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ISSN 2227-6017 (ONLINE), ISSN 2303-9868 (PRINT), DOI: 10.18454/IRJ.2227-6017
ЭЛ № ФС 77 - 80772, 16+

DOI: https://doi.org/10.23670/IRJ.2021.108.6.132

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Ха Минь. Зиу. ИННОВАЦИОННОЕ ОБУЧАЮЩЕЕ РЕШЕНИЕ ДЛЯ ПОВЫШЕНИЯ ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ ПО ШАХМАТАМ У СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ ВУЗОВ ПО НАПРАВЛЕНИЮ ФИЗИЧЕСКОГО ВОСПИТАНИЯ / Минь. Зиу. Ха, Тхи. Тхом. Нгуен, Тхи. Чанг. Зыонг // Международный научно-исследовательский журнал. — 2021. — № 6 (108) Часть 4. — С. 168—177. — URL: https://research-journal.org/pedagogy/educational-innovation-solutions-to-improve-chess-teaching-competency-of-pedagogical-students-in-physical-education/ (дата обращения: 18.09.2021. ). doi: 10.23670/IRJ.2021.108.6.132
Ха Минь. Зиу. ИННОВАЦИОННОЕ ОБУЧАЮЩЕЕ РЕШЕНИЕ ДЛЯ ПОВЫШЕНИЯ ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ ПО ШАХМАТАМ У СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ ВУЗОВ ПО НАПРАВЛЕНИЮ ФИЗИЧЕСКОГО ВОСПИТАНИЯ / Минь. Зиу. Ха, Тхи. Тхом. Нгуен, Тхи. Чанг. Зыонг // Международный научно-исследовательский журнал. — 2021. — № 6 (108) Часть 4. — С. 168—177. doi: 10.23670/IRJ.2021.108.6.132

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ИННОВАЦИОННОЕ ОБУЧАЮЩЕЕ РЕШЕНИЕ ДЛЯ ПОВЫШЕНИЯ ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ ПО ШАХМАТАМ У СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ ВУЗОВ ПО НАПРАВЛЕНИЮ ФИЗИЧЕСКОГО ВОСПИТАНИЯ

ИННОВАЦИОННОЕ ОБУЧАЮЩЕЕ РЕШЕНИЕ ДЛЯ ПОВЫШЕНИЯ ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ ПО ШАХМАТАМ У СТУДЕНТОВ ПЕДАГОГИЧЕСКИХ ВУЗОВ
ПО НАПРАВЛЕНИЮ ФИЗИЧЕСКОГО ВОСПИТАНИЯ

Научная статья

Ха Минь Зиу1, *, Нгуен Тхи Тхом2, Зыонг Тхи Чанг3

1, 2, 3 Ханойский педагогический университет, 2 – Суанхоа, Виньфук, Вьетнам

* Корреспондирующий автор (haminhdiu[at]hpu2.edu.vn)

Аннотация

На основе теоретического исследования проблемы оценки педагогической компетентности в соответствии с компетентностным подходом в период комплексной инновации образования и изучения текущей ситуации с оценкой педагогической компетентности по шахматам у студентов педагогических вузов по направлению физического воспитания по действующей программе обучения. Исходя из этого, предлагать решения по повышению педагогической компетентности по шахматам в соответствии с компетентностным подходом, способствуя повышению качества обучения студентов по направлению физического воспитания в целом и студентов, интенсивно занимающихся шахматами в частности. В рамках темы выбрано 04 решения по инновационному обучению в направлении компетентностного подхода к студентам в сфере физического воспитания, в том числе: Решение 1: Инновационные образовательные программы; Решение 2. Повышение эффективности управления учебным процессом; Решение 3: Инновационные методы обучения; Решение 4: Инновационные системы контроля и оценки. Решения получили высокую оценку объектов исследования.

Ключевые слова: шахматы, решение, педагогическая компетентность, физическое воспитание.

