QUẢN lý GIÁO dục kỹ NĂNG SỐNG THÔNG QUA HOẠT ĐỘNG TRẢI NGHIỆM CHO học SINH các TRƯỜNG TIỂU học CÔNG lập THÀNH PHỐ hà nội TRONG bối CẢNH HIỆN NAY TOM TAT LUAN AN ENG

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INTRODUCTION
1. Rationale
1.1. Educational experts argue that "life skills" are developed on the basis of the "living
viewpoint" in the "honesty, kindness and beauty" category of the "living values" category.
Living value is the foundation for every human being to cultivate, to act, to live for
themselves, for the family and the community. This is the new philosophy of education in the
period of development of the country with the socialist-oriented market economy, promoting
industrialization and modernization, international integration. Live-life instruction for students
must be done through hands-on activities or experimental learning.
1.2. In the general education curriculum, practical activities are called experimental
activities. Experimental learning aims to provide students with a realistic environment that
demonstrates living activities that apply theories as practical, from which to develop and
develop life skills. However, the perception of living skills as well as the institutionalization of
life skills education in general education in Vietnam is not very specific, especially in guiding
the organization of life skills education through Experience activities for students at all levels,
inadequate levels.
1.3. In primary schools, at the age from 6-11, students who are experiencing rapid
physical, intellectual, psychological and personality development are urgently needed to be
equipped with core skills. Identify the program and how to educate students' living skills.
1.4. Hanoi is the capital of Vietnam, in recent years due to the rapid urbanization and
integration, students from small age have been educated to form life skills. With the
development and diversification of the cultures of these regions, this has directly affected
people's life skills, with youth and adolescents being the most affected. In addition, due to the
need to innovate the new textbook program, the program targets learners' ability and life skills
for learners, it is important to manage the life skills education for students through
experimental education.
The above analysis is the reason for the thesis author to select the research topic:
"Management of life skills education through experimental learning for pupils in Hanoi
primary schools in the current context "as dissertation thesis.
2. Purpose of the study

The dissertation systemizes the theoretical foundation of life skills education and
management of life skills education through experimental learning for students in general and
elementary students in particular; Analyze the current status of life skills management for
primary school children in Hanoi through experimental learning, then propose measures to
manage life skills education through experimental learning for students Hanoi Primary School
in the context of education innovation today.
3. The subject and object of study
3.1. Researchers
Active life skills education through experimental learning for elementary school
students.
3.2. Research subjects
Management of life skills education through experimental learning for elementary
school students.
4. Scientific hypothesis
Life skills education for elementary students has been done in different forms and has
achieved certain results. However, the life skills of primary students are still not met, many
elementary students are still confused about self-service skills, self-learning skills;
communication skills ... One of the basic reasons is that life skills education for elementary
students is not linked to experimental activities, management of life skills education for students


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through experimental activities Inadequate, and therefore the result of life skills expressed in
elementary school students not meet the requirements of society ...
If comprehensive management measures are implemented in a way that focuses on better
implementation of the education sector's regulations on life skills education, develop a system of
evaluation criteria and monitor implementation Through life experiences through wellorganized activities, the well-organized teacher education of life skills for students and better
coordination between the school, family and society, the life skills education through
Experimental activities for students in Hanoi primary schools will be greatly improved.
5. Research tasks

5.1. To systematize the theoretical foundation on river skills education for primary
school pupils and the management of life skill education for pupils through experimental
activities in the current context.
5.2. Analyze the situation of life skills education through experience and management
of life skills education through experimental activities for pupils in Hanoi primary school
5.3. Propose measures and test a measure
6. Scope and location of the study
6.1. Research scope
- Experimental activities for students in the new textbook curriculum will be implemented in
2018, in the program of life skills education for students in schools that are still being
implemented but not yet addressed. and effective. The dissertation thus incorporates an
analysis of the current status of life skills education for students currently practiced in
elementary schools and is linked to the content of experimental activities in the new
curriculum.
6.2 On the subject of the survey
- Managers: 25 principals, vice principals.
- Teachers and staff of 196 people in the school.
- Parents of 250 students
- The social forces, officers of mass organizations, politics outside the school do the
management of education in the locality 25 people.
A total of 496 people.
6.3 On the subject of survey and testing
School surveys were conducted from September 2015 to September 2017
- 6 schools in Hanoi: Thai Thinh Primary School, Dong Da District, Le Van Tam Primary
School, Hai Ba Trung District, Thanh Cong B Primary School, Trung Yen Primary School,
Cau Giay District; Quynh Mai Primary School, Hai Ba Trung District; Ba Dinh primary
school in Ba Dinh district;
- 4 schools outside of Hanoi: Dong La Primary School, Hoai Duc District, Soc Son District
Primary School, Bac Phu Primary School, Soc Son District; Minh Khai Primary School, Son
Tay District.

- Testing a measure of proposed measures at Le Van Tam Primary School - Hai Ba Trung
District, Hanoi.
7.Methodology
7.1. Methodology
7.2. Research Methods
7.2.1. Group research methodology
7.2.2. Group research methodology
7.2.3. Group mathematical methods
8. Research questions
1. What is the role of life skills education for primary school children in the current context?


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2. What is the management of life skills education for elementary students through
experimental learning? What are the factors that affect the management of life skills education
for elementary school students through experimental learning?
3. At present, how do life skills education through experimental learning for primary school
children in Hanoi have been implemented and managed? What difficulties have to be
addressed in order to do better?
4. What are the measures to better implement life skills education through experimental
learning for primary school pupils in the context of education reform?
9. Points of protection
1) Life skills education through experimental learning is an effective way to educate
elementary school students on life skills that are relevant to the current social scene.
2) Life skills education through elementary activities for elementary school children in Hanoi
is not satisfactory because the management of this educational activity in primary schools is
still limited, inadequate for many reasons. different.
3) Management of life skills education for pupils through experimental activities in primary
schools will be effective in the context of a well-trained staff and educators The knowledge
and skills of pedagogical organization and implementation of this activity.

10. Contribution of the thesis
10.1. In theory:
- Systematize and manipulate basic concepts of life skills education and life skills
management through experimental learning for elementary students.
- Identify the role of life skills education and management of life skills education through
experimental learning for elementary school students in the current context. Demonstrate the
characteristics of life skills education through experimental learning for elementary school
children (by analyzing the goals, content and pathways to implement life skills education
through experimental learning. pupils in elementary schools). A research thesis that identifies
experimental activity is one of the most effective ways to educate students about life skills.
- Identify the management content and the factors that affect the management of life skills
education through experimental learning for primary school pupils, from which the basic
content of activity management education life skills through experimental learning for
students in elementary school and a reference for teachers and administrators who organize
experimental activities for students in the general education curriculum new.
10.2. Practicality
Identify issues that need to be addressed in the management of life skills education through
experimental learning for students in primary schools in Hanoi.
- Proposed measures to manage life skills education through experimental learning for
elementary school students by approaching the process and reaching the target.
- The research results of the dissertation project can be used as a reference in primary teacher
education on life skills education for students through experimental learning; Foster primary
school principals for the management of life skills education through experimental learning
for elementary school students.
11. Structure of the thesis
Beyond the introduction, conclusion and recommendation. The thesis structure 3 chapters.


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Chapter 1

LITERATURE REVIEW ON LIFE SKILLS EDUCATION MANAGEMENT
THROUGH EXPERIