Linking the school, family and society in enhancing moral education program for high school students in Hanoi

southern Luzon state Univesity ThaiNguyenThaiNguyen University University Southern Luzon State University Philippines VietNamVietNam Philippines LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI A Dissertation Presented to A Dissertation The Faculty of Presented to GraduateSchool The Facu

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ulty of Southern LuzonStateUniversity GraduateSchool Lucban, Quezon Southern LuzonStateUniversity Lucban, Quezon In Partial Fulfillment of the Requirements for the Degree In Partial Fulfillment Doctor of Philosophy of the Requirements for the Degree in Education Management Doctor of Philosophy in Education Management by HOANG HONG TRANG ( Moonlight ) April 2013 by HOANG HONG TRANG ( Moonlight ) April, 2014 ACKNOWLEDGMENT With sincerity, I would like to express my thanks to all of Professors of Southern Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different subjects provided me with the knowledge and techniques to develop a informative research. The first and most important, I want to thank Prof.Dr Teresita V. Dela Cruz, my supervisor, for her invaluable thoughts, suggestions and insightful useful guidance during the thesis work. More over, I also appreciated my committee members for their valuable comments and constructive suggestions, which are of significant value to this research. I would like to express deep gratitude to Prof.Dr. Phan Van Que, who was dedicated to guide me throughout the research process and complete my thesis to get good results today. Sincere thanks to 10 high schools in Hanoi, teachers, students, parents of students, family, friends, colleagues dedicated to provide documents, suggestions, encouragement for me to complete this thesis. Although I've tried hard, due to time limited and capacity, my thesis has certainly inevitable shortcomings, I hope to receive comments from scientists, the teachers, colleagues and those interested in ethics education for students in the current period. Hoang Hong Trang 1 CONTENT ABSTRACT ------------------------------------------------------------------------------------------ 6 LIST OF FIGURES --------------------------------------------------------------------------------- 8 INTRODUCTION --------------------------------------------------------------------------------- 10 1.1 Background of the Study .......................................................................................... 10 1.2 OBJECTIVES OF THE STUDY .............................................................................. 13 1.3 RESEARCH HYPOTHESIS .................................................................................... 15 1.4 THE SIGNIFICANCE OF THE STUDY ................................................................. 15 1.4.1. For each student. ------------------------------------------------------------------------- 15 1.4.2. For the family ----------------------------------------------------------------------------- 15 1.4.3. For the school ---------------------------------------------------------------------------- 16 1.4.4. The Society. ------------------------------------------------------------------------------- 16 1.5 SCOPE AND LIMITATIONS .................................................................................. 16 1.6 DEFINITION OF TERMS ....................................................................................... 17 CHAPTER II --------------------------------------------------------------------------------------- 18 REVIEW OF LITERATURE AND STUDIES ----------------------------------------------- 18 2.1 THE DEFINITION OF MORALS ........................................................................... 18 2.2 THE MORAL EDUCATION ................................................................................... 20 2.2.1. Education --------------------------------------------------------------------------------- 20 2.2.2. Moral education -------------------------------------------------------------------------- 20 2.3 THE CONCEPT OF MANAGEMENT ................................................................... 22 2.4 THE CONCEPT OF ENHANCING......................................................................... 23 2.5 THE CONCEPT OF THE LINKAGE .................................................................... 23 2 2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI ......................................................................................... 23 2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION ................................................ 24 2.8 THE OBJECTIVES OF MORAL EDUCATION FOR STUDENTS ..................... 24 2.9 THE BASIC CONTENT OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS ............................................................................................................ 25 2.10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS..... 29 2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY AND SOCIETY FOR ENHANCING THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. .......................... 33 2.11.1 The linkage between the school with the family in the moral education for high school students ----------------------------------------------------------------------------------- 34 2.11.2 The linkage between the school with social forces in the moral education for high school students ----------------------------------------------------------------------------------- 35 2.12 THE FACTORS INFLUENCING THE EFFECTIVENESS OF THE LIKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. .... 36 2.13 RESEARCH PARADIGM ...................................................................................... 40 CHAPTER III -------------------------------------------------------------------------------------- 41 METHODOLOGY -------------------------------------------------------------------------------- 41 3.1 LOCATION OF THE STUDY ................................................................................. 41 3.2 RESEARCH METHODS .......................................................................................... 42 3.2.2. Practical research methods ------------------------------------------------------------- 42 3.3 POPULATION AND SAMPLING ........................................................................... 43 3.4 INSTRUMENTATION ............................................................................................. 44 3 3.5 DATA GATHERING PROCEDURE....................................................................... 44 3.6 STATISTICAL TREATMENT ................................................................................ 51 CHAPTER IV -------------------------------------------------------------------------------------- 52 RESULTS AND DISCUSSIONS ---------------------------------------------------------------- 52 4.1 EVALUATING THE STATUS OF MORAL EDUCATION AT HIGH SCHOOLS IN HANOI............................................................................................................... 52 4.1.1 Evaluating the effectiveness of moral education in schools -------------------------- 52 4.1.2 Evaluating the status of moral education at high schools in Hanoi ----------------- 54 4.1.2 The analysis of survey results ----------------------------------------------------------- 63 4.1.3 Some conclusions and findings ---------------------------------------------------------- 66 4.2 SUGGESTING A MORAL EDUCATION PROGRAM TO LINK THE SCHOOL, FAMILIES AND SOCIETY FOR MORAL EDUCATION FOR STUDENT AT HIGH SCHOOLS IN HANOI................................................................................ 68 4.2.1 Objectives and benchmarks for designing a moral education program for students at high schools in Hanoi ------------------------------------------------------------------------ 68 4.2.2 Requirements for designing training program to link schools, families and society for moral education of students at high schools in Hanoi ---------------------------------- 71 4.2.3 Suggesting extracurricular activities with moral educational content for school students in Hanoi -------------------------------------------------------------------------------- 73 4.2.4 Some recommendation for organizing extra-curriculum activities------------------ 89 4.2.5 The implementing measures ------------------------------------------------------------- 91 4.3 RESPONSE, EVALUATION FROM EXPERTS AND SOME CONCLUSION ... 99 CHAPTER V -------------------------------------------------------------------------------------- 105 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ------------------------- 105 5.1 SUMMARY AND CONCLUSION ......................................................................... 105 5.1.1 Summary ---------------------------------------------------------------------------------- 105 4 5.1.2 Conclusions --------------------------------------------------------------------------- 108 5.2 RECOMMENDATIONS ........................................................................................ 109 BIBLIOGRAPHY -------------------------------------------------------------------------------- 111 APPENDICES ------------------------------------------------------------------------------------- 115 APPENDIX A ............................................................................................................... 115 APPENDIX B ------------------------------------------------------------------------------------- 116 APPENDIX C ............................................................................................................... 122 APPENDIX D ............................................................................................................... 