Tóm tắt Đề tài Training skill of curriculum development base on school for student in preschool education major with a bachelor`s pedagogical degree

se the development of children. Therefore, it is necessary to develop an curriculum development base on preschool school. - Social -psychology theory (Erik Erikson, 1963): Erikson emphasized the role of teachers and the adults around them in educating young personality. Since then, to 8 realize, preschool teachers are the soul of preschool curriculum. An effective preschool curriculum is due to the teacher's ability to convey. - Behavioral theory (Skinner B. F, 1953 and Albert Bandura, 1963): From Skiner's guidance, we realize that preschool curriculum are not rigid, inherent plans, but flexible follow children's development. Creating the development of curriculum according to children's interests, needs and abilities is an essential requirement for preschool teacher. - Cognitive development theory (Jean Piaget, 1963): Piaget has shown the key activities at each stage of development, so that teach chilrend without relying on mainstream activities, it will be difficult for children tobe the developest. - Ecological theory (U. Bronfenbrenner, 1979): From this theory, preschool teacher determine that content do not go far away but take what is close, familiar, and create a favorable environment for children to develop. 1.3.1.3. Educational basis - The perspective of early education: From the study of many authors on early education, it can be seen that: Curriculum development to create an suitable curriculum will promote children to develop earlier compared to the natural rules of the child. - Child-centered perspective: The "child-centered" viewpoint helps children to proactively dominate knowledge, develop cognitive thinking, strongly promote activeness in activities. Therefore, all efforts of teachers are for children, for children, from children. Teachers play a role as a guide and organize educational activities. - Multidisciplinary and multidisciplinary perspectives: From a multilateral and multidisciplinary point of view, it should be seen that: curriculum development base on preschool school is not only a task of preschool schools but also requires participation, supervision of stakeholders. 1.3.1.4. Base steering for curriculum development base on preschool school Base 1: National preschool curriculum Base 2: Professional standards of preschool teachers 1.3.2. Approach perspective in curriculum development base on preschool school 1.3.2.1. Conten approacht: Step 1: Making content of education according to age (making network of activities, content network, topic system); Step 2: Identify methods, forms and conditions for implementation; Step 3: Organize the implementation; Step 4: Review and adjust the content. 1.3.2.2. Integrated approach: Step 1: Define the topic system (Including major topics and branch topics); Step 2: Define topic objectives (Integrate development domains); Step 3: Build the content network, network activities revolve around the topic; Step 4: Identify methods, forms, and conditions for implementing topics; Step 5: Organize the implementation; Step 6: Evaluation and adjustment. 1.3.2.3. Goal approach: Step 1: Define educational goals; Step 2: Develop educational content in accordance with the objectives; 9 Step 3: Determining methods, forms and conditions for implementation; Step 4: Organize the implementation; Step 5: Evaluate and adjust the goals. 1.3.2.4. Development approach: Step 1: Determine the child's current level; Step 2: Develop the next level of development; Step 3: Determine the content, method, form and condition; Step 4: Organize the implementation; Step 5: Assess the process and redefine the level of development accordingly. 1.3.3. Levels of curriculum development base on preschool school - Curriculum development base on preschool school: school level; - Curriculum development base on grade level: grade level; - Curriculum development base on group class: group level. 1.3.4. Principles of curriculum development base on preschool school 1.3.4.1. Ensure legality 1.3.4.2. Ensure the principle of "child-centered" 1.3.4.3. Ensure the development 1.3.4.4. Ensure practicality 1.3.4.5. Ensure systematic 1.3.5. Process and activities of development education of elementary schools The process of developing a school education development program can be expressed by the following model: Diagram 1.1. Process of developing a quality education of elementary schools 1.4. Traning skill of curriculum development base on preschool school for student in preschool school with a bachelor's degree in pedagogy. 1.4.1. The process of forming and training the skills of curriculum development base on preschool school for student in preschool school major Huynh Van Son said that forming skills through 3 stages, Kixegofv gave 5 steps to form pedagogical skills. Petty proposed the process of forming and developing pedagogical skills including 8 basic steps. nalyze situation of preschool school Determining educational goals of preschool schools Designing education curriculum for preschool schools Conducting educational programs at preschool schools Evaluating and adjusting the educational curriculum of MN schools 10 We realize that, in order to formulate and develop the skills of curriculum development base on preschool school for student in preschool education major, students need the following factors: + Students themselves must be aware of the importance of skills towards and determine the goals of training + Training process and method must be appropriate and ensure the following issues: Students must be equipped with knowledge of skills, have the opportunity to observe samples, practice multiple times, during the training process, there should be feedback. retrieval and accuracy about skill + Need to making exercises to train, which are independent but still systematic. 