Tài liệu Phát triển năng lực tự học cho sinh viên đại học sư phạm theo tiếp cận dạy học tích cực tt tieng anh

MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL INSTITUTE OF EDUCATION ------------------ NGUYEN ĐUC GIANG DEVELOPING INDEPENDENT LEARNING COMPETENCY FOR STUDENT TEACHERS USING THE POSITIVE TEACHING APPROACH Major: Analysis and History of Education Code: 9 14 01 02 SUMMARY OF DOCTORAL DISSERTATION OF EDUCATIONAL SCIENCES Hanoi, 2021 The work has been completed at: The Vietnam Institute of Educational Sciences Supervisor Assoc Prof. Ph.D. Nguyen Duc Quang Prof. Ph.D. Nguyen Vu Bich Hien Reviewer 1: .................................................................... .................................................................... Reviewer 2: .................................................................... .................................................................... Reviewer 3: .................................................................... .................................................................... The doctoral dissertation will be defended at the Academic-level Dissertation Assessment Council at the Vietnam Institute of Educational Science, No. 101 Tran Hung Dao, Hanoi. Time : ..... date ..... month .... year ............ The dissertation can be further referred at: - The National Library of Vietnam - The Library of the Vietnam Institute of Educational Science 1. The necessary of the study Fostering and developing Independent learning competency have received special attention from the Party, the State and the Ministry of Education and Training. This is reflected in many resolutions of the Party, legal documents of the State throughout the development of the country. With the context of globalization and knowledge economy, today's world is changing very rapidly in all aspects, many knowledge that has just been born soon becomes obsolete and people are constantly searching, discover new knowledge to meet the demands of the times. Accordingly, modern teaching theory specifies that the teacher is from the task of imparting knowledge to the task of orientation, organization, and teaching to learners. Learners must actively and actively occupy knowledge. The role of Independent learning is very important: … Independent learning is the golden key that needs to be further sharpened in the stage of industrialization and modernization of our country in the twenty-first century. In the theory of university teaching, teachers know that higher education should encourage students to express a personal opinion of the subject regardless of whether that viewpoint is right or wrong, but in fact the teacher often imposes an answer. Standard judgment with a question posed to students. That is the reason why teachers often fall into a dilemma when they have to choose to apply communicative teaching methods or guide students to Independent learning because when students learn the same thing according to teaching method, it will be easy for students to learn the same thing. in controlling the learning and evaluating student performance. In the 60s of the twentieth century, Carl Roger's view pointed out that it is necessary to teach learners how to adapt to change. He realized that he could not provide enough knowledge for learners, he had to guide learners how to find new knowledge to help learners satisfy. Furthermore, one of the mottos of higher education is to meet all the needs of learners in a particular direction. Allows students to Independent learning, Independent learning according to the curriculum. This requires students to take responsibility for their studies, using the university as a set of resources under their own control. Many lecturers follow the motto of inspiring students to research, self-explore and share in the classroom community. However, doing this requires students to have some ability to become independent learners. The instructor needs guidance to form this independent learning competency as a key goal of the program. One of the possible ways to improve students' Independent learning is through active teaching strategies that promote independent learning. More research is needed to determine which teaching methods in practice will develop students' Independent learning capabilities. The results of research will be very important in improving the quality of teaching and developing theories about teaching strategies to promote Independent learning competency at both universities and general education levels. Starting from the above-mentioned facilities, I chose the research topic: Developing Independent learning competency for pedagogical university students following active teaching approach as my dissertation topic. 2. Purpose of the study On the basis of theoretical and practical research on Independent learning competency and Independent learning competency development, then propose measures to develop Independent learning competency for students of universities of education according to active teaching approach. 3. Subject and object of research 3.1. Object of research: Developing Independent learning competency for students of universities of education. 3.2. Subject of research: Measures to develop Independent learninging competency for students of universities of education according to active teaching approach. 