EDUCATIONAL INNOVATION SOLUTIONS TO IMPROVE CHESS TEACHING COMPETENCY
OF PEDAGOGICAL STUDENTS IN PHYSICAL EDUCATION

Research article

Ha Minh Diu1, *, Nguyen Thị Thom2, Duong Thi Trang3

1, 2, 3 Hanoi Pedagogical University, 2 – Xuan Hoa, Vinh Phuc, Vietnam

* Corresponding author (haminhdiu[at]hpu2.edu.vn)

Abstract

On the basis of theoretical research on assessment of teaching competency according to competency approach in the period of comprehensive educational innovation and survey of the current situation of chess teaching competency assessment of pedagogic students majoring in physical education according to the current educational program. From there, proposing solutions to improve students’ chess teaching competency according to competency-based approach, contributing to improve the educational quality for students in physical education in general and students majoring in chess in particular. The topic has also selected 04 educational innovation solutions in the direction of competency-based approach for students in physical education, including: Solution 1: Innovation to the curriculum; Solution 2: Improvement to the effectiveness of teaching process management; Solution 3: Innovation to teaching methods; Solution 4: Innovation to examination and assessment. The solutions received a high consensus from the researchers.

Keywords: chess, solutions, teaching capabilities, physical education.

  1. Introduction

Students’ competency is a characteristic parameter of the higher education quality. It is impossible to assess simply through the number of graduates, graduation classification. They are indicators that need to be systematically controlled from the development of educational program, educational process control and achievements against output standards. It is also assessed through feedback of the labor market. The professional competencies of students majoring in Physical Education are considered by the CDIO approach. Because the nature of the CDIO approach is a solution to improve the educational quality on the basis of determining output standards to design educational programs and methods according to a scientific process. Stemming from the above reasons, we conduct research on the topic: “Educational innovation solution for improve chess teaching competency of pedagogical students in physical education”. 

  1. Some Theoretical Issues

There are 3 approaches to the curriculum in terms of content, objectives and competency. Therefore, each approach to curriculum has its own characteristics, advantages and limitations, so managers and educators should understand the nature of the curriculum to develop accordingly. In the current period, in the face of the requirements of educational innovation, universities should orient the development of curriculum in the direction of approaching learners’ competencies. Therefore, managers, educators, and lecturers should understand the nature of approaching the curriculum in the direction of approaching learners’ competencies in a thorough, profound and comprehensive way.

Analyzing and assessing the influence of some subjects on the competency of physical education students majoring in chess, thereby determining that solutions of educational innovation are an issue of theoretical and practical significance. At the same time serving as a basis to set out the tasks to improve the educational quality in the most effective way. Especially, the chess teaching competency of pedagogical students in physical education.

In chess teaching, there are 3 basic forms of organization: class hours, practice hours, and self-study hours: The basic content of class hours is the process of imparting a certain amount of knowledge about chess and the students’ acquirement of such knowledge. The basic content of practice hours is to form and strengthen skills and techniques through the application of acquired knowledge into a specific chess situation or real game. The content of self-study hours is that students have to perform tasks set out by educators on a specific topic such as: Researching the theory of opening, strategies and tactics in chess, summarizing theoretical issues … In addition to achieving the goals of educators, the good implementation of this task will help learners improve the competency of self-study – an indispensable element in the process of learning and practicing chess [4].

  1. Research Methods

Research purposes

On the basis of analyzing and assessing the current situation of chess teaching and learning competencies of students through chess modules and pedagogical practice process, we then conduct research and choose suitable solutions to improve the teaching competency in chess teaching. Contribute to improve the quality of the process of training students in physical education in general and teaching chess in particular.

Research tasks

Task 1: Research on the current situation of chess teaching competency according to the current curriculum at pedagogical universities

Task 2: Proposing educational innovation solutions according to competency-based approach to improve the chess teaching competency for students in the period of comprehensive education innovation

Research Methods:

3.1. Document analysis and summary method

This method is used to collect information from exercises, images, data and figures, from which practical theories can be provided as a basis for research as well as organizing the research process. This method actually helps to systematize knowledge and analyze research findings.

3.2. Method of seminar interview

We use this method to exchange, consult with some teachers and conduct interviews with a questionnaire about the teaching process, teaching competency through available questionnaires. Particitpants in the interview are the physical education teachers teaching chess.

3.3. Method of pedagogical observation

This method aims to collect information directly from the research subjects, through monitoring and observing the progress of study sessions, practice sessions and the strengths, weaknesses of the research subjects without affecting too much to the research process, thereby assessing the teaching competency of pedagogical students in physical education.

3.4. Method of pedagogical testing

The topic uses this method of pedagogical testing in the process of organizing pedagogical tests to assess the current situation of chess teaching competency and compare the chess teaching competency of students. At the same time, examining the practicality and feasibility of the selected and applied measures and solutions to improve the chess teaching competency for pedagogical students in physical education.

