problem solving teaching in basic theory part of technical college

Research objective of the dissertation Identify teaching methods of problem solving in basic theory part of Technical College to improve the training quality and effectiveness at techn

MINISTRY OF EDUCATION AND TRAINING

THAI NGUYEN UNIVERSITY

LIST OF PUBLISHED WORKS REALATED TO

THE DISSERTATION BY AUTHOR

1 To Van Khoi (2008), “Innovation of vocational training

activities at “Thai Nguyen College of Industry”, Industrial

Magazine, (2), Page 45- 46

2 To Van Khoi (2012), “Some measures for vocational training

quality improvement at technical colleges”, Industrial

Magazine, (1), Page 48- 49

3 To Van Khoi (2012), “Awareness of problem solving teaching at

Thai Nguyen College of Industry, Education Magazine, 294(2),

page 31-32, 43

4 To Van Khoi (2013), “Principles of problem solving teaching at

technical colleges”, Education Magazine, 311(1), page 33-35

5 To Van Khoi (2013), “Building up tools for test and learning outcomes assessment of students at technical colleges under the

teaching approach to solve the problem”, Education Magazine,

318(2), page 23-24 19

6 To Van Khoi (2012 – Project Manager), “Research and solution

proposal for vocational training quality improvement at technical colleges in northern mountainous regions, scientific

topic at Ministry Level, code: 050.11.RD, date of acceptance 06/4/1012

INTRODUCTION

1 The reason to choose the research title

Resolution of the Party Congress has confirmed that

“Development of Education and Training, Science and Technology is the basis and motivation of the industrialization and modernization of the country”

Second Conference of the Central Party, Session VIII has

clearly shown: “Strong innovation of educational and training

methodologies, overcome one-way imparting of knowledge, practice creative thinking of learners, apply innovative methods and modern means, ensure conditions and time for self-study and self-research for students, especially for university students ”

However, this approach has not fully studied in Vietnam, some topics, thesis have mentioned and researched about it but mainly for high school level Technical colleges have suffered from many difficulties in innovation of teaching methodology, not identified the approach With above reasons, we choose the title “Problem Solving Teaching in basic theory part of Technical College” to conduct my doctoral thesis

2 Research objective of the dissertation

Identify teaching methods of problem solving in basic theory part of Technical College to improve the training quality and effectiveness at technical colleges through some subjects

3 Object and subject of the research

3.1 Object of the research

Basic theory part teaching process at technical college

3.2 Subject of the research

Problem Solving Teaching Method in basic theory part of Technical College

4 Scientific hypo-dissertation

Problem-solving teaching in basic theory part at technical college currently has suffered from many difficulties if they are identified and implemented suitably problem-solving teaching methods such as: Building up problem-solving teaching methods; choose, coordinate suitable teaching methods with teaching situations in order to improve positively awareness of knowledge of students; choose, use techniques and teaching means; construct learning assessment means and building up active learning environment to enhance the effective participation

of students for actual situation solution to improve quality and training effectiveness at technical college

7 Research approaches and methods

7.1 Group of theoretical research methods

History Method, analysis method, summary of theory,

Generalization and systematization method

7.2 Group of Practical research methods

- Methods of observation, investigation, questionnaires, direct interview; methods of product research; Pedagogical Experimental Methods and Expert methods

7.3 Supportive methods:

Use of statistical formulas to data processing

8 Argument for protection

8.1 Problem solving teaching meets training targets at technical colleges, which helps students to form actively habits and positive learning

8.2 Problem solving teaching helps students to reach theoretical knowledge and form situation solving skill

8.3 Building up problem solving teaching methods, improve the training quality and effectiveness at technical college

9 New aspects of the dissertation

9.1 Overall research issue on problem solving teaching

in basic theory at technical college

9.2 Systematize theoretical issues of solving teaching and applicability of problem solving teaching at technical college 9.3 Assessment of awareness status of lecturers of roles and teaching situation under problem solving approach currently at technical college

9.4 Build up problem solving teaching methods in basic theory part at technical college

9.5 The Dissertation is considered as reference for lecturers, students on the innovation of teaching methods at technical college in current phases

10 Outline of the dissertation

Apart from Introduction, conclusion, this dissertation is divided into the 4 chapters

Chapter 1 Theoretical basis of problem solving teaching

in the basic theory part at Technical Colleges

Chapter 2 Actual situation of Problem Solving Teaching

in basic theory part of Technical College

Chapter 3 Measures of problem solving teaching in basic theory part of Technical College

