Summary a ph d thesis of pedagog study developing process of the multigrade class at primary schools in viet nam

studying problems of practical argument on process of teaching and development of multigrade class at primary schools, on this foundation, we propose measures of developing this style in

Ministry of education and training

Thai Nguyen university

Nguyen Huu Hanh

Study developing process of the multigrade class at primary

schools in Viet Nam

Specialty: Methodology and his torical education

Code: 62.14.01.01

Summary a Ph D thesis of pedagogy

Thai Nguyen – 2011

The project was accomplished at hight school teachers’ college – Thai Nguyen university

The scientific guides:

1 – A.vice phylosophy doctor: ðang Thanh Hưng

2 – A.vice phylosophy doctor: Nguyen Thi Tinh

The first opponent: The second opponent: The third opponent:

The doctoral thesis is conserved in front of the Board of examiners of national level to hold a meeting

High school teachers’ college – Thai Nguyen university

At……… …… , on………

2011

Can find the thesis at:

The general problems

1 The necessity of thesis:

- To lay down as a policy of our Party and State about educational and training development in order to achieve industrialization, modernalization

- As characteristic education of mountainous, far Remote – areas, we still have a lot of difficulties and insufficiency

-Developing the style of multigrad class at primary schools tends to create

a advantage our condition for the children in difficult areas going to school

2 The purpose of research

studying problems of practical argument on process of teaching and development of multigrade class at primary schools, on this foundation, we propose measures of developing this style in expanding educational system at primary schools

3 Object and subject of study

3.1 Subject of study:

Activity of style of multigrade class at primary schools in Viet Nam in general and the Mekong Delta areas in particular

3.2 Object of study:

The relationship between teaching and learning activities of style of multigrade class at primary schools in difficult areas around the Mekong Delta areas

4 Supposition of science:

The development of universalizing education is a requirement of age, the cause of industrialization modernization but in distant, remote and ethnic minority regions of etc… meet a lot of difficulties about location of geography, economic society, condition to expand education like urban central areas, a dense population Development of the model of multigrade class is the way of expanding education in difficult areas and carrying out compulsory education A multigrade class is a from of organizing teaching multi – targets, multicontent, and multiform about object We can only teach a multigrade class effectively when we analyse the structure of the model of the multigrade class, define clearly effective condition on organization of teaching a multigrade class, define the way of organization of teaching to develope its strong points and to overcome limitations of organizing teaching a multigrade class

5 Research mission

5.1 Research theoretical problems in teaching multigraded class of primary school

5.2 Research process of development in teaching a multigraded class of primary school in the Mekong Delta areas

5.3 To put forward developing measures of model teaching of a multigrade class in primary schools

6 Methodical Research:

6.1 Theorically methodical research groups

6.2 Practically methodical research groups

6.3 Mathematical method groups

7 New contributions of thesis

- The system of theorical problems in teaching a multigrade class and summarize experience of developing process in teaching a multigraded class of primary school from nineteen – seventy five (1975) until now

- Compared with a style of multigrade class in many countries, on that foundation, to bring out some summaries on developing problems of this style contribute to developing education of mountainous, distant, remote, and ethnic minority areas in Vietnam

- To enrich more knowledge on historical pedagogy and to educate pupils

8 Basical theoretical points need to be defended

To approach historical outlook about process of taking shape and developing the style of multigrade class of primary schools in Vietnam is the model of teaching which still exists and suits with condition of geographic location, economy, party, regions in order to adapt the right for children to go to school and develop education in the distant, remote regions

9 Limited field of research:

The theme of thesis is study developing process of the multigrade class at primary schools in mountainous, distant remcote, ethnic minority, island areas in the Mekong Delta regions from nineteen seventy - five (1975) until now

10 The structure of thesis

Besides the general problems, conclusion petition and appendix, reference material of thesis consists of three chapters

Chapter 1: Theoretical basis of developing the style of the multigrade class

at primary schools

Chapter 2: Real situation develops the style of multigrade class at primary schools in the Mekong Delta areas from 1975 until now

Chapter 3: Measures develop the style multigrade class at primary schools

in the Mekong Delta areas

Chapter 1

Theoretial basis of developing the style of the multigrade class at primary schools

1.1.History of researching problems

1.1.1 To research for developing the style of multigrade class at primary schools in the world

- Educational development of each country is always unequal, ununiform

in many regions, local and ethnic minority areas

- The multigrade class has been in many countries not only in developed economic countries such as the USA, France, Canada, Japan…but also in many countries in our local zone

- To research for the style of multigrade class approached from two points

of view: a multigrade class with different levels and a combined class with many different races of students

1.1.2 Study developing process of the multigrade class at primary schools

in Vietnam

The multigrade class has had historical development since time of Vietnamese feudal society That is the class of scholar, licentiate and of village headmasters in the village

