Tóm tắt luận án tiếng anh: Ứng dụng công nghệ thông tin trong dạy học môn Giáo dục công dân theo định hướng phát triển năng lực học sinh ở trường trung học phổ thông hiện nay.

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

Nguyen Quang Thuan

CURRENT APPLICATION OF INFORMATION TECHNOLOGY IN
TEACHING CIVIC EDUCATION ACCORDING TO THE DIRECTION
OF DEVELOPING STUDENTS’S COMPETENCE
AT HIGH SCHOOLS

Specialization: Theory and teaching methods of Political Education subject
Code: 9.14.01.11

SUMMARY OF DOCTORAL THESIS OF EDUCATIONAL SCIENCE

Hanoi - 2023


The study was completed at: Hanoi National University of Education

Scientific supervisor: Assoc.Prof.Dr. Nguyen Nhu Hai

1st Review: Assoc.Prof.Dr. Lai Quoc Khanh
VNU Hanoi University of Social Sciences and Humanities
2nd Review: Assoc.Prof.Dr. Nguyen Thi Toan
Hanoi Pedagogical University 2
3rd Review: Assoc.Prof.Dr. Dao Thi Ngoc Minh
Hanoi National University of Education

The thesis will be defended to the School-level Thesis Judging Committee
at Hanoi National University of Education at….…/ .……/2023

The thesis can be found at Vietnam’s National Library and Hanoi
or the Library of Hanoi National University of Education


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INTRODUCTION
1. Rationale of the study
Vietnam is implementing a fundamental and comprehensive reform of education and training in the
spirit of Resolution No. 29 in the 8th Plenum of the Party Central Committee, term XI. Along with the
general worldwide development trend, the country's education is being oriented to gradually transfer from
teaching mainly to equip learners with the knowledge to forming and fostering the necessary capacity, and
good qualities. Therefore, the renovation of teaching objectives, content, and methods in the direction of
developing students’ capacity is currently an urgent issue.
To ensure the successful implementation of innovative teaching methods, teaching activities are not
only limited to the scope of activities of teachers and learners in the classroom with traditional teaching
methods and means of teaching but also must intensify and enhance the efficiency of using modern
equipment to support the teaching process. This is one of the educational trends that has been paying (has
been paid) attention to by most countries, including Vietnam. It is concerned with using the achievements of
information technology (IT) as an environment, method, and effective means of support for the teaching
process.
Civic Education at high schools is currently a scientific subject that includes the knowledge of
Marxist-Leninist sciences such as Philosophy, Political Economy, Socialism Scientific Association, Ethics;
policies and guidelines of the Communist Party of Vietnam; policies and laws of the State of the Socialist
Republic of Vietnam, etc. This knowledge directly forms the worldview, scientific methodology,
revolutionary outlook on life, fostering morality and theory ideas for students. With such knowledge
characteristics, the teaching of Civic Education requires different forms of teaching organization and
teaching methods and has specific characteristics compared to other subjects at high schools.
In the 2018 General Education curriculum, the Civic Education is shaped into the subject of Civic

Education. Civic Education is a subject selected according to the aspirations and career orientation of
students, associated with the career-oriented education stage. The teaching content is also rebuilt in the
direction of reducing academic and abstract knowledge and increasing practical knowledge, towards the
development of qualities and capacities for students. In order to achieve the goals and requirements on
quality and capacity for students through teaching this subject, it requires great efforts of both teachers and
students. In particular, information technology support plays an important role in improving the effectiveness
of teaching this subject.
However, in fact, the teaching and learning quality of Civic Education at high schools today has not
achieved results commensurate with the position and role of this subject, has not kept pace with the
innovation trend of society, and is not worthy of a strategic position in the cause of industrialization and
modernization of the country. This situation has many different objective and subjective reasons. One of the
important reasons is that the teaching process of Civic Education is generally being done with the traditional
teaching methods, which is a form of classroom instruction with teaching methods that tend to transfer
knowledge to students whereas  equipping modern teaching aids at high schools are still limited, IT
application ability in teaching of teachers are still low. Therefore, the effectiveness of teaching innovation at
high schools is not high.
Information technology as an environment, a method and a visual aid to support teaching, is proving
its advantages and effectiveness in the process of innovation of educational management, teaching method
and examination and assessment in teaching in general and teaching Civic Education  in particular. Actually,


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there have been scores of studies on the application of IT in teaching, but these studies mainly focus on the
role of IT in achieving the goals of knowledge according to the content access program, and there have been
no studies on the role of information technology in the formation and development of students' competencies
in the process of teaching Civic Education at high schools.
Hence, the study of information technology application in teaching Civic Education following the
orientation of developing student’s competence at high schools will contribute to systematizing the scientific
basis of the information technology application in teaching Civic Education following the orientation of

developing student’s competence at high schools, and then find out measures to form and develop students'
competencies in teaching process in this subject. Consequently, the author chooses the topic "Current
application of information technology in teaching Civic Education according to the capacity development of
students at high schools" as a doctoral thesis majoring in Theory and   Civic Education Teaching
Methodology
2. Aims of the study
The research thesis aims to find out measures to apply IT in teaching Civic Education to contribute to
the development of students' competencies, and to improve the effectiveness of teaching this subject at high
schools during the implementation of 2018 New National Program of General Education..
3. Object and scope of the study
3.1. Research subject
The research subject is the process of applying information technology in teaching Civic Education in
the direction of developing student’s competence at high schools during the implementation of 2018 New
National Program of General Education.
3.2. Research object
The object of the research is the measures of applying IT in teaching Civic Education in the direction
of developing student’s competence at high schools during the implementation of 2018 New National
Program of General Education.
3.3. Scope of the study
- The research content focuses on applying IT in teaching Civic Education in the direction of developing
student’s competence at high schools during the implementation of 2018 New National Program of General
Education.
- Research on the current status of teaching Civic Education at 31 high schools in the North and organize
pedagogical experiments at 5 high schools in the provinces/cities: Tuyen Quang (Tan Trao high school), Hanoi (Soc
Son High School), Hai Duong (Cam Giang High School), Bac Giang (Yen Dung High School 2), Ninh Binh (Gia Vien
B High School). High schools are selected to conduct pedagogical experiments to ensure the representativeness of high
schools in mountainous, delta, urban and rural areas.
- The conduct period of the investigation, practical survey and pedagogical experiment from September 2018 to
November 2019.
4. Scientific hypothesis

