MINISTRY OF EDUCATION & TRAINING THAI NGUYEN UNIVERSITY TRINH VAN CUONG CAREER-ORIENTED EDUCATION FOR STUDENTS IN TEACHING THE SUBJECT TECHNOLOGY IN HIGH SCHOOL Major: THEORY AND EDUCA
Trang 1MINISTRY OF EDUCATION & TRAINING
THAI NGUYEN UNIVERSITY
TRINH VAN CUONG
CAREER-ORIENTED EDUCATION FOR STUDENTS IN TEACHING THE SUBJECT TECHNOLOGY IN HIGH SCHOOL Major: THEORY AND EDUCATIONAL HISTORY
Code: 62 14 01 02
SUMMARY OF DOCTORAL DISSERTATION OF
EDUCATIONAL SCIENCE
THAI NGUYEN - 2013
Trang 2Dissertation was completed at:
COLLEGE OF EDUCATION – THAI NGUYEN UNIVERSITY
Scientific supervisors:
1 Assoc.Prof Dr Ha The Truyen
2 Prof Dr of Science Nguyen Van Ho
Opponent 1:
Opponent 2:
Opponent 3:
The dissertation will be defended before the Jury at:
COLLEGE OF EDUCATION - THAI NGUYEN UNIVERSITY
At .hour date month 2013
The dissertation can be studied in:
Learning resource center – Thai Nguyen University Library of Hanoi National University of Education
Trang 3LIST OF PUBLISHED WORKS REALATING THE
DISSERTATION BY AUTHOR
1 Trinh Van Cuong (2009), “Promoting the role of Vocational
Comprehensive Technical Center", Education magazine, No 205,
issue 1, January 2009, page 9 -10
2 Trinh Van (Anh) Cuong (2012), “Research of career-oriented
education in teaching Technology in high school”, Education
management magazine, No 41, October 2012, page 33 -35
3 Trinh Van Cuong (2012), “Career-oriented education in teaching
Technology in high school and implementation measures”, Education
magazine, No 297, issue 1, November 2012, page 20-22
4 Trinh Van (Anh) Cuong (2012), “Integrating career-oriented
education in teaching Technology in high school”, Education
management magazine, issue 43, December 2012, page 41-45
5 Trinh Van (Anh) Cuong (2013), “Practical basis of career-oriented
education in teaching Technology in high school", Education
management magazine , No 45, February 2013, page 55-58
6 Trinh Van Cuong (2013), “Some forms of career-oriented education for
high school students", Education magazine, No 306 , issue 2, March
2013, page 11-12
7 Trinh Van Cuong (2013), “Improving awareness of career-oriented
education in teaching technology in high school", Educational & Social
Magazine, No 24, March 2013, page 33-35
8 Trinh Van Cuong (2013), “The potential of career-oriented education
in teaching technology in high school", Education management
magazine, No 44 , April 2013, page 51-54
9 Trinh Van Cuong (2013), “Application of information technology in career-oriented education for high school students through technology
subject", Educational equipment magazine, No 93, May 2013, page
28-30
10 Trinh Van Cuong (2013), “Real situation of career-oriented education
in teaching Technology subject in high school", Education magazine,
No 310, issue 2, May 2013, page 22-23
11 Trinh Van Cuong (2013), “The process of teaching Technology subject by integrating career-oriented education for high school
students", Educational & Social magazine, No 27, June 2013, page
24-27
12 Trinh Van Cuong (2013), “The process of career-oriented education
for students through technology subject in high school", Education
Management magazine, No 51, August 2013, page 39-43
Trang 4INTRODUCTION
1 The reason to choose the research title
According to the figures of General Statistics Office, Vietnam 's population now reaches nearly 90 million people, ranking 13th in the world and the 2nd in Southeast Asia In term of labor force, Vietnam has 51.4 million people aged 15 and older in the labor force, accounting for 58.5 % of its total population Among 51.4 million labors, there are nearly 7.8 million trained labors, accounting for 15.4
% of the population In urban area, trained workers reached 30.9 % , while in rural areas this figure is only 9 %
Career-oriented education is the education which orients career for students, helping them know of human resource demands of society, characteristics of specialized professions and thereby they make decision to choose a job which is suitable for their competence, forte and excitement Having an appropriate job brings a happy mean
of support for each individual and it can help form a high qualified human resource for society to meet the requirements of economic and cultural development
Once students oriented a career which is appropriate with their own interest and capabilities, they will have a great motivation to study in order to pass the entrance exam to vocational schools or universities which they have been chosen and when they study in those schools, they will make efforts to study well, to have a profession in order to ensure a long happy life in the future
Content of Technology courses in high school is related to various careers in the fields of agriculture, forestry, fishery, industry, business as well as economic life of the family Career-oriented education for students in teaching technology courses will make interest in learning for the students, allowing them to increase understanding of careers in society and a comprehensive and active vision for career orientation, and also to save time and money for career-oriented work at school, avoid overlapping and duplication between contents in career-oriented education
However, in current situation, career-oriented education in high school is not be cared properly By the reasons mentioned above, we
choose the issue "Career-oriented education for students in teaching
technology in high school" to make a contribution to high school
implement career-oriented education task practically and effectively
Trang 52 Research objective of the dissertation
On the basis of theoretical research and assessment of the real situation of career-oriented education for students in high school in the northeastern region of Vietnam, the dissertation aims to propose measures of career-oriented education for students in teaching technology, contributing to implement well goals of career-oriented education in high schools in this region
3 Object and subject of the research
