TOM TAT TIENG ANH quản lý đổi mới phương pháp dạy học ở trường trung học phổ thông dựa theo lý thuyết quản lý sự thay đổi

Starting from the apparently objective demand as mentioned above, we chose to study the topic “Management of innovative upper secondary school teaching methods based on the theory of cha

MINISTRY OF EDUCATION AND TRAINING VIET NAM NATIONAL INSTITUTE OF

EDUCATIONAL SCIENCES

-   -

LE THI THU HANG

INNOVATIVE TEACHING METHODS MANAGEMENT IN HIGH SCHOOL ACCORDING TO THE THEORY OF CHANGING MANAGEMENT

Specialised subject: Education Management

Code: 9 14 0114

SUMMARY OF DOCTORAL DISSERTATION OF

SCIENCE AND EDUCATION

HA NOI - 2018

This disertation is completed at

Viet Nam National Institute of Educational Sciences

Supervisors 1: Assoc Prof Dr Tran Kiem

Supervisors 2: Dr Nguyen Anh Dung

Reviewer 1:

Reviewer 2:

Reviewer 3:

This disertation will be defended before the Viet Nam National Institute of Educational Sciences’ Review Board, 101 Trần Hưng Đạo, Hà Nội at hour date month year

This disertation is available at:

- National Library

- Viet Nam National Institute of Educational

Sciences Library

INTRODUCTION

1 Rationale

- The rapid development of the 4.0 revolution coupled with the globalization of all aspects of economic and social life requires each individual to learn and study for life

- Current innovative trends in education: Vietnam's general education is moving from content-based education to competence-based approach The requirements of the current education and training of our country specified in the documents of the Party, State

- Current status of quality education and teaching our country has not met the set target This is mainly due to the lack of a suitable management theory as the basis for effective management of teaching methods

- The theory of Change Management has been successfully applied in many areas in the world, including education, suitable for changing context of Vietnamese education

Starting from the apparently objective demand as mentioned

above, we chose to study the topic “Management of innovative upper secondary school teaching methods based on the theory of change management” in order to improve the teaching quality in

upper secondary schools

2 Research purposes: Based on theoretical and practical

research, this research aims at assessing the current situation and proposing measures to modernize teaching and learning in upper secondary schools based on the theory of change management

3 Objects and subjects of the study

3.1 Objects of the study: Innovative teaching methods at upper

secondary school

3.2 Subjects of the study: The management of innovative

teaching methods at upper secondary school following the theory

of change management

4 Literature review: The theory of change management consists

of three phases: thawing phase (preparation phase of reforming teaching methods); Renovation period (stage of organizing and directing the implementation of the renovation plan); Refreezing phase (sustainable development results of innovative teaching

methods) If we apply this theory in combination with approaching management functions, the implementation of teaching method renovation in high schools will be effective, contributing to the improvement of the teaching quality in particular and the education quality in general

5 Research objectives

5.1 Reviewing the literature

Study the theoretical foundation for management of innovative teacing methods in upper secondary school and management of change

5.2 Determining practical basis through research of best practices

in some countries in the world; doing survey on the management

of renovation of teaching methods in high schools in the Red River delta; evaluating the situation, determining the causes of the actual situation analysis according to the theory of change management

5.3 Proposing some measures to manage innovative teaching methods in high schools based on the theory of change management

5.4 Surveying and piloting a number of proposed measures

6 Scope of stuy: The research focuses on some methods of

management of innovative teaching methods by high school principals based on the theory of change management in some high schools in the Red River Delta during the school year 2013 -

2014 to 2015-2016.The manager is the principal

7 Research methodology

7.1 Approaching method: the research mainly bases on the theory

of change management in combination with other approaches like access to management functions and management content; System approach, Complex approach

7.2 Research methods in details: Secondary research; Data

collection methods: survey with questionnaires; observation, annalysing documents, asking for specialists’ opinions, experiments; Data analysis methods: statistic analysis

8 Defence points

8.1 Applying the theory of change management with three stages

in combination with function management approach to manage teching method renovation at upper secondary school: Preparing

for teaching method renovation; conducting and managing teaching method renovation; and sustainably developing the results of teaching method renovation This is the most innovative paths in the current context of Vietnam