124 CURRICULUM VITAE ------------------------------------------------------------------------- 126 5 ABSTRACT Today, the moral education programs are implemented for students from young to elder ages. In pre-primary level, it is the education of ethical behavior; in the elementary level, it is the subject of morals; in high school, it is the civic education. Teaching ethics in schools is still considered one of the important directions against the moral degradation in the part of students. But textbook programs are too heavily depending on theory, not associated with the reality, lack of soft skills, failed to remarkly form the personality of students. The education program is too heavy, hence difficult for students to remember and concentrate. The program in high school civic education textbooks has not changed drasticly. It seems to be philosophical, academic, stuffing, dry, lack of the formation of the right moral habits, which has not made a mark in students’ hearts, making them vulnerable of social context. High school students in adolescents (16-18 years old), they are in their physical, psychological, physiological development stage, which is a period of transition from children to young adults. This is the period when children join actively in social life, thereby forming qualities of the citizens. Instead of teaching students further moral lessons, it is time for the school to educate children about kindness, tolerance, generosity, and education on ethics in social relations. It is a need to find effective forms of living, creating a healthy playground for students. Building a good educational environment, in large in the society and school, particularly in family and classes, in order that students can study to become virtuous and talented. In order to collect information for the study, we have delivered questionnaires to people of different background- They are parents, teachers, studentswe have got back the answers from 455 people as shown below: The questionnaires on moral education were designed in terms of: 1. Assess the status of Moral in high school in Hanoi; 2. Find out how important the linkage between the school with the family and society; 6 3. Suggest a moral education program with extra- curriculum activities to link the school family and society together. With the assessment of the status of moral education in high school, with the findings from data analysis, with the reality of national education in VietNam, we can see: - Besides the lessons of moral education in school, some other activities should be organized for students to participate and to widen their look of life. But what kind of activities? And How are these organized? These are the questions by many people. - The school can better organize the extra- curriculum activities by co-ordinating with the family and society. But how to co-ordinate these forces and how to enhance the linkage of school with family and society? These are also the questions by many people. From our own knowledge and experience, other with their questions and suggestion, we have tried to design a moral education program through the extra- curriculum activities. In the program through the extra- curriculum activities. In the program we have confirmed the necessity of extra- curriculum activities in moral education for high school students, and chosen 20 among 45 activities that we think appropriate for high school students. At the same time we also suggested the procedures and measures: - To organize these activities; - To link the school, family and society together; - To enhance the linkage between them; - To evaluate the process and results of the linkage. All procedures and measures are based on the law of education, the principle of co- operation, the sharing of responsibility in community and are tested by different experts in education. This program with appropriate procedures and measures hopes to have reasonable contribution to the training of a future generation for the country. 7 LIST OF FIGURES Figure 2.1: The content of moral education ......................................................................... 21 Figure 2.2: The nature of management ................................................................................ 22 Figure 2.3: Schematic of independent variables, dependent variables and the result of the study .................................................................................................................................... 40 Figure 3.1: Map of the 10 schools in Hanoi ......................................................................... 42 Figure 3.2: Describing and comparing the results ethical ranking of students....................... 53 in 10 schools in 03 schoolyears ............................................................................................ 53 Figure 3.3: Forms of parents' involvement in the learning activity ....................................... 47 Figure 4.1: Satisfaction in status of moral education in high school ..................................... 56 Figure 4.2: Satisfaction level of evaluation of the surveyed about Curriculum Framework .. 58 Figure 4.3: Satisfaction level of evaluation of the surveyed about Implementation/ Teaching resources and assessment ..................................................................................................... 59 Figure 4.4: Satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students .............................................................................. 61 Figure 4.5: Satisfaction level of evaluation of the surveyed about Linkages ......................... 62 8 LIST OF TABLES Table 3.1: List of 10 high schools in Hanoi where the study was conducted......................... 41 Table 3.2: Number of survey participants ............................................................................ 43 Table 3.4: Results ethical ranking of students in 10 schools in 2010-2011 ........................... 52 Table 3.5: Results ethical ranking of students in 10 schools in 2011-2012 ........................... 53 Table 4.1: Weighted Mean Distribution of satisfaction in status of moral education in high school .................................................................................................................................. 56 Table 4.2: Weighted Mean Distribution of satisfaction in Curriculum Framework ............... 57 Table 4.3: Weighted Mean Distribution of satisfaction in Implementation .......................... 59 Table 4.4: Weighted Mean Distribution of satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students ........................ 60 Table 4.5: Weighted Mean Distribution of satisfaction in Linkages .................................... 62 Table 4.6: Plan of activities to reach the agreement ............................................................. 86 Table 4.7: List of highly preferred extracurricular activities with persons/organization insvolved for high school students in Hanoi. ........................................................................ 78 9 CHAPTER I INTRODUCTION 1.1 Background of the Study Morality is an important aspect, the core element of personality of every human being. Therefore, the formation of personality in general, educational and moral training in particular for the younger generation is always the priority task of the school all the time. Humans has been moving up to a new era created by establishing a culture of peace, which is a culture to address international, national and ethnic issues mainly through co- operation, cultures and education. The advance progress of the scientific and technological revolution in the twenty first century, has changed the physical living condition as well as the social standard system, especially the human values. Hence, the urgent issue is that which way the relationship between the booming development of the scientific and technological revolution and the degradation in human values of social life will be solved harmoniously. Entering the first stage of the revolution of industrialisation and modernisation of the country, it will certainly create a new development in the economic life and change the face of society. However, how we can both accelerate the industrialisation and modernisation, maintain and bring into play the national cultural tradition. It depends on the Vietnamese ourselves, on the education for the young generation, the future owners of the country. The today’s Vietnamese youth inherits many advantages from a new era with the intelligence, dynamic, eager-to-learn and enterprising spirits... Nevertheless, through many years in the context of the market economy and the globalisation of international economic intergration, in Vietnam “it appears many particularly worrying phenomena, that some parts of students have moral degradation, hazy ideals, practical lifestyles, lack of ambitions to settle for the future of themselves and their country”. 10 The twenty first century is the time of intergation, knowledge and the development of science and technology. Humans, especially high school students, are often affected by very complex, sometimes contradictory, multilateral and multidimentional effects. Hence, school education needs to collaborate closely with families and society to minimize the negative impacts, in order to train out the people with fully developed personality. Therefore, to develop human resource and enhance the quality of school education, it is necessary to combine the education at school, at home and in the society, creating a healthy educational environment, mobilizing the synergy, establising the consistency, that all impacts on the comprehensive development of the young personality. Highschool, the final level of general educational system has a great mission in implementing educational objectives - “The objectives of the education and training Vietnamese people are to have the comprehensive development with morals, knowledge, health, aesthetics and professional career, the loyalty with the ideal of national independence and socialism, forming and nuturing the citizens’ virtues and abilities to meet the requirement of building and protecting the country” (Education Law 2011, National Political Publishing House, Hanoi). Especially, at this school level, the target is to train out teenagers from the age of 16 to 18 to acquire a solid comprehensive common knowledge, ethics, system of necessary abilities to prepare for life. In fact, however, the massive development in scale, and number of high school students in recent years is not proportional to