3.1 Object of the research
Career-oriented education for high school students in teaching Technology
3.2 Subject of the research
Career-oriented education measures for students in teaching technology in high schools in northeastern region of Vietnam
4 Scientific hypodissertation
The selection of career for the majority of ethnic minority high school student in northeastern region of Vietnam is mainly based on feeling, on majority, because school has not implemented well the career-oriented education for students If the school uses appropriate measures in accordance with psychological characteristics of students
in mountainous area, the local practical conditions to teach Technology in integration of career-oriented education under innovation method, the effectiveness of career-oriented education will be improved
career Proposing measures for careercareer oriented education for students
in teaching technology in high schools in the northeastern region of Vietnam
Trang 6of Vietnam, in 3 school years from school year 2008-2009 to school year 2010-2011
- Organizing a 2-round pedagogical experiment in 4 high schools in the Northeast region of Vietnam, in school year 2010-2011 and 2011-2012
7 Protected arguments
- Career-oriented education for high school students of ethnic minority areas in Northeast mountainous region is a human activity, creating happiness for each individual and students’ family as well as meeting the demand on human resources of the local and the country
- Career-oriented education for high school students in teaching Technology is a way having many potentials, advantages and being consistent with psychology of minority students and educational practice in Northeast region of Vietnam
8 New findings of the dissertation
- Enriching the theory of career-oriented education for minority students in teaching technology in high school
- Assessing properly the real situation of career-oriented education for students currently in high school in the Northeast region of Vietnam
- Proposing measures to integrate career-oriented education for high school students in the northeast region of Vietnam in teaching technology, helping to train human resources for local and the country
9 Research methodologies
9.1 Methods to research theory
9.2 Methods to research practice
9.3 Supportive methods
10 Structure of the dissertation
Besides introduction, conclusion and recommendation, the dissertation content includes 4 chapters
Chapter 1 THEORETICAL BACKGROUND OF CAREER-ORIENTED EDUCATION FOR STUDENTS IN TEACHING
TECHNOLOGY IN HIGH SCHOOLS
1.1 Overview of research issues
1.1.1 The researches in the world
In the mid-nineteenth century in France, the industrialization process developed rapidly, it has been found that the occupational
Trang 7system has become more diverse and complicated; the production specialization has exceeded in comparison with the stages of agricultural and industrial production, and thus the book "Career-oriented guidance for career choices" appeared [44, page 7]
- In 1883, the United States, an psychologist Ph Ganton gave birth to research works on occupational competence, proposed to use the test method (Test) with the aim of helping students choose a career
- At the beginning of the twentieth century in the United States, Britain, France, Sweden the centers of vocational services appeared Especially, in 1908, Pason F., the lecturer at the University of Garvared (USA) was the first person to use the term " Career-oriented guidance " founded the Occupational Council in Boston to help workers choose the appropriate jobs [63]
- In 1897, Russia, the book of Career-oriented guidanceappeared, stating the meaning of the job selection before applying to university
- In the years 1960 – 1970, the Federal Republic of Germany (West Germany), there were the research works of "the organization method for high school students to practice at plants, factories, service business establishments"[64]
- At this time in the German Democratic Republic (East Germany), there were the education science research works of the vocational training organization for students
- Allan Walker, an Australian with the work: "Some issues in
Australian education management" found that: "The school is not
only the place to teach the theory but also the one to form labor skills for students " [109, p 53]
- The Japanese Author Magumi Nishino required "to foster
basic knowledge and skills of the necessary fields in society, have an attitude of respect for employees and the ability to choose future careers in accordance with each individual " [74, p 49]
- In 1996, Jacques Delos, the President of International Committee on Science and Education (UNESCO) confirmed that the
twenty-first century education is: "Learning to know, learning to do,
learning to live together and learning to assert" These are four
pillars of education, he stressed: "High school students need to
dominate the opportunity to develop their competence by participating in occupational activities along with learning scientific and academic subjects” [110]
Trang 81.1.2 Researches in Vietnam
In Vietnam, since the 1980s of the last century, career-oriented education for high school students has been noted for research by many scientists in many different aspects Some authors can be mentioned such as: Pham Tat Dong, Pham Minh Hac, Nguyen Van
Ho, Dang Danh Anh, Nguyen Nhu At, Pham Huy Thu, Doan Chi, Tran Khanh Duc, Ha The Truyen, Nguyen Viet Su, Nguyen Duc Tri
- The author Pham Minh Hac said that "education is directed
by thought for the development of technology" [45, p 36], which
noted: "Priority to the career-oriented education" [46, p 46]
- The author Pham Tat Dong had his researched works: Theoretical and practical backgrounds of vocational activities; Occupational inspiration, the issues of vocational contents and methods for students, youth
- The author Nguyen Van Ho with his work "Establishing and
developing the vocational system for Vietnamese students" [53]
