A number of improvements to learn educational efficiency according to new school models in high school Muong Thanh, Dien Bien province

95 HNUE JOURNAL OF SCIENCE DOI: 10.18173/2354-1075.2017-0179 Educational Sciences. 2017, Vol. 62, Iss. 12, pp. 95-109 This paper is available online at A NUMBER OF IMPROVEMENTS TO LEARN EDUCATIONAL EFFICIENCY ACCORDING TO NEW SCHOOL MODELS IN HIGH SCHOOL MUONG THANH, DIEN BIEN PROVINCE Pham Anh Tuyet, Nguyen Thi Phuong Thuy, Ha Thi Binh and Bui Thi Hau Department of Natural Sciences, Dien Bien Teachers Training College Abstract. On the basis of some general issues about the nature of the new school model in Vietnam (VNEN), from the advantages as well as limitations and difficulties in implementing this model in Muong Thanh Secondary School, this paper proposes some measures to improve the effectiveness of teaching VNEN model, especially to focus on effective exploitation of learning materials as well as how to organize teaching in the classroom. In this article we studied the issue of implementing innovative teaching methods in the new school model and gained some results as well as learned lessons to improve the application of innovation. The teaching methodology was designed to develop students' capacity in Muong Thanh Secondary School. Keywords: New school model, Muong Thanh, capacity, effectiveness, innovation method. 1. Introduction The New Model of School Project in Vietnam (GPE-VNEN Project, Global Partnership for Education - Vietnam Escuela Nueva) is a pedagogical project aimed at developing and replicating an advanced model of school. This is in line with the development objectives and characteristics of Vietnamese education. The new school model originated in Colombia from 1995 to2000 in order to teach in graded classes in mountainous areas with a student-centered approach. This model has inherited the positive aspects of the traditional school model, and has fundamentally changed the training objectives, curriculum content, learning materials, teaching methods, assessment methods, how to organize classes, facilities for teaching - learning ... New school model VNEN has some outstanding features such as: Student activity is considered the center of the teaching process. Teachers as tutors focus on the difference in the acquisition of student knowledge. Assessing students regularly through learning process to test and guide learning methods is effective - learning is an important requirement. To build an open, friendly and effective learning environment this textbook is called a study guide designed for student activity, self-study, group study; the book is a three-in-one compilation that is shared by all of the teacher, the student, and the parent. Student activity is not framed in four classroom walls, but must help students "manipulate" and "explore, extend" outside. These are activities assigned to students outside the classroom, teachers do not teach completely in the classroom. Received: October 12, 2017. Revised: December 7, 2017. Accepted: December 10, 2017. Contact: Pham Anh Tuyet, e-mail address: anhtuyet.dienbien@gmail.com Pham Anh Tuyet, Nguyen Thi Phuong Thuy, Ha Thi Binh and Bui Thi Hau 96 The content of these activities in the instructional materials is only the requirements, directions and suggestions on the method of implementation, the description of the learning product must be completed... for students to self-discovery, selection practical situations in order to apply the knowledge - skills learned in the lesson; explore more expansion by hobby, excellence, excitement. Teachers have a new position, are regularly fostered to improve their professional level, serve as facilitators, organize learning activities, educate and evaluate students, and coordinate with parents, students, with the community. The school must establish close relationships with parents and the community. Explore the VNEN education model Begun by Clara Victoria Colbert in 1987 Started in Colombia, program called new school, widely applied from 1995 to 2000 Countries have adopted this model: Colombia, Brazil, Diminica, Ecuador, Zambia, Viet Nam 5 million children globally are being implemented under this model. Target audience: rural children, mountainous, age, different levels, small class size (no more than 25 students) A number of improvement to learn educational efficiency according to new school models 97 2. Content 2.1. Innovate teaching methods and learn the new school model at Muong Thanh Junior High School - Dien Bien province 2.1.1. Innovative teaching methods In fact, in recent years, the education sector has implemented the renovation of teaching methods, but the implementation of teachers in schools has not been thorough yet effective when implementing the new school model with the writing of the Vietnamese, mathematics, science, history, geography instructional materials and the required 5 teaching steps of the teachers, 10 steps of student learning has helped the teacher in The implementation of PP teaching innovation. In the new School Model teaching, the role of the teacher changes from lecturing, passing on knowledge to the organization, guiding students to work, supporting students to learn themselves step by step through activities and The specific work is continuous, flexible and attention to support to maximize the learning ability of each student. 