In the teaching process of Civic Education following a content-oriented approach at high schools, IT
plays an important role in helping teachers achieve the goals of knowledge, skills, and attitudes towards
students. However, in the teaching Civic Education process in the direction of competency development, the
application of information technology must be directed towards the development in students of general and
specific competencies of Civic Education. Therefore, ensuring the principles and measures of applying IT in


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the direction of student competence development will contribute to the development of students' competence,
and improve the effectiveness of teaching and learning this subject at high schools during the implementation
of 2018 New National Program of General Education.
5. Research tasks
The thesis performs the following research tasks:
- An overview of research works in the world and in Vietnam related to the problem of IT application
in teaching Civic Education in the direction of developing student’s competence in high school.
- Research the theoretical and practical basis of the application of information technology in teaching
Civic Education in the direction of developing student’s competence at high schools.
- Proposing principles and measures to apply IT in teaching Civic Education in the direction of
developing student’s competence at high schools.
- Conduct pedagogical experiments to confirm the effectiveness of principles and measures to apply
information technology in teaching Civic Education in the direction of developing student’s competence at
high schools.
6. Theoretical background and research methods
6.1. Theoretical background
During the research process, the thesis uses the theory of Dialectical Materialism and Historical
Materialism; Theory and teaching methods of Political Education; Modern teaching theory to serve as a basis
for approaching and researching the problem of applying information technology in teaching Civic
Education in the direction of developing student’s competence at high schools. The use of these theoretical
bases will help to ensure the scientific and systematic research of the topic as well as meet the requirements

and the specificity of educational science in the field of Theory and teaching Civic Education methods.
6.2. Research method
6.2.1. Group of theoretical research methods 
The thesis uses theoretical research methods such as: analysis, synthesis, generalization, classification
and systematization, modeling, etc., can collect, synthesize , and process theoretical information from
different sources in order to clarify the instrumental concepts and basic theoretical contents in the thesis, and
serve as a basis for proposing principles, measures and models experimental model on the application of IT
in teaching Civic Education in the direction of developing student’s competence at high schools  as well. 
6.2.2. Group of practical research methods
- Observation methods: Observing students' attitudes, learning interest, and expression of competence
in the Civic Education classroom at high schools with IT application oriented towards the development of
student competence in experimental classes and Civic Education classes do not have IT application in the
control classes.
- Interview method: Interviewing teachers, students, and educational managers at all levels about the
issue of IT application in teaching Civic Education in the direction of developing student’s competence in
control classes.
- Method of sociological investigation: Using questionnaires for teachers, students, educational
management levels about the content related to the topic of the thesis.
- Expert method: Consult educational scientists on the topic, build a questionnaire, survey the current
situation, analyze survey data, and experimental results.


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- Experimental method: pedagogical experiment to analyze, compare, and evaluate between
experimental classes and control classes. Specifically: The author of the thesis selects experimental and
control classes with the same cognitive level, student quantity and performance at the same time in each
experiment.
- Active product research method.
6.2.3. Other methods 

The thesis uses statistical and mathematical methods to process the data collected in the process of
investigating the current status of IT teaching Civic Education in the direction of developing student’s
competence. Besides, the thesis uses the statistical software SPSS to make statistics and analyze the data in
the process of pedagogical experiment.
7. Need -to -be -defended arguments
- The teaching of Civic Education in the direction of developing student’s competence is an
indispensable requirement in order to meet the requirements of the current fundamental and comprehensive
renovation of education and training.
- Information technology plays an important role in enhancing the quality and effectiveness of
teaching in general and teaching Civic Education in particular, in the direction of developing student
competence at high schools. The application of IT in teaching Civic Education in the direction of developing
student’s competence at high schools is extremely necessary.
- The principles and measures of applying IT in teaching Civic Education according to the
development orientation of student’s competence at high schools must be associated with the formation and
development of general and specific competencies of Civic Education in the total teaching preparation
process, teaching organization in class and examining, assessing the learning results of students.
8. The contributions of the thesis
 Systematizing the scientific basis of the IT application in teaching Civic Education in the direction of
developing student’s competence at high schools.
- Analysis of the current situation and causes of the current situation of the IT application in teaching
Civic Education in the direction of developing student’s competence at high schools
- Clarifying the competencies that need to be aimed at formation and development in high school
students through teaching Civic Education.
- Propose principles and pedagogical measures to effectively implement the application of information
technology in teaching Civic Education in the direction of developing student’s competence at high schools.
9. Structure of the thesis
In addition to the Introduction, conclusion, list of references and appendices, the thesis content
includes 4 chapters: 
- Chapter 1: Research overview of the problem.
- Chapter 2: The scientific background of the information technology application in teaching Civic

Education in the direction of developing student’s competence at high schools.
- Chapter 3: Principles and measures to apply information technology in teaching Civic Education in
the direction of developing student’s competence at high schools.
- Chapter 4: Experiments with the information technology application in teaching Civic Education in
the direction of developing student’s competence at high schools.


