tóm tắt luận án tiến sĩ tiếng anh phát triển kỹ năng tự học toán cho sinh viên các trường đại học đào tạo giáo viên tiểu học

Thesurvey results show that "self-study" - forming the active skills todominate the knowledge - must be guided by the method of scientificguidance and real experience.Starting from the a

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION

The Thesis was completed in: Mathematics and informatics

department,

Ha Noi national university of education

Advisors:

1 Junior Prof Dr Vũ Quốc Chung

2 Dr Lê Tuấn Anh

The thesis is available at:

1 Library of Hanoi national university of education

2 Library of Hai Phong university

1 REASON

Training qualified human resources to meet the increasing demands

of society becomes urgent mission of the Education and Training sector.Therefore, breakthrough solutions need to be created in teaching methods

by turning the training process into the self-training process To do so,trainees should know “what” and “how” to take the initiative to acquireknowledge Resolution of the Government on the basic andcomprehensive innovation in universities training in Vietnam (2006 -2010) clearly stated that universities need to “develop and implement aroadmap to change annual training into the form of subject complement,paving the way for students to gain the knowledge" The form of subjectcomplement will partially turn training process into self-training process

in universities, making students self-studying, active and creative Toinnovate methods of teaching and learning in college and implement theform training of subject complement, we need to pay special attention tothe strengthening of self-study of students, building active and regularself-training skills World Bank calls the twenty-first century as the era ofSkills Based Economy Universities in developing countries always putsoft skills training priorly In reality, 85 percentages of successful personhave soft skills Self study skills play a key role in solf skills Solf skillsare specially essential with students in Falculty of Elementary Teachers’Training (ETT), and Maths is very important in ETT program If studentsare aware of the important role of self-study and have measures to trainand develop self-learning skills in maths, the training will gain doubleeffection It not only improves training qualification but helps the students

to get skills of self-study and devote their whole lives for work At thesame time, they are the people whose directly guide and have effect on

the formation of soft skills for students at the age of building humanbehaviour - elementary students Education will get higher efficiency ifthe training process is turned into self-training process Although manystudents initially had awareness of the meaning of the "self-study" buthave limitation in process due to the lack of a scientific guidance Thesurvey results show that "self-study" - forming the active skills todominate the knowledge - must be guided by the method of scientificguidance and real experience.

Starting from the above-mentioned reasons, we have chosen the

title: "Developing maths self-study skills for students in ETT in the universities".

2 PURPOSES

Give some specific measures to develop maths self-study skills forstudents in ETT in the universities, contributing to improvement of thequalification of teachers in ETT

3 OBJECTS AND SCOPES

the level of maths self-study skills of students will be enhanced, whichcontribute to improve the quality of ETT.

5 TASKS

Systematize and establish the scientific and practical basis for thedevelopment of maths self-study skills of ETT students; survey on thelevel and development of maths self-study skills of ETT students in ETTfaculty of some univesities; proposes some specific measures to developstudents' maths self-study skills in ETT faculty; clarify the feasibility andeffectiveness of the subject

6 METHODS

To complete the research and achieve above purposes, we use thefollowing main research methods: theory research method; survey –investigation – synthesis method; experimental pedagogy method

7 THE CONTRIBUTIONS OF THE THESIS

Contribute to theory of universites’ training measure and practicalbasis on necessary to improve maths self-study skills for ETT students.Elucidate the expression in maths self-study skills of ETT students; thedifferences between practical and theoritical in maths self-study andbetween maths self-study focused training and non focused training Buildthe criteria for evaluating the level of maths self-study skills of ETTstudents Propose five pedagogical measures to contribute to thedevelopment of maths self-study skills of ETT students

8 THE PROTECTED POINTS

The guidance and organization for students to self-study, researchand actively gain knowledge are a practical, effective and urgent works.The guidance and organization for students to self-study, research,actively gain knowledge and directly join in training progress have notbeen paid attention enough neither theory nor practice The application of

the measures to develop maths self-study skills for students willcontribute to the training content and method renewal of ETT studentsfollowing the orientation of turning training into self-study training.