proposed the forms of coordination between schools, career-oriented training centers, production centers in career-oriented training for high school students
- A different research direction done by the author list of Dang Danh Anh, Nguyen Viet Su and their coworkers about: The motive of job selection; The inspiration of job selection; The ability of adapting career-oriented students; youth and career [1]
- According to the author Nguyen Trong Bao:
"Career-oriented education is both a basic problem and an urgent one of high schools " [5, p 35]
- The author Nguyen Nhu At studied: "The methodology problem for building the career-oriented education contents in high schools in Vietnam"
- The author Hoang Duc Nhuan reaffirmed the need to organize career-oriented education activities in high schools to prepare young people for the world of working and careers
- The authors of Ha The Truyen, Nguyen Van Le, Bui Van Quan had their deep and extensive studies on the content: "Career-oriented guidance through the activities of teaching basic subjects in high schools" in the science and technology Program of the State level KX05 – Topic KX - 05 -09 Accordingly, the authors asserted:
Trang 9"Thoroughly knowing the career-oriented spirit in subjects will make the quality of teaching and learning improved " [71]
However, there have not been any works on career-oriented
education for students in teaching the Technology in high schools
1.2 The basic concepts related to the topic
1.2.1 Occupation
In our view point: Occupation is a form of social labor, thanks to the training, the employees have the knowledge, occupational skills and attitude, can create (manufacture) the corresponding kinds of material or spiritual products to meet the needs of themselves and society
Occupation is both social and personal Any occupation also
contains a specific value system, which is: occupational knowledge,
occupational skills, occupational tradition and economic efficiency that is brought from occupation
1.2.2 Career-oriented guidance
In our view point: Career-oriented guidance is the activities of the school, family and society, in which the school plays a key role to guide students to understand the occupational world and choose a career in accordance with his own aspiration to be ready to enter the labor force
to meet the human resource needs of the locality and nation
1.2.3 Career-oriented education
In my point of view, Career-oriented education is the pedagogical activity with the purpose, program content conducted by the school to help students choose a career in line with their own competence, excellence and meet the requirements of society and occupation
1.2.4 Integrated education
In school, integrated education is understood as the integration of contents from academic subjects, different learning fields into a "new subject", ensuring the unity and harmony of activities, which aim at achieving learning objectives of each subject
Integrated education in high school has 3 levels: "fully
integrated, unit integrated and the realistic contact" [65]
According to the author of the dissertation, career-oriented
educational integration in teaching technological subjects "is the
systematic integration and combination of career-oriented education knowledge and technological knowledge into a content which is
Trang 10unified and closely attached together, based on the logical content of each lesson, through which lesson and career-oriented education goals are done"
1.3 Psychological features of high school students
High school students of the age of early youth, this is the mature period of physiological, physical aspects The bone, muscular, nerve and genital systems continue to develop, which helps students have a balanced, healthy and good-looking body The body strength
is nearly as adults, to help them have many conditions to take part in social activities, work and study Thereby, the structure of the new mentality and new quality of intellectual activities and other psychological aspects is created
Future occupation is dominant for exciting subjects The more specific, full and profound an awareness of occupational requirements is, the better they prepare for their future occupation Therefore, the career-oriented education for high school students is very important The career choice has become an urgent task of the students At senior school, the choice is more outstanding They understand that the future life is dependent on whether you know the career options in the right way or not Despite being indifferent, adolescents have to care for and think of career choices [57], [25]
1.4 Psychological characteristics of ethnic minority students
High school students from ethnic minorities also have common psychological characteristics of students of the same age, and have special attentive features to organize career-oriented education + Some students have difficulty in language use in thinking, learning and expression of scientific issues
+ Some students have the ability of slow cognition, thinking problems and are easy to recognize what others have said, have little insight into the causes, meanings, events or consequences of the phenomena
+ The independently thinking ability and analytical mind are limited, which is often the one-dimensional thought, satisfied with what was available, little research and innovation problems
+ Lack of flexibility in thinking, less likely to change the way
of thinking and acting in line with the new situation, sometimes thinking as machines and stereotypes
Trang 11+ The integrated analysis competence and generalization in ethnic minority students are limited, lack of comprehensiveness They often confuse the nature attributes and unnatural attributes of things, phenomena The subjective attention ability is not highly developed, the ability to maintain attention is unstable