4. Scientific hypothesis Independent learning competency directly affects the learning process of pedagogical university students. Through measures of case study competency following active teaching approach, accompanied by additional exercises to develop skills will help students develop and improve their Independent learning competency faster and more sustainably. 5. Task of the study 5.1. Research on the theoretical basis of developing Independent learning competency for students of universities of education according to active teaching approach. 5.2. Survey the situation of developing Independent learninging competency for students of universities of education according to active teaching approach. 5.3. Proposing measures to develop mathematical competence for pedagogical universities according to active teaching approach and pedagogical experiment to verify these measures. 6. Scope of the study The limitation of the research content: The topic delves deeply into researching measures to develop Independent learning competence according to active teaching approach in teaching methods and forms of organization. The main teaching methods and forms include: project-based teaching; teaching and problem solving; teaching by Elearning; teach in a reverse classroom model. The measures to develop the mathematical competence for pedagogical universities with the approach of active teaching will be implemented in General Education and the subject of State Administration and Management of Education and Training. Limit on research object of topic : Students of pedagogical schools include: Hanoi National University of Education; University of Languages and International Studies (ULIS), Vietnam National University-HaNoi (VNU) Research period of the topic is from 2014 to 2020. 7. Research methods 7.1. Approach methods 7.2. Specific research methods: 7.2.1. Theoretical research method 7.2.2. Group of practical research methods 7.2.2.1. Observation method: Schedule time, observe students' learning activities in the learning process. The topic will build a sample of competency observation form, based on competency standards to evaluate. 7.2.2.2. Written investigation method: Using questionnaires to collect information on issues related to Independent learning competency development activities. 7.2.2.3. Interview method: Using interview questionnaires to collect information about perceptions and attitudes of students about Independent learning competency and the status of Independent learning competency development. 7.2.2.4. Experimental method: Pedagogical experiment to verify the feasibility and effectiveness of the process of educating Independent learninging competency , the set of standards for evaluating the mathematical competence and steps of the case study competence for students of universities of education. 7.2.2.5. Expert method: Consult scientists about Independent learning competency and measures to form Independent learning competency for students. 7.2.3. Data processing: To process data obtained by SPSS software to ensure reliability. 8. Protection points It is possible to develop mathematical competence for pedagogic students through teaching methods and forms of organization, including: project-based teaching; teaching and problem solving; teaching by Elearning; teach in a reverse classroom model. In order to develop Independent learning competency for students of pedagogic universities quickly and sustainably, it is necessary to promote intellectual attributes, cognitive capacities and create motivation in the process of applying active teaching methods. 9. New contributions of the dissertation 9.1. As for Theory: The research results of the thesis contribute to enriching the theory of Independent learning competency and developing Independent learning competence with active teaching approach. Re-systematize some of the structural properties of mathematical competence and the external factors of mathematical competence of pedagogical students; Some ways to develop mathematical competence according to the approach of mathematical teaching. 9.2. As for Practice: The thesis researches and assesses the current status of mathematical competencies and develops the mathematical competence for pedagogical universities, thereby completing the system of measures to develop mathematical competence according to the approach to mathematical teaching, contributing to improving the quality of training at universities of education. 