the quality of cultural and ethical quality. There are manifestations of the moral degradation of the high school students. This is an issue being addressed by the Education – Training sector and the whole society. Moral education for students becomes an extremely important mission, especially in the context of industrialization and modernization of the country. However, so far “Family and social communities have not proved their vital roles in education, have not coordinated closely with the school in educating the youth, especially in political morals to prevent social evils, depraved cultural products and the negative impact of market mechanisms for school... "(The theoretical issues of science education. National Publishing House, Hanoi - Le Van Giang (2011). This problem only confined within the school that Education is the process of 11 profound social essence, which can be seen in different aspects with the paricipation of many social forces. If Education and Training is only carried out within the campus, certainly it cannot bring in the general strength comprehensively and therefore leading to the low quality result. In some dialogues between students and school leaders, many students frankly pointed out the weakness of the moral education in school such as the content, the teaching method, the assessment They suggested moral education would fulfil its role: To train and educate students to become citizens with good behaviour and good value... ( duc-khuyen-hoc/dao-duc-sao-lai-hoc-thuoc-cham-diem-853058.htm) During a visit to the educational department of HoChiMinh city on the occasion of the Vietnamese Teacher’s day. Madam Nguyen Thi Doan – the vice president of Vietnam expressed her concern about the moral education for school students. Madam Doan estimated that a part (not small) of students are showing serious moral degradation through misbehavior, disobedience. However, the moral education is done through the subject of civic education with one hour per week. The method of teaching this subject is monotonous and inflexible. Majority of students are not interested in this subject. One more problem is that in many school teachers do not like teaching this subject because they can not have extra- income with teaching this subject. Moreover, students are lazy in learning this subject, so teachers of other subjects take turn to teach this subject. The vice president stressed that the moral education should be integrated among all subject, not civic education only. The outdoor events, extra curriculum, activities, sightseeingmust be widely conducted, and the method of teaching civic education must be more flexible and more practical. We must equipe our students with the real life knowledge, not unreal and impractical concept... (http:/vnexpress.net/detail/print?id=2912608&page=1) According to mass media, the Ministry of education and training has plans to organize conference and seminars on the moral education at national level so that they can have ground for the improvement and renovation for the program. 12 From the direction by the state leaders, the worries/ concens of the schools and society, the suggestion by the students, the plan of renovation of MOET and the demand by the social development, the intergration and globalization, there must be more studies on moral education and solution as well. Which these main reason, we have decided to choose the topic: “Linking the school, family and society in enhancing the moral education program for high school students in HaNoi.” for the study. 1.2 OBJECTIVES OF THE STUDY In the time of globalization and intergration, the introduction and spread of Western culture has created a very powerful wave to influence other cultures, especially the Eastern culture, and Vietnam is an example of this phenomenon. Besides, the life of the industrial and modern era makes people become more utilitarian which is the main cause for so many changes of attitude and moral standards of Vietnamese in general and Hanoian in particular. The age at high school from 16 to 18 years-old is affected much and quickly by this factor. They are very sensitive and need to be educated to shape the behaviors and lifestyles, ethical standards, the true value of human compassion and education. However, what they learn in books is not enough. Educational programs in some case are not quite flexible and interesting. Most of moral teachers in high schools are not very well-trained and do not have high competency in teaching. Normally, head - teachers are responsible for this subject. They teach this subject together with classroom activities on Monday. Therefore, students do not see this as an important subject, more over documents and teaching methods are rather poor. Thus, in the opinion of many people the moral education program in school is not quite effective. In addition the moral education by the family is causing a lot of controversy, parents in general try to put too much hope on their children related to academic achievement that creates a negative pressure for children. The parents also want to impose the rule of making friends, relationships, intervention on preferences, time management, future directions ... Although this idea is great, family upbringing is not always effective anymore. The education, especially moral education for children should require combined efforts from 13 school, family and outside society. Currently, not all social organizations and the government offices are interested in or share the responsibilities in moral education, some of them still remain indifferent to this matter which they consister the task of the schools and family only. For that reason, linking the school, family and society in enhancing the moral education program for high school students in Hanoi is essential task in the implementation of training a future generation for the country. With all the matters mentioned above, we have set out the following objectives for the study: 1. Assess the status of Moral education in high schools in Hanoi; 2. Find out how important the linkage between the school with the family and society; 3. Suggest a moral education program with extra- curriculum activities to link the school family and society together. To achieve these objectives in the study, we try to answer the following questions: 1. How is the current status of moral education in high school and what are the standards/criteria used to evaluate the morality of high school students? 2. What are the factors influencing the formation of personality and moral model of high school students in Hanoi? 3. Why do the school, family and the society have to work together in moral education for high school students in Hanoi? 4. Is the linkage among the school with the family and society in moral education for high school students in Hanoi feasible and effective? And how is it done? 5. What are the solutions for the school, family and society to set up and enhance the linkage in moral education for high school students in Hanoi? We do not answer these questions separately, but we will try to give comprehensive answer as a whole through following chapters 14 1.3 RESEARCH HYPOTHESIS Linking the school, family and society in the implementation of moral education has a positive impact on improving the quality of moral education for students (In the case of high school students in HaNoi) 1.4 THE SIGNIFICANCE OF THE STUDY This research aims to find out the way of enhancing the linkage of the school, family and society in the implementation of moral education, and the solutions will be beneficial for the following objects: 1.4.1. For each student. Understanding the nature of morality, principles, contents and ethical standards of the Vietnamese people in the modern society, matching the requirements at their age, at the same time understand the necessity to train themselves to meet the requirements of ethical standards, having healthy and aesthetic lifestyles, deserving to become the country's future. Having the right attitude of moral sentiments and social relationships. Have a clear attitude towards the political morality in society. Building habits of regularly practising ethical behavior, in behavior and in social activity. Being self-aware of implementing ethical behaviors, obeying the convention of the law and culture. Having healthy and pure lifestyle, showing the good status of the a student. Actively fighting against the symptoms of depraveing and debauched lifestyle, selfishness, pragmatism, indifferent to the problems of life, not thinking of the sacrifice and the loss of their father's generation. Having academic training, scientific researching, working, participating in social activities frequently and positively to prepare for the fut... views on moral education for students has comfirmed the importance of morals in educational process. The role of the school, the family and the society in moral education for students * School School is a particular social organization with strict organizational structure, specializes in educating, training children toward the direction of society. The functional process of the school is the process of teaching and educating in a systematic program organized closely and methodologically. * Family “Family is the cell of society, is a group of people who live together as the smallest unit of society, they are bound together by the ties of marriage, blood, often includes spouses, parents and children”. Happy family is based on the fundamental principle of everyone loving, helping each other in houseworks and social works, being responsible in the family. * Social forces They are the domestic administrations, socio-political organizations, economic organizations, mass organizations, functional organizations. In the education forces, the school play the key role in moral education because: - The school carries out the personality education goals - The school has the educational contents and methods which are selected and organized systematically. 