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Chapter I
OVERVIEW OF PROBLEM RESEARCH
1.1. Research on the application of information technology in teaching
1.1.1. An overview of the application of information technology in offline/ direct learning
This is a research direction mentioned by many authors with different aspects: Instructions for using
computers and teaching software; Applying IT to develop learners' ability to self-study and self-research,
improve efficiency, innovate teaching systems and teaching methods; Applying IT to assess student learning
outcomes.
In general, the research direction on applying IT in direct teaching has been studied by authors in the
world and in the country quite early. The research content is also very diverse and rich, associated with the
basic elements of the teaching process, in which, most of the studies focus on understanding and exploiting
the advantages of IT to improve the quality and effectiveness of education and teaching. In addition, there
are also some authors who approach research on this issue from the perspective of difficulties and challenges
posed to teachers, learners and other forces when applying IT in teaching.
1.1.2. An overview of the application of information technology in online learning or hybrid learning (a
mix of offline and online learning)
Along with the development of the Internet with Web generations, the industrial revolution 4.0 and
online teaching applications, there have been studies on ICT applications in online teaching and teaching in
combination with online teaching, which appeared later than the research on the application of IT in face-toface teaching.
The researches of the authors in this research direction have reflected very quickly and timely the
strong development of IT, the great potentials of ICT for changing teaching models from online teaching to

online one or the mix of face-to-face teaching with online teaching. This change of teaching model reflects
the rather rapid and flexible transformation of the education sector in general in response to the urgent
requirements of reality (such as the outbreak of the Covid-19 epidemic) and also reflects the trend of
Education development of the times is to increase the application of IT achievements in all fields of social
life, including education and training.
1.1.3 Other research directions
In addition to the two research directions mentioned above, the research on applying IT in teaching is
also approached by some authors from other angles such as: Research on IT as a requirement, required
competencies for those educators; Research on measures to apply IT in teaching to meet the requirements of
the 4.0 revolution; Research on IT application in building smart schools,... In general, the authors' research is
very good research, updating the achievements of IT in each period. Although these studies approach the
application of ICT in education from different angles, most of the studies focus on emphasizing the
important role of ICT in the innovation of teaching systems, teaching methods, improving improve teaching
efficiency, bring many learning opportunities for learners with different learning conditions and
environments, etc. These studies have shown the correct and up-to-date views of educational scientists
towards the inevitable development trend of modern education with the strong development of IT in the
present and in the future.
1.2. Research on the application of information technology in teaching Civic Education at high schools
1.2.1. Research on the ability and application of information technology in teaching Civic Education


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In general, the issue of ability and application of ICT in teaching Civic Education has been studied by
the authors early on. These authors are mainly lecturers working in the Faculty of Political Education at
pedagogical universities - who are directly involved in teaching and training students in the field of Civic
Education, and in fostering teachers of Civic Education at high schools. pine. Therefore, the authors'
researches on the possibility of IT application, the instructions on the application of IT in teaching Civic
Education are very specific, timely reflecting the educational development trends of the world and the
country, showing great value in the work of training and retraining teachers of general education subjects in

high schools.
1.2.2. Research on the application of information technology to innovate the form of teaching organization,
teaching methods and testing and assessment; promote the activeness and initiative of students, improve the
teaching effectiveness of the subject of Civic Education
The renovation of the teaching methods, methods of teaching and assessment, promoting the activeness
and initiative of students is the main research direction of the authors when researching the application of
information technology to improve the effectiveness of teaching the subject of general education in high schools. .
Therefore, this issue has attracted a lot of attention from management levels and research authors. Through the
authors' insightful comments, these studies both affirm the important role of ICT in improving the effectiveness of
teaching Civic Education in high schools and also show the authors' enthusiasm for teaching. with the teaching of
this subject in high schools.
1.3. Research on the application of information technology in teaching Civic Education in the direction
of developing student's capacity
In the 2018 National Education Program, the subject of civic education is the new general education
subject. Approaching according to the process of implementing the Civic Education curriculum in high
schools, this research direction can be divided into two research directions, namely the research on the
application of IT in teaching the Civic Education subject under the 2006 PE program with the orientation of:
develop student competence and research on orientations of IT application in teaching Civic Education under
the curriculum in 2018 in line with the development orientation of student competence.
In general, the above studies have confirmed the important role of information technology in teaching
Civic Education (2006 Program) and Technical Education & Legal Education (2018 Program) in the
direction of developing student competence. The issue of access and research of the authors is quite diverse:
From the problem of using ICT in the implementation of the 2006 Civic Education curriculum in the
direction of developing student competence to the orientation of using IT in teaching the curriculum. the
course of Civic Education in 2018 in order to meet the requirements for PC and human resources of this
subject; Research on fostering ICT capacity for students majoring in Civic Education at pedagogical schools
and teachers of Civic Education at high schools. These studies are very valuable documents for the author in
the process of researching the application of IT in teaching Civic Education subject to the development of
student competence in high schools today.
Sub-conclusion of Chapter I

Through the review of research works related to the application of IT in teaching, the application of IT
in teaching the subject of general education in the direction of developing student competence of the authors
in the world and in Vietnam, the author found that The authors all have profound comments on the role and
importance of ICT in education in general and on the effectiveness of teaching CD education in particular;
All confirmed that IT application is a trend and an indispensable requirement for the educational innovation