Nowadays, even the early days of the establishment the democratic republic of Vietnam, President Ho Chi Minh studied and instructed the model of multigrade class education with in the style of mass education with the spirit can

be learned everywhere, anyplace, people who are able to read and write, can teach unreadable and unwritable people, much educated people can teach people with little knowledge

After that, the author – Pham Minh Hac, with his research work of 10 years – illiteracy and compulsory primary education conllusion ( 1990 – 2000), summarized his experience in eliminating and popularizing primary education owing to experience to develop the model of the multigrade class

Almost projects, articles are approached from a point of view theoreical teaching and management in order to express real situation or conclusive experience of teaching a multigrade class at primany schools and to put forward developing measures of this model There has been no research work developed from a point of view historical pedagogy; therefore the author chose the topic to make the thesis of post – graduate student

1.2.The basic problems of teaching primary schools

1.2.1.Characteristic psychology of pupils at primary schools

The object of primary education level is the children from six to eleven ages

The children at the age of primary education are entity being which come into being and develop both in physiology, psychology and society

The children gradually take part in social world of all relations This is the period of children who change from little play age to reach school age but entertaining activities occupy main role The pupils at primary schools are easily suitable and receive anything new and always tend to the future Children not only remember very quickly but also forget very fast

To chidren at the age of primary education, their perception express visual sense, concrete thing, phenomenon and happening when they directly contact on senses Children at primary schools pay less intentive attention to something, their abilities to read just attention without any strongly definite aim To pay attention to pupils of primary schools without clear intention develops owing to new sudden unusual things to attract children’s attention The attention without any definite aim becomes more powerful when the teacher use beautiful, strange teaching aids which reminisce about active emotion to the children

Memory takes a specially important role in the life and activity of people, owing to memory which people accumulate fund of experience to apply in their life

Pupils of primary schools have visual memory – developing image which gains the upper, have much more memory the word –“ logic”, the teachers must stimulate the development of keeping something in their mind It is meaningful

to the pupils of primary schools, so that they know the meaning of material for better memory

Inmagine is one of the important knowledge processes of grade schoolers Imaginary process of the pupils are still scattered, less organized; pictures

of imagine are still simple, changeable, skakeable In teaching at primary schools, teachers need to have active, lively, teaching method in order to come into being symbols in learning for primary school pupils

Thought of primary school pupils develops from visual teaching aids gradually transfers the general in the last class of the high school In teaching, teachers need to guarantee the visual trait expressed by employed real people and true events

Personality is an attribute of complex psychology of individual Primary school pupils usually have good manner such as unaffection, Keenness, charity, unsel - fishness In order to educate primary school pupils becomes good character we must pay attention to build three healthy educational environments: school, family and society

To become primary school pupils, aware demand, learning demand are children’s natural demands To pupils, feeling is an important part to combine awarness with children’s activities The feelings of primary school pupils are come into being in children’s life and the process of learning

In primary education, together with development and expression of intellectual ability in studying, some children have the symbol germ of concrete aptitude such as: an aptitude for mathematies, drawing and poetry…

Characteristic psychology of ethnic minority pupils expresses in thought of logical language in order to stop in concrete visual level

1.2.2.Structure, mission and nature of process teaching primary education Structure of process teaching primary education consists of a system of constructural compoment which has a united, dialectical relation to each other The target of primary education: “ Equip for pupils a system of initially basic knowledge, come into being in pupils, fundamental skills, foundation, develop interesting learning of pupils, carry out aims of the whole education to the primary education pupils”

Nature, characteristic of process teaching primary education; teaching must direct into pupils’ self - knowledgeable activities, while teachers are only supporters and leaders

1.3 Theoretical foundation of development in the style of multigrade class

at primary schools

1.3.1 View point of development

Development is known as growth, evolution in an active tendency, and advance

Developing the style of multigrade class in primary education is creating new values of this style in quality, completion with an active tendency Developing the style of multigrade class in primary education means with a view to complete the result of teaching this style and improve contimously in order to enhance raise the quality of teaching of multi – graded class in difficult condition and situation to complex objects

1.3.2 Characteristic, nature of process teaching a multi – graded class in primary schools

When thinking of a multigrade class, we have two different ways to approach

The first approach: a multigrade class is a class which consists of pupils with two or more classes in many different grades to be added up into one class for convenience in organizing teaching

The second approach: a multigrade class is a class consisting of pupils with many different graded and there are usually from two to several groups with different level in each class

Teaching a multigrade class is a process in which the teacher’s decisive role in the organization, guidance, conduct the number of pupils in the whole class with different levels to achieve targets and mission of learning in order to complete and develop pupils’persomality to tally

A multigrade class is a form of organizing teaching, a teacher is in the same class, time, organize learning for many groups of pupils with many different levels

There is no measure of practical management for the activities of teaching multi grade class in schools (7/94, rate 7,6%)