31 - The school has professionally educational theory. - Educational environment in the school is pedagogical in nature, has positive impacts in moral educational process for students. However, if there is effective connection, coordination with the family and social forces, there will be silmutaneous impacts that creates high efficiencies to moral educational process for students. * To create the linkage in management + Enhancing the linkage of the school with the family and society for the sake of moral education for students is an expression of interaction in a dialectical way. On the one hand, the school needs to specifically support parents in educating their children, to help them understand the contents and methods of moral education within family, to make them get the education policy and understand responsibilities and obligations as parents in raising children. On the other hand, as a subject of education, the typical family,can actively coordinates with school in organizing educational activities for children, understand their obligations, avoid leaving entrusting everything to the school or proposing educational requirements against the educational goals and tasks set by the school. + Improving the relationships between the school and social forces to create a proper educational environment, throughout the whole society, at the same time to create a consistent and continuous process of education in space and time, directly fostering personality formation of younger generation, creating physical and mental conditions advantage for educational process in both school and family. + Coordinating the family with social forces in a way that promotes oriented standards in family, encouraging children to participate in social activities because society is a very good educational environment for children. Besides, family also helps children aware and avoid social evils. On the other hand, social forces are extremely crowded that create a big environment with strong impact on children’s daily life in a spontaneous or voluntary self- conscious way. 32 2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY AND SOCIETY FOR ENHANCING THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. * The linkage of the school, family and society creates combined effects to promote the rich potential of the whole society, to participate in the educational process of personality formation and development of students. Currently, under the impact of the modernised course of Communist Party, our country’s economy has rapidly grown. Economic potentials is strengthened. The economic components has also constant growth, accounted for a significant proportion of the production structure such as the private sector, joint ventures with foreign enterprises, etc. Today’s labor skills have been raised. Scientific and technical force in manufacturing facilities, management are gradually standardized and increased in skills. Material, equipment and intellectual potential of society should be mobilized in the educational process of school. * The linkage between the school with the family and society is an important principle to create the unified implementation of educational objectives, moral standards of students. Current practices show that the linkage between the school with the family and society often aims at mobilizing collective resources to overcome the difficulties of facilities (schools, clesses and purchases of teaching material, furniture repair, etc.) or support for activities of teachers, students, etc. In the process of implementing the educational objectives and contents, in case of misbehavior students, the linkage between the school with the family and society is also set out but needs to be regular, continuous and stemed from comprehensive educational objectives and contents. To achieve the objectives of moral education for students, the linkage between the school with the family and society has a very special meaning. Because it is the environment directly influences on the personality formation and training of students in general and high school students in particular. Under the combined impacts of the environment, the role of 33 educators is very important. Therefore: “Educators must have visions, plans, strategies, understand the intended mobilized objects to be able to achieve the desires”. * Create a healthy teaching environment, limit negative impacts directly to the course of student personality formation. In the current conditions, along with the positive factors, the negative factors from the market mechanism has affected the educational process of the school. Many bad elements, have stepped into traditional morality, damaging the soul of younger generation. They even implicate the children to sinful acts by every trick. The search for solutions to link the school, the family and society together is to create the collective and synchronized power in the whole society, to minimize negative impacts, prevent sins from evildoers. With that, we can create positive impacts for the process of moral education for students. The orientation for students of good values, moral standards, limitation of negative influence is very essential. This is not only the school’s responsibility but also for parents, everyone in and outside the education sector. 2.11.1 The linkage between the school with the family in the moral education for high school students * Objectives Strengthening and deepening the linkage between the school and family with rich contents and various forms. * Contents - Monitoring children’s study at school. - Discussing about the advantages and disadvantages of children at home. - Discussing about children’s behavior at school. - Discussing about the educational coordination between the family and the school. - Inform about work plan of the school. - Discussing about improving facilities. - Discussing about children’s relationship at home and at school. 34 - Cultivating educational knowledge for parents. * Method Develop appropriate mechanism for effective linkage of the school and the representatives of parents. * Type of organization Regularly and closely contacting with students’ families, catching up with the changes of mind, learning attitude of students at home to have solutions for educational coordination, in collaboration with representatives of students’ parents. Periodically meeting with students’ parents to fully inform learning process, training of the students, on that basis proposing appropriate solution for educational coordination. 2.11.2 The linkage between the school with social forces in the moral education for high school students *Objectives Good linkage with society will contribute to a healthy society, limit the negative impacts directly to the formation of student’s personality. * Contents - Securing and protect the local safety. - Organizing educational activities and trainings to educate moral to students. - Managing students activities in the community. - Build facilities for the school. - Informing the moral cultivation of students in local to schools. - Unifying requirements for creating a healthy educational environment: through the movement of cultural family, civilized lifestyle, etc. - Sponsoring from organizations in the society under any form: scholarships, competition awards, etc. - Participating in organizing moral educational activities for students ( through festivals, tours, tradition education, etc...) 35 - Setting up education committees to get advices by conferences, setting regulations and rules for coordination. * Method Promoting every stakeholder such as teachers, social organizations. *Type of organization To well organize the linkage between social forces, we need to plan the linkage process in order to ensure all different subjects feasible. Then organizing the structure of implementing the linkage procedures, deploying and directing the coordinating process according to required contents and schedule, regularly checking, correcting deviations, adjusting to suit specific situations. Then check, review, evaluate and reward in time. 2.12 THE FACTORS INFLUENCING THE EFFECTIVENESS OF THE LIKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. * The role of the school, family and society in moral education for students In the development of human resource for the currently innovated Vietnam, the urgent need is to improve the quality of human resource, training and fostering talents, in order to create personality models appropriate with the new society. They are well-educated workforce with multidisciplinary knowledge, in-depth knowledge and creative ability, have strength and necessary moral qualities such as kindness, empathy, interest in social benefits, harmonized with personal and family benefits. To create people with those basic qualities, it requires the coordination, synchronization and support from educational environment of all the school, family and society. This co-ordianation has to be a continuous and consistent process that impact strongly the overall personality development of children. However, to carry out the coordination, cognitive level of teachers, family and other social organizations plays an important role. When cognition is fully and correctly awared, reaching an allowed level, coordinating can achieve high efficiency in education in general and in moral education in particular. On coordinating process, we should be aware of following issues: 36 + In the process of forming and developing personality, especially from young age, what need to be cared about most is morals. President Ho once said: “School teachers’ job and kindergarten teachers’ job are different but share the same goal of training good citizens, good cadre for the country, for socialism. The first thing to teach children is morals. Brothers, sisters and teachers should always good examples for the children to follow”. + People are born and raised in the environments of family, school and society. In each small environment, there is always educational process, nurturing people, in wich school education play a very special role. Family gives children first lessons, regularly and continuously from birth to adulthood. The community with children live in also carries out educational contents in their own form and fairly impacts on the moral education for students. That is where result of family and