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process. Basic issues of IT application in teaching CDE subjects such as the position and role of IT in
teaching management of CDE subjects, forms, levels, principles and methods of applying IT in teaching
CDET subjects, etc. .. has been studied by the authors at different levels, has important implications for
teachers and students in the process of teaching and learning CDE at high schools. At the same time, these
studies have special significance for the author in the process of researching the theoretical basis of the
application of IT in teaching Civic Education subject to the development of student competence in high
schools.
However, although the researches on the application of IT in teaching in general and in teaching the
subject of general education in particular have been studied from many different angles, they mainly focus
on the use of information technology to achieve goals. achieve the goals to be achieved in students in terms
of knowledge, skills and attitudes according to the knowledge and skills standards of the subject in teaching
management or increase the intuitiveness and promote the activeness of learners. Meanwhile, teaching in the
direction of developing learners' competence is a popular trend of education in countries around the world,
especially in countries with a developed education background. In particular, in Vietnam, the specific
research on the application of IT to develop the specific competencies of students in teaching subjects under
the 2018 National Education Program, including Civic Education at high schools, is still quite new. , has not
been paid much attention and research investment by many authors. Therefore, research on this issue will
contribute to finding measures to effectively apply and exploit IT for the process of forming and developing
students' competence in teaching management of this subject at high schools. Therefore, the thesis author
will continue to study the following issues:
Firstly, clarify some theoretical and practical issues of applying IT in teaching Civic Education in the

direction of developing student’s competence
Second, survey and evaluate the current status of the application of IT in teaching Civic Education in
the direction of developing student’s competence at high schools.
Third, propose a number of principles and measures to effectively implement of IT application in
teaching Civic Education in the direction of developing student’s competence at high schools.
Fourth, organize pedagogical experiments to effectively evaluate the measures proposed in the thesis.


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Chapter II
THE SCIENTIFIC BASIS OF THE INFORMATION TECHNOLOGY APPLICATION IN
TEACHING CIVIC EDUCATION IN THE DIRECTION OF DEVELOPING STUDENT’S
COMPETENCE AT HIGH SCHOOLS
2.1. Theoretical basis of the information technology  application in teaching Civic Education   in the
direction of developing student’s competence at high schools
2.1.1. Application of information technology in teaching
2.1.1.1. The concept of information technology application in teaching
On the basis of an overview of the concept of application, concept of information technology and
teaching, according to the author, it can be understood that the application of IT in teaching is the use of
achievements of IT in order to effectively build, adjust and exploit information resources into teaching
activities to improve the effectiveness of these activities.
2.1.1.2. Trends in the information technology  application in teaching
        

The following key trends are included: 

- Trends in IT application in education digital transformation.
- Trends in IT application to innovate teaching organization and teaching methods.
- Trends in IT application to innovate examining and assessing methods.

- Trends of IT application in smart education and education ecosystem.
- Modern technology and application of artificial intelligence in education.
2.1.1.3. The role of information technology in teaching
It is possible to summarize some of the most basic roles of IT in teaching as follows:
- IT provides a rich and diverse source of digital learning materials for teaching activities.
- IT helps to diversify forms of teaching organization, improve the efficiency of using teaching
methods.
- IT helps to innovate the  examining and assessing methods, and improve the effectiveness of 
examining and assessing methods in teaching.
- IT creates diverse learning conditions for learners.
- IT facilitates self-study and self-improvement of teachers.
- IT contributes to creating interest in learning and skills of learners.
- IT supports teachers to carry out teaching and education to develop students' capacities and qualities
in a convenient and effective way.
2.1.2. Information technology  application in teaching Civic Education  in the direction of developing
student’s competence at high schools.
2.1.2.1. Competency and capacity development-oriented teaching
* The concept of competence: In the 2018’s General General Education Program, competency is
defined as "an individual attribute that is formed and developed through existing qualities and learning and
training processes, allowing people to mobilize synthesis of knowledge, skills and other personal attributes
such as interest, belief, will, etc, to successfully perform a certain type of activity, achieve desired results in
specific conditions” [32, p.37]
* Teaching oriented to develop competence: Different from teaching program approaching content,
oriented competence teaching program focuses on describing output competence, can be considered as the


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“end product” of teaching process. The management of teaching quality moves from "input control" to
"output control", meaning students' learning outcomes. In the capacity-oriented teaching program, learning

objectives are often described through a system of competencies. The desired learning outcomes are
described in detail and are observable and measurable. Students need to achieve the required results specified
in the program. The introduction of training standards is also to ensure the quality management of outputoriented education.
2.1.2.2. Teaching Civic Education following the orientation of student capacity development at high schools
* An overview of the position and characteristics of the subject of Civic Education in high schools: In
the 2018 PE program, the general education subject continues to be identified as playing a key role in
educating students about the sense and behavior of citizens. Through lessons on lifestyle, ethics, law, and
economics, "educational education fosters students' main characters and core competencies of citizens,
especially feelings, perceptions, beliefs and ways behave in accordance with ethical standards and provisions
of law, have life skills and bravery to study, work and be ready to perform civic responsibilities in the cause
of national construction and defense and the association. international import" [32, 24].
* Development-oriented competencies in students through teaching Civic Education in high schools
The development of students' competencies in teaching the subject of Civic Education is determined to
include common competencies (capacity for autonomy and self-study; capacity for communication and
cooperation; capacity for problem-solving and creativity) and specific competencies of the subject. Civic
Education (capacity to adjust behavior, ability to develop self, capacity to learn and participate in socioeconomic activities) [33, 7].
On the basis of presenting the position, role, and knowledge characteristics of Civic Education at high
schools and the general and specific competencies of Civic Education towards students’ formation and
development at high school, it can be seen that Teaching Civic Education  in the direction of developing
student’s competence at high schools is the process of going through topics/lessons in Civic Education at
high schools, with the organization and guidance of Civic Education teachers, students’ active and initiative
participation in learning activities to gradually form and develop for themselves corresponding
competencies, in accordance with the objectives and characteristics of the subject.
2.1.2.3. The role of information technology in the formation and development of students' capacity in
teaching Civic Education at high schools
On the basis of analyzing the concept and role of IT in teaching; IT  applying ability in teaching Civic
Education; general and specific competencies towards the formation and development of students in
teaching Civic Education. In our opinion, information technology plays an important role in the formation
and development of students' competencies in the current Civic Education teaching process, specifically:
* Firstly, the role of IT in the formation and development of common competencies among students

in teaching Civic Education, including: The role of information technology in the formation and
development of self-directed and self-learning competence; The role of information technology in the
formation and development of communication and cooperation competence; The role of IT in the formation
and development of problem-solving and creative skills
* Second, the role of IT in the formation and development of specific competencies of Civic
Education for students, including: The role of IT in the formation and development of behavioral adjustment
skills; The role of IT in the formation and development of personal development skills; The role of IT in the


