Primaryeducation in the northern mountainous region also has many limitations,especially the general education models at this region that have not createdthe most favorable conditions fo
Trang 11 Reasons for choosing thesis topic
In the cause of industrialization and modernization takingplace in Vietnam, with science - technology and education - training beingconsidered as "leading national policies", the education sector has maderemarkable development However, the faster the development of urbanareas, plains and favorable areas, the lower growing rate at remote areas,including the northern mountainous region Since then, the gap ineducational opportunities as well as the quality of education betweenconvenient and disadvantaged areas is more pronounced Primaryeducation in the northern mountainous region also has many limitations,especially the general education models at this region that have not createdthe most favorable conditions for students to develop their qualities andcompetencies, especially in the context of the Curriculum 2018 that willapply in grade 1 in the school year 2020 - 2021
How to develop a primary education model under the 2018Curriculum suitable to regional characteristics, reduce differences ineducational opportunities, improve the quality of general education inparticular and the quality of education in general, and a indirectly,contributing to the elimination of economic injustice, is an urgentrequirement This fact has prompted the author to choose the topic
"Study on primary education model in the Northern mountainousregion of Vietnam in the current context."
2 Purpose and research mission
2.2 Research mission
Researching the theoretical basis of the model of generaleducation in northern mountainous region
Trang 2Practical survey, assess the status of the model of generaleducation in the northern mountainous region.
Proposing orientations and solutions to develop a model of generaleducation in the northern mountainous region in the current context
Conducting experiments and testing of some measures to develop amodel of general education in the northern mountainous region
3 Object, subject, scope of the research and scientific hypotheses
The thesis goes in depth to study the theory and the reality ofthe general education model in general and the less favorableregional model, including mountainous areas, from which proposemeasures to consolidate and develop an appropriate generaleducation model for Vietnam's northern provinces, to meetfundamental and comprehensive renovation of education in Vietnam.The thesis only focuses on surveying three provinces in thenorthern mountainous region, each province selects only thelocalities with many difficulties to investigate the situation
The data used in the thesis mainly from 2015 to the present.However, in some content, older data may be used for comparison
3.4 Scientific hypothesis
In order to achieve the goal of improving the quality of generaleducation in the northern mountainous region, meeting therequirements of fundamental and comprehensive innovation, it isnecessary to consolidate and develop models of general educationthat are practical and meet new requirements This is the task of alleducational forces, especially teachers in elementary schools If the
Trang 3educational forces master the theoretical issues about the model ofhigher education; actively innovating, perfecting and improvingourselves; actively participate in innovating structural components ofthe general education process; flexibly and creatively apply advancededucational models in the country and the world; then it willconsolidate and develop the model of general education inaccordance with the characteristics of economic, cultural andeducational development of each locality and ethnic group in thenorthern mountainous region, contributing to improving the quality
of primary education in the northern mountainous region to meet.Current educational innovation requires
4 Methodology and research methods
4.1 Research methodology
The thesis topic is researched on the basis of of Marxism Leninism, thoroughly grasping and concretizing Ho Chi Minh'sthought, the views of the Communist Party of Vietnam on education.Use accessibility approach; system - structure viewpoint; practicalapproach perspective; Logical approach to history
-4.2 Research methods
Use the following combination of research methods:
Group of theoretical research methods: synthesis, analysis,comparison, generalization and concretization;
Group of practical research methods: observation, surveys byquestionnaires, seeking expert advice
Supplementary method group
5 New contributions of the thesis
Building a theoretical framework on the model of educationand model of general education, such as: Building basic concepts ofthe topic, pointing out models of general education, identifyingcontent and factors affecting the model of general education model.and the development of the model of general education in northernmountainous region
Researching and analyzing the reality of the general educationmodel in general and the general education model in the northernmountainous region, providing arguments and practical evidence for
Trang 4the educational authorities to have a basis to evaluate and proposepolicies and measures Truly science to build and develop the model
of general education in northern mountainous region
Proposing solutions to develop the model of primary education
in northern mountainous region and confirming the effectiveness ofthe measures in practice
6 The meaning of the thesis
In theoretical aspect: The research results of the thesis contribute to
the general development in educational scientific research, supplementand develop theories about the educational model and develop the generaleducation model in the northern mountainous region
In practice: The research results of the thesis can be used as a
reference for managers, educational policy makers, researchscientists in the field of general education in mountainous areas andother People have an interest in this area The thesis has the effect ofpromoting the positive spirit of the educational forces involved inresearch and application into the practice of developing generaleducation models in the northern mountainous region
7 The structure of the thesis
The structure of the thesis consists of: introduction, 4 chapters,conclusions, recommendations, reference list and appendix