Chapter 4 Pedagogical experiment

Chapter 1 THEORETICAL BASIS OF PROBLEM SOLVING TEACHING IN THE BASIC THEORY PART AT

TECHNICAL COLLEGES 1.1 Overview of problem research history

1.1.1 Foreign studies

Ideology of problem solving teaching has existed in educational history for a thousand years In the last years of nineteenth century, researchers as Ghecđơ A.Ia., Xatxiulêvít M M., Rôgiơcốp N A., Bantalôn X P., Rưpnicôva M A has studied about this issue

- In 30th years of the twentieth century, in western countries, concepts of “active teaching method”, “learner-concentrated teaching” were created and widespread in Europe-America

- In 50th years of the twentieth century, in Europe, many studies about teaching methods were created and solved problems

- In 70th years of the twentieth century, problem solving teaching is studied in Soviet Union and Eastern European countries by researchers as Okon V., Machiuskin A M., Cuđriaxep T.V., Kharlamop I F., Krugliac M I., Lecner I.Ia Problem raise teaching is considered as active teaching method; improve thoughts, awareness capacity and engine, attitude and students’ interest formulation

1.1.2 Domestic Studies

In Vietnam, since 60-70th years of twentieth century, many researchers have studied about problem solving teaching such as: Nguyen Ngoc Quang, Tran Ba Hoanh, Le Khanh Bang, Pham Viet Vuong, Dang Thanh Hung, Nguyen Cuong, Tran Kieu, Nguyen Ngoc Bao, Vu Van Tao and so on

In recent years, many studies on problem solving teaching for basic sciences, some researchers as Nguyen Lan Phuong, Ngo Dieu Nga, Le Van Nam, Nguyen Thi Ngan, Le Trung Thanh, Bui Thi Mui, Nguyen Thi Ha Lan, Duong Dang Thien Huong, Tran Van Kien and other authors

However, studies on problem solving teaching at technical college have not been paid attention much and have

no study works

1.2 Basic concepts

1.2.1 Scientific problems and learning problems

- According to Vietnamese Dictionary: “Problem is necessary

to be considered, studied and solved”

- According to Lecner I Ia.: Problem is a question raised for

someone and he has not known the answer and must find out the answer but he is available some initial media suitable for use in the research it According to Crugliăc M., problem is a complex

question on practice or theory which requires the resolution

Author Bui Thi Mui shows that “Problem is is contradictory (or difficult) and requires to consider and solve”

Le Huy Hoang saids “Problem is a question of doubt, uncertainty and difficulties and it is necessary to give to discuss or find the solution” However Tran Van Kien believes “Problem is problematic question and requires to find the solution”

- Scientific problem is a problematic question in science,

and it shall be solved by awareness and scientific action Scientific problems exist in scientific research activities Scientific problem is also advanced learning problems

- Learning problem is problem in training program

which learners do not know the answer but must study to reach deep knowledge

Lecner I Ia remarks: “Learning problem is seen and

solved on basis of available means (Knowledge, skills, and experiences) All problems include problematic situations but

do not mean that any situation is in problematic”

Under above analysis, we think that: Learning problem is

a form of learning content expression, potential knowledge, requires learners to explore, to think of a solution, through which they reach learning content

1.2.2 Problematic situations and teaching situations

* Problematic situations:

- According to Rubinstein X L (1958): “Thinking usually

starts from a problem or a question, or the surprise of questions, from the conflict” In Lecner I Ia.’s opinion “Problematic

situation is difficult which have clear sense or ambiguity by someone, it is solved by questing for new knowledge and new manners of action Author Nguyen Bao Ngoc says

“Problematic situation is psychological state occurs when

people encounter difficulties in terms of intellectual which they cannot explain a new issue by available knowledge but must find out new knowledge, new action”

From above analysis, we believe: Problematic situation

in teaching is special psychological state of learners when they suffer from objective contradictions, contradiction between the known and the unknown need finding, on basis of such contradiction solution, learners get their knowledge and methods for reaching such knowledge

* Teaching situations:

- According to Nguyen Ngoc Bao “Teaching situation is created by lecturers, pedagogical situation is random situation happening in pedagogical activities”

- Nguyen Ngoc Quang thinks that “Teaching situation is the smallest unit, most elementary logic of the teaching process, including relationship among target, content and method”

- In opinion of Dang Thanh Hung "Teaching situation is

connection among physical elements, mental elements and pedagogical forms and structures with contents having the certain contact of past and current experience of learners”

Through comparative analysis between problematic

situation and teaching situation, we think that: Teaching situation

is actual situation which lecturer summarizes Including situations created by experience of lecturer on basis of logics of lesson content, teaching experience and level of awareness of the learner to encourage them to actively find the solution

