedagogical situations
in VA; Skill to organize activities to comment, share and guide children to self-assess products.
1.3.2.4 Evaluating the effectiveness of organizing Visualization activities
The group of skills to evaluate the effectiveness of VA includes the following 4
component skills: Skill to evaluate the effectiveness VA towards the objective; Skill to evaluate the effectiveness of the use of tools, means, materials and the environment; Skill
to assess children's participation in VA; Skill to summarize, and drawi experience from VA.
1.3.3 Criteria for assessing the skills of organizing Visualization activities of students from pedagogical colleges majoring in Pre-school education
The following criteria by Dang Thanh Hung in the design of the criteria for assessingthe skills of organizing VA are used which include completeness, flexibility, proficiency,logic and effectiveness of skill Based on the above 5 criteria, we develop criteria forassessing PSED students' skills in organizing VA from pedagogical colleges, including the
following levels: Very low; Low; Medium; High; Very high.
1.4 Theory on training visualization organizing skills for pedagogical college students majoring in Pre-school education
1.4.1 The concept of training visualization organizing skills
From our view: "Training skills in organizing VA is the process of organizing and guiding teachers to promote self-discipline, positivity, initiative and creativity for students
in the process of training to form and develop visualization organizing skills to meet the goals of vocational education and the requirements of society".
1.4.2 The scientific basis of training skills in organizing Visualization activities for pedagogical college students majoring in Pre-school education
1.4.2.1 Characteristics of learning activities of students from pedagogical colleges majoring in Pre-school education
The learning activities of college-level students majoring in PSED have all thecharacteristics of learning activities in general In addition, this subject's learning activitiesalso have specific characteristics of the training industry, such as (1) Focusing on thepurpose of acquiring specialized knowledge and skills and techniques for organizingactivities child care and education; (2) Learning and skills training activities for preschoolstudents have a connection with social activities; (3) Due to the specific nature of theprofession, which is often in contact with young children, each student must personallylove the profession and love children; because it is the engine that directly affects theprocess of training vocational skills as well as the results of learning activities; (4)Students' learning activities require them to have good adaptation because it requiresstudents to absorb a large amount of knowledge, skills and techniques in a certain period
of time
1.4.2.2 Training program for pedagogical college students majoring in Pre-school education
* Objectives of the training program
General objectives: The training program for PST at college level is built to train
high-quality human resources to meet the innovation requirements of PST in the period of
Trang 11global integration Graduates have sufficient professional capacity, professionalqualifications, professional qualities and health to carry out the work of nurturing, caringfor and educating PSC; capable of self-improvement, having independent, creative,proactive thinking and adapting to the development of PSED; effectively use informationtechnology and English at work; have the ability to study at a higher level of education.
Specific objectives: PST who have a college degree in pedagogy must meet the basic
requirements of dignity, knowledge, skills and attitudes to nurture, care for and educatechildren
* Content of training program
- The process of implementing the program to train students majoring in PSED at thepedagogical colleges through teaching theory and practice has a number of modulesrelated to training skills in organizing VA for children such as child psychology, PSEDand methodological modules (Shaping, Surroundings, Mathematics, Languagedevelopment, Literature, Music, etc.) The two modules of child psychology and PSED inthe training program for PST with the college degree hold a particularly important position
in the process of training PST who are professionally qualified and well undertake the careand education of children from 0-6 years old
- Besides child psychology and PSED, the training of students' skills in organizing VA
is carried out mainly through two dominant modules including the fine arts module(Knowledge, skill in Major core course) and the module on organization of VA(Knowledge, skill in Specialized course) In addition, other methodological modules such
as music, exploring the surrounding environment, mathematics, literature, etc in thetraining program are also useful supplements for students in the process of practicing theskills to organize the VA for students
- Pedagogical practice activities in PSED at college level create positive opportunitiesfor students to apply knowledge learned at the college of pedagogy into the reality ofpreschool in training the skills to organizeVA The practice-internship program in PSED isdistributed according to each corresponding period and ensures the suitability with thetraining program and the practice-practice content in a scientific and reasonable manner
1.4.3 The role of training Visualization activities organizing skills for pedagogical college students majoring in Pre-school education
- Contributing to the achievement of the goal of training preschool students set out bythe pedagogical colleges: To train a contingent of PST with high quality and ability toadapt to practical needs, serving the task of industrialization and modernization of thecountry
- Expanding students' awareness of social fields such as history, national traditions,culture, art, etc
- Besides forming and developing skills in organizing VA, this skill training processalso plays a role in supporting the development of other pedagogical skills such as skills tosearch and apply knowledge; Skills to communicate and handle pedagogical situations;skills to organize educational activities and design integrated activities, etc
- Developing interest, promote a clear learning motivation, having a sense ofresponsibility for learning and self-training, forming aesthetic tastes, and developing theability to express
1.4.4 Content to practice skills in organizing Visualization activities for students
The content of training the skills of organizing VA for students includes the skill
Trang 12system of organizing VA as defined above is: Skills to prepare for VA; Skills to plan VA; Skills to implement VA; Skills to evaluate the effectiveness of VA.