8.2 The results of the implementation of teaching method reform

in high school depend on many factors: the perception, qualifications, capacity and qualities of the principal, teachers and other members in the school, the consensus of students’ parents and the community as well as the society Among these, teacher plays a decisive role and the principal plays a key role in promoting or hindering innovation

8.3 Combining the management of teaching method innovations based on the three-phase and function management approach in high schools , principals need to focus on groups of measures: preparation of teaching method innovations (development of strategic plans on renewing teaching materials, awareness raising

to create consensus for all members inside and outside the school); Implementation of the plan to renovate teaching methods (arranging resources, directing the implementation of professional activities, removing barriers, supporting the promotion of renewable teaching); Sustainable development of teaching method innovation results These measures are implemented alternatively

or at the same time depending on the stage and specific conditions

of each school

9 Contributions of the study

9.1 Provide a clarification of the theory of innovation management in high school following the theory of change management

teaching-method-9.2 Assess the current situation of teaching method renovations and teaching method renovation management in high schools in some Red River Delta provinces in the perspective of change management theory Specìying its shortcomings and causes analized in terms of the theory of change management

9.3 Propose scientific and practical measures for the management

of teaching method innovation in three stages of the change management theory: preparation phase for teaching method renovation; the stage of implementing the teaching method renovation; The period of sustainable development results in the

teaching method renovation, contributing to improving the quality

of teaching, and meeting the requirements of high school education reform in the current period

Chapter 1: Literature review: The theory of management of teaching method renovation at upper secondary school and the

theory of change management 1.1 Study issue overview

This section provides a brief overview of management of teaching method innovation and change management by researchers at home and abroad Research results show that, in the context of fundamental, comprehensive reform of education of Vietnam, applying the theory of change management to the management of teaching method renovation in secondary schools is the correct and urgent research direction

1.2 Some definitions and theories of teaching methods in upper secondary schools

1.2.1 Teaching procedures: Teaching and learning is a complex

process, encompassing many elements that are closely related The basic elements are: Objective - Content - Method - Vehicle - Formats - Evaluation These elements interact together, forming a whole body operating in the educational environment and the socio-economic environment

1.2.2 Methods: Method understood in the most general sense is

the way to achieve the goal, which is arranged in a certain order

1.2.3 Teaching Method: Teaching method is a system of targeted

actions in a specific sequence of teachers to organize the learning activities of students to ensure that the purpose of teaching is achieved Each teaching method leads to a certain level of comprehension and no teaching method is universal

1.2.4 Management and management functions:

- Management is the impact (management, control, command) governed by the rules of management within an organization to make the organization run while achieving the desired results and its proposed objectives

- Management functions: planning, organizing, directing, inspecting These functions are closely related to each other and form a closed management cycle

1.3 The basic theoretical issues of management of teaching method renovation in upper secondry school based on the theory of change management

1.3.1 Physiological characteristics of high school students: This

section describes the characteristics of high school students' psychophysiology to illustrate the fact that teachers need to find the best teaching methods for each lesson and each student in order to enable them to promote their own strengths The school should be a helping place, evoking the potentials, creating the conditions for the children learning in different directions

1.3.2 Teaching methods in high school: High school-level

teaching requires activities for the children to express their understanding of what they will learn Teachers need to design lessons into activities that create conflict between the known and the unknown which will create excitement, stimulating curiosity for the children to explore and possess knowledge

1.3.3 Relationship between teaching methods and elements of teaching procedures: Teaching method is closely related to

teaching objectives, teaching content, teaching methods, testing and evaluation and teaching conditions

1.3.4 Innovating approaches to the elements of teaching procedures:

Teaching objectives: mainly to get students equipped with knowledge => to develop qualities and competency

Teaching curricula: Concentration => Decentralization: Ministry, local, school curricula

Content: Academic, intensive => Integration, streamlining, selective to meet international integration and reality application Teaching method: the teacher transmiting knowledge, students passively receive => teacher: organise and support; students: self-help and active