3.5. Method of pedagogical experiment

The method of pedagogical experiment helps us verify a new model of assessing the teaching competency of students according to the point of view that modern education approaches the competency of the industrial revolution 4.0 to verify the reliability and the value of the toolkit.

3.6. Method of statistical mathematics

Using statistical mathematics and SPSS software to process research findings. This method is used in the analysis and processing of data collected in the research process of the topic. The method of statistical mathematics is used to process and analyze the data collected during the research process.

  1. Research Findings

4.1. Research on the current situation of chess teaching competency according to the current curriculum at pedagogical universities

4.1.1. Selection of assessment criteria

In order to determine the current situation of education in the direction of competency-based approach for students in physical education, it is required to identify the assessment criteria. Because these are the basics for assessing the program in the direction of competency-based approach. Results of analysis and summary of relevant documents, at first step, the topic has identified a number of following criteria: (1) Output standards of the curriculum; (2) Output standards of the module; (3) Examination and assessment; (4) Management of the teaching process. In order too ensure the practical grounds, the topic has interviewed managers and lecturers to choose the criteria. Total number of interviewees is 29 persons. The interview content is to determine the suitability of criteria assessing the current situation of education in the direction of competency-based approach. Each response provided by the topic is at the following 3 levels: Suitable; Normal; Not suitable. Results of the interview on criteria selection are presented in Figure 1. [1], [5].

25-06-2021 13-42-47

Fig. 1 – Response percentage and average point for the selection of assessment criteria

 

The results obtained in Table 1 show that: the response percentages of criteria at each level of suitable statement are different. However, the high percentage at the suitable level is from 51.7-75.9% and the normal percentage is from 20.7-41.4%; represented with a dark color spectrum. When calculating the average point with the Likert scale, the highest point is 2.72 and the lowest crore is 2.45. Comparing the average points with the Likert scale, they are at the agreement level (in the range from 2.35 to 3.00). Thus, the majority of the interviewees selected 4 criteria that the topic has initially selected to assess the current situation of education in the direction of competency-based approach for students in physical education [6].

Thus, by using the method of document analysis, summary and interview, the topic has identified 4 criteria used in assessing the current situation of education in the direction of competency-based approach for pedagogical students in physical education. Specifically, as follows: (1) Output standards of the curriculum; (2) Output standards of the module; (3) Examination and assessment; (4) Management of the teaching process.

4.1.2. Assessment for the current situation [1]

4.1.2.1. Output standards of the curriculum

 

Table 1 – Output standards of the physical education

No. Requirements on knowledge
I Knowledge
General knowledge
1 Master the basic principles of Marxism-Leninism, the revolutionary way of the Communist Party of Vietnam and Ho Chi Minh ideology.
2 Obtain general knowledge related to the discipline (Culture, Administration, Law, Biomedicine, Math)
Specialized knowledge
3 Master knowledge of pedagogical profession.
4 Master knowledge of specialized sports
5 Obtain basic knowledge about the scientific research method of movement sports and sports in universities
6 Obtain knowledge in organizing activities of the Youth Union and the Ho Chi Minh Young Pioneers’ Organization
Supplementary knowledge
7 Obtain foreign language knowledge equivalent to Level B
8 Obtain informatics knowledge equivalent to level B, know how to apply information technology in teaching
II Skills
Hard skills
9 Obtain skills to implement programs, organize teaching and examine, assess the subject of physical education (PE) for pupils – students in schools of the national education system
10 Obtain skills to practice sports in the curriculum. Upon graduation, students must meet the standards in specialized sports and optional sports
11 Obtain skills in organizing and managing sports activities of the school
12 Obtain skills in implementing and performing scientific research in the field of physical education
13 Obtain skills in communicating and conducting with students and colleagues, ensuring the achievement of educational goals and well handling pedagogical situations in the process of teaching, managing and educating pupils and students.
Soft skills
14 Obtain competencies to do well the tasks of a class teacher
15 Obtain skills in organizing, operating collective activities, tasks of the Youth Union, Young Pioneer…
16 Know how to combine and apply flexibly between “hard” skills and “soft” skills in job solving.
III Attitude
17 Obtain a firm ideological stance, obtain a healthy ethic and lifestyle, passionate about the profession; firmly grasp the guidelines and policies of the Party and the laws of the State, especially the Party’s line in the field of physical education and sports.
18 Obtain the autonomy, creativity and a high sense of responsibility with the assigned work
19 Obtain a sense of organization and discipline; well observe the regulations of the State and the University
20 Obtain a sense of solidarity, friendly attitude, cooperation with colleagues and individuals inside and outside the unit