Processing development of style of multigrade class at primary schools from

1975 until now, in general all over the country; in particular, in the Mekong Delta areas contributed to important achievement in carrying out the national targets about eliminating illteracy and universalizing primary education especially children with difficult situations and children of the ethnic minority people, who can go to school to complete their primary education A muiltigrade class actively contributed to achieve effectively educational socialization, diversify styles of learning to satisfy demands of learners, enhance intellectual standards of the people, educate human resources, cultivate talented persons to serve process of industrialization, modernization of our country

Summary of chapter 2

- The model of teaching a muiltigrade class in the Mekong Delta river regions is still main existence of a muiltigrade class with two different levels

- In previous years, we couldn’t reject the model of teaching a muiltigrade class because the condition of learning, economy, geography is inconvenient

- The quality of its learning is still lower than a single class, it is really caused by many different reasons:

+ Limited ability of the teachers

+ Managerial staff of schools are not really interested in it

+ Pupils of the ethnic minority are limited by their abilities and skills of communication and integration

+ Language difference between the teacher and pupils of ethnic minority These practical establishments help the author of thesis enable to put forwards to measures in order to develop the style of teaching a

multigrade class at primary schools in the Mekong Delta regions

Chapter 3

To put forward the measures to develop the model of muiltigrade class at primary schools

3.1 The text of law principle develops the style of muiltigrade class at primary schools

i Build a learning society for everybody

ii Guarantee the right and duty of children

iii The law of primary educational universalization

iv The law to protect, look after and educate

v The basic character of children socialist education

vi The strategy of development in the Mekong Delta regions

3.2 The system of measures

3.2.1 To improve the recognition of managerial staff, teachers and social forces about the role of the style of muiltigrade class at primary schools

The target of measure: “To improve the recognition of managerial staff, teachers and social classes of indispense which is implemented the style of muiltigrade class in difficult regions and necessity must develop the style of teaching the muiltigrade class in the Mekong Delta regions Which will contribute to enhance the quality of teaching this style of muiltigrade class” Content and the way of execution:

- The purpose of organizing the muiltigrade class at primary schools with a view to carrying out the target of primary education

- Educational managers must master and apply concretization of line, lay down as a policy of education,

Party and government creatively, and requirement and practical condition of many fields in local region to guarantee practicability, real effection of activities Educational and training career must inherent in serving political, economical, cultural mission in local region

- Schools take a central part in combining local authority with pupils’ parents, social organizations, unions to recognize necessity of maintenance, development of the style of the muiltigrade class in order to guarantee the educated, learned right of the children living in distant, remote mountainous spine, difficult regions

- Manegerial staff have to strengthen educational idea of teachers, teaching the muiltigrade class makes them recognize their right role, responsibility in building and developing this style of muiltigrade class

The condition to achieve measures:

- We need to have mechanism of activity for the style of muiltigrade class

- School keeps the active role, combines with local authority in order to do the good task of educational socialization

3.2.2 Innovate the target of the muiltigrade class program in order to heighten the quality, teaching effection

The target of measures is to carry out the right which is developed, taken care of, protected and studied for the children

Content, the way to express the measures The content of teaching program are to consider, the pupils as the centre The content of teaching a muiltigrade

class is designed which is based on standard knowledge, skill of leaving school

to suit to the characteristic model of teaching, level of pupils, openly designal program, express the equality of opportunity and learning condition, develop individual ability for suiting to different parts, regions

The content of teaching a muiltigrade class is divided into classes integrated and particular content for each group of level

Conditions to carry out the measures:

- The authority and social community in local region must have solutions

- Children’s family must make the convenient conditions

- School makes the condition the class near the children’s school…

3.2.3 Lesson plan of the muiltigrade class towards co- operated teaching agrees with teaching target and objects of pupils are parts and regions, teaching condition the target of measures: To organize for teachers who increase their capable design of a muiltigrade lesson with co – operated teaching in order to make the teacher as the leader the process of control and organization of pupils’ learning activities, predict the situation which can happen and find out the way

to solve it effectively best

Content of measures: to organize for teachers who increase their capable design of a muiltigrade lesson with co – operated teaching for the pupils in primany schools and progressive discuss in order to unify in structure of a muiltigrade lesson plan towards the co – operation teaching

Condition to achieve measures: teacher must master target, content, teaching program of each level group, seize characteristics of each subject and continuation between the subjects and different level group, master characteristics, level knowledge of pupils, material facilities of school Teachers must have skillful design of a multigrade lesson plan in procedures of technology which is different from the tast of preparing a single – class lesson plan

3.2.4 Innovative methods of teaching a muiltigrade class in order to improve teaching co – operation, to increase the quality and result in teaching The target of measures: Innovative methods of teaching a muiltigrade class

at primary schools is one of measures to increase the quality of teaching a muiltigrade class, effective process of teaching a muiltigrade class which is influenced directly of teaching method by this model, having particular aim, content and the way of implementation It requires the teachers who have to co – operative teaching method with different level groups at the same time

The content of measures: Teachers must have skills in applying method, teaching technology in order to combine harmony between group community and individual teaching