Teaching activities: Mainly in the classroom => Diversification: + Outside classes: heritage, business, social work, researching, etc.; Teaching the whole class => combination of teaching small group and individual

Assessment: Remember knowledge => Assessing competencey; Product-oriented => Combination of formative assesssment to assess students’ progress

Guarantee conditions: from subsidized => active, creative, practical

1.3.5 Renovating teaching methods: Renovating teaching

methods is the process of applying modern teaching methods and modern teaching technologies to the schools on the basis of bringing into play the positive elements of traditional teaching methods in order to change the learning methods: from the passive learning, remembering knowledge as the key to active learning, being active and creative, focusing on fostering self-learning method, practising skills to apply knowledge to solve practical issues of life

1.3.6 Management teaching method renovation in upper secondary school

The approach to the elements of the teaching process changes; as a result, the management of teaching method renovation also changes from subsidy, imposition of orders to democratization, decentralization of management, granting autonomy

1.4 Management of teaching method renovation in upper secondary school based on the theory of change management

1.4.1 Some modern approaches in educational management

This section provides an overview of the contents and advantages and disadvantages of some modern approaches to educational management such as: School Based Management, Management by Objectives (MBO), Total Quality Management (TQM) and Change Management in education, thereby recognizing the objects

of education, members of the educational organization are the people with psybiological, social traits always moving; The the natural, cultural and social environment around the school is constantly changing; The trend of internationalization of areas of social life has always had complicated developments The above context poses the need for educational managers to approach change management theory

1.4.2 Content management innovation teaching methods in high school based on the theory of change management

a) Preparatory phase for teaching method renovation: analyzing

the actual conditions of the school, analyzing the context to put pressure on change; Make a strategic plan to change, list what to

do and how to do as well as necessary conditions and resources for

the implementation of the plan for renewing teaching and learning

We also need to identify "what needs to change", propagate and prepare the mind for all members inside and outside the school are ready and able to implement the teaching method renovation: attitude, knowledge, skills to motivation and a sense of security so that they are ready for change The results of this phase must include a survey of the status quo and a plan for renewing teaching methods

b) The implementation phase of the teaching method renovation:

Carry out the change according to the appropriate roadmap (in accordance with the conditions, resources and level of development of the organization as well as in a specific context directly related to) with attention to creating motivation and reducing reaction when making changes Gradually eliminate barriers, strengthen the supporting factors, motivate This is the implementation phase of the plan

c) Sustainable development phase of teaching method renovation:

Finding measures to sustain the "change" achieved so that sustainable development can be achieved with the “newly achieved” Building school culture; Assessing the results of the implementation of plans for renewal of teaching methods (possibly at stages) and adjust if necessary The result of sustainable development period is the formation of habits, the self-consciousness, the positiveness in the teachers implementing innovation, etc

These three stages are not always mechanically separated, at times they are intertwined

1.5 The role of high school principals in managing innovative teaching methods based on change management theory

- A leader and a manager

- Supporters, cheers, catalysts stimulate change

- The person who handled the situation occurred during the change process

- Who links the resources to the change

- The person who maintains stability in change

1.6 Factors affecting the management of teaching method renovation

1.6.1 Factors related to the principal: Levels, perceptions,

professional competencies, managerial capacities and the quality and prestige of the principal influence greatly on the management

of teaching method renovation in high school education

1.6.2 Factors related to parents, teachers and students

For the parents: being a participant in the leadership and management of the school plays an important role in the overall development of the school; For teachers: capacity for organization, administration, management, guidance are the requirements and capabilities are increasingly required in teachers; For students: Renovating teaching methods does not mean renewing teaching activities of teachers and learning activities of class games, but it

is necessary to focus on innovating self-learning methods of students

1.6.3 Factors related to management environment: Policy,

policy on teaching method renovation, assessment; The actual teaching conditions of the school; Family, social community

1.7 Criteria for determining the results of innovation management of teaching methods based on the theory of change management