 

The results in Table 1 show that: LOs of the physical education curriculum are built with flexibility. Knowledge is divided into 3 groups; Skills are divided into 2 groups. LOs can be added, reduced or adjusted during the course. LOs initially reflected the mission of the University, Faculty of Physical Education and were suitable with level 6 in the National Qualifications Framework of Vietnam, and met industry competency standards. From Table 2, the topic has compared the number of LOs in output standards of the physical education curriculum with the description of the Vietnamese national qualifications framework at level 6. The results are shown in Table 2.

 

Table 2 – Comparing the number of LOs in physical education with the national level 6

No. Part Number of LOs c2
National level 6 Physical education sector
1 Knowledge 5 8 0.268df = 2P = 0.875
2 Skills 6 8
3 Attitude 4 4
Total 15 20

 

The results obtained in Table 3 show that: There is no difference in the number of LOs between the physical education and the national level 6, because the squared value is 0.268 with P = 0.875> 0.05. Normally, when building LOs for a course, it is usually around 5 – 10 LOs and the maximum is 25 LOs. Therefore, although the number of LOs in the physical education is 20, it still meets the requirements. However, we believe that it is necessary to completely research, review and reduce the number of LOs. Considering whether LOs are guaranteed or not, the topic has assessed in a number of related aspects. A LOs is good when is structure is complete and suitable. The LOs structure usually consists of the following components: Action verb; Implementation content; Context for execution; Completion standards. Considering specifically the structure of each LOs, it can be divided into: subject, verb, completion criteria, content, context, and professional coherence [10].

Interview results obtained the results as presented in Table 3.

 

Table 3 – Assessing LOs by structure (n=29)

No. Response options Frequency Percentage (%) Average point
1 Very suitable 2 6.9 2.79
2 Suitable 3 10.4
3 Normal 15 51.7
4 Unsuitable 5 17.2
5 Very unsuitable 4 13.8
Total 29 100

 

The results obtained in Table 4 show that: the response frequency in the “Very suitable” option is 2, accounting for 6.9%; “Suitable” option is 3, accounting for 10.4%; “Normal” option is 15, accounting for 51.7%. Considering the average point at only 2.79 points, within the normal range (2.61 – 3.40). Thus, the majority of respondents rated LOs by structure of the physical education curriculum at a normal level.

A LOs is good when it is observable and measurable. Thus, it helps to orient the assessment methods and the components, contents will be assessed; helps students prepare well, feel involved in the assessment process. In order for LOs to satisfy observable and measurable conditions, avoid using unclear and difficult-to-measure verbs and phrases such as: knowing, understanding, learning, getting acquainted, contacting with, recognizing, having … The language used should be concrete, avoiding ambiguity, but should not be too specific, using active and proactive; simple, easy words to understand. Avoid having too many verbs in one LO, or overusing a verb, or degree of unsuitability. Avoid LOs that show progress, because it is impossible to assess them at a time. Description acts in LOs are performed by the learner, not by the instructor. LOs should ensure the practicality and feasibility [9].

Interview results obtained the results as presented in Table 4.

 

Table 4 – Assessing LOs in ensuring the observation and measurement (n=29)

No. Response options Frequency Percentage (%) Average point
1 Very suitable 1 3.4 2.59
2 Suitable 3 10.3
3 Normal 13 44.8
4 Unsuitable 7 24.1
5 Very unsuitable 5 17.2
Total 29 100

 

The results obtained in Table 4 show that: the response frequency in the “Very suitable” option is 1, accounting for 3.4%; “Suitable” option is 3, accounting for 10.3%; “Normal” option is 13, accounting for 44.8%. Considering the average point of only 2.59 points under the level of unsuitability (1.81 – 2.60). Thus, the majority of respondents assessed that LOs of the physical education curriculum has not ensured the observation and measurement.