9 STRUCTURE OF THE THESIS

Thesia includes: Introduction, Content and Conclusion The content

of the thesis consists of three chapters: Chapter 1: Theoritical and practicalbasis; chapter 2: The measures of development maths self-study skills forETT students; chapter 3: Pedagogical practice

Chapter 1 THEORETICAL AND PRACTICAL BASIS

1.1 Historical overview

1.1.1 The researches in the world

1.1.2 The reseaches in Vietnam

1.1.3 Some conclusions

In general, the above authors have studied the problem in manyways such as: Self-study is current requirement and necessity for all ages;dialectical relationship between objective and subjective factors in self-study progress However, until now, according to the materials that weaccessed, the authors have not mentioned the profound issues such as:developing specific criteria for self-study skills; practical and theoriticalmaths self-study differences; dishtinguishing between promotion and non-promotion ofmaths self-study skill teaching basis; assessing maths self-study levels of ETT students; proposing measures to practice self-learningand self-study of ETT students… Therefore, our research focuses onobjects of students on ETT faculty

1.2 Scientific basis of self-study

1.2.1 Philosophical basis

1.2.2 Psychological basis

1.2.3 Pedagogical basis

1.3 Self-study activities in some active teaching methods

We reseached self-study activities taken place in four teachingmethods towards encouragement learner's activities as below:

1.3.1 Self-study in teaching detecting and solving problems 1.3.2 Self-study in teaching from the point of tectonic theory 1.3.3 Self-study in teaching group activities

1.3.4 Self-study in teaching exploration

* Some assessment of self-study in outlined teaching methods.Above teaching methods have some advantages and encourage students

to develop their own maths self-study skills However, they also havesome limitations in practice: the methods themselves are not completelyindependent but interactive It made dificult for teachers to use theteaching methods effectively in a positive way

1.4 The concept of study and self-study

1.4.1 The concept of study

From the point of view of the authors, we believe that: “core ofstudy is self-study which is the process of internal development, theobjects of self-expression and transformation, self-enriching by receiving,processing and transforming outside to inside information of their owns"

1.4.2 The concept of self-study

1.5 Maths self-study skills

1.5.1 Skills and abilities

There are three basic views on skills In the course of the study, weapproach the concept of antigen according to the second point, typicallythe views of the author Dang Thanh Hung: "Skill is a form of self-madeaction based on knowledge of work, mobility and other psychological-biological conditions of individuals such as needs, emotions, positive

behaviour to achieve the purpose or specified criteria, or howsuccessful standard or regulation "[40, tr.25-27].

1.5.2 Maths self-study skills system

According to the general understanding of the skills, refering to theresearch, we divided the maths self-study skills into 35 components andtwo groups of skills: Group of cognitive skills (7 component skills ) andgroup of activites skills (28 skills)

1.6 Maths self-study skills assessment of ETT students.

1.6.1 Expression of the maths self-study of ETT students

1.6.1.1 Characteristics of ETT students

1.6.1.2 Mathsematics teaching program of ETT sector

1.6.1.3 Grouping expression of maths self-study of ETT students

By reseaching characteristics of maths self-study training in ETTfaculty and psychological characteristics of ETT students, we believe thatthe concept of maths self-study skills for ETT students has similaritieswith maths study skills in general, including the two main skills.However, in group work skills have a number of separate skills to preparevocational skills for future primary school teachers In particular, the firstgroup is the expression of awareness on maths self-study skills Thesecond group is the expression of activities in the maths self-study skills

To learn more about the issues, we researched students expression intheoritical and practical math self-study of ETT students

1.6.2 Criteria for assessemet on math self-study skills level

Based on 13 components symbol skills, we built the system ofcriteria and indicators of the component skills of maths self-study skills toform the initial basis for the assessment on ETT students skill levels.Basing on the research, the system of criteria and indicators forcomponent skills, we built a questionnaire consisting of 50 questions,

dividing into two categories to explore math self-study: Type 1- anexpression of awareness on maths self-study; Type 2- an expression ofmath self-study activites Here are the questions to investigate thestudents' self-study skills The questionnaire was designed to help thestudents to self-assessment skills themselves.

1.6.3 The degree of maths self-study skills of ETT students

According to the definition of maths self-study skills, if the ETTstudents have maths self-study, they must have some skills: self-designingand planning organization, math self-praticing activites, activites self-checking and self-controlling Assessment on the learners' self-studythrough performance tasks requested by teachers includes 4 levels: Level1-Answer the questions given by the teacher on book; Level 2-level 1result and solve the same practices and give examples for knowledge ofself-study; Level 3- level 2 results, implement activities and describe thecontents of the self-study in different ways; Level 4- level 3 results andgive questions themselve (especially questions on maths and professionalorientation) and find the answers Detect and corret errors in the self-study

To illustrate the four levels above, we gave some examples incollect type [29, tr.3-12] as follows:

Level 1: In the relational concept, teachers ask students to read thetextbook to answer the questions: Given set A = {0, 2, 3}; set B = {- 2, 0,

1 , 2, 3} Please fill in the blank: When it is said set is smaller set of theset .; or set is part of set (Or set included in the set ); Symbolset

Level 2: In the relational concept, teachers ask students to read thetextbook to answer the above questions, then students pratice self-studyactivities to solve the same problem: Determining implicative relations

between the following sets After that students take theexample of two collective sets and use Ven diagram to show therelationship between the two sets.