70% of the students in the project are ethnic minority people Purpose + learn at a pace consistent with cognitive level + focus on self-study, teamwork + Knowledge of life, soft skills + Teachers are active, flexible Inadequate + Insufficient condition of many localities + The effect is not as expected + Overcrowded class, students are uneven 73 Elementary school includes 1047 classes with 27030 students, 1000 secondary schools The non-refundable education grant of the United Nations is $ 84.6 million. The project ended on May 31, 2016, stopping support for schools In Vietnam, the project has been implemented since the school year 2012- 2013. It is applied both in the city and in the countrysidemodel. Target audience: rural children, mountainous, age, different levels, small class size (no more than 25 students) In Vietnam, the project has been implemented since the school year 2012- 2013. It is applied both in the city and in the countryside 54 provinces and cities 2365 primary schools 1000 junior high schools The local stop: Ha Giang, Ha Tinh, Ba Ria - Vung Tau Pham Anh Tuyet, Nguyen Thi Phuong Thuy, Ha Thi Binh and Bui Thi Hau 98 2.1.2. Innovative methodology In the new school model, students do not sit and listen to one-on-one instruction based on individual knowledge, actively take on the task of learning by doing specific work under the guidance of the Guidestudy or follow the teacher's instructions; Listening, exchanging, coordinating and cooperating in the group (under the control of the group leader), in the class (under the supervision of the head of the study or teacher) to gain knowledge and practice skills. , forming capacity and quality. Students are more trained in listening, speaking, communication skills..., apply knowledge to home-based activities; There are many opportunities to participate, express opinions, promote the ability of students. Especially weak students are interested, more support of teachers, friends to meet the standard of skills. In the new school-based learning guidebook, each lesson is designed in three broad activities: Core Activities; Practical activities and activities. In small activities, there are logos and instructional instructions for self-study in the form of Personal Work, Pair Work, Teamwork, and Working Class 2.1.3. Innovate on how to organize classes In the new school model, the learning activities and activities of the students are aimed at promoting autonomy, self-management, creativity, dynamism, confidence, cooperation ... of the students. The classroom arrangement was changed to implement the idea, and that was the organization of the Student Self-Management Council. The self-governing council is composed of the president, vice presidents, deputy heads (such as the academic board, the art department, the external affairs committee, the sanitation committee, the living committee ...) work for students. With the support of the teachers, the parents of the self-governing councils conduct activities closely related to the activities of learning, training, activities and play from which they have sense of self-control. This is also the way to educate new people in the present stage. 2.1.4. Innovate on how to evaluate students Perform assessments on the basis of student progress, assessments student progress, do not compare this student with another student, and do not put pressure on students, teachers and parents; - The content includes: knowledge-skills; capacity, quality. - Participants included: students (self-evaluation, evaluation); teacher; parents and community. 2.1.5. Innovate the participation of parents, the community in the education process Parents of students become one of the subjects of the educational process. Together with the community, parents not only build a family and social education environment, contribute resources to ensure quality education for their children, but also direct and support their children. The most popular activity is the Applied Activities section of the textbook and the study guide. 