10. Structure of the dissertation In addition to the introduction, conclusion and recommendation, the thesis is structured with 3 chapters . CHAPTER 1 THEORETICAL BACKGROUND ON DEVELOPING INDEPEMDENT LEARNING COMPETENCY FOR UNIVERSITY STUDENTS TEACHING PROFESSIONAL BASED ON POSITIVE TEACHING 1.1. Overview of the study In the past 10 years, Independent learning and Independent learning researchers have focused on the components of typical Independent learning competencies such as: Anthony, 1994; Boekaerts, 1997; Carr, 1996; Malone & Smith, 1996; Schunk and Zimmerman, 1996; Schwartz and Bransford, 1998; Birenbaum, 2002; Weiss, 2004; Taggart (2005); Bullock & Muschamp, 2006; Bishop, 2006. These scholars show that Independent learning competency is determined by three internal factors: (1) Some basic cognitive skills, such as memory, attention, problem solving and creativity; (2) About the metacognitive skills needed for independent learning; (3) Emotional skills. The most important of these is emotional skills, often considered the driving force for independent learning. These elements will be clarified in the next section of the thesis. Researches on developing Independent learning competency currently focus mainly on the following issues: 1 / Teaching Independent learning to form Independent learning capacity 2 / Teaching to foster and develop Independent learning capacity Through an overview of the research works, we found that most of the research authors emphasize the important meaning of developing Independent learning energy for students. The research works have shown many ways to develop Independent learning competence for students. But studies show that in the development of Independent learning energy for students, there are still many problems that have not been resolved, such as: factors affecting the development of Independent learning competence, skills to promote the development of Independent learning competence, optimal measures to develop. Autistic capability in modern teaching. 1.2. Independent learning competency of pedagogical university students 1.2.1. Concepts of Independent learning and Independent learning competency 1.2.1.1. Independent learning Based on the concepts, we propose to understand that Independent learning is the process in which learners mobilize all their intellectual, living, emotional and willpower abilities to actively impact on the subject of examination. destroy to self-grasp a volume of knowledge, skills and perfect personal character under the intervention or non-intervention of the teacher. 1.2.1.2. Competence In our opinion, NL is the application of knowledge, skills and attitudes to perform the job tasks in accordance with the standards and criteria for each job task. NL is a combination of knowledge expertise and professional with skills practice, communicate, solve the problem of intellectual , attitude profession n gh IEP positive , the desire to study , ... Y If factors carefully Practical energy is the highest manifestation of energy. 1.2.1.3. Independent learning capacity In the framework of the thesis, we use the understanding of Independent learning competency which is the application of knowledge, skills, attitudes and personal attributes to actively influence the object to be discovered (content learning) in different situations and contexts in order to achieve high efficiency under the intervention or non-intervention of the instructor. 1.2.2. Characteristics of pedagogical university students 1.2.3. Structure of Independent learning competency of Pedagogical University Students The structure of mathematical competence includes 3 groups: Group of cognitive powers ; The group of metacognitive powers ; Group of emotional abilities, motivating 1.2.4. Assessment of Independent learning competency of pedagogical university students Assessment of collaborative competence is understood as a process of measuring, collecting evidence and making judgments about a certain successful / unsatisfactory one at a time. Because it is not possible to observe the autism spectrum directly, it is necessary to have some indirect indexes to manifest the autistic energy. The Independent learning competency assessment criteria are described with 3 large groups: Criterion 1 : Cognitive competency (9 criteria) Criterion 2: Metacognitive competencies (7 criteria) Criterion 3: Motivation competency (7 criteria) Interpretation for each level as (see full text) Assessment of mathematical competency of students is done through two forms: self-assessment and teachers' assessment 1.3. Developing Independent learning competency for pedagogical university students 1.3.1. Develop Independent learning capacity Independent learning competency development can be understood as the impact of the educator or the learners themselves on the learner so that they have a higher level of Independent learning competency than before. 1.3.2. Pathways for developing Independent learning competencies for pedagogical university students 1.3.2.1. Independent learning in class under the guidance of teachers 1.3.2.2. Independent learning outside of class hours without the direct support of teachers 1.3.3. Factors affecting the development of Independent learning competency for pedagogical university students 1.3.3. 