1.4.2. The meaning of vocational training and training skill of curriculum development base on preschool school for student in preschool education major - Response to develop trend of society, disciplines, levels of curriculum development. - Student response the career standards of preschool teacher, especially in the preschool curriculum development. - The methodology of scientific, planning and systematic teaching skills to help students grasp knowledge and basic understandings, forming at them the necessary level of curriculum development skills when they hold positions There are different types (preschool teacher, managers) in the occupation to manage, direct or implement the preschool curriculum. 1.4.3. Requirements on skill of curriculum development base on preschool school for preschool students in preschool education major with bachelor's padagogical degree - The level of formation of curriculum development skill of students must reacht and exceed the requirements of career standards of preschool teacher. - Most of skill of curriculum development base on preschool schools have to be formed at a fairly solid level, that is expressed quite stable in students, even though the implementation conditions have changed in each stage of different training. 1.4.4. The way of formation and training skill of curriculum development base on students in preschool Education major with a bachelor's padagogcal degree 1.4.4.1. Through the class modules - There are: psychology modules, preschool education modules ... - Group of modules of methods of organizing educational activities - Module "preschool education curriculum" 1.4.4.2. Through pedagogical practice 1.4.4.3. Through pedagogical intership 1.4.5. Factors affect training skill of curriculum development base on preschool school for student in preschool education major with a bachelor's padagogical degree 1.4.5.1. Preschool Education Training Program 1.4.5.2. Capacity of lecturers and preschool teacher in the instruction 1.4.5.3. Students themselves 1.4.5.4. Physical conditions, training environment 11 Conclusion of chapter 1 curriculum development base on preschool school for student in preschool education major with a bachelor's padagogical degree 1. Curriculum development base on school are one of the issues that many authors study and many countries implemented. Curriculum development base on school is a new direction that allows the school to be proactive in building curriculum on the basis of national curriculum and local education. curriculum development base on school create their own identity, strengths of the school, consistent with the philosophy, development strategy of the school, consistent with the development trend of modern society. Vietnam is also one of the countries that are having strong changes in the implementation of curriculum development base on school for schools and grades, including preschool education. 2. Curriculum development base on preschool school makes a difference in curriculum of the other preschools to suit the actual conditions of the school, the locality based on the adjustment of the national curriculum and local curriculum (if any). There are multi level of making curriculum development base on preschool school, namely: school's level, grade level, group level. In particular, curriculum development base on group level brings the most effective. In order to do so, the preschool teacher must have skill of curriculum development base on preschool school. 3. Training skill of curriculum development base on preschool school with a bachelor's pedagogical degree in the training process is a necessary job. Because this respon preschool teacher Standard and the requirements of conducting preschool curriculum for a future teacher. This skill includ as 5 ingredient skills with many single skills. They are formed and trained through many different way, such as: through a number of specialized modules, through intensive modules, through pedagogical and pedagogical intership. This process of training skills is influenced by many factors such as training programs of university lecturers, participants in guider, students themselves. 12 Chapter 2 REALITY OF SKILL OF CURRICULUM DEVELOPMENT BASE ON PRESCHOOL SCHOOL OF STUDENT IN PRESCHOOL EDUCATION MAJOR WITH A BACHELOR`S IN PEDAGOGICAL DEGREE 2.1. General reality 2.1.1. The goal of reality survey The thesis focuses on identificating of the reality of skill of curriculum development base on preschool school (group level) for students in preschool education major; Reality of training skill to of curriculum development base on preschool school (group level) for students in preschool education major with a bachelor's pedagogical degree. 2.1.2. Object, sample size, survey area - 10 preschool schools in 4 provinces: Hanoi City (2 preschool schools); Nghe An province (4 preschool schools); Hue City (2 preschool schools); Ho Chi Minh City (2 preschool schools); 308 preschool teacher of this preschool schools; 30 managers of the preschool schools and 4 leader at the Department and Division levels; 3 lecturers in charge of in preschool education department of 3 universities: Hanoi Padagogical University, Vinh University, and Saigon University; 647 students in preschool education major with a bachelor's padagogical degree. 2.1.3. Content, methods of reality survey a. Survey content * On the side of universities: - Reality of "Preschool Curriculum Development " in training program of 3 universities. - Reality of training skill of curriculum development base on preschool school (group level) of students in preschool education major with a bachelor's padagogical degree. - Reality skills of curriculum development base on preschool school (group level) of students in preschool education major with a bachelor's padagogical degree. * From preschool schools: - Reality of group level curriculum. - The reality of the perception of the preschool school managers and the teacher about curriculum development base on preschool school (group level) b. Method of reality survey: Anket method, In-depth interview method, Expert method, Product research method, Mathematical statistical method. 