4.1.2.2. Output standards of the module

Considering LOs in subjects and modules with the requirement that each action verb must be associated with a level in Bloom’s taxonomy at three learning fields: Field of awareness; Field of sentiment; Field of motor psychology [7]. The obtained results are shown in Table 5.

 

Table 5 – Assessing LOs by Bloom’s classification level (n=29)

No. Response options Frequency Percentage (%) Average point
1 Very suitable 6 20.7 3.45
2 Suitable 8 27.6
3 Normal 10 34.5
4 Unsuitable 3 10.3
5 Very unsuitable 2 6.9
Total 29 100

 

The results obtained in Table 6 show that: the response frequency in the “Very suitable” option is 6, accounting for 20.7%; “Suitable” option is 8, accounting for 27.6%; “Normal” option is 10, accounting for 34.5%. Considering the average point of only 3.45 points under the level of suitability (3.41 – 4.20). Thus, the majority of respondents assessed that LOs of the modules in physical education curriculum ensures compliance with Bloom’s classification level. Determined through the consistency between output standards with teaching and learning activities; assessment methods. The results are shown in Table 6.

Table 6 – Assessing LOs by the consistency (n=29)

No. Response options Frequency Percentage (%) Average point
1 Very suitable 5 17.2 3.17
2 Suitable 7 24.1
3 Normal 8 27.6
4 Unsuitable 6 20.7
5 Very un suitable 3 10.3
Total 29 100

 

The results obtained in Table 7 show that: the response frequency in the “Very suitable” option is 5, accounting for 17.2%; “Suitable” option is 7, accounting for 24.1%; “Normal” option is 8, accounting for 27.6%. Considering the average point of only 3.17 points under the normal level (2.61 – 3.40). Thus, the majority of the respondents assessed that the LOs of the modules in physical education curriculum ensures the normal level between output standards and teaching and learning activities; assessment methods.

It is also required to assess the consistency of the lessons with the LOs based on the development of competency assessment matrices and indicators.

4.1.2.3. Examination and assessment

Current situation of student learning outcomes assessment through interviews with comparison criteria. The results obtained are shown in Table 7.

 

Table 7 – Current situation of student learning outcomes assessment

No. Comparison criteria Competency assessment n Assessment on knowledge, skills n
1 Most important purpose Assess students’ competency to apply knowledge and skills to solve practical problems of life. 14 Determine the achievement of knowledge and skills according to the goals of the education program. 15
For the learners’ progress compared to themselves. 10 Assessment and ranking among learners. 19
2 Assessment context Attached to the learning context and real life of students. 8 Attached to learning content (knowledge, skills, attitudes) learned in school. 21
3 Assessment Content The knowledge, skills, attitudes in many subjects, many educational activities and personal experiences of students in social life (focusing on performance competencies). 5 Knowledge, skills, and attitudes in a subject. 24
Standards according to the level of competency development of learners. 3 Standards according to whether or not learners have achieved a learned content. 26
4 Assessment tools Tasks, exercises in real situations, contexts. 13 Questions, exercises, tasks in academic situations or real situations. 16
5 Assessment time Assess every moment of the teaching process, with emphasis on assessment while learning. 7 Usually take place at certain times in the teaching process, especially before and after teaching. 22
6 Assessment result The competency of learners depends on the difficulty of the completed task or exercises. 6 The competency of learners depends on the number of completed questions, tasks or exercises. 23
The harder and more complex tasks that learners can perform, they will be considered to obtain more competencies 8 The more units of knowledge or skill that learners have, the more competencies they get. 19
Total 74 185
Percentage 28.6 71.4

 

The results obtained in Table 8 show that: Comparing the number of persons choosing each sentence, the competency assessment accounted for 28.6%, while the assessment of knowledge and skills accounted for 71.4%. Thus, the examination – assessment has not completely switched to assessment by competencies.

4.1.2.4. Management of the teaching process

All activities in the educational system of the University are focused and organized to serve and support students to learn successfully according to the output standards at the end of the course. The results obtained are in Table 8.