Basing on the relationship between components of the teaching methods, basing on the contents of the three phases of the change management, the author of the dissertation has developed a Criteria for determining the results of management of teaching method renovation at upper secondary school based on theory of change management The principal uses this criterion to assess the current situation in planning and evaluating the process to adjust the plan if it is not appropriate and measure the outcomes to evaluate the results of the teaching method renovation management Criteria (of the rating scale) consist of 10 criteria with a total of 23 indicators Each indicator is rated at three levels, from level 1 (lowest level) to level 3 (highest level)

Conclusion Chapter 1: The dissertation has reviewed the

literature and research works in and outside the country on teaching methods, teaching method renovation, management of teaching method renovation, and change management Based on the systematizating concepts of management, education management, teaching methods, change management, we can see

that teaching method renovation is an objective, natural trend and

an important step in the process of fundamental reform in upper secondary education nowadays From the viewpoint that everything or every phenomenon always keeps moving and developing, we realise the crucial role of studying the application

of the theory of business management into general management and management of teaching method renovation in particular ICM

is planning and directing the implementation of change to achieve the goal set for that change Change management means making plans and directing the change so as to achieve the set goals for such changes In other words, change management in education takes a "dynamic equilibrium" as a fulcrum and a roadmap is an important characteristic of the change management To accomplish this task, the Principal should have a firm grasp of the theory of change management theory and its management functions, which will be applied in the management of teaching method renovation, and propose appropriate and effective management measures

Chapter 2: Practical basis of teaching method innnovation and management of teaching method innnovation in Red

River Delta high schools 2.1 International experience

The dissertation examines the experiences of some countries such

as the United Kingdom, the United States, Singapore, and Japan, and draws some lessons on the management of innovative teaching methods in upper secondary schools in Vietnam:a In the context of the changing education sector, understanding, planning and implementation of change play an important role in the development of the school Any innovation takes three stages, each with different lengths for particular school, and these stages are not always separate

b The education reform process is often long and difficult Developing long-term and medium-term strategic plans on the basis of assessing the true state of the school plays a very important role in the direction, being the guide to help people not

to deviate A short-term plan that helps people see the initial results reinforces the belief that innovation will continue, and the

development of a short-term plan will help break the educational method innovation path appropriate for each stage

c Focus on communication to create consensus to all members inside and outside the school Having a good understanding and close involvement of parents, students and the community in the educational process of the school, the innovation will be successful

d The principals' administration needs flexibility, increasing the autonomy of teachers and students in the teaching process, reducing barriers and using incentives to motivate teachers to reform

đ Build schools into lifelong learning and learning communities professional groups is where teachers can learn by themselves, improving their skills to enhance the quality of education

e Changes are made continuously without stoping There should

be measures to sustain and develop the changes achieved, otherwise the old culture will return

2.2 Overview of secondary education in Red River Delta:

Education in the Red River Delta occupies an important place in the national education system Regarding the quality of education, with the more favorable socio-economic conditions of the region over other localities, the quality of education in the region is often higher than the national level However, the demand for quality human resources has not really met the requirements of

globalization and international integration

2.3 Overview of the survey: Based on the theoretical framework

developed in Chapter 1, the author selects the problem and criteria

to be surveyed, schedules the survey together with anket, conducts surveys to collect data, processes data, exchanges and consults experts, compares theories and management practices, thus identifying the strengths, weaknesses and opportunities and the challenge of management

2.4 Current status of innovations in teaching methods in upper secondary schools: Survey of contents: awareness and

understanding of managers and teachers on innovations in teaching methods, level of teachers' teaching methods innovation and students' learning method implementation, student assessment

innovation, reform in professional meeting, teacher observation and evaluation Overall results are limited

2.5 Current status of management of in teaching method innovation in upper secondary schools:

2.5.1 Preparatory phase for teaching methodology

2.5.1.1 The status of developing the strategic planning for reform

of teaching methods

Schools have plan bust only for the school year and not based on assessing strengths, weaknesses, opportunities and challenges so there is no basis, not close to reality The planning of innovative teaching methods is mostly superficial, implemented at the request

of the management seniors, serving for the purpose of inspection and supervision, not really serving school teaching method innovation

Diagram 2.6: Awareness on developing strategic planning for

reform of teaching methods

Diagram 2.7: Implementation level of strategic plan development

for reform of teaching methods