Level 3: In the content and element set, students are able to study and describe the contents of the lesson in many different ways For example, when expressing the elements of a set A which is the set of test equation x (x - 5) = 0 defined on the real set, students can provide three ways to determine as the following:

D of parallelogram, set E of trapezoid Determine the implicativerelationships between the sets above?

If the first answer is:

After checking, students will find themselves determinedincorrectly They will realize that a square is a special case of a

rectangular or in other words, every square is a rectangle Therefore, thesquare will have the smaller element of the rectangle.

So the correct answer is:

To initially assess ETT student, we rely on the total marks they got

in answering 50 questions: If students got a total of 120 to 150 marks,students reached level 4; if students got a total of 80 to119, they reachedlevel 3; if students got a total from 40 to 79, students were in level 2; ifstudents got a total of 0 to 39, students were in level 1

1.7 Organizational processes in practicing ETT students

The organization of teaching-studying is very important andindispensable work To do effectively, we proposed seven-step processwith two forms: self-study with direct and indirect guidance The steps are

as follow: Step 1 Creating a premise; step 2 – Selfstudying; step 3 Self-supervising; Step 4- Expressing; step 5 -Adjustment; step 6 -Metabolism; step 7 – Overall self-supervising

-1.8 Survey on maths self-study skills of ETT students

We surveyed 1,490 ETT students in 10 universities from threeregions in Vietnam: North, Central and South Purpose of the survey toassess the situation and the development of maths self-study skills of ETTstudents The result will be the basis for approving measures to improvequality of ETT students Time of the survey was one year (from October

1, 2010 to October 1, 2011)

The survey shows that maths self-study skills of ETT students arenot very high In the ETT training progress, the universities have paidattention to maths self-study skills However, to develop maths self-studyskills for ETT students in the future, universities need to consider someissues: Forming motivation and driving forces for the students to mathsself-study; organizing activities for them to practice, build their own

situations on maths self-study skills;focusing on group discussionsthrough seminars; compiling guidance book on maths self-study;fostering mathsematics knowledge and methods of teaching ETT students

to meet the requirements of the current renewal in primary training

Chapter 2 METHOD OF DEVELOPING MATHS SELD-STUDY SKILLS FOR PEAGOGICAL PRIMARY EDUCATION

UNIVERSITY STUDENTS 2.1 Principles of building measures

To build pedagogical measures of training and developing Mathsself-studying skill for students trained as a teacher in primary school, wepropose the 7 principles

2.2 Proposed some measures aimed at developing Maths studying skill for students trained as a teacher in primary school

self-2.2.1 The first method: Bring upself-studying motivation for ETT

2.2.1.1 Scientific basis of this measure

The group of Maths self-studying skill for students trained as ateacher in primary school includes skill of determination the purpose, skill

of creation Maths self-studying motivation Two these skill are the mostimportant and essential in in the teaching process The author Wilbert J

Mckeachie said: "One of the most important tasks of teaching is how to form the inner learning motivation for students being interested in learning" [8, P.116] So, How do lecturers implement their teaching and

learning task to enhance awareness of self-studying, to identify the

purpose, motivation, proper attitude in studying for students? “ Studying

is task of student, He was a student and he learned for himself Teaching methods and learning methods must be based on the student's

ability.Students must complete their responsibilities by participating actively and comfortably in their learning process Firstly, he must provide the ability of autonomy and consciousness, responsibility, that will lead students to assess their self-study and make self-study activities better " [41, P.26-33] From this theoretical basis, we launched the content

and necessary conditions to implement, form Maths self-studyingmotivation for ETT

Good implemention this measures as a prerequisite for improvingstudents' Maths self-studying skills

2.2.1.2 Purpose of the measure

Developing skills of determination the purpose and skills offorming the Maths self-studying motivation for students trained as ateacher in primary school

2.2.1.3 Content and the way to organize

1) Developing skills of determination the purpose

To be effective in the process of Mathematics self-study,prerequisite is that learners need to identify the purpose of Mathematicsself-study skills The aim is understood to be the goal achieved in theprocess of Mathematics self-study In the Maths self-studying process, thefirst, the leaners need to identify which purpose you need to achieve whilestudying specific content To determine the purpose effectively, thelearners need to identify the purpose by four following principles

To help students identify the purpose and implement of purposeeffectively, the forces of education in the pedagogical School need tocreate environmental to help students to understand well self-studyingissues Besides, the education forces in the pedagogical School need to :disseminate regulations, student works, the rights and obligations ofstudents…; pay more attention to the formation of self-studying emotion