1. Lecturers and lectures 1.3.3.2. Physical environment factors 1.3.3.3. Intellectual Attributes of Pedagogical University Students 1.4. Developing Independent learning Capabilities for Pedagogical University students according to active teaching approaches 1.4.1. Positive teaching approach 1.4.1.1. Active teaching understanding 1.4.1.2. Characteristics of active teaching approach Characteristic 1: Teaching towards problem solving, brainstorming, creativity Characteristic 2: Differentiated teaching and interpersonal cooperation Feature 3: Students actively Independent learning the problem Feature 4: Application of information technology to optimize and diversify time and space for learning activities 1.4.2. The relationship between active teaching and the development of Independent learning competencies • Problem base learning • Project base learning • Flip classroom • Elearning Positive teaching Active learning • Problem solving, creativity. • Dividing and cooperating among students Proactively find out the proble • Optimization, diversification of time, no time for learning activities • Năng lực nhận thức • Năng lực siêu nhận thức • Tạo động lực Independent learning Chart 1.1: Showing the relationship between mathematical teaching and the development of mathematical competence 1.4.3. Developing Independent learning competency for Pedagogical University students according to active teaching approaches 1.4.3.1. Developing Independent learning competency through project-based learning (Project-based Learning) * The impact of project teaching on the practice laboratory Project teaching methods develop cognitive abilities, metacognition and motivation for students. 1.4.3.2. Develop Independent learning competency through problem solving teaching * The impact of problem solving teaching on Independent learning goals In general, a number of meta-analyzes have proven that students who learn by problem solving method have slightly lower scores than students who learn by traditional methods. However, when analyzing and comparing the ability to apply the knowledge learned in different contexts, the students who learn the problem solving teaching method do better . * The impact of problem solving teaching on the development of mathematical competence Students taught by problem solving method have transferred learned reasoning to other issues and created more coherent explanations than those who are not taught by problem solving method . 1.4.3.3. Develop Independent learning competency through E-learning * The impact of Elearning teaching on the Practice Skills Laboratory E-Learning allows students to fully master their own learning process, from the time and amount of knowledge to learn as well as the order in which the lessons are learned, especially for online lookup of related knowledge. Instant lessons, quick review of learned parts, freely exchange with fellow learners or teachers right in the course of learning. 1.4.3.4. Develop the ability to Independent learning through reverse classroom * The impact of reverse classroom model teaching on the case study Students will become independent learners by controlling their own learning about learning speed, mastering the content and the responsibility to prepare for class [64] [101]. This way of learning requires students to use a lot of mental activity. Thus, the higher order tasks in the thinking scale are performed by both faculty and students. CONCLUSION OF CHAPTER 1 1) There are quite a lot of research works on Independent learning and Independent learning capacity. Most of the study authors emphasize the important meaning of developing Independent learning competence for students, at the same time the research results show many ways to develop Independent learning competence for students. However, there are still many issues that need further research when referring to Independent learning competence and laboratory of Independent learning competence such as factors affecting the development of Independent learning competence, skills to promote the development of Independent learning competence, optimal measures to develop Independent learning competence in teaching. modern. 2) Independent learning competency is the application of knowledge, skills, attitudes and personal attributes to actively influence the object to be discovered (learning content) in other situations and contexts. each other to achieve high efficiency under the intervention or non-intervention of the instructor. 3) Independent learning competency includes the following elements: cognitive capacity, metacognitive energy and emotional energy. Developing Independent learning competency is the motivation and encouragement of learners to be curious, confident and self-reliant to form, approach and master cognitive and metacognitive skills for their own learning. . Learners will use knowledge, skills and attitudes to make responsible decisions and take action in accordance with their own learning needs. 4) Through organizing learning activities, teaching methods contribute to training students' Independent learning capacity, arousing internal resources inherent in each individual, encouraging creative intelligence in solving problems. reality. The research topic focuses on developing Independent learning competency through groups of active methods including: Developing Independent learning competency through project-based teaching method (Project-based Learning); Developing Independent learning competency through Problem-based Learning; Develop Independent learning competency through elearning; Develop Independent learning abilities through Flipped Classrooms. 