 

Table 8 – Assessment of teaching process management according to the credit system (n=29)

No. Response options Frequency Percentage (%) Average point
1 Very satisfactory 2 6.9 2.55
2 Satisfactory 3 10.3
3 Normal 10 34.5
4 Unsatisfactory 8 27.6
5 Very unsatisfactory 6 20.7
Total 29 100

 

The results obtained in Table 9 show that: the response frequency in the “Very satisfactory” option is 2, accounting for 6.9%; “Satisfactory” option is 3, accounting for 10.3%; “Normal” option is 10, accounting for 34.5%. Considering the average point of only 2.55 points under the suitable level (1.81 – 2.60). Thus, the majority of respondents assessed that the teaching process management of physical education curriculum has not operated smoothly according to the credit system. From the above analysis, it shows that it is necessary to have synchronous solutions to deploy education in the direction of competency approach for students in physical education.

4.2. Proposing the criteria and structural model of chess teaching competency in the period of comprehensive educational innovation in the direction of competency-based approach

4.2.1. Proposing a number of educational innovation solutions in the direction of competency-based approach for students in physical education

From the above research findings, and at the same time refer to general and professional documents related to the research issue [2], [3], the topic initially proposes solutions for educational innovation in the direction of competency-based approach for students in physical education, specifically:

4.2.1.1. Solution 1: Innovation to the curriculum

  1. Purpose

Curriculum innovation in the direction of competency-based approach (such as CDIO, POHE). Help students participate in the teaching process in an active and effective way. Students will stick close on components of the detailed outline, perform tasks according to the competency-oriented goal.

  1. Content

Determining human resource training needs of the society; Analysis diagram of physical education teachers; The set of analysis forms for physical education teachers; Determining the general purpose and specific goals of the curriculum associated with the output standards to meet the professional requirements; Determining the achievement level of skills by scales; Directing the design of the curriculum; Organizing to implement the curriculum through the lesson plan of teachers; Organizing the periodic assessment of the curriculum and regularly reviewing the curriculum to adjust, supplement, update and complete the curriculum.

Instructions for designing the subject outline and assessing students’ competencies based on output standards according to CDIO approach.

  1. How to implement.

Establishing the Curriculum Development Council of the University and assigning the tasks to build and develop the curriculum to the Faculty and Subject; Mobilizing the participation of teachers, administrators inside and outside the university, scientists, representatives of employers in the province and neighboring provinces, the graduates; Referring and comparing with the curriculum of reputable educational institutions; Periodically assessing, reviewing, supplementing and adjusting to complete the curriculum; Ensuring the funding for the construction and development of the curriculum …

4.2.1.2. Solution 2: Improvemen to the effectiveness of teaching process management

  1. Purpose

Developing and completing the organization process of educating, improving the quality of teaching and learning under the credit system, at the same time, ensuring the quality and effectiveness in managing the implementation of teaching goals and content through the curriculum.

  1. Content

Directing to develop and perfect the system of documents managing the teaching process fully, synchronously with standards; Completing the educational organization process; Directing to improve the teaching quality of lecturers; Strengthening self-study and professional practice competencies, improving the learning quality of students, directing innovation in examination- assessment to learning results in the direction of competency-based approach, building a team of conscientious and professional counselors; Strengthening the application of information technology in teaching process management.

  1. How to perform.

Issuing a full set of documents on the teaching process management, studying counselors’ tasks, and thoroughly grasping and raising awareness for related subjects; Fostering the staff with necessary knowledge and skills on education under the credit system, improving the ability to apply IT and communication; Managing to perfect the educational organization process associated with the innovation of teaching methods and forms in accordance with education under the credit system; Promoting the fostering work to teachers in order to improve professional, teaching, scientific research competencies and fostering the teaching management competency for the contingent of educational management officials; Ensuring the conditions of the infrastructure, teaching software, educational management software, IT infrastructure …

4.2.1.3. Solution 3: Innovation to teaching methods

  1. Purpose

Innovating teaching methods to promote the positiveness, self-reliance and creativity, develop learners’ competencies to act and collaborate.

  1. Content

Reviewing, adjusting and supplementing the plan for the contingent of teachers to build a contingent of teachers meeting the educational development goals; Verifying the quality, assessing, and rationally using the contingent of teachers to promote their qualifications, competencies and strengths in accordance with the job positions; Improving traditional teaching methods; Combining a variety of teaching methods; Applying the problem solving teaching; Applying the case-based teaching; Applying the action-oriented teaching; Strengthening the rational use of teaching facilities and information technology to support teaching; Using teaching techniques to promote the positiveness and creativity; Focusing on specific teaching methods of the subject; Fostering the positive learning methods for students.