1.2.3 Problem solution and problem-solving model

1.2.3.1 Problem solution

According to Vu Van Tao, towards applying ideas

“Problem solving in Vietnam” is target category; this ideology is

considered as capacity need forming, training as problem solving capacity; in the category of training methods, it is considered as high step of active educational methods, it is problem solving teaching method”

Therefore, in our opinion, problem solving is activity process

of learners, which means they learn by problem solving In this duration, individual must implement logical thinking, inductive, interpret, synthesize, critique activities and raise hypothesis and the choice of appropriate data, the decision on how to solve

1.2.3.2 Problem-solving model

* 5-Step model of George Polya:

Polya George’s problem solving model includes 5 steps

* 3-Step model of Rob Foshay and Jamie Kirkley:

According to Rob Foshay and Jamie Kirkley, two

American authors, problem solution process includes 3 steps Two model analysis, we offer structural model of problem solving process in teaching as follows: 1st Step: Identify the problem; 2nd Step: Find the solution method; 3rdStep: Decide the problem solving method

1.2.4 Problem solving learning

Kharlamop I F.confirms: “Learning is a positive cognitive

processes” In Problem solving learning process, learners must

research, practice and experience to accumulate experience, willing to face with complex problems in actual life

Therefore, we can conclude: Problem solving learning is

implemented study duties under problem solving form by learners which is given by the lecturer to create and form new knowledge and skills

1.2.5 Problem solving teaching

I.Ia.Lecner defined as follows: “Problem solving teaching

is a teaching method in which students participate systematically

in problem solving process and problematic mathematic issues built according to the content of the program” In

opinion of O Kon“Problem solving teaching, in overall, is all

activities such as problematic organization of problematic situations, present problems, help students to reach necessary knowledge to solve problems”

Dang Thanh Hung thinks that: “Problem solving

teaching is lecturer’s duty, which means they teach learners study manners through problem process”

In this thesis, we use the concept: Teaching Problem

Solving is a teaching strategy oriented by lecturers to improve thinking of learners, through solving suitable problems with learning contents and their capacity

1.3 Technical thought during problem solving process

1.3.1 Technical thought concept

Technical thought concept is a thought in technical activities to solve technical problems

1.3.2 Technical thought characteristics

1 Technical thought has close connection between theoretical thought and action thought

2 Technical thought implements under a process from trial to implemented action and then inspection and adjustment

3 Technical thought has the close connection between visual images and concepts

1.3.3 Technical thought development in basic theory part

Technical thought development is an important of technical colleges in general and lecturers of technical theory and practice in particular

1.4 Students’ characteristics and learning characteristics at technical colleges

1.4.1 Students’ characteristics of technical colleges

- Students have been conscious and learning experience, theoretical method in the class and skill practice method in the laboratory, practice

- Students are active, creative in learning and have demand of actual activities, high adaptability

- A majority of students identify clearly the responsibility

of personal, ideal, aspiring, yearning to reach new ones, the progressive, consciously to strive and promote the positive aspects and minimize weaknesses

- Students practice to form labor discipline consciousness, industrial manner

- Students try to practice to overcome difficulties in the life, always towards to perfection themselves

- Some students have operational independence

1.4.2 Learning characteristics at technical colleges

1.4.2.1 Learning at technical college is professional relating to technical issues

1.4.2.2 Learning at technical college requires learners to be active, positive and flexible

1.4.2.3 Learning at technical college requires students to have sense of community

1.5 Principles and levels of teaching problem solving

1.5.1 Principles of teaching problem solving in the basic theory part

1.5.1.1 General teaching principles

1.5.1.2 General teaching principles in the basic theory part:

+ First principle: Encourage students to think actively to

solve the problems

+ Second principle: Encourage students to self study, research materials, drawing, technical means and production practice

+ Third principle: Explore study experience and actual operational experience of students

+ Fourth principle: Encourage students to cooperate, share the intellectual challenges

+ Fifth principle: Help students to identify the learning purpose to develop themselves

1.5.2 Levels of teaching problem solving

On basis of above classification, we propose teaching problem solving under methods (levels) as follows: 1/ Lecturer present problem solving; 2/Lecturers and students discuss problem solving; 3/ Students corporate problem solving; 4/ Self-research

1.6 Characteristics of teaching basic theory part and pedagogical requirements

Theory is scientific knowledge system including concept, scope, regulations, is the basis for supplying students the knowledge basis for argument and problem solving Technical theory reflects the thought process and structure of problem solving Technical theory reflects the process and thought structure, raises learning issues requires students with deep thoughts This is capacity for applying problem solving application in basic theory part