Chapter 1 OVERVIEW OF RESEARCH AND ISSUES
TO BE SOLVED 1.1 Overview of related researches on primary education development issues model in northern mountainous region of Vietnam
1.1.1 Researches on educational model
1.1.2 Researches on primary education model
1 1.3 Researches on primary education model in disadvantaged, ethnic and mountainous Northern region
of Vietnam
1.2 Overview of related researches and issues to be solved
1.2.1 Overview of related researches
Trang 5The relevant sudies has shown an overview of the educationalmodels Accordingly, the educational model is very diverse and plentiful,
it always mobilizes and changes in the direction of development alongwith the development and mobilization of socio-political regimes, modes
of production, and conditions of specific history Educational models have
in common the theoretical basis, the laws and the principles of operation.Different educational level and different region has its own educationalmodel that reflects the specific characteristics of the educationalenvironment that the school is directly affected
The researches have pointed out the psychologicalcharacteristics of elementary school pupils in these localities; indicatethe impacts of social and economic conditions on general education.The researches have pointed out the limitations in theory and practice
in mountainous education and ethnic minority regions; Proposingmany different solutions to improve the quality and effectiveness ofmountainous high school education
The approach mainly from a systematic and practicalperspective, analyzing and integrating general education models inthe country and around the world to develope model of primaryeducation model in Vietnam's northern mountainous region
1.2.2 The issues posed to be solved
In theory: It is necessary to study and clarify the structure of
the primary education model in Vietnam's northern mountainousregion to update modern educational theories, especially in thecontext of preparing to apply the Curriculum 2018
In practicing: It is necessary to develop a model of primary
education in Vietnam's northern mountainous region close to reality,
in line with the orientation of the Curriculum 2018
Regarding solutions and measures: Based on the summary of
existing and ongoing solutions, the thesis measuring, drawingexperience, supplementing and developing new solutions andmeasures to update theories and practical practices sex today
Conclusion Chapter 1
Trang 6Through the study of documents and scientific works in theworld and in the country on the educational model, on the model
of primary education and the model of primary education inmountainous and ethnic minority areas, drawing experiences forthe process of developing a model of primary education inVietnam's northern mountainous region Different countries havedifferent models of general education Therefore, developing amodel of primary education in Vietnam's northern mountainousregion must be suitable with the characteristics of Vietnam'snorthern mountainous region The educational models are verydiverse and plentiful There are common models, specific modelsand overall models, The more society develops, the deeperinternational cooperation and integration is, the more diversified
of the model of primary education in the northern mountainousregion of Vietnam
The model of primary education in the northern mountainousregion is not a fixed model for all classes or schoosl Depending onthe task of education and depending on the fluctuations of the rainyand flood seasons in a year, teachers are allowed to choose anappropriate educational model In a classroom, it can be divided intogroups, groups of students and use many different educationalmodels In the same school, depending on specific conditions, thePrincipal may combine students of different classes into one class in
a specific period
Chapter 2 RATIONALE OF THE PRIMARY EDUCATION MODEL
IN NORTHERN MOUTAINOURS REGION OF VIETNAM 2.1 The theoretical issues about models of primary education
Trang 7models, mathematical models, etc In which, structural models arethe sum of the elements forming a whole of the phenomenon ofthings and the relationship between these components.
2.1.2 Educational modelEducation
Education is the activity to systematically influence the mentaland physical development of an object, making the objects graduallyacquire the required qualities and competencies
2.1.3 Model gPrimary education
Primary education is the basic level of education of thenational education system, which is responsible for building anddeveloping children's emotional, ethical, intellectual, aesthetic andphysical well-being, in order to form the initial basis for the developcomprehensively personality of people
2.1.4 Primary education model
Within the scope of this thesis, the model of primary education
is approached from the perspective of summing up the elements thatmake up the system of activities, organized in accordance with thelevel of economic, cultural and social development local meetingsand the psycho-physiological characteristics of the students, in order
to best achieve the identified primary education goals.In particular,the educational goal is the primary education goal According to the
2005 High School Education Program, the goal of general education
is to help students form the initial foundations for proper and term development of ethical, intellectual, physical, aesthetic andbasic skills for students continue to junior high school Under theMaster Program (Education and Development Program 2018),helping students form and develop the basic elements that lay thefoundations for the harmonious physical and mental development,quality and competence; Main orientation on education about values
long-of self, family, community and necessary habits and routines inlearning and living
2.1.5 Development concept and pDevelopment of primary education model
Developing a model of primary education is the process offorming, mobilizing and perfecting the educational model, throughthe impact of educators, in order to ensure that educational modelsare always suitable for the mobilization and development
Trang 8development of specific historical and social conditions of thecountry, localities and educational practices, contributing toimproving the quality of general education in the new context.