2.1.6. Innovate professional activities Renovation of professional activities aims to: - Putting professional activity into a regular activity, going deeper into the quality avoiding the form. - Timely remove difficulties and professional solutions to suit students, conditions of schools, local. A number of improvement to learn educational efficiency according to new school models 99 - Capacity building for managers in professional direction; raising professional capacity and pedagogical skills for teachers. - Create a relationship to share, learn and help each other between managers, teachers, teachers and teachers, between teams, specialized groups in the school and between elementary schools. - Create opportunities for each staff member to develop their creativity, to contribute their ideas and experiences to improve the quality of education, to meet the requirements of comprehensive education reform. 2.2. Steps of teacher teaching and 10 steps of student learning in new school model teaching a. 5 steps of teachers - Create excitement - Experience - Analytical exploration, lesson learned - Practice - Manipulate b. 10 steps of student learning 1. We work in groups (group leaders get materials and equipment) 2. I read the name of the lesson and write it in my notebook 3. I read the lesson objectives. 4. You perform basic activities (remember to work individually or in groups according to the logo in the document). 5. Finishing basic activities, she self-assess and then report what has been done with teachers, teachers to confirm 6. I carry out practical activities (work individually and then share with you, with the group) 7. We evaluate with teachers, teachers. 8. I carry out Application Activity (with the help of family, adult) 9. At the end of the lesson, write down the score. 10. I finished the new lesson, you must review part? 2.3 Example Activities to develop VNEN model teaching plans (When students enter Chemistry Grade 8 - Muong Thanh Secondary School) carry out 5 steps of teaching and 10 steps of learning born Day of preparation: 20/8/2017 Day of teaching 28/8/2017 STEP 1, 2 LESSON 2 WORKING WITH THE UNIVERSAL GEOLOGY SCIENTIFIC EQUIPMENTS AND APPLICATION? 8 I. DEVELOPMENT STRATEGY: - Ability to cooperate - Ability of thinking - Computing capacity Pham Anh Tuyet, Nguyen Thi Phuong Thuy, Ha Thi Binh and Bui Thi Hau 100 - Ability to apply knowledge learned to solve practical problems II. VEHICLE: 1. Preparation: a. Teacher: Prepare 6 sets of test kits. Each set consists of 1 plastic tray including a test tube, alcohol lamp, test tube, glassware, thermometers, electronic scales, video tapes ... b. Student. Study Lesson 2 2. Method: Practice, visualize the problem II. TEACHING PROCESS 1. Organizational stability: 8A1. 2. New Posts: Expected dates: Volume 1 includes: Boot activity, Formation of knowledge in Section I (1) Chemistry Lesson 2: Formation of knowledge in Section I (2) (teacher biology teaching ) Lesson 3: Formation of knowledge II, III (Biology teacher teaching) Lesson 4: Formation of knowledge IV - Exercise (teachers of chemistry practice) A. STARTING ACTIVITY Teacher "game is the fastest, most talented group!" To please list equipment, equipment and samples in the 6 th grade natural science and the 7 th grade natural science activities. - Teachers organize Student Discussions to complete the table 2.1 / 12 - Students discuss in the group - Students represent groups reporting to other groups: comments, supplements - Teachers help students correct if they miss the name of the instrument, device, sample or incorrectly recorded - Teacher: So, in order to study the natural sciences 8, what kind of instruments, equipment, and samples do we need? B. ACTIVITY FORM KNOWLEDGE I. Get familiar with the kits, equipment in the practice of natural science class 8. 1. Name some equipment, equipment, samples used in the 8th grade science course Teacher activity Student activity 1. Activities 1: - Teachers request: Individuals read grade 8 natural science guidebooks. Name some of the equipment, equipment, and samples used in the 8th grade natural science course. - Focus group discussion completed Table 2.2 (13) - Teachers divide the class into 6 groups. Two groups work together for one task - Individual students work with manuals, the group completed table 2.2 (13) A number of improvement to learn educational efficiency according to new school models 101 + Group 1, 2: Find out the names of tools, equipment, samples, usage in Chemistry (from lesson 3 to lesson 15) + Group 3, 4: Learn the names of tools, equipment, samples, usage in the subject matter (from lesson 16 to lesson 23) + Heading 5, 6: Understanding the names of instruments, equipment, samples and uses in biology (from lesson 24 to lesson 36) Teachers guide students to find: with each lesson they pay attention to the lab section to list the name of the instrument, device, and sample. The use of children may indicate the use of known equipment, devices, models, or