1.4.5 Methods, means and paths of training students' skills in organizing Visualization activities
1.4.5.1 Methods of training skills in organizing Visualization activities
Training organizing VA skills for students, teachers of pedagogical colleges usemethods of presentation, visualization, practice, conversation and guide, instruct studentsthe methods of self-training, self-discovery and solving problems arising in the process oflearning theory and practice
1.4.5.2 Means of training skills in organizing Visualization activities
The most important means in training the skills of organizing VA are the senses, inwhich the hands and eyes are especially important; Means of lecturers include shapingmeans (pen, drawing board, knife, scissors, stapler, etc.); visual aids (templates, paintings,photographs, models, etc.); digital media (video tape, television, video player, camcorder,etc.); Student's means include shaping means; recording media, digital media, etc
1.4.5.3 Paths in training students' skills in organizing Visualization activities
Training skills in organizing VA for pedagogical college students majoring in PSED
is done through many different ways In the training program for PST at the college level,the process of training skills in organizing VA for students is conducted mainly throughlearning activities at colleges and activities of practice and internship at institutions Inaddition, there are self-study and self-training skills of students to organize VA, etc
- Training skills to organize VA for students through learning activities at the Pedagogical colleges.
- Training skills to organize VA through practice, internship and training at preschools.
- Self-training skills to organize VA of students.
1.5 Factors affecting training skills in organizing Visualization activities for pedagogical college students majoring in Pre-school education
Conclusion for Chapter 1
- Visualization organizing skills, which include a combination of manipulations andactions to effectively carry out the activities of organizing VA for children to achieve theset educational goals and including 4 groups of skills: (1) Group of skills to prepare forVA; (2) Group of skills to plan VA; (3) Group of skills to deploy VA; (4) Skill group toevaluate the effectiveness of VA In particular, the first group of skills includes generalskills related to organizing VA for PSC and the remaining 3 groups of skills related toorganizing a specific shaping activity
- Training visualization organizing skills for students is carried out through manystages, from theoretical preparation to practice, through experience through the learningprocess at the pedagogical colleges and through practical activities and pedagogical
Trang 13internship in preschool In order to achieve high results in training skills in organizing VA,
it is necessary to clearly show students what the training content is and how to practiceright from studying and practicing at the pedagogical colleges
- The process of training visualization organizing skills for students in a trainingprogram at the pedagogical colleges depends on the following factors: College-levelpreschool teacher training program; infrastructure conditions; capacity of the teachingstaff; practice-practice facility (preschool); awareness and training ability of students It isnecessary to pay attention to the above dominant factors in the process of researching andorganizing skills training for students in VA
CHAPTER 2 REALITY OF TRAINING THE VISUALIZATION ACTIVITIES ORGANIZING SKILLS FOR PEDAGOGICAL COLLEGE STUDENTS
MAJORING IN PRESHOOL EDUCATION 2.1 General overview of the reality survey
2.1.1 Objectives of the survey: Assessing the reality of students’ organizing VA skills,
the reality of training process for pedagogical college students majoring in PSED On thatbasis, proposing measures to train students' visualization organizing skills moreeffectively
2.1.2 Survey content: Perception of lecturers, PST and students about the importance of
the VA organizing skill and the role of training this skill for students; The quality ofcollege students in PSED’s organizing VA skill and students' attitudes in training; Thereality of training skills in organizing VA for students majoring in PSED; Factors affectingtraining skills of organizing VA for pedagogical college students in the field of PSED