2.2 Background of educational innovation and developing trends of primary education in northern mountainous region of Vietnam in the current context
2.2.1 Background of educational innovation
2.2.1.1 Input-oriented education and output-oriented education
Input-orientation education emphasizes the transmission of thescientific knowledge system according to fields or subjects tostudents, which is specified in the curriculum
Output-oriented education emphasizes the role of the learner asthe subject of the teaching process Output-oriented education aims todevelop learners holistically, focusing on developing personality,students' ability to solve situations
2.2.1.2 Competency-oriented education
Capacity-oriented education aims at developing learners' abilities,helping learners not only memorize but also know how to do throughspecific activities, using the knowledge they have learned to solve life'ssituations In other words, learners link knowledge with practice
2.2.2 Innovation trends of primary education in northern mountainous region today
2.2 2.1 Innovation by branching of primary education objects
This educational model attaches importance to thedifferentiation of educational goals On the basis of the general goals
of primary school, it is specified to differentiate and branch intodifferent target models By uncovering the individual qualities andabilities of each student, educators design a goal that guides thestudent's individual development
2.2.2.2 Innovation by differentiate content, primary education program
This is an educational innovation model in the direction ofdifferentiating content and educational programs In this model,people differentiate the content and curriculum of primary education
as the key On the basis of the general Curriculum issued by the
Trang 9Ministry of Education and Training, each locality, region and school
to each teacher must design the contents and programs of his or herlocality and the school yourself
2.2.2.3 Innovation by diversifying methods and forms of primary teaching
This is a model of innovation in methods and forms ofeducational organization Methods and organizational forms ofgeneral education are designed in accordance with the goals, contentand characteristics of elementary school students
2.3 Theoretical issues on the primary education model in the Northern mountainous regions of Vietnam
2.3.1 Concept of primary education model in the Northern mountainous regions of Vietnam
The model of primary education in the Northern mountainousVietnam is a specific type of Vietnamese primary education modelorganized in accordance with the level of economic, cultural, socialdevelopment and characteristics of students in that areas, in order toachieve the common goals of primary education throughout thecountry, meeting the goals of local and individual developmentrequirements of students
2.3.2 Classification of primary education model in the Northern mountainous regions of Vietnam
2.3.2.1 Specialized primary education model in the northern mountainous regions
2.3.2.2 Primary education model towards innovation organizational
2.3.2.3 Primary education model towards projects
2 3.3 Requirements of primary education model development in Northern mountainous regions
2.3.3.1 Ensuring the legal basis in developing primary education model in Northern mountainous regions
2.3.3.2 Consistent with the characteristics of primary education in Northern mountainous regions
2.3.3.3 Thoroughly follow the orientations for educational development in the new period
Trang 102.4 Factors affecting primary education model in Northern mountainous region
2.4.1 Group of objective factors
Geographical conditions
Political institutions and economic and social development guidelines
Economic growth and development
The process of fundamental and comprehensive renovation of education and training
Psychological characteristics and ethnic culture
2.4.2 Group subjective factors
Primary teachers
Children of primary school age
Local social community and information on education
Local education managers
Infrastructure, conditions to ensure education
to improve primảy education in the northern mountainous provinces
in the context of educational reform today
Chapter 2 of the thesis focuses on studying some theoretical issues
on primary education, primary education model; educational approaches;identify requirements for developing the Northern mountainous primaryeducation model as well as the factors affecting the northern mountainousprimary education model The researches on this theory, combined withpractical research on the model of general education in the northernmountainous region in chapter 3, will be the basis for the author topropose measures to develop the model of general education in theNorthern moutainous region in the current context
Chapter 3
Trang 11PRACTICE OF PRIMARY EDUCATION MODEL
IN NORTHERN MOUNTAINOUS REGION OF VIETNAM
economic, cultural, social and guidelines for educational development in northern mountain region
3.1.1 Overview of administrative units and geographical conditions
3.1.2 Characteristics of economics development
3.1.3 Characteristics of cultural and social development 3.1.4 Guidelines and policies for educational development
in northern mountain region
3.2 Research, survey, assess and investigate the situation
3.2.1 Purpose
Comprehensively assess the status of education and thedevelopment of primary education in the northern mountainousregion of Vietnam; especially, surveying and assessing the situation
of applying educational models in primary schools in the Northernmountainous areas, based on that, analyzing and clarifying theadvantages, limitations and basic causes of these advantages andlimitations as a practical basis for proposing measures to develop themodel of general education in the northern mountainous region inline with reality and current requirements for fundamental andcomprehensive renovation of education and training today
3.2.2 Content
Survey on the status of primary education in the Northern UplandsSurveying the real situation of the Northern mountainousprimary school model
Surveying the real situation of the factors affecting theNorthern mountainous primary education model
General assessment of the current situation and causes of thedevelopment of the northern mountainous primary education model
3.2.3 Objects, location and time
Survey subjects and locations: Starting from the research scope
of the topic, the survey subjects were identified as: education
Trang 12managers in Education and Training Departments, managers inschools Primary schools, teachers at primary schools in Vietnam'snorthern provinces, including 660 people.
Methods of scientific observation
Method of summarizing experience
Professional solution
Supplementary method
3.3 Practice of primary education model in the northern mountainous region
3.3.1 Actual scale of school and class
3.3.52 Practice of renewing primary education process’s elements
3.4 Practice of primary education model in northern mountainous region
3.4.1 Awareness of officials and teachers about the education model
3 4 2 Situation of the specialized education model in the Northern mountainous region
Boarding school model for ethnic minority students
Semi-boarding school model for ethnic minority students Residential boarding school model
Vietnam Escuela Nueva (VNEN) model
3.4.3 Status of primary education model under projects