proposed use for unknown devices. The teacher calls the reporting group Teacher comment, supplement, standard knowledge on the projector. - Group 1, 2: Complete the table 2.2 with the division of chemistry - Group 3, 4: Complete Table 2.2 with the division of physics - Group 5, 6: Complete Table 2.2 with Biology - A representative of the reporting group - Representatives of groups presenting products of the group. - Additional groups agree to draw conclusions Preliminary: Table 2.2 Tools, equipment, samples used in the lessons of the natural science class 8 No. Name of equipment, equipment and samples Using 1. Measuring instruments (laboratory instruments) Chemistry Vials, clamps, discs, empty vases test tubes, glass bottles, glass basin, gas hose, hopper, alcohol lamp glass chopsticks, porcelain plates, aim plaque net, racks, straws ... Physics Problem 16: Bottom cylinders and holes in the wall are covered with thin rubber foil, fresh milk carton, glass tube, glass jar, U-shaped jar, 2 lettered metal blocks. Update Problem 19: G-force, G-weight, dynamic pulse, gauge Item 20: Steel Ball, Brass Ball, One Piece, Tilt Piece, Horizontal Trough, Length Gauge, Weight Scale, Wood Chemistry laboratory instruments - Flask: Clamp 1/3 from top to bottom, when heated, it should be smooth. - Wooden clip: tube clip - Test tube: Test tube placement - Glass: water or liquid solution - Gas collector: collect gas - Pre-treatment: Laboratory chemicals: Alcohol: heated - Hopper: chemical filter - Glass chopsticks: stirring ... .. Laboratory instruments Physics - Force design: force measurement Pham Anh Tuyet, Nguyen Thi Phuong Thuy, Ha Thi Binh and Bui Thi Hau 102 Piece, Pulleys, Wire Gauge, sponge Cover 21: Glass vase (100 cm 3 ), cup Lesson 22: Alcohol, test tube, glass, thermometer, rack, triangular flame lamp, wood Cover 23: glass, rack, thermometer, electronic scale, alcohol light, stopwatch - ruler: measuring length Fixed pulley: changes the direction of force applied to it - Dynamic pulleys: pull the object up with the green less than the weight of the object - Glass containers: contain liquid - Thermometer: measure the temperature - Electronic balance: measure the volume - Stopwatch: measure time - Glass, alcohol, glass, glass ... (same uses as chemistry) 2 Model, real specimen, picture, video tape in natural science class 8 Painting: Chemistry: Handcrafted and industrialized lime kiln (Lesson 6), rotary kiln (production of clown- Lesson 15) Biology: Pictures, Signs (Lesson 27), Pictures of the Causes of Climate Change (Unit 34) - Observe 3 - Laboratory equipment: Chemical Chemistry: Water Disperse Testing Device (Unit 4), pH Meter (Unit 8), Chlorine gas modulator and receiver (lesson 13) Biology Unit 28: Data Display Unit and Oxygen Sensor - Read the user manual included in the kit 4 Laboratory Equipment: Chemical Chemistry: Water Disperse Testing Device (Unit 4), pH Meter (Unit 8), Chlorine gas modulator and receiver (lesson 13) Biology Unit 28: Data Display Unit and Oxygen Sensor Chemistry Chemistry: Lesson 3: S, P, Fe, KMnO4, O2 gas, candles, H2O, Problem 4: CuO, H2, Zn, HCl, Na, CaO, P, H2O Problem 5: NaCl, H2O, cooking oil, CuSO4 crystals, powdered milk, CaCO3, CaCl2, KClO3 Problem 6: CaO, CuO, H2O, HCl, Ca (OH) 2 Lesson 7: purple litmus, HCl solution, H2SO4 diluted, - Read the user manual included in the kit - Use enough to do experiments - Use salt, clamps, straws ... to get the chemicals A number of improvement to learn educational efficiency according to new school models 103 concentrated H2SO4, Cu, paper scraps, Al, Zn, NaOH, sugar Exercise 8, purple phthalate, phenolphthalein, NaOH solution, Cu (OH) 2, H2O, Ca (OH) 2, pH paper, lemon Problem 9: Cu, AgNO3; HCl, CuSO4, NaOH, KClO3, MnO2 Problem 10: Some samples of chemical fertilizers: nitrogen, phosphate, potassium Problem 14: C, CuO, Ca (OH) 2 Lesson 16: H2O, smooth sand Physics Lesson 21: H2O, salt, alcohol, KMnO4, CuSO4 Lesson 22: Cu bar, Al, glass, H2O, wax, KMnO4, drops of water, coal Lesson 22: H2O, alcohol Biology: Lesson 28: Water, 5 fish, aquatic plants 2. Fragile, explosive and toxic chemicals. Teacher activity Student activity 4. Activity 4: personal activity ? To Based on your knowledge and observation, name the tools that are fragile, explosive, and toxic chemicals. * Individuals observe and name fragile, flammable and toxic chemicals: - Vials, measuring cups, cups, glass funnels, thermometers. - Alcohol, gas, Na explosive - Mercury, Bromine, Phosphorus ... toxic chemicals. 3. Describe safety rules when conducting natural science experiments 8: Teacher activity Student activity Activity 5: Double Action ? To Specify safety rules when conducting prospecting experiments 8? - Students discuss the couple - students have safety rules when conducting tests: It is imp