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formation and development of the capacity to learn and participate in socio-economic activities formation
understand and participate in socio-economic activities
2.2. The practical basis of the information technology application in teaching Civic Education in the
direction of developing student’s competence at high schools.
2.2.1. Overview of the situation survey
To find out the current situation of teaching Civic Education in the direction of developing student’s
competence at high schools, the author conducts a survey on the perception knowledge of 85 Civic
Education teachers and 1228 students at 31 high schools in several provinces and cities in the North (Tuyen
Quang, Yen Bai, Vinh Phuc, Hanoi, Bac Ninh, Bac Giang, Hung Yen, Hai Duong, Thai Binh, Ninh Binh). In
addition, the author also absorbed the research of the authors who have reported on the actual situation of
teaching Civic Education at high schools in scientific conferences at all levels, in scientific journals; Collect
ideas and share from education experts, especially in the field of teaching Civic Education at high schools.
Some typical results obtained are as follows:
2.2.2. The current situation of teaching Civic Education in the direction of developing student’s
competence at high schools.
2.2.2.1. The actual situation of classroom organization and the teaching staff of Civic Education at high
schools
The classroom organization of the surveyed high schools is generally quite methodical, in accordance
with regulations of the Ministry of Education and Training. Survey data shows that the majority of teachers

teaching Civic Education are teachers with extensive teaching experience, well-trained and in the "mature"
range of teaching quality and effectiveness.
2.2.2.2. The current situation of teaching Civic Education at high schools
In general, the current situation of teaching Civic Education at high schools shows that teaching Civic
Education at high schools in the direction of developing student’s competence has not been paid much
attention and has not been properly implemented. The implementation, (if any) , is only at the formal level,
there is no consensus, there are no clear foundations and measures. This may be due to a number of reasons
such as currently most teachers are following the standards of knowledge and skills of the 2006’s Civic
Education program while the 2018’s Civic Education Curriculum oriented towards the development of
students' competencies has not been published into implementation yet. Meanwhile, the approach to teaching
perspective towards the development of students' ability of the Civic Education teachers is still quite passive,
under the strong influence of the content-oriented teaching.
2.2.3. The current status of information technology application in teaching Civic Education in the
orientation of student capacity development at high schools
Through the survey results on the current status of IT application in teaching and learning Civic
Education of teachers and students at high schools, it can be asserted that: Although both Civic Education
teachers and students have very positive perceptions about the necessity and the role of IT application in
enhancing the quality of teaching and learning Civic Education, developing student’s competence through
the  IT  application in teaching Civic Education, but the level of IT application of teachers and students is
still quite low, mainly at the level of occasionally implementing basic forms of IT application for
demonstration in class. The application of IT in teaching Civic Education follows the interaction process
between teachers and students, among students to prepare lessons before teaching in class, studying
homework through the Internet, social network websites is low. This also causes certain effects to intensify


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the quality of IT application in teaching Civic Education in particular and to raise the quality and
effectiveness of learning in general.
Sub-conclusion of Chapter II

Looking at the theoretical background shows that IT has an important part in the success of each
country's education, in improving the teaching effectiveness of teachers and students. The form of IT
application in teaching Civic Education today is very diverse and rich. The IT application in teaching Civic
Education at high schools has more advantages than traditional teaching. In particular, the application of IT
in teaching not only helps teachers easily achieve the goals of knowledge, skills and attitudes towards
students in the lesson, but also helps teachers facilitate the formation and development of general, specific
competence in students. Therefore, the application of IT in teaching Civic Education is an urgent
requirement to advance the effectiveness of teaching and learning this subject at high schools, meeting the
requirements of the current fundamental and comprehensive renovation of education and training. To be able
to apply IT in teaching Civic Education in the direction of developing student’s competence effectively, it
not only requires Civic Education teachers to have a solid major knowledge base, have an understanding of
IT and be able to apply IT achievements suitable for the subject, but also requires teachers to identify the
competencies that need to be formed in students in the  teaching Civic Education process, including common
competencies (self-control and self-study capacity, communication and cooperation capacity, problem
solving and creativity capacity) and the specific competencies of Civic Education (behavior adjustment, selfdevelopment, inquiry and participation in socio-economic activities). Besides, teachers also need to
determine how to form and develop these competencies in students and assess the level of formation and
development of students' competencies in the teaching process.
From theoretical issues, the author conducts a survey on the current status of IT application in teaching
Civics Education at high schools to determine the practical basis of IT application in teaching civics-oriented
development of student ‘s competence at high schools . The study of the practical basis shows that at high
schools, although both the Civics Education teachers and the students are aware of the need of applying IT in
teaching Civics Education, in fact the level of IT application in teaching activities of teachers and students
are still quite low, the application form is still quite monotonous, mainly for searching and performing,
transferring the knowledge of Civics Education lesson, the effectiveness of IT application in teaching is not
high. There are many reasons leading to this situation such as: Leaders of high schools have not really
concern about the application of IT in teaching Civics Education; the psychology of high school leaders,
Civics Education teachers, and students still consider Civics Education as an "extra" subject, so there has
been no proper investment and attention; Teachers of CDs have not yet mastered the principles and methods
of applying IT in teaching Civics Education according to the orientation of developing students' competence;
The level of IT application of teachers and students is still limited,etc.