school education shows and where children absorb moral values of society. The three environments need to be unified as one. We are advised that: “Education in school is just a part, it needs education from society and family. No matter how good the school education is, if it is lack of education from family and society, the result is not perfect and complete”. (Excerpt from Uncle Ho’s conversation in the Conference of Communist Party in Education sector June/1957). + Develop mechanism and form of coordination between school, family and society. This is a very important content in organizing the coordinating between the school with the family and society to educate moral to students. To create close collaboration between family, school and society, the school needs to promote the key to direct family and social organizations about the contents and methods. Because the school is a separate organization specialized education, under the leadership and direction of the Party and the government, understanding the views, guidelines, training objectives, so that the school can train them people which socialist standards. On the other hand, the school always has a team of teachers, professional educators with skills, talents, moral, who have been trained systematically and carefully selected. To strengthen the moral education for students, the school, on the one hand, needs to do well in teaching, educating all the teachers and staffs in school, on the other 37 hand, closely coordinate with youth organization, organizations inside school and guide the family and other social organizations to be involved in education for the youth. * Active role of the school Article 45, Grade school regulations has written: “The school must actively collaborate regularly and closely with the family and society to create an unified educational environment in order to carry out the educational objectives and principles” . It must be affirmed that: School is the best educational environment, having most qualifications in implementing educational objectives. School is where the most impressive events take place in each of our lives. Anyone experiencing years in school, the memories of school, friends, teachers, will be definitely seen it as the best memories in their lifetime. From that thought, we have paid very close attention to the construction of padagogies in the school to be a collective model, each teacher is truly a good example, is the belief and moral standards for students. Any time teachers should have educational impacts and persuasiveness to students. Every member of the school must always be aware of moral education for students by themselves. + For school managers (especially the Principal): More than anyone else, the Principal, in addition to the required standards as reputation, professional capacity, management capacity, they need to have moral standards. * Social, economic and cultural conditions of local - Economic factors of local and family has a deep and direct impact on organizing the coordinating between the school with the family and society in moral education for students, as they provides the financial resources, facilities for students and the school. + Local and family economies contribute to build the pedagogical landscape, not only in the sphere of family, school but also in society, play an important role and create favorable conditions for the coordinating between the school with the family and society in moral education for students. Local economic foundations has created the conditions for constructions of schools and classes. Eeconomic foundation of local and family facilitates educational entities to have more time and strength for educating younger generation. With 38 good economic foundation, parents can provide their children better learning conditions, spend more time on their child’s study and cultivation. This leads to the natural coordinating between family and school in moral education for children. - If the local has healthy production, potential labor force, well-developed area, it is good environment for children while learning and after leaving school. - Cultural and social conditions of local also have a strong influence on the coordinating between the school with the family and society in moral education for students: + Social organizations, government forces and other local political organizations can create enthusiastic participation from different forces. In order to develop the potential of social organizations, in the process of coordinating, educators and managers need to take advantage of combined strength from all resources. Each organization has its own strenghts and can be actively involved if well organized. + Stable social environment, healthy social relationship is favorable conditions for the coordinating between the school with the family and society. It is the environment where students can indirectly absorb the moral values of society. + Well-organized cultural and social functions in local can attract families and school to participate in a natural way, create favorable conditions for the coordinating. Events like “Building cultural family”, “Maintaining public order and security”, “Protect the green- clean-beautiful environment”, “Preventing social evils”, “Big holiday anniversaries”, etc. are best opportunities for moral education for students. + In addition, the local traditional culture is the environment creating the natural linkage and coordination. Local trandition the very first factor to mention: old traditions (family, genealogy, rituals, etc. ), new traditions (charities on July 27th, silk shirt for grandma, celebrate major holidays, etc. ), if these events are well organized, they can attract family and school coordination. Another factor which cannot be bypassed is different types of cultural and spiritual activities such as: “Library, various types of club, sport movements with students as main forces” are also favorable environment for the coordinating. 39 Thus, cultural and spiritual activities is the favorable and natural environment for coordinating the school with the family and society for moral education for students. 2.13 RESEARCH PARADIGM Figure 2.3: Schematic of independent variables, dependent variables and the result of the study Independent variables Dependent variables - Goal for general education and orientations for moral education -Psychophysiological Quality of moral education for characteristics of high school high school students in Hanoi students - Factors affecting the efficiency of organizing the coordinating between the school with the family and society in moral education. SOLUTIONS FOR LINKING THE SCHOOL, FAMILY AND SOCIETY TO ENHANCE THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS If the linkage between the school with the family and society is proposed and implemented on the basis of general educational objectives, psychophysiological characteristics, as well as overcome the existed weaknesses and shortcomings of the current coordination of educational forces, we can hope for effectiveness, positive changes to improve the qualitiy of moral education for high school students in Hanoi. 40 CHAPTER III METHODOLOGY In this chapter, we will deal with all what we have done related to research methods, the places, questionnaires, participants, respondents, data collecting and processing . 3.1 LOCATION OF THE STUDY To get the data for the study, we have chosen 10 high schools in HaNoi. All these schools are located in the centre of HaNoi and most of them have high status among high schools in HaNoi. Because of the limit of time and other resources, we can not include more schools in the study, but the selected schools are regarded as representatives in the system. Table 3.1: List of 10 high schools in Hanoi where the study was conducted No School name Address Note A Chu Van An High School 17 Thuy Khue Str, Tay Ho Dist, Ha Noi. B Thang Long High School 44 Ta Quang Buu Str, Hai Ba Trung Dist, Ha Noi. C Tran Nhan Tong High School 15 Huong Vien Str, Hai Ba Trung Dist, Ha Noi. D Viet Duc High School 49 Ly Thuong Kiet Str, Hoan Kiem Dist, Ha Noi. E Nguyen Trai High School 50 Nam Cao Str, Ba Dinh Dist, Ha Noi F Marie Curie High School 3 Tran Quoc Toan Str, Hoan Kiem Dist, Ha Noi G Mai Hac De High School 29A/124 Vinh Tuy Str, Hai Ba Trung Dist, Ha Noi H Tran Phu High School 8 Hai Ba Trung Str, Hoan Kiem Dist, Ha Noi. I Dinh Tien Hoang High School 67 Pho Duc Chinh Str, Ba Dinh Dist, Ha Noi J Dong Da High School 27 Nguyen Phuc Lai Str, Dong Da Dist, Ha Noi On the succeeding pages, the location map of the high schools are presented and marked as letters A to J. 41 Figure 3.1: Map of the 10 schools in Hanoi 3.2 RESEARCH METHODS In the study, we have used 02 groups of methods: 3.2.1. Theoretical reasearch methods: - Document study - Canonical document study - Subject related books, newspaper, works and product study - Analysis and synthesis of theoretical documents about enhancing the linkage of the school, family and society in the implementation of moral education for high school students in HaNoi 3.2.2. Practical research methods - Method of observation: Observe educational activities to collect data to find out the specific features of enhancing the linkage of the school, family and society in the 42 implementation of moral education for high school students in HaNoi, analyze what has been done and not done, discover new things. - Questionnaire method: Get comment/remarks from managers, teachers, students, parents to assess the status of moral education. 3.3 POPULATION AND SAMPLING * To achieve the objectives, the study was conducted with a set of survey questionnaires with 455 participants. In order to have the opinion from different sectors, we have chosen the participants of different backgrounds - Parents who have children at high schools; - Teachers working in these 10 high schools; - Students learning at these 10 schools; - Educational managers working in high schools; - Government officials working nearby or related to these schools; - Social activists/ businessinterested in education. We understand that their comments differ greatly because they are working in different industries. However, these participants are interested in education especially in moral education and moreover they are all very enthusiatical and quite willing to participate in our study. Table 3.2: Number of survey participants No Participants Total Male Female 1 Parents 62 35 27 2 High school teachers 108 58 50 3 Education managers 32 23 9 4 Government officals 55 30 25 5 Students 150 78 72 6 Social activist/business 48 21 27 Total 455 245 210 43 * Morality is manifested through the awareness, attitude and behaviour of the students. Therefore, evaluating the results of moral education for students is conducted annually in many different ways and different forms in all schools nationwide. Here, we used the results of the moral ranking of students in 10 high schools in the three school -years (2009-2010, 2010-2011, 2011-2012) as one of the real source of information of moral status of schoolchildren. 3.4 INSTRUMENTATION In this study we have conducted surveys to obtain information for the objectives of the study and answer the questions I raised in chapter I. To do this, we have designed a set of questionnaires in order to get opinion and comment from educational managers and teachers, government officials, social activists, parents and students With these questionnaires we try to find out: 1.The current status of moral education in high schools in Hanoi. The strong and weak points of moral education program in high school. 2.If the assessment of moral education is conducted with the right and proper method and how it should be assessed? 3.The role of extra-curriculum activities in moral education in general, and in high school in particular, how to intergrate these activities with moral education program in school. 4.The participation and support from family and society in moral education through organizing extra- curriculum activities for students. 5.How to promote the linkage of school with the family and society in moral education 3.5 DATA GATHERING PROCEDURE I am working in the field of education, therefore we have strong link with the schools nationwide. Almost people are interested in education, so they are happy to give us the opportunities to conduct the study. After completing questionnaire survey, we have contacted with principals of the school to arrange meetings with school managers, teachers, and 44 students for the survey. We have also contacted the teachers, students, the parents, the official the social activists directly through meetings or phones. During the talk we told them the purpose of the study, the importance of their response in the study, and also set a deadline for retuning the questionnaire survey. We got the answer back from 462 people out of 485 people we have contacted and sent the questionnaires to. Among 462 questionnaires survey back, 7 of them did not give enough answers to all questionnaires, therefore we used the information from 455 informants who had provided all necessary information for the survey. The data analysis is conducted with the reference to the following specific facts and reality: 1. The general information on the geography, economy, culture of Hanoi capital and its problem in moral education. Hanoi is the capital of Vietnam, the second largest city in urban area and also in population with 6.561.900 people after Ho Chi Minh City (2010). Located in the fertile Red River Delta, Hanoi soon became a political and religious center from the very beginning of the history of Vietnam. After the expansion of administrative boundaries in August 2008, Hanoi now has an area of 3345.0 km ², consisting of 10 districts, 1 town and 18 suburban districts. Together with the Ho Chi Minh City, HaiPhong, Da Nang and Can Tho. Hanoi is one of the five leading economic centers of the country. Hanoi is also a center of culture, education, theater, museums, traditional villages, the national media agencies and major universities. Tradition of studiousness, respect for teachers of Hanoian has created a solid foundation for the development of the capital’s education sector, and is the basis for creating cultural identity, elegant manner of capital citizen. Along with the development of the today society, the Hanoian has an opportunity to live in a more civilized and modernised environment, but the subsequent problems arise as more or less, affecting their social life. One of the current concerning issues, the morality in a part of students, the high school especially, in society in general and in school for particular is degrading, leading to the increase of school violence, serious cases, fraud in different ways 45 These are manifestations of deviations in behavior, moral character of students. This not only confuses public opinion, but also brings the alarm about ethical lifestyle and personality of today's youth. Moral degradation has many causes. The responsibility belongs to many industries, but first and foremost to the school - where students are morally educated from all levels of education system in all school text books to step into their lives. A city with such a big population and large area always faces with the advantages and disadvantages that the modern and globalized life offers. Hanoi has to provide good and enough teachers, facilities for thousands of schools, tens of thousands of students of all level. Hanoi as well as other localities has not only to preserve the classical traditional beauty, but also has to fight against the evil, the negative phenomenon form out side which easily and quickly spoil the children. In the fight against the social evil, moral education for children right when they are at school is of great importance and nesccessity. Moral education is not confined to text book content or activities with in school, it must be a combination of in and out school efforts. Instead of teaching students further moral lessons, it is time for the school to educate children about kindness, tolerance, generosity, and education on ethics in social relations. It is a need to find effective forms of living, creating a healthy playground for students. Building a good educational environment, in large in the society and school, particularly in family and classes, in order that students can study to become virtuous and talented. 2. The reality of moral education for students at high school Currently, moral education program is through from youth to adults: early Childhood, primary, secondary, high school and higher education level. Teaching ethics in schools is always considered one of the most important directions to help students shape their behavior, outlook of life and also to prevent deterioration of morality in a part of all students. However, program content in textbooks is non- selective, focuses too much on theory, lacks of life skills, and doesn’t always create the impression of the personality of students. Some programs are very difficult to remember, difficult to digest. The textbooks in ... the aim to know how they think of moral education now at high schools. We have also designed a set of a survey questionnaires with a list of statements and questions related to moral education with the same purpose: to know how other people think of moral education at school now, especially at high school in Hanoi, and any better methods for better moral education. The data and information gathering is rather easy and convenient, because we had positive support from school, from parents, and from people working in different industries. The participants were happy and willing to speak out their opinion during the interview/ meeting and ready to give comment with the questionnaire. Their response during the interview and from the questionnaire are quite numerous, and of varieties. Different people have different opinion about the moral education, different organizations may have different suggestions for moral education. But they have nice comment on moral education, though it needs improving in some areas for the sake of our children. Following are some findings we have made after careful analysis with the data and information collected: 106 - Moral education is the key issue of any national education system, and this must be given enough attention and priority. A proper and flexible moral education program is especially important for high school students because they are learning to become adult at this age. - The moral education is introduced in all levels of education in Vietnam, and this subject contributes a lot in training the future qualified citizen for the country. However, there is some limitation and week points related to the learning material content and the method for teaching this subject. - The moral education program in school covers all five domains (personal, family, social, national, global) and all necessary issues in connection with good behavior of students, but the content, to some extent, is too theoretical and lacks the practical and soft skill for students to live and integrate with the outside world - The content of moral education remained unchanged for a long time, therefore it needs revising after certain time in order to be update and keep up with the new standards and norms, It must be within the framework of education philosophy and the direction of the party, government and the ministry towards education - Moral education should adopt diversified assessment strategies and that should be conducted at different stages during the course of learning. - The co-ordination between school with family and society is an influencial factor in moral education for students, but the linkage between them in many cases, is not evident and effective. - A program with extra curriculum activities is highly appreciated and supported by most of the people or organization. The next step is how to mobilize them to work together for children. With these reasons, we have designed a moral education program with extra- curriculum activities in order to enhance the implementation of moral education in school. The program consists of 3 steps: 107 - Step 1: identifying the problems in the linkage between the school with the family, society and the solution for these problems, then making the family and society more aware of their role, responsibility in the implementation of moral education for students. - Step 2: Suggesting and selecting a list of activities for outschool events. - Step 3: Designing a program of extra activities to link the school with the family and society for better moral education. In order to have objective evaluation for the program, we have asked 35 educational experts to give remarks and comment on that. We were happy to get very positive response from them. They all, in general, support the objectives and content of the program and also the procedures to organize the activities. But, some of them still expressed their concern and worries about how to mobilize the financial contribution, and how to conduct these activities in the schools outside Hanoi. 