Luận án kết nối nhà trường gia đình xã hội giáo dục đạo đức THPT Hà Nội - Hoàng Hồng Trang

ThaiNguyenUniversity University southernLuzon Southern LuzonState state University Univesity ThaiNguyen uietNam Philippines Philippines uietNam 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 Faculty 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. 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. 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.

Hoano Hono Trano 1 CONTENT ABSTRACT ------------------------------------------------------------------------------------------ 6 LIST OF FIGURES --------------------------------------------------------------------------------- 8 INTRODUCTION --------------------------------------------------------------------------------- 10 1.1 Background of the Study .2 OBJECTIuES OF THE STUDY .4 THE SIGNIFICANCE OF THE STUDY. For each student. For the family----------------------------------------------------------------------------- 1. For the school ---------------------------------------------------------------------------- 16 1.5 SCOPE AND LIMITATIONS .6 DEFINITION OF TERMS.

17 CHAPTER II --------------------------------------------------------------------------------------- 18 REuIEW OF LITERATURE AND STUDIES ----------------------------------------------- 18 2.1 THE DEFINITION OF MORALS .2 THE MORAL EDUCATION .3 THE CONCEPT OF MANAGEMENT .4 THE CONCEPT OF ENHANCING.5 THE CONCEPT OF THE LINKAGE .6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI .7 OBJECTIuES OF HIGH SCHOOL EDUCATION .8 THE OBJECTIuES OF MORAL EDUCATION FOR STUDENTS .9 THE BASIC CONTENT OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS .10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS.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.1 The linkaoe between the school with the family in the moral education for hioh school students ----------------------------------------------------------------------------------- 34 2.2 The linkaoe between the school with social forces in the moral education for hioh school students ----------------------------------------------------------------------------------- 3.12 THE FACTORS INFLUENCING THE EFFECTIuENESS OF THE LIKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. 40 CHAPTER III -------------------------------------------------------------------------------------- 41 METHODOLOGY -------------------------------------------------------------------------------- 41 3.1 LOCATION OF THE STUDY. Practical research methods ------------------------------------------------------------- 42 3.3 POPULATION AND SAMPLING .5 DATA GATHERING PROCEDURE. 51 CHAPTER Iu -------------------------------------------------------------------------------------- 52 RESULTS AND DISCUSSIONS ---------------------------------------------------------------- 52 4.1 EuALUATING THE STATUS OF MORAL EDUCATION AT HIGH SCHOOLS IN HANOI.1 Evaluatino the effectiveness of moral education in schools -------------------------- .2 Evaluatino the status of moral education at hioh schools in Hanoi----------------- .2 The analysis of survey results ----------------------------------------------------------- 63 4.3 Some conclusions and findinos ---------------------------------------------------------- 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.1 Objectives and benchmarks for desionino a moral education prooram for students at hioh schools in Hanoi ------------------------------------------------------------------------ 68 4.2 Requirements for desionino trainino prooram to link schools, families and society for moral education of students at hioh schools in Hanoi ---------------------------------- 71 4.3 Suooestino extracurricular activities with moral educational content for school students in Hanoi -------------------------------------------------------------------------------- 73 4.4 Some recommendation for oroanizino extra-curriculum activities------------------ 89 4.

The implementino measures ------------------------------------------------------------- 91 4.3 RESPONSE, EuALUATION FROM EXPERTS AND SOME CONCLUSION. 99 CHAPTER u -------------------------------------------------------------------------------------- 105 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ------------------------- 105 5.1 SUMMARY AND CONCLUSION. 109 BIBLIOGRAPHY -------------------------------------------------------------------------------- 111 APPENDICES ------------------------------------------------------------------------------------- 115 APPENDIX A. 124 CURRICULUM uITAE ------------------------------------------------------------------------- 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, students…we 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 .2: The nature of management .3: Schematic of independent variables, dependent variables and the result of the study .1: Map of the 10 schools in Hanoi .2: Describing and comparing the results ethical ranking of students. 53 in 10 schools in 03 schoolyears .3: Forms of parents' involvement in the learning activity .1: Satisfaction in status of moral education in high school .2: Satisfaction level of evaluation of the surveyed about Curriculum Framework .3: Satisfaction level of evaluation of the surveyed about Implementation/ Teaching resources and assessment .4: Satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students.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.2: Number of survey participants .4: Results ethical ranking of students in 10 schools in 2010-2011 .5: Results ethical ranking of students in 10 schools in 2011-2012 .1: Weighted Mean Distribution of satisfaction in status of moral education in high school .2: Weighted Mean Distribution of satisfaction in Curriculum Framework .3: Weighted Mean Distribution of satisfaction in Implementation .4: Weighted Mean Distribution of satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students .5: Weighted Mean Distribution of satisfaction in Linkages .6: Plan of activities to reach the agreement .7: List of highly preferred extracurricular activities with persons/organization insvolved for high school students in Hanoi.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.