Theoretical and practical foundations of the application of IT in teachingCivics Education according to
the development orientation of student’s competence show the urgency of the application IT in teaching
Civics Education at high schools aimed to contribute to the formation and development of students general
and specific competencies of Civics Education. So, educational management levels, teachers and students
need to concern and invest so that the application of IT is done more, application manners needs to be
associated with the formation and competence of students at high school.


12

Chapter III
PRINCIPLES AND MEASURES TO APPLY INFORMATION TECHNOLOGY IN TEACHING
CIVIC EDUCATION IN THE DIRECTION OF DEVELOPING STUDENT’S COMPETENCE AT
HIGH SCHOOLS
3.1. The principles of the application of information technology in teaching Civic Education at
high schools according to students' capacity development
The application of information technology in teaching Civic Education is an urgent requirement to
contribute to the innovation of the teaching system, teaching methods, improve the effectiveness of teaching
and learning this subject according to the orientation of the student's competence development. According to
the author, to improve the effectiveness of IT application in teaching Civic Education according to the
students' competence development, teachers must ensure the basic principles in teaching Civic Education.
Teachers also need to ensure the principles of IT application to contribute to the formation and development
of students' competencies. On that basis, the application of IT in teaching Civic Education in the orientation
of developing students' competence needs to ensure several basic principles as follows:
3.1.1. Principles of ensuring subject objectives
The objectives of the Civic Education curriculum at high schools in 2006 which was proposed before
the occurrence of the official dispatch No.5512/BGDĐT-GDTrH were identified as the goals of the
knowledge, skills, and attitudes. These goals are generally defined quite clearly according to the standards of
knowledge and skills of each lesson in the Civic Education scheme, Grade 10th, 11th, and 12th. Ensuring the
subject objectives during the process of applying IT, it asks the Civic Education teachers to determine that IT

application is an environment and a tool to support teachers during the process of teaching this subject which
is aimed to achieve the goals of the lesson, not the target.
In the process of applying IT in teaching Civic Education following the student's competence
development, teachers firstly must determine the requirements need achieving related to students'
competence after completing the lesson/topic, and then combine the application of IT with teaching methods,
teaching methods, teaching techniques to organize learning activities for students to achieve the requirements
at the correctly and sufficiently. That is to help teachers avoid applying IT unsuccessfully (below the
standard) or much over the requirements of the lesson for students.
3.1.2. Principles of focusing on organizing learning activities for students
   In the teaching process of according to the orientation of students' capacity development, organizing
learning activities plays an important role in forming and developing students' competence because students'
competencies can only be formed and developed while students participate in learning activities. Therefore,
to form and develop students' competencies, teachers cannot present lectures by applying IT to impart
knowledge to students, but teachers need to pay more attention when applying IT to organize learning
activities for students at all stages: Students apply IT to prepare new lessons before going to class; Students
apply IT to participate in learning activities, make reports, and exchange lesson content in class; Students
apply IT to review the last lesson and widen the lesson at home. Thus, IT will be an environment, a tool, and
a method for students to use for their learning activities so that students can form and develop common and
specific competencies of Civic Education.
3.1.3. Principle of ensuring that Information technology devices and teaching software must be easy to
use for teachers and students


13

Ease of use is a requirement for teachers and students when applying IT in teaching in general and in
teaching CDT in particular. This requires the selected teaching equipment to be easy to operate, easy to use,
highly configurable; PMDHs must have an easy-to-use, highly intuitive interface. Currently, basic teaching
equipment in high schools such as computers, projectors, television screens, etc. are quite familiar and easy
to use for teachers and students. Besides, some commonly used PMDHs such as PowerPoint, Video Editor,

Google Meet, Zooms, Azota, Padlet, Quizizz, ... all have quite simple, intuitive and easy-to-use interfaces for
teachers. and HS. In addition, there are some software such as SPSS, IATA that have many practical and
effective features in assessing students' learning outcomes, but due to difficulty in using, very few teachers
choose.
3.1.4. Principles of providing digital learning resources for students in the teaching process
Among the subjects in high school, CDD is the most direct and profound party subject. In order to
ensure the orientation of digital learning resources in the process of applying IT to teaching the subject of
civic education in the direction of student competence development, teachers need to pay special attention in
the selection of information related to lessons, images, video by the source of this information, images, and
clip illustrations are mainly collected by teachers through the Internet, but now on the Internet there are
many news sites, blogs, etc. of hostile and anti-destructive forces. Our Party and State go against the interests
of the entire nation.
3.2. Methods of applying information technology in teaching Civic Education at high schools
according to students' capacity development.
3.2.1. Method to prepare conditions for applying information technology in teaching Civic Education
3.2.1.1. Preparation of facilities for information technology application
The preparation of physical facilities for IT application plays a role in ensuring that there are sufficient
conditions for facilities and facilities in the direction of modernization to meet the needs and requirements of
the application. ICT in teaching Civic Education.
3.2.1.2. Fostering and improving the level of information technology application for teachers of civic
education
The fostering and improving the level of IT application in teaching is an urgent requirement for all
teachers in general and teachers of Civic Education in high schools in particular. This not only orients the
goal of building a team of qualified teachers in IT application to achieve knowledge goals, but also orients
the formation and development of common PCs, competencies, and specific competencies of the students.
subject of Civic Education, meeting the requirements of fundamental and comprehensive reform of
education and training.
3.2.1.3. Building an online learning management system (LMS)
LMS stands for Learing Management System, translated into Vietnamese means Online Learning
Management System. In essence, this is an application software that allows the management and operation of

the system of documents, instructions, monitoring, reporting and provision of electronic education
technologies (also known as online education). E-Learning) for courses or training programs.3.2.2. Methods
of applying the information technology in  designing  teaching activities Civic Education at high schools
according to students' capacity development.
3.2.2. Measures to apply information technology to prepare for the teaching process of Civic Education in
the direction of developing students' capacity in high schools