5.1.2 Conclusions With the assessment of the current status of moral education in some high schools in Hanoi, we can reach some conclusions as follows: - Moral education should not be confined to textbooks and inside the school, it must be linked with outside school activities and events so that students can have opportunity to join and widen their outlook of life. - The school should take initiative and act as flagship in organizing the extra curriculum activities through the linkage with the family and society for better moral education - The choice of activities, the clarification of the role and responsibility of each party can guarantee the success of these activities. - Only with the participation, support and high awareness of the family, government offices, social organizations, could the linkage be successful and strengthened for the renovation and improvement of moral education for students. 108 5.2 RECOMMENDATIONS We understand this is only one of the studies related to moral education, therefore it can’t cover all issues in this area. Moreover it is only the research work, not an official administrative document. With this, we mean that it is difficult to put all ideas in the study into practice, however, we try to suggest some possible ways to make it more useful and effective: - One the study has been finished and approved by Academic board, we will have parts of the study published in journal of education science at home and abroad or weekly newspaper of the Ministry of education and training. - Content of the study will be presented at the seminars or conferences related to education field. - Parts of this study will be exploited as reference materials for lectures in training educational managers and teachers. - Exchange of information and data analysis of the study with MA or PhD students in education management so that the results of study can be used as reference or supporting materials for further studies in the same area. - Ask some high schools to pilot this program to see if it works. If the results are positive, we may propose it to be applied in bigger number of schools. Due to the limited time and resource, our study was conducted with the participation and supports from some hundreds people, dozens of officies, organizations and 10 high school in HaNoi. All informations, data, analysis and results are reliable and true within small scope. We realize that the study still has a lot of limitations and weak points, though we have been working very hard under the strick supervision of our professor and supports from our colleges and friends. Along with what we have recommended above, we would have some more suggestions for further studies. - Studies on wider target groups of students (not only at high school, but also students at lower- secondary, university, vocational schools) to identify the cause of 109 misconduct, bad behavior, violation of the rules, committing crimesfrom students of all levels in education. - Studies on the content of moral education in all levels of education to see if it is updated or consistent with the changes of life, the new standards of changing world? - Studies on the importance and necessity of the combination between text book content with the extra- curriculum activities in the moral education for students of all levels throughout the country. - Studies on how to link the school with family and society in different localities so that we can propose appropriate methods in linkage of these forces in different/ concret localities (urban area, rural area, mountainous area, highly developed area, poorly developed area) and also studies on the lesson and experience from other countries. 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Tran Khanh Duc (2001). Bases and indicators, the assessment process conditions to ensure quality higher education. Create No.1 Education Press, April 2001. 42. Berk R. A. and Trieber R. H. (2009). ‘Whose classroom is it anyway? Improvisation as a teaching tool’, Journal on Excellence on College Teaching. Vol. 20 Iss. 3, pp. 29–60 C. Unpublished Materials 43. Prime Minister Decision No. 28/12/2001 dated 28/12/2001 Date 201/QD-TTg 113 approved "education development strategy for 2001-2010". 44. Entwistle N. (2000). Promoting Deep Learning Through Teaching and Assessment: Conceptual Frameworks and Educational Contexts. Paper presented at the TLRP Conference, Leicester, November 2000. 45. Brockmann M. (2007). Qualifications, Learning Outcomes and Competencies: A Review of European Divergences in Vocational Education and Training (VET). Draft Working Paper. 46. 16–19. London: Learning and Skills Development Agency. D. Electronic References 47. can-mot-vi-tri-xung-dang-1972215/ 48. truong-pho-thong-Chi-nha-truong-thoi-chua-du-63/ 49. 50. can-mot-vi-tri-xung-dang-1972215/ 51. 52. Moral Development and Moral Education: An Overview - 53. 54. loi-giai 55. 56. 57. 853058.htm) 58. http:/vnexpress.net/detail/print?id=2912608&page=1 114 APPENDICES APPENDIX A REQUEST LETTER TO CONDUCT THE SURVEY (To School Principal) Date: 2013 Dear Sir / Madam, My name is Hoang Hong Trang. I am doing a Dissertation of Doctor of Education Management. I am very much interested in doing research in your school. In this connection may I ask your kindly permission to use your school as my subject for research? My proposed title is “Enhancing linkage of the school, family and society in the implementation of moral education for high school student in Hanoi”. If it is approved, I will conduct a research survey in your school get feedback with regards to the management of teaching and studying the moral education subject in your school. I assure that all information gathered will be treated with utmost confidentially. I am looking forward to having your permission as soon as possible. Thanks very much for your time, please acknowledge at your earliest convenience. Yours sincerely, Hoang Hong Trang 115 APPENDIX B QUESTIONNAIRE IN THE STATUS OF MORAL EDUCATION IN HIGH SCHOOL (Khảo sát về thực trạng giáo dục đạo đức tại các trường PTTH) Direction: Kindly answer the questionnaire as sincerely as possible. There is no right and wrong answer. Your answer will be treated with utmost confidentiality. Please refer to the scale below to guide you in answering this questionnaire. Scale: 4 – Strongly Agree/ Rất đồng ý (SA) 3 – Agree/ Đồng ý (A) 2 – Disagree/ Phản đối (D) 1 – Strongly Disagree/ Rất phản đối (SD) Nb Statement SA A D SD WM QD 4 3 2 1 I. Moral education in high school 1 Do you agree that the moral education has been paid due attention in all schools so far/ Bạn có đồng ý rằng giáo dục đạo đức luôn được chú trọng trong tất cả các trường học từ trước đến nay 2 Moral education subject is regarded as equally important as other subjects in high school/ Chương trình giáo dục đạo đức được coi trọng như các môn học khác trong nhà trường 3 It is effective to cultivate students’ moral and national qualities through implementing the moral education as a subject./ Các nội dung trong chương trình giáo dục đạo đức phát huy được hiệu quả trong việc trau dồi phẩm chất và giữ gìn bản sắc văn hóa dân tộc. 116 Nb Statement SA A D SD WM QD 4 3 2 1 4 The aim of moral education can cultivate students’ positive values and attitudes, and their ability to differentiate the right from the wrong. / Mục đích của giáo dục đạo đức là nâng cao nhân cách cho học sinh và giúp học sinh biết phân biệt những điều đúng sai trong cuộc sống 5 Moral education is extremely important in high schools because students of 16-18 years are learning to become adults/ Giáo dục đạo đức rất quan trọng đối với học sinh phổ thông trung học học vì độ tuổi từ 16 đến 18 là giai đoạn học làm người lớn 6 Most of high school students are interested in moral education and see it as a key item in the school./ Hầu hết học sinh phổ thông trung học đều quan tâm đến chương trình giáo dục đạo đức và coi đây là môn học chính trong nhà trường II. Curriculum Framework 7 It can be effective to cultivate students’ moral and national qualities by the integration of cognition, affection and action. / Chương trình giáo dục đạo đức cho học sinh rất hiệu quả thông qua việc tích hợp khả năng nhận thức, tình cảm và hành động 8 Moral Education comprises five domains, namely personal, family, social, national and global / Giáo dục đạo đức bao gồm cả 5 lĩnh vực: Cá nhân, gia đình, xã hội, quốc gia và toàn cầu 9 The learning objectives suggested by moral education can fully and effectively cultivate students’ moral and national qualities./ Mục tiêu của chương trình giáo dục đạo đức nếu được thực hiện đầy đủ và hiệu quả sẽ nâng cao được nhân cách của học sinh và giữ gìn được bản sắc văn hóa dân tộc 117 Nb Statement SA A D SD WM QD 4 3 2 1 10 The learning content of moral education can cater for students’ developmental and daily needs./ Nội dung của chương trình giáo dục đạo đức đáp ứng được nhu cầu phát triển của học sinh và yêu cầu thực tế của cuộc sống hàng ngày. 11 Moral education should be complementary to Key Learning Areas (KLAs)/subjects and related learning activities to cultivate students’ moral and national qualities./ Nội dung chương trình giáo dục đạo đức phải bổ trợ ch các môn học khác và những hoạt động giáo dục liên quan để nâng cao phẩm chất về giá trị đạo đức và bản sắc văn hoá dân tộc 12 The learning content of moral education in high school consists of all necessary issues to help cultivate students moral and national qualities. / Nội dung của chương trình giáo dục đạo đức trong cấp học phổ thông trung học bao gồm tất cả những lĩnh vực cần thiết trong cuộc sống III. Implementation 13 The overall curriculum planning is very important in the effective implementation of moral education. / Cập nhật nội dung và đổi mới chương trình là rất quan trọng trong việc tăng cường hiệu quả của giáo dục đạo đức 14 It can enhance the effectiveness of moral education through the learning of life events as learning contexts./ Tăng cường hiệu quả giáo dục đạo đức bằng việc học sinh được học tập thông qua các sự kiện trong cuộc sống thường ngày 15 Do you agree that the text book published by different organization can enhance the learning effectiveness of moral education?