5) Promoting the development of Independent learning competency for pedagogical students should focus on promoting and promoting the students of the lecture (lecturers) with the development of Independent learning competencies and promoting the internal intellectual attributes of Students include: Scientific reasoning; creative thinking; self assessment. CHAPTER 2 CURRENT SITUATION OF INDEPENDENT LEARNING COMPETENCY DEVELOPMENT FOR STUDENTS UNIVERSITY TEACHING UNDER POSITIVE APPROACH 2.1. Overview of the survey 2.1.1. Survey purpose On the basis of research and clarification of theoretical issues about mathematical skills laboratory according to the approach of mathematical teaching. The topic surveyed the current status of the case study laboratory according to active teaching approach, indicating the results and limitations in the process of case study. Through the survey, it helps to draw the baseline of the mathematical competence of students, thereby preparing the steps for future mathematical skills development in the future. 2.1.2. Survey content The research topic was conducted with two main contents, including: - Survey the status of Independent learning competency of pedagogical university students. - Surveying the current status of developing mathematical competence for pedagogical university students according to the approach to mathematical teaching. 2.1.3. Survey model The model of investigation of mathematical competence and development of mathematical competence for students of pedagogic universities according to the approach of mathematical teaching is designed with the following components: (1) Cognitive Survey (AFF / FACTS) (2) Survey the situation of mathematical competence development for students of pedagogic universities according to the approach to mathematical teaching. (3) Evaluate the mathematical competence of pedagogical universities. (4) Surveying factors affecting the development of mathematical competence for students of pedagogic universities. 2.1.4. Survey time and survey method 2.1.5. Research sample 2.2. Survey results 2.2.1. Situation Independent learning competency of pedagogical university students 2.2.1.1. Students self-assess the mathematical competence Table 2.1: Students self-assess the mathematical ability Independent learning competency Mean Std. D 1. Cognitive competency 2,367 0.867 2. Metacognitive competency 2,345 0.937 3. Emotional competency 2.469 0.966 medium 2,394 0.923 Students evaluate their self-competency self, the average score of 3 competency groups is 2.4, this level is asymptotic. With the standard deviation of 0.9, it shows that the mathematical ability of students with autism belongs to the region from forming to meeting the requirements, in which the most asymptotic level and approaching to meet requirements. 2.2.1.2. Teachers evaluate students' mathematical competence 2.2.2. Current situation of the laboratory of mathematical skills for pedagogic universities according to the approach of mathematical teaching 2.2.2.1. Frequency of applying active teaching methods and forms to develop Independent learning competency for students Table 2.2: Survey on students about the frequency of teachers applying methods and forms of mathematical teaching in order to develop mathematical skills Apply active teaching methods and forms Develop Independent learning competencies N Min Max Mean Std. D 475 1.00 5.00 3.68 .799 Develop Independent learning competency through Problem Solving Teaching 470 1.00 5.00 3.78 .713 Develop Independent learning competency through E-learning 475 1.00 5.00 3.56 .817 Develop the ability to Independent learning through reverse classroom 475 1.00 5.00 3.36 .884 through Project-Based Learning Through the survey, we find that these methods and forms of active teaching are used mainly from occasional to close. We also hypothesize that if using the methods and forms of active teaching regularly and using at a satisfactory level or more, it will help develop the Independent learning competence of students. 2.2.2.2. Independent learning competency development through project teaching 2.2.2.3. Independent learning competency development through problem solving and teaching 2.2.2.4. Independent learning competency development through reverse classroom teaching 2.2.2.5. The situation of developing Independent learninging competency through teaching elearning 2.2.2.6. Evaluate the impact of strategies in developing Independent learning competencies for students Students evaluate the impact from the way of organizing teaching according to the method of teaching based on the method of learning to reach only the effective level from less effective to normal. As follows: Students evaluate the impact of the project teaching organization methods on the primary lab for students to nearly achieve the normal effect. Students evaluate the way the teacher Pre-informs the content about to learn the highest score with 2.9 points with the quality of 0.7; Guide students to plan activities to achieve 2.7 with high quality 0.8; Instruct students to implement the project to achieve 2.7 points with high quality 0.6. The level of effectiveness of impacts from teaching methods of teaching and solving problems affecting the primary lab is close to the normal level. There is not too much difference in assessing the effectiveness of the teachers' effects on the EP for students. The impacts of inversion teaching on the case study for students most effectively is that the teacher chooses teaching topic to reach 2.95 points with 0.8 point standard deviation. Next is how the teacher instructs students to discuss and exchange practice to reach 2.8 points with a standard deviation of 0.9. The most effective impact of elearning teaching on the primary lab for students is that the teachers build a technology-based learning environment with 2.84 points with a standard deviation of 0.8. 