  1. How to implement.

Thoroughly grasping the staff’s awareness of the Party and State’s guidelines and policies towards higher education, requirements on quality and capacity of the staff to meet the requirements of human resource training in the period of international integration; Issuing thematic Resolutions and legal documents on contingent building; Directing the implementation of the assessment, use, recruitment, training … in a timely, public and fair manner; Ensuring the funding and policies, regimes for the contingent building work; Advising with leaders to expand the autonomy on personnel and provide policies to attract scientists to work at the university.

4.2.1.4. Solution 4: Innovation to examination and assessment

  1. Purpose

It is required to achieve the following 2 goals: To make public statements about the competencies and learning outcomes of each student, student group and whole class. To give them opportunities to develop self-assessment skills, help them realize their progress, and encourage the learning. To help lecturers realize their strengths and weaknesses, self-perfect their teaching activities, constantly strive to constantly improve the teaching quality and effectiveness.

  1. Content

Fostering skills and forms of assessment to students and lecturers. Diversifying forms such as assessment by products, projects, assessment through actual survey. Assessment of results should be based on knowledge standards, skills (according to the direction of competency-based approach) for each subject, educational activities of each subject, each class; basic requirements required to be met in terms of knowledge, skills, and attitudes (according to the direction of competency-based approach) of students.

How to perform.

Issuing a full set of documents managing the examination – assessment process, organizing to thoroughly grasp and raise awareness for related subjects; Fostering the staff with necessary knowledge and skills on examination and assessment according to the credit system, improving the ability to apply IT and communication; Managing to perfect the educational organization process associated with the innovation of innovating methods and forms of examination and assessment in accordance with education under the credit system

4.2.2. Determination for the consensus level of educational innovation solutions in the direction of competency-based approach for students in physical education

In order to find out the practical basis of the selected solutions, the topic has made interviews, the subject of such interviews is 29 leaders, managers, experts, lecturers. The content of the interview is to determine the priority of educational innovation solutions in the direction of competency-based approach for students in physical education [8].

The results of determining the reliability of the interview results on selecting educational innovation solutions in the direction of competency-based approach for students in physical education of Hanoi Pedagogical University 2 are shown in Table 9.

 

Table 9 – The reliability of the interview results on selecting educational innovation solutions in the direction of competency-based approach for students in physical education (n = 29)

Reliability Statistics
Cronbach’s Alpha N of Items
0,837 4
Item-Total Statistics
Solutions Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach’s Alpha if Item Deleted
1. Innovation to the curriculum 12,0345 8,392 0,734 0,764
2. Improvement to the effectiveness of teaching process management 12,3448 8,020 0,712 0,773
3. Innovation to teaching methods 12,3793 9,315 0,574 0,833
4. Innovation to examination and assessment 12,0690 8,995 0,658 0,798

 

Calculation results by Cronbach’s Alpha obtained in Table 10 show that: The interview solutions are accepted, with Cronbach’s Alpha = 0.837 which is a good scale; Cronbach’s Alpha if Item Deleted of all solutions are from 0.764 to 0.833 <0.837 and the Corrected Item-Total Correlation are from 0.574 to 0.734, both greater than 0.4. That is, there’s no need to remove any solution that would make Cronbach’s Alpha’s scale greater than 0.837.

Interview results on selecting educational innovation solutions in the direction of competency-based approach for students in physical education are presented in Fig. 2.

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Fig. 2 – Ratio of the response frequency to the selection of solutions

 

The results obtained in the Fig. 2 show that: The highest response frequency is in the “Strongly agree” option with 57 opinions, accounting for 49.1%; the response frequency in the “Agree” option is 29, accounting for 25.0%; “No opinion” option is 17, accounting for 14.7%. Thus, the total number of responses with strongly agree and agree is 74.1%. In other words, the majority of the respondents chose 4 educational innovation solutions in the direction of competency-based approach for students in physical education that the topic initially chose.

In order to specifically determine the response options for each solution, the topic has recorded the number of respondents in each solution according to the response options. At the same time calculate points according to Likert scale. Results are shown in Fig. 3 to 5.

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Fig. 3 – Distribution of results on the selection of solutions

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Fig. 4 – Percentage of responses on the selection of solutions

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Fig. 5 – Response percentage and average points for the selection of solutions

 

Distribution of the results on the selection of solutions on the Fig. 2 shows that, all 4 solutions have demarcation lines between identified regions under the suitable level (C4). That is, the distribution of response percentages in all 4 interview solutions accounted for the majority at the level of agree (C4) and strongly agree (C5). Thus, most of the interviewees assessed that 4 solutions proposed the topic are suitable.