2.1.3 Subjects of the survey.
The survey process was conducted with the following subjects: 60 lecturers frompedagogical colleges and 400 students majoring in PSED at Hanoi National College forEducation, Nha Trang National College of Pedagogy, National College of Education of
Ho Chi Minh City, and some pedagogical colleges providing training in PSED in Hanoi,Hai Duong, Thai Nguyen; 150 PST in Hanoi, HCM City and Nha Trang
2.1.4 Survey method: Survey method by questionnaire; Observation method; Interview
method; Mathematical statistical methods
2.1.5 Survey tools and data processing methods
- Observation sheet; Interview questions; The survey form is built on the basis ofreference to the evaluation criteria in chapter 1 (1.3.3) Data processing convention for 5-level Likert scale
In general, the subjects highly appreciated the important role of the skill of organizing
VA (Pedagogical lecturer = 3.83; Preschool teacher = 4.03; Preschool students = 4.13).This affirms that for students majoring in PSED, the skill of organizing VA for children isalways appreciated However, the rank of importance of skills in organizing VA and 7skills in organizing other educational activities is not high Lecturers, PST, and studentsrate them on a rank of 6, 7, and 5 This shows that, although highly appreciated, the skills
Trang 14of organizing VA are given the last priority, just above the skills of organizing dance activities.
music-2.2.1.2 The quality of students' skills in organizing Visualization activities
According to statistics, we found that among the four groups of skills in organizing
VA, the group of skills in preparing for VA was rated the highest by all three groups ofsubjects with the average total score of m= 3.24 The skill group to evaluate theeffectiveness of VA was the least effective with the average total score of m= 3.02,followed by the group of skills to plan VA with the average score of m= 3.06 The group
of skills to implement VA ranked 2nd with the average total score of all three groups ofsubjects, m= 3.20
The results of assessing the effectiveness of students' performance in organizing VAshowed that all skill groups reached an average level (from 3.02 to 3.24) Therefore, it isnecessary to have specific and practical training measures to improve the effectiveness ofthis skill training for PSED students
2.2.2 The reality of training Visualization activities organizing skills for pedagogical college students majoring in Pre-school education
2.2.2.1 Awareness of the role of skills in organizing Visualization activities for students.
All three target groups highly appreciated the role of this skill training for preschoolstudents in the current period There were no choices at two levels of unimportant andunimportant in all three groups of subjects On the side of pedagogical lecturers, theimportance of training in organizing skills in VA in the current context was shown: veryimportant level: 40%; Important: 53.33%; normal: 6.67% For the target group of PST, theresults obtained were shown as follows: very important: 39.33%; important: 56%; normal:4.67% Based on the results, it can be seen that there are similarities between the twogroups of pedagogical teachers and PST in terms of the importance and urgency oftraining the skills of organizing VA for preschool students On the students' side, theassessment of the importance of training organizing VA skills according to surveytargeting pedagogical students was shown as follows: very important: 18%; important:67.75%; normal: 14.25%
2.2.2.2 Actual situation when participating in training organizing Visualization activities skill of students.
From the above assessments, we found that there was a big difference betweenstudents' attitudes when participating in training skills in organizing VA at the pedagogicalcolleges and preschools The overall assessment of all three groups of students about thestudent's attitude was at positive level and very positive level, that was equivalent to 10% -38% The rest focused on achieving the average level
2.2.2.3 The reality of training students' skills in organizing Visualization activities in their studies at the pedagogy colleges
* Evaluation of PST on training organizing Visualization activities skills for students in theory teaching.
Table 2.3 Evaluation of teachers on training students' organizing Visualization
activities skills in theory teaching
1 Instructing students on psycho-physiological andpedagogical characteristics of preschool age 2.72 0.76 7 2.67 0.73 5