/ Bạn có đồng ý rằng học liệu từ nhiều nhà xuất bản khác nhau có thể nâng cao chất lượng 118 Nb Statement SA A D SD WM QD 4 3 2 1 giảng dạy 16 The learning resources provided by the Education Bureau can facilitate teachers in teaching moral education effectively/ Các nguồn học liệu từ Phòng giáo dục có phát huy hiệu quả trong việc giáo dục đạo dức cho học sinh phổ thông 17 Moral education should adopt diversified assessment strategies./ Giáo dục đạo đức nên áp dụng phương pháp đánh giá đa dạng 18 The assessment of moral education should be conducted at different stages in the course of learning/ Việc đánh giá giáo dục đạo đức cho học sinh phổ thông nên được thực hiện ở nhiều giai đoạn khác nhau trong quá trình giảng dạy IV. Extra- curriculum activities in the implementation of moral education for high school students 19 The content of learning materials for moral education covers a wide range of theoretical issues, but lack the practical skills and reality of daily life./ Nội dung chương trình môn đạo đức trong nhà trường nặng về lý thuyết, thiếu cập nhật những kiến thức mới, kiến thức thực tế. 20 The learning materials remain unchanged for a long time, so there is a lack of updated information and new standards for students living in the time of globalization./ Tài liệu học tập của chương trình giáo dục đạo đức ít thay đổi trong một thời gian dài, thiếu thông tin cập nhật và những chuẩn mực mới đáp ứng yêu cầu phát triển hiện nay. 21 The combination of the content from learning material with the life events can facilitate the effectiveness of moral education./ Hiệu quả của chương giáo dục đạo 119 Nb Statement SA A D SD WM QD 4 3 2 1 đức sẽ được đẩy mạnh nếu kết hợp được giữa lý thuyết trong sách giáo khoa và thực tế trong cuộc sống hàng ngày 22 Most of high schools have been successfully combined the extra curriculum activities with the content of learning material for moral education./ Hầu hết các trường phổ thông trung học đã thành công trong việc tổ chức hoạt động ngoại khoá tăng cường giáo dục đạo đức cho học sinh 23 Do you agree that the extra curriculum activities contribute to the content of the learning updating materials and make the subject more consistent and easier/ Bạn có đồng ý rằng các hoạt động ngoại khoá có nội dung giáo dục đạo đức sẽ góp phần làm cho chương trình giảng dạy trở nên thực tế và học sinh dễ hiểu hơn. 24 If the extra curriculum activities are reasonably arranged, there will be strong support from not only the school, but from the family and society as well/ Nếu có kế hoạch và nội dung phù hợp thì các hoạt động ngoại khóa sẽ thu hút và được sự ủng hộ rất nhiệt tình từ các nguồn lực này V. Linkages 25 The family play a vital role in the implementation of the moral education program./ Gia đình đóng vai trò quan trọng trong việc giáo dục đạo đức cho học sinh phổ thông 26 The society takes active role in the implementation of the moral education program./ Các tổ chức xã hội có vai trò quan trọng trong việc giáo dục đạo đức cho học sinh phổ thông 27 Linkage between the school, family, and society in the implementation of the moral education is very evident 120 Nb Statement SA A D SD WM QD 4 3 2 1 and successful so far./ Sự kết nối nhà trường với gia đình và các tổ chức xã hội trong việc giáo dục đạo cho học sinh được thể rõ ràng và hiệu quả 28 We can link the school with the family and society by jointly organizing the extra curriculum activities./ Chúng ta có thể kết nối nhà trường với gia đình và xã hội trong việc tổ chức các hoạt động ngoại khóa cho học sinh phổ thông 29 The new moral education program is useful and effective only when it is supported by the school, family, society and evaluated by the experts in the field of education./ Các chương trình giáo dục đạo đức thông qua các hoạt động ngoại khóa sẽ phát huy được tính hữu ích và hiệu quả chỉ khi được đánh giá bởi các chuyên gia trong lĩnh vực giáo dục và được hỗ trợ bởi nhà trường, gia đình và xã hội. 30 Do you think we need to design a moral education program with extra curriculum activities to link the content of learning material with life event?/ Bạn có nghĩ rằng chúng ta cần phải thiết kế một chương trình giáo dục đạo đức với các hoạt động ngoại khoá để phối hợp kiến thức trong sách vở với các sự kiện cuộc sống hàng ngày 121 APPENDIX C EVALUATION QUESTIONAIRE FOR THE POSIBILITIES OF IMPLEMENTING THE PROGRAM (Đánh giá về tính khả thi của chương trình) July 10th , 2013. Dear Evaluator, Please indicate the degree of agreement with each of the following statements by putting a check mark (X) in the column that corresponds to each statement. You may use the code below as your guide. Thank you. In evaluating this program, please use the code below: Scale: 4 – Strongly Agree/ Rất đồng ý (SA) 3 – Agree/ Đồng ý (A) 2 – Disagree/ Phản đối (D) 1 – Strongly Disagree/ Rất phản đối (SD) Nb Statement SA A D SD WM QD 4 3 2 1 1 The program is consistent with the direction for national education development./ Chương trình này rất cần thiết và nâng cao được chất lượng giáo dục đạo đức cho học sinh. 2 The program help create the opportunities for school, family, and society to work together in educating our childrent/ Chương trình này có thể kết nối được nhà trường, gia đình và xã hội trong việc giáo dục cho học sinh 122 3 The co- ordination and linkage of the school, family and society have been clearly clarified through organizing these activities./ Sự phối hợp và mối liên kết giữa nhà trường, gia đình và xã hội được xác định rõ thông qua việc tổ chức các hoạt động. 4 The activities in the program have selected based on appropriate and practical criteria. / Các hoạt động trong chương trình được lựa chọn dựa trên những tiêu chí thực tế và phù hợp. 5 This program can be implemented at high schools in Hanoi, and also at high schools in other areas./ Chương trình này có thể thực hiện được ở các trường PTTH tại Hà Nội cũng như các địa phương khác Thank you very much for your time and co- operation. Respectfully yours, Hoang Hong Trang Researcher 123 APPENDIX D EVALUATION QUESTIONAIRE FOR THE CONTENT AND OBJECTIVE OF THE PROGRAM (Đánh giá về nội dung và mục tiêu của chương trình) Dear Evaluator, In carrying out the study “ Linking the school, family and society in enhacing the moral education for high school students in Hanoi”. I have designed a moral education program through extra-curriculum activities for high students in Hanoi. To be sure of the reliability and consistence with the framework of moral program in school, I would like to ask you to kindly give your comment on the program as indicated below: 4 – Strongly Agree/ Rất đồng ý (SA) 3 – Agree/ Đồng ý (A) 2 – Disagree/ Phản đối (D) 1 – Strongly Disagree/ Rất phản đối (SD) Nb STATEMENTS SA A D SD WM QD 4 3 2 1 I. Objectives 1 Objectives are clear and unambiguous. Mục đích rõ ràng 2 They are relevant to the needs. Phù hợp với nhu cầu 3 They are attainable and are measurable. Có tính khả thi và đánh giá được 4 Subject matter is workable and applicable to daily life. Có thể thực hiện và áp dụng được 5 Value components integrated and appropriate to the needs. Các hợp phần về giá trị có thể tích hợp và phù hợp với nhu cầu 124 II. Contents 6 Contents are suited to the objectives. Nội dung phù hợp với mục tiêu 7 There is a satisfactory balance between practice and theoretical input. Cân bằng giữa lý thuyết và thực hành 8 The balance of the course reflects the different degrees of importance attached to the objectives./ Sự cân đối của chương trình phản ánh mức độ cuả các mục tiêu 9 The program has the right length. / Chương trình phù hợp về độ dài 10 The activities indicated provide opportunity to achieve the objectives./ Các hoạt động được giới thiệu sẽ đạt được mục tiêu của chương trình III. Strategies 11 The approaches are interesting and challenging./ Hướng tiếp cận rất hay và có sự thử thách 12 They are adequate in realizing the objectives./ Chiến lược thực hiện hợp lý phù hợp với mục tiêu 13 Presentation of the activities is properly sequenced and well organized. / Các hoạt động được đề xuất, sắp xếp và tổ chức hợp lý 14 The varied activities can stimulate active participation among the respondents./ Các hoạt động đa dạng có thể tăng cường sự tham gia tích cực của nhiều đối tượng 15 The schedule is flexible./ Kế hoạch có tính linh hoạt 16 The behavioural methods being used can expect behavioural change./ Nộidung có thể đem lại sự thay đổi về hành vi 17 The methods can encourage learning to participants./ Phương pháp thực hiện có thể động viên việc học tập đối với học sinh 18 The characteristics of the participants are being considered in the approaches utilized./ Đặc trưng tâm sinh lý lứa tuổi của học sinh được cân nhắc phù hợp với định hướng thực hiện chương trình 125 CURRICULUM VITAE I. PERSONAL INFORMATION Full name: Hoang Hong Trang Date of birth: 08/7/1976 Place of birth: HaNoi Nationality: Vietnamese Sex/ marriage status: Female/ marriaged Contact address: - Current residence: Số 7 Vong Duc, Hoan Kiem, HaNoi - Phone: 0912.641.768 - Email address: hoanghongtrang76@gmail.com, hhtrang@moet.edu.vn II. EDUCATIONAL ATTAINMENT Degree School Year Graduated BA in English Hanoi Open University 1998 Master of Education Hanoi National University 2007 Management III. WORKING EXPERIENCES Workplace Year Position Hanoi Open University 1998 - 2011 Education admin 12/2011 to National Foreign Ministry of education and training now Language 2020 Project 126

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