The gross percentage of each solution represented in the Fig. 3 shows that: The gross percentage between agree level (C4) and strongly agree level (C5) is the highest in the solution “Innovation to examination and assessment” with 79% and the lowest is the solution “Improvement to the effectiveness of teaching process management” with the rate of 69%. The remaining is no opinion (neutral), accounting for 10-17% and disagree and strongly disagree, accounting for a very small rate of 10-14%.

The results obtained in the Fig. 5 show that: the response percentage of solutions at each level of statement is different. However, high percentage is in strongly agree with 34.5-62.1% and agree with 13.8-37.9%; presented by a dark color spectrum. When calculating the average point on the Likert scale, the highest point is 4.24 and the lowest is 3.90. Comparing the average points on the Likert scale, they are at level of agree (in the range of 3.41 – 4.20 points) and strongly agree (in the range of 4.21 – 5.00 points). Thus, most of the interviewees chose 4 educational innovation solutions in the direction of competency-based approach for students in physical education that the topic initially chose.

Therefore, from the above research findings, the topic has initially selected four educational innovation solutions in the direction of competency-based approach for students in physical education.

Conclusion And Recommendation

From the above research findings of the topic, it is possible to reach the following conclusions: The topic has selected 04 criteria to assess the current situation of education status in the direction of competency-based approach for chess students in physical education. Specifically: (1) Output standards of the curriculum; (2) Output standards of the module; (3) Examination and assessment; (4) Teaching process management.

The topic has also proposed 04 educational innovation solutions in the direction of competency-based approach for students in physical education, including: Solution 1: Innovation to the curriculum; Solution 2: Improvement to the effectiveness of teaching process management; Solution 3: Innovation to teaching methods; Solution 4: Innovation to examination and assessment.

The solutions received a high consensus from the interviewees.

It is necessary to apply the research findings of the topic into chess teaching practice in pedagogical universities. The research findings of the topic can be considered as a methodological guide in teaching chess for pedagogical students nationwide.

Финансирование

Данное исследование проводится при финансовой поддержке проекта: «Сформирование набора критериев для оценки способности студентов педагогических вузов по физическому воспитанию к шахматам». Код: B.2019-SP2-05. Принимающее учреждение: Ханойский педагогический университет 2. Финансирование исследований: 200.000.000 донгов. 

Funding

This study is under financial support of the project: “Form a set of criteria for evaluating chess teaching capacity of pedagogical students in physical education”. Code: B.2019-SP2-05. Host institution: Ha Noi Pedagogical University No2. Research Funding: 200.000.000 VNĐ

Конфликт интересов

Не указан.

Conflict of Interest

None declared.

Список литературы / References

  1. Ministry of Education and Training : Guidance on the development and publication of output standards of the education sector. 2010.
  2. Dang Ba Lam The educational program aims to develop the competency of learners / Dang Ba Lam // Journal of Education Management (National Institute of Education Management), Special Issue in April 2015.
  3. Nguyen Thi Phuong Loan, Approaches to develop the curriculum in pedagogical universities / Nguyen Thi Phuong Loan // Department of Science Management – External Affairs. 2015.
  4. Ia.B. Extrin, Chess Theory and Practice / Ia.B. Extrin. Hanoi Sports Publishing House, translated by Phung Duy Quang. 1995.
  5. Guliev Sarhan, Chess school 4 / Guliev Sarhan //The manual of chess endings, Batsford, London. 2003.
  6. Dilly Fung, A Connected Curriculum for Higher Education / Dilly Fung. London, UCL Press. 2017.
  7. Dilly Fung, Developing the higher education curriculum: Research-based education in practice/ Dilly Fung, London, UCL Press. 2017.
  8. Harden R. M. Learning outcomes and instructional objectives: is there a difference / R. M. Harden // Medical Teacher, Vol. 24, No. 2, 2002, 151–155.
  9. Spady W. G. Outcome – based education: Critical issue and answer, hanbook / William G. Spady. – The American Association of School Administrators. 1994.
  10. Texas Tech University, Writing and Assessing CourseLevel Student Learning Outcomes, Office of Planning and Assessment.

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