2.2.2.7. Difficulties encountered when applying methods and forms of mathematical teaching to develop mathematical competence for pedagogical students Lack of a positive psychological atmosphere that encourages Independent learning and lack of motivation for you to actively study are the next two factors affecting students, accounting for 15.8% and 14.6%, respectively. These two factors are two intrinsic factors in each individual, motivation and positive psychology of Independent learning passion comes from within each student, but it is influenced and motivated by the teacher. When teachers have motivations and attractive problems for students to solve, when teachers find problems that are suitable for students, when teachers are interested in and make learning attractive to students ... then in Students will appear dynamism and passion for research and exploration. Therefore, students themselves are an important factor, mainly in Independent learning activities, but in order to develop Independent learning competence, it is necessary to have methods and forms of active teaching from talented teachers. CONCLUSION OF CHAPTER 2 Surveying the development status of mathematical competency for pedagogical students through methods and forms of active teaching, we conclude some issues as follows: 1 ) The student's mathematical competence is stopping at the level of asymptotic to satisfactory, in which the metacognitive competency is assessed the lowest, followed by the motivational competency and cognitive capacity. Students are prepared to Independent learning, have cognitive skills at a certain level, but the ability to chain, ponder, plan and allocate resources is limited, affecting the proficiency level. 2 ) When surveying the frequency of using methods and forms of active teaching to develop mathematical competence, students and teachers all affirm the frequency of using the methods: developing Independent learning energy based on the project; developing Independent learning energy through problem solving; developing Independent learning energy through E - learning; the development of Independent learning energy through reverse class is used almost occasionally. We expect that, in our experiment, when we use the methods given in the topic with the method given in a more frequent manner, the mathematical competence of students will have a step to develop. 4) The reality of how to perform the mathematical skills laboratory with active teaching approach Teachers appreciate more than students achieve regular to very frequent in most of the measures, students evaluate occasional to regular. The difference is explained because of different perspectives on a number of measures according to the mathematical teaching approach between teachers and students, this is reflected in the results of interviews with teachers and students. 5) Teachers and students have homogeneity in assessing the effectiveness of the impacts of mathematical teaching on the laboratory skills. The effectiveness of the measures to affect the primary lab is only from a low level to a normal one. 6) In evaluating the groups of factors affecting the development of mathematical competence, teachers and students all assume that the given factors: physical environment, the role of the teacher, the self-role influences the development. development of mathematical energy. Among the groups of factors given by the topic, the survey object has a general opinion that the group of factors that learners themselves have quite a influence on the development of Independent learning competence of students. CHAPTER 3 METHODS TO DEVELOP INDEPENDENT LEARNING SKILLS FOR STUDENT TEACHERS USING THE POSITIVE APPROACH 3.1 Principles of proposing methods to develop independent learning skills for student teachers. 3.2 Methods to develop independent learning skills for student teachers 3.2.1. Developing tools for assessing independent learning skills for student teachers to determine appropriate methods and forms of active teaching. 3.2.2. Building experiential activities that stimulate motivation, create interest in learning to develop independent learning skills for student teachers. 3.2.3. Organizing to develop independent learning skills for student teachers through problem-solving teaching. 3.2.4. Organizing to develop independent learning skills for student teachers through project-based teaching 3.2.5. Applying the reverse classroom method to organize teaching through an Elearning application. 3.2.6. Guiding students to develop independent learning skills through supplementary exercises 3.3 Experiment of methods to develop independent learning skills for student teachers by positive teaching approach 3.3.1 Pedagogical experiment of active teaching and using the system of developing independent learning skills exercises through E-learning application for student teachers 3.3.1.1 The experiment’s purpose Confirm the feasibility and effectiveness of applying a reverse classroom method in teaching through E-learning application, and using the independent learning skills exercises for students with E-learning application. Simultaneously, through the experiment, we also verify the feasibility when using the standards and criteria to evaluate students' independent learning skills. 