2.1.4. Process to survey reality Step 1: Making survey plan (identifying subjects, geographical areas, content and methods of survey); Step 2: Making the opinion questionnaires, interview cards for the subjects and the scale of assessing skills of curriculum development base on preschool school for student; Step 3: test and adjust votes; Step 4: conduct to test; Step 5: Handling survey reality results. 2.2. Tool of reality survey 2.2.1. Referendum We set up 3 referendum for the following subjects: 13 - Referendum for the preschool school managers (Appendix 1B) - Referendum for preschool teachers (Appendix 1C) - Referendum for students (Appendix 1D) 2.2.2. Interview card: (Appendix 1A) 2.2.3. Criteria and rating scales for skill of curriculum development base on preschool school (group lavel) for student in preschool education major 2.2.3.1. Principles of making criteria and rating scales: (1) Ensuring conformity, (2) Ensuring reliability, (3) Ensuring practicality and feasibility, (4) Ensuring specificity, independence, (5) Ensuring popularity. 2.2.3.2. Making a grading scale to achieve the level of curriculum development base on preschool school (group lavel): We divide them into 5 levels and convert them into a scale based on credit-based training, which are: poor level (<4.0 point), weak average (4.0-5.4 point), average level ( 5.5-6.9 point), Good level (7.0-8.4 point), Good level (8.5-10 point). 2.2.3.3. The process of making a set of of curriculum development base on preschool school (group lavel) for student: Step 1: Identify the structure of skill of curriculum development base on preschool school (group level) and the ingredient skills; Step 2: Determining requirements to be achieved for ingredient skills; Step 3: Design rubric to guide the evaluation of ingredient skills; Step 4: Test and adjust the system of evaluation criteria. 2.2.3.4. The results of rubric evaluate the level achieved in skills of curriculum development base on preschool school (group level) for sudent in preschool education major. We designed 5 rubrices to assess the achievement of the 5 skills of curricilum development skills (group level) within the thesis. The results are presented in Appendix 1E (from 1E1 to 1E5). 2.3. The results of reality survey - Skills of curriculum development base on preschool school (group level) for sudent in preschool education major has not been clearly mentioned in the goals at some universities, but its silhouette is expressed through some knowledge or skill goals. The curriculum frameworks of these universities have also appeared in-depth courses or modules directly related to this issue. - The preschool education department of these universities have not yet maked a separate process for skills of curriculum development base on preschool school (group level) for student, mainly through pedagogical practice and pedagogical intership. - Skills of curriculum development base on preschool school (group level) of students in preschool education major are at average level, skills of development components are uneven, mainly concentrated in skills of universities. - Managers and teachers of the preschool school recognize the necessity of the curriculum development base on preschool school, in which the key issue of the existing preschool school is the educational planning activity rather than the curriculum development. They believe that, in order to curriculum development base on preschool school is really effectively and central factor. The ingredient skills are essential to create a combination of the skills of curriculum development base on preschool school 14 - Curriculum development base on preschool school relies on the national preschool curriculum, so it is basically the same, only different in some specific topics. Therefore, the way of curriculum development base on preschool school (group level) has not really come into the nature of it`s. These reality survey a basis for us to identify the ingredient skills system and build the process of training skills of curriculum development base on preschool school (group level) with a bachelor's pedagogical degree. 2.4. Cause of the situation Through analyzing the results of the reality survey, we realize that there are still many limitations of training skills of curriculum development base on preschool school (group level) for students in presschool education in major. The main causes of such limitations are: - The goal of training the presschool education in major of universities in the survey field has not mentioned the curriculum development base on preschool school (group level), so there are no orientations for the curriculum development base on preschool school (group level) for students. - The module "Preschool curriculum development" in the training program of universities has not yet followed closely with training, so the theory and practice system of this module is not really implemented. the value in equipping knowledge and skills of teaching learning skills in schools (at group level) for students. - Managers of preschool schools, preschool teacher has not knowledge of curriculum development base on preschool school. Therefore, when they participate in guiding students in the pedagogical and intership stages, they will not pay attention to curriculum development base on preschool school. - Students themselves are not fully aware of the importance of curriculum development base on preschool school, so awareness of training is not high, effectiveness of training is not high. 15 Chapter 3 CONTENT AND PROCESS OF TRAINING SKILL OF CURRICULUM DEVELOPMENT BASE ON PRESCHOOL SCHOOL FOR STUDENTS IN PRESCHOOL EDUCATION MAJOR WITH A BACHELOR`S IN PEDAGOGICAL DEGREE 3.1. The system of skills of curriculum development base on preschool school for students in preschool education major with a bachelor's pedagogical degree. - Skill to analyze the situation of group level, including: Skill to analyze the situation of kid in the group level, Skill to analyze conditions of facilities and teachers the group level, Skill to analyze the educational plan of the group level of the previous school year. - Skill to identify educational goals of the group level, including: skill to determine educational goals of the school year, skills to identify subject-based education goals, skills to identify specific educational activities. - Skill to design training curriculum of the group level, including: establishing content network, activity network, education planning. - Skill to implement educational program of the group level, including: skill to organize learning activities purpose, skills to organize fun activities, skills to organize eating, sleeping, hygiene. - Skill to evaluate, adjust curriculum in the group level, including: Skill to evaluate, skill to adjust educational planning. 3.2. Process of training skill of curriculum development base on preschool school for students in preschool education major with a bachelor's pedagogical degree 3.2.1. Principles of training 3.2.1.1. Ensure scientific 3.2.1.2. Ensure the standardization 3.2.1.3. Ensure high flexibility 3.2.1.4. Ensure feasibility 3.2.2. The process of training Phase 1: Training of single skills ► Form of training: Through specialized modules, intensive modules. ► Training environment: Presumptive environment (in the classroom) ► Training instructor: University lecturers (those who directly teach specialized and intensive modules) ► Training process: Step 1. Provide knowledge Step 2. Practice the manipulations Step 3. Mastering, developing skills Step 4. Evaluate and adjust to improve skills ► Note when doing: Phase 2: Training coordinates some skills ► Form: Through pedagogical practice and intership practice. ► Training environment: Actual environment (at preschool school) 16 ► Subject of training: Lecturers, preschool teacher ► Traing process: Step 1. Assign tasks to students Step 2. Conduct to train Step 3. Assess the trainng process ► Note when doing: 3.3. Experimental pedagogy 3.3.1. Experimental purposes In order to verify the feasibility of the process of training skills of curriculum development base on preschool school for students in preschool education. Specifically, we conducted the assessment of students on the following issues: (1) The level of proficiency of each skill, (2) The level of combined use of skills. 3.3.2. Experimental process We conduct experiments according to the following steps: Step 1: Measuring input of experiments, Step 2: Measuring input of experiments, Step 3: Conduct experiments, Step 4: Measure results after experiments, Step 5: Compare results before and after experiments. 3.3.3. Experimental content We do not experiment for all skills but only select some skills we think are more important. As follows: - Skill to analyze the situation of group level: Skill to analyze the situation of kid in the group level, Skill to analyze conditions of facilities and teachers the group level. - Skill to identify educational goals of the group level: skill to identify subject- based education goals, skills to identify specific educational activities. - Skill to design training curriculum of group level: education planning. - Skill to implement educational program of group level: skill to organize learning activities purpose - Skill to evaluate, adjust curriculum in group level: Skill to evaluate. We use the system of exercises (presented in Table 3.1). The requirements of these exercises are used to measure before and after experiments. Table 3.1. Exercises for developing skills base on prescchool school (group level) Skill Exercise Exercise requirements Skill to analyze the situation of group level Skills to analyze the situation - Ex1: Analyzing child in the group level - Ex2: Analyzing the teaching staff and the infrastructure of the group level. - Ex3: Analysis of educational curriculum of the group level. - Products are articles in the form of an essay. - Products are articles in the form of an essay. - Products presented in the form of an essay. Skill to identify educational goals of the group level Ex1: Please set the education goal for a school year (for 1 group level) Ex 2: Choose a topic of education for an age, determine the goals of that topic. Ex 3: Select an education activity for 1 age and determine the goal of that activity. - Products presented in the form of an essay. - Products presented in the form of an essay. - Products presented in the form of an essay. 17 Skill to design training curriculum of group level Ex1: Choose a topic of education and plan a topic of education for 1 age. Ex 2: Prepare lesson plans for education activities: Purposeful learning activities: play, eat, sleep, toilet activities. - Products presented in the form of an essay. - Products presented in the form of an essay. Skill to implement curriculum of group level Ex 1: Conduct a purposeful learning activities activity. Ex 2: Conduct a play activity. - Products presented in the form of practice. - Products presented in the form of practice. Skill to evaluate, adjust curriculum in the group level Ex 1: Develop purpose-based learning activity evaluation sheet. Ex 2: Choose a topic education of an age, evaluate the education plan of that topic. - Products presented in the form of an essay. - Products presented in the form of an essay. 3.3.4. Experimental method 3.3.4.1. Select experimental subjects Our subjects are students in the fourth year of preschool education major at Vinh University (Course 53 with 30 students, Course 54 with 35 students) with a total of 65 students. By the 8th semester of the training program, these students have all the factors and environment conducive to training skills of curriculum development base on preschool school. 3.3.4.2. Experimental layout We choose the time of experiment in accordance with the time that the "Part- time education in general education" module and the methods