14

The author proposes measures to apply IT to prepare for teaching management of Civic Education
subject to the orientation of developing student competence in high schools as follows:
* First: Teachers need to accurately determine the goal of teaching about competence for students in
the planning of the topic/lesson of Civic Education.
* Second: Determining how to develop oriented competence for students through the planning of
topics/lessons of Civic Education
* Third: Estimated plan for applying IT in the business plan of the subject/lesson of Civic Education in
order to develop student competence
* Fourth: Selecting teaching software to design learning activities for students in the teaching plan to
develop student competence
* Thursday: Test run of Ministry of Education and Training, repair and complete
3.2.3.Methods of applying the information technology in teaching Civic Education at high schools
according to the students' capacity development
3.2.3.1. Applying information technology to organize opening activities
The application of IT in the process of organizing the opening activities of the lesson on Civic
Education not only helps teachers create a positive learning attitude for students, leading students into new
lessons, but also helps teachers initially develop skills in the classroom. Students such as communication and
cooperation skills (through answering and discussing opening questions), behavior adjustment skills
(students are initially aware of behavioral standards related to the lesson),...
3.2.3.2. Applying IT to organize activities to form new knowledge

In the series of activities of teaching Civic Education, the formation of new knowledge is the activity
that plays the most basic role. Depending on the ability and qualifications of the teacher along with the
combination of teaching methods and teaching methods at different levels, each teacher will achieve
different teaching results. With the application of IT in the organization of activities to form new knowledge,
depending on the purpose of each small activity, teachers will apply IT in different forms and levels.
Therefore, the results obtained will also be different.
3.2.3.3. Applying IT to organize practice activities
The application of information technology in the practice activities of the teaching of Civic Education
not only helps students to form and develop common competencies through participating in learning
activities with different teaching methods and techniques organized by teachers, but also help students
continue to achieve the component competencies of specific competencies in the civic education subject such
as the ability to evaluate their own and others' behavior in the behavior adjustment capacity (students
evaluate the behavior of others in situations caused by The ability to learn about socio-economic phenomena
in the capacity to learn and participate in socio-economic activities (students can explain some current
phenomena, civic issues) in Vietnam and around the world).
3.2.3.4. Applying IT to organize application activities
In the process of implementing application activities with the use of IT, through the application
requirements/tasks given by teachers to students, students will use IT to perform these requirements and
tasks in many ways. such as searching on tools such as Google, YouTube or searching and exchanging
information on forums, etc. This not only enriches students' knowledge but also contributes to the
development of search skills. information search, development of students' self-study ability, problemsolving ability of students.3.2.4. Methods of applying the information technology in examining and


15

evaluating teaching activities of Civic Education at high schools according to students' capacity
development.
Besides promoting the advantages of IT in the assessment of Students' learning results, teachers also
need to pay attention to list testing questions more comprehensively, the special point is to assess students'
skills and attitudes, and student's ability to apply knowledge to solve practical problems related to the lesson.

3.2.4. Measures to apply information technology to test and evaluate the learning outcomes of Civic
Education subject to the orientation of developing students' capacity in high schools
Besides promoting the advantages of IT in assessing students' learning outcomes through the use of
testing and assessment software, teachers also need to pay attention to investing in their test
questions/exercises to have can be assessed more comprehensively, about the component competencies of
the general and specific competencies of Civic Education. In particular, focus on assessing the ability to
apply knowledge of topics/lessons in the subject of Civic Education to participate in activities and solve reallife problems appropriate to the age of students.
Sub-conclusion of Chapter III
In this chapter, on the basis of determining the principles of applying IT in teaching the subject of
Civic Education in the direction of student competence development, the author has proposed measures to
apply IT in teaching this subject towards the development of student competence in high schools, including:
Group of measures on IT application conditions; IT application measures to prepare for teaching
management; measures to apply IT to organize teaching activities and measures to apply IT to assess
students' learning outcomes in teaching Civic Education subject to the development of student competence in
high schools. All these measures are always open in terms of technology, teachers can flexibly use
information technology devices, teaching software, and digital learning materials to suit the application level.
own IT, physical facilities of students' families, themselves and the school in order to achieve the highest
efficiency in teaching Civic Education in the direction of developing students'competence.


16

Chapter IV
EXPERIMENTING WITH THE INFORMATION TECHNOLOGY APPLICATION IN TEACHING
CIVIC EDUCATION IN THE DIRECTION OF DEVELOPING STUDENT’S COMPETENCE AT
HIGH SCHOOLS
4.1. Experimental plan
4.1.1. Experimental purpose
The author conducts a pedagogical experiment to test the effectiveness and feasibility of the
application IT in teaching Civic Education at high schools according to the orientation of developing