3.3.1.2 The experiment’s content The experiment was conducted on the learning content of Administration Management and Education & Training Management. This subject is digitized and taught based on E-learning software. The designed course content includes: video lecture, multiple choice exercises, and essays stored at the link: http://elearning.ulis.vnu.edu.vn/. The control group and the experimental group both learned on the E-learning foundation combined with applying reverse teaching based on technology. The teacher experimental group will use additional exercises to develop independent learning skills for students during the teaching process. * Teacher supply exercises to develop independent learning skills for the experimental group. 3.3.1.3. Selecting the experimental samples. Experimental group (TN): including 30 3rd-year students majoring in pedagogy including: Teaching English, French and Chinese. Control group (DC): including 30 3rd-year students majoring in pedagogy including: Teaching English, French and Chinese. 3.3.1.4. Conducting the experiment Step 1: Prepare the conditions for conducting experiments Step 2: Organize active teaching in developing independent learning skills for students Step 3: Measure and evaluate experimental results 3.3.1.5. Time to conduct the experiment From January/2019 to May/2019 3.2.1.6. Evaluation tools The topic using the assessment tool of students' independent learning skills includes 23 items. Verifying the reliability of the independent learning skills evaluation sheets used in the experiment Table 3.1. Confidence Coefficients Cronbach’s Alpha of Evaluation Sheets Cronbach’s Alpha N of Items .902 23 3.3.1.7 The experiment’s outcome a. Rate the entry * Students Independent learning skills 3.5 3 2.92 2.75 2.54 2.51 2.31 2.5 2.39 2.29 2.22 2.12 2.452.37 2.58 2.25 2.37 2.552.47 2.58 2.422857143 2.45 2.37 2.83 2.73 2.43 2.92 2.58 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 TN 17 18 19 20 21 22 23 ĐC Graph 3.3: Rating the entry of independent learning skills of experimental and control group Note: 1 Search, Find & Verify Information 2 Analyse and Interpret 3 Evaluating Assumptions 4 Formulating Arguments 5 Problem Processing 6 Guesses 7 Reading Critically 8 Note Making for Study 9 Memory Techniques 10 Reflection on Subject Matter 11 Reflection on Skill Proficiency 12 Setting Goals 13 Planning Activities 14 Organising Resources 15 Organising Files 16 Revising Views 17 Mindfulness & Concentration 18 Self-motivation 19 Dealing with Pressure & Stress 20 Failing Well 21 Perseverance 22 23 Curiosity Resilience The results of observations on both experimental and control groups also showed similarities in the way students analyze and interpret when dealing with the exercises, how students solve problems and hypothesize. Students were still passive in personalizing their learning styles, passively listening to lectures and researching documents. Many students took notes from teachers without even thinking about the contents, and had no cognitive assessment or adjustment in some learning problems. The emotional competency group showed that students knew how to motivate themselves, and had ways to relieve stress such as listening to music, working with friends or playing games. However, most of the students lacked curiosity, did not intend to research more except the teacher's lecture, skipped the difficult exercises or even difficult questions in the exam. b. Rate the outcome * Evaluate independent learning skills of the experimental group before and after the experiment. 5 4.63 4.5 4.17 4.13 4 3.5 3 2.74 2.5 2.12 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 TN đầu vào TN đầu ra Graph 3.2. Rate the independent learning skills of experiment group before and after the experiment Note: See the note in graph 3.1 The statistical results show that the independent learning skills of students has increased significantly. It can be seen in chart 3.3, with the second column representing the output assessment of independent learning skills of experimental students. The average score of all the skills in independent learning skills increased from 2.48 points (for entry evaluation) to 3.58 points (for outcome evaluation). The difference between the entry and outcome is 1 point, equivalent to a level in a month of 5-level evaluation built by the topic. This means that after the experimental process, students' independent learning skill has increased from asymptotic to satisfactory level. c. Verify Pair-sample T-Test In the 20 pairs of skills rejecting the hypothesis test H0, confirming the effects of the topic when applying active teaching methods to develop independent learning skills for students effectively, includes a group of 8 training topic skills as described above. 