+ Life depends on nature; therefore, the community features are strong Families and relatives live aloof, which has a strong impact on the psychological lives of the ethnic minority students For examples, they are hesitant to go away, ready to drop out of school because of objective conditions They often surrender in front of the difficulties in learning They do not define the learning motive clearly, study something with temporary satisfaction and they are bored when meeting difficulty Their understanding of society is limited; they do not fully understand the job, the job's requirements and needs of social labor forces
+ The choice of school, career is often emotional, according
to friends, or other people’s guidance They do not their own decisions because they do not have enough career information
1.5 Career-oriented education for high school students
1.5.1 Career-oriented education purposes for high school students
The career-oriented education purposes for high school students
is to help high school students have the sense of career choice on the basis of the understanding of their competence and strong points, scientific understanding of careers and the labor market
1.5.2 Career-oriented education contents for high school students
The career-oriented education contents for high school students include awareness orientations, attitudes, career guidance for students in accordance with the competence of individuals and meet the social requirements and occupational requirements
1.5.3 Career-oriented education tasks for high school students
- Help students get acquainted with the occupational world, consult and guide students to know the physiological and psychological requirements that is put by career, the career conditions and apprentice, the understanding of career-oriented education
- Improve the competence of career awareness for students in accordance with the level of psychological development and age of school levels
Trang 12- Create favorable conditions for students to be directly involved in social activities which initially aim to form the competence of adapting career for students
1.5.4 Career-oriented education ways for high school students
Career-oriented education for high school students is implemented through the following ways:
- Career-oriented guidance through teaching academic subjects
- Career-oriented guidance through teaching vocational school subjects
- Career-oriented guidance through extracurricular activities
- Career-oriented guidance through working, producing and visiting the manufacturing agencies
- Career-oriented guidance through introducing occupation in social and local industries
- Career-oriented guidance through counsulting the oriented education of the vocational experts
career-In particular, Career-oriented guidance for students through teaching subjects, especially the Technology is the most basic way and have many potentials and advantages
1.5.5 Measures of career-oriented education
The measures of career-oriented education are a measure of education, a way to do, a way to solve problems in the field of career-oriented education In this dissertation, the measures of career-oriented education in teaching Technology mention objectives, content, implementation organization and implementation conditions of career-oriented education in teaching Technology at high schools
1.6 Career-oriented education for students in teaching Technology in high schools
1.6.1 Technology at high schools
1.6.1.1 Characteristics of Technology
The Technology are taught in three classes: 10, 11, 12 at high schools, is designed in the integrated view of craft courses and techniques of previous schools (service engineering, agricultural engineering, industrial engineering)
The subject helps students become familiar with the reality of the relationship between people and working tools, manufacturing technology, and services to the natural environment, thereby forming the self-served habits and work skills of choosing and making their career independently when they become mature
Trang 131.6.1.2 Goals of Technology
Characteristics of Technology are followed for the program of each grade with many different sub-subjects: cultivation, livestock, agro-forestry and fishery processing (technology 10), engineering, fabrication and gas (technology 11); electrical engineering, electronic engineering (technology 12)
1.6.1.3 Technology curriculum
The technology curriculum at high school levels includes the most basic knowledge, necessary for the correct awareness of natural phenomena, daily life and work in the engineering industry
The characteristics of the Technology fully meets the needs of career-oriented education in high schools in both cognitive and occupational skills training Teaching Technology and work of students are a key part and bring efficiency in career-oriented education
1.6.1.4 Dominance and the level of career-oriented education integration for students in teaching Technology
Technology has a lot of advantages, career-oriented education integrated potentials for high school students compared to other forms of career-oriented education organizations
1.6.2 Integrated Principles of career-oriented education for students in teaching Technology
Career-oriented education is based on pedagogical principles:
- Sticking to the standards of knowledge, skills to be achieved
in each specific lesson
- Follow up a logical process of teaching
-The integrated teaching and integration have to meet the requirements of practical teaching
- Choices of the integrated content have to be logical, natural and not compulsory
- Ensure knowledge, shorten the learning time for students
1.6.3 The process of career-oriented education for high school students in teaching Technology
Career-oriented education for students in teaching Technology
in high schools consists of the factors: career-oriented education objects, career-oriented education forces, career-oriented education target, career-oriented education contents, career-oriented education methods, career-oriented education means, career-oriented education