students' competence.
4.1.2. Experimental objects
The experiment was carried out with 796 11th-grade students in the school years 2020 - 2021 at the
top 5 high schools below: Tan Trao High School (Tuyen Quang City, Tuyen Quang Province); Soc Son High
School (Soc Son District, Hanoi City); Cam Giang High School (Cam Giang district, Hai Duong province);
Yen Dung 2 High School (Yen Dung district, Bac Giang province); Gia Vien B High School (Gia Vien
District, Ninh Binh Province).
-   The experiment is conducted in the school year 2020-2021. We choose 2 classes for each school (1
experimental class and 1 standard class). In the first experiment, we choose 10 classes from 5 schools (5
experimental classes with a total of 401 students and 5 standard classes with a total of 395 students); In the
second experiment, 10 classes were also selected from 5 schools (5 experimental classes with a total of 401
students and 5 standard classes with a total of 395 students). The total number of experimental and standard
classes of two years of the experiment is 20 classes (10 experimental classes and 10 standard classes), the
total number of students participating in experimental classes is 802 students, and standard classes are 790
students.
4.1.3. Experimental teachers
During the experiment, teachers whose major is Civic Education who were graduated from
pedagogical universities, have teaching experience of 5 years or more, have good morals, responsibility, and
enthusiasm at work, proficient in the application of IT in teaching Civic Education, supported and actively
participated in the process of applying IT in the innovation of teaching methods of Civic Education
4.1.4. Experimental content
Due to the limitations in conditions and timeline of the thesis as well as the actual operation process of
high schools, we designed topic 1: "Competition in the market economy" and topic 2 : "Supply and demand
in the market economy" for students at the 11th-grade Civic Education at high schools to participate in
experiments. The experimental classes are taught according to the flipped classroom model, and standard
classes are taught in the traditional methods.
4.2. Experimental methods and preparation
4.2.1. Experimental method
Sticking to the theoretical basis presented in chapter 2 and the methods presented in chapter 3, we
decide to conduct experiments with the proposed methods in the chapter 3.

Before teaching experiments, we have a 45-minute test to check the initial input competence of the
experimental and standard classes, use it as a database to compare the similarity of the experimental and  
classes, and compare the development of students' competence before and after teaching experiments. In
order to prepare the training plan for the experimental and standard classes, we set up a simulation plan,


17

build detailed teaching schedule for experimental and standard classes ,while the experimental classes will be
applied the information technology in teaching process to achieve the teaching goals of  knowledge, skills,
attitudes and on track of the orientation of developing students' competence; With the standard classes, the
traditional method will be conducted, without applying IT to achieve the usual knowledge, skills and attitude
goals. The experiment was conducted twice. After each experiment, we hold a meeting to discuss, collect
opinions, synthesize and process test results of the experimental and standard classes, by mathematical
methods. The experimental results were analyzed by both qualitative and quantitative methods.
4.2.2. The experimental preparation process/the preparation process of experiment
The experimental preparation process includes: Choosing experimental schools; Selecting
experimental and standard objects; Preparing conditions for experimentation, building a rating scale to
evaluate students' ability after applying IT in teaching Civic Education at high schools; Training teachers on
experimental teaching methods, and participating in collaboration before conducting experiments; Selecting
a mean of experimental result processing..
4.3. Experimental implementation
4.3.1. Survey of input capacity
Before conducting the experiment, we conduct a survey on the level of initial competence of students
in the experimental group and the standard group. The survey was conducted twice: the first time is at the
beginning of the 2018 - 2019 school year and the second time is at the beginning of the 2019 - 2020 school
year through the use of a combination of objective multiple-choice questions with essay questions. After
conducting two surveys, we synthesize and process the results. The results of the survey  for both 2 times
show that the level of initial input competence of the experimental and standard groups is similar, shown in
the following table:

Table 4.3: Summary of frequency distribution of competency assessment scores of students in
the experimental and standard groups without pedagogical impact
EXPERIMENTAL CLASS

STANDARD CLASS

POINT

Frequency of
appearance

Total
score

Percentag
e

Frequency of
appearance

Total
score

Ratio %

0

0

0

0.00

0

0

0.00

1

0

0

0.00

0

0

0.00

2

0

0

0.00

0

0

0.00

3

8

24

1.99

7

21

1.77

4

33

132

8.23

30

120

7.59

5

116

580

28.93

113

565

28.61

6

129

774

32.17

128

768

32.41

7

71

497

17.71

69

483

17.47

8

36

288

8.98

39

312

9.87

18

9

8

72

1.99

9

81

2.28

10

0

0

0.00

0

0

0.00

Total

401

2367

100.00

395

2350

100.00

Table 4.4: Competence level of students in both the experimental and standard groups without
pedagogical impact
Group

Total number of lessons

Number of lessons, level (%)
Level 1

Level 2

Level 3

Level 4

Experimental Classes

401

41
10.22%

245
61.10%

107
26.68 %

8
2.00%

Standard Classes

395

37
9.37%

241
%

108
27.34%

9
2.28%

 
Table 4.5: Characteristic parameters of the assessment of input competence of students in the
standard group and the students in the experimental group without pedagogical impact.
Characteristic parameters

Experimental Class

Standard Class

Average mark (x)

5.90

5.94

Standard error (m)

0.09

0.09

Standard deviation (S)

1.23

1.23

CV coefficient of variation (%)

20.8

20.7

4.3.2. Experimental results
We conducted the 1st experiment in the 1st semester, the 2018 - 2019 school year, the 2nd experiment
in the 1st semester, the 2019 - 2020 school year. After finishing each experimental and standard lesson, we
proceed to evaluate the competence of students in both experimental and standard groups through test No. 1
and test No. 2. The synthesis of the results of the 1st experiment and the 2nd experiment is shown by means
of the synthesis of test results No.1 and Test results No. 2.
Table 4.6: Summary of frequency distribution of competency assessment scores of students in
the experimental and standard groups in the test No.1
POINT

Experimental Class

Standard Class

Frequency of
occurrence

Total
points

Ratio %

Frequency of
occurrence

Total points

Ratio %

0

0

0

0.00

0

0

0.00

1

0

0

0.00

0

0

0.00

2

0

0

0.00

0

0

0.00

3

0

0

0.00

5

15

1.27