3.3.2. Pedagogical experiment of organizing active teaching and using the exercises of developing independent learning skills for student teachers. *The difference between applying a positive teaching approach in developing learning skills for students between 2 experiments. Compared with the experiment of independent learning skills for students in Administrative Management (Section 3.2), the application of a positive teaching approach to develop independent learning skills in Education subject is different. The first difference comes from the frequency of using the method. The positive teaching method in developing independent learning skills for students in Education is more intense because the number of credits is 3 credits (compared to 2 credits in Administrative Management). Students will study 3 periods / 1 week. Moreover, for the second experiment, 3 methods of active teaching include project-based teaching, problem-solving teaching, and reverseclassroom teaching based on E-learning application. The second difference comes from the implementation of the subject: the Education subject has a face-to-face classroom, and the Administrative Management is implemented through the form of E-learning - the subject is designed to be taught online. , only 4 lessons offline. The third difference, the number of components of independent learning skills influenced by the teacher in the second experiment with the Education subject is all 23 items (compared to 8 items in the first experiment). Therefore, organizing the development of independent learning skills for student-teachers mainly include project-based teaching, problem-solving teaching, and reverse-classroom teaching. Elearning is only considered as an auxiliary method, secondary, and used by Class Dojo software. 3.3.2.1. The experiment’s purpose Confirm the effectiveness of all methods of positive teaching approach and use supplementary exercises to develop independent learning skills for students. 3.3.2.2 The experiment’s content The experiment was conducted on the learning content of the Education subject for fulltime pedagogical students at ULIS. The content of the subject is designed with a capacity of 3 credits, students study 3 periods / 1 week. The control group studied and taught as usual. The experimental group will use continuously 3 methods and forms of positive teaching approach to develop students' ability, including: - Develop independent learning skills through project-based teaching methods. - Develop independent learning skills through problem-solving teaching. - Develop independent learning skills through the reverse class using Class Dojo software. - In the process of positive teaching methods, teachers will use exercises to develop skills for students. * Lecturers promote the development of student's independent learning skills through exercises (see details in section 3.3.1.6.2) 3.3.2.3. Select the experimental sample The Experimental group: including 32 2nd year students of pedagogy in English, French, Chinese. The Control group: including 41 2nd year students of pedagogy in English, Chinese, Japanese. Experimental and control groups are established based on the similarity in qualifications, subject content, physical conditions, teaching equipment, and teacher's investment in lectures but differ in teaching methods and a supplementary exercise system. 3.3.2.4. Conducting the experiment Step 1: Prepare the conditions for conducting experiments Step 2: Organize positive teaching approach for students Step 3: Measure and evaluate experimental results 3.3.2.5. Time to conduct the experiment From August 2019 to November 2019. The total number of sessions teachers teach directly in class is 15 sessions (3 periods / 1 session), each session is 180 minutes. Teachers provide online support for students during the learning process through Class Dojo software 3.3.2.6. Evaluation tools (see section 3.2.1.6) 3.3.2.7. The experiment’s outcome a. Rate the entry Student’s independent learning skills between the experimental group and control group is shown in the graph. 3.45 3.5 3 3.23 2.92 2.89 3.04 3.01 2.85 2.87 2.85 2.71 2.67 2.51 2.34 2.5 2.51 2.45 2.46 2.21 2.34 2.45 2.54 2.88 2.58 2.21 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Đối chứng Thực nghiệm Graph 3.3. Rate the entry of student’s independent learning skills between experimental group and control group (experiment in Education subject) Note: see graph 3.1 The input evaluation shows that the experimental group and the control group are relatively similar in terms of independent learning skills. As follows: The experimental group reached 2.69 points, asymptotic level: cognitive capacity reached 2.68 points; the metacognitive energy reached 2.4 points; the emotional and motivational capacity reached 2.9 points. The control group achieved 2.66 points, asymptotic level: cognitive capacity reached 2.76 points; the metacognitive energy reached 2.38 points; the emotional and motivational capacity reached 2.83 points. b. Rate the outcome After 3 months of experimenting, we evaluated the outcomes in both the experimental and control groups. Results are shown in chart 3.4. Control group: The independent learning skill reached 2.96 points in asymptotic level: cognitive capacity reached 3.06 points; the metacognitive energy reached 2.68 points; the emotional and motivation capacity reached 3.13 points; Experimental group: The independent learning skill reached 3.7 in approximately proficient level: cognitive capacity reached 3.71 points; the metacognitive energy reached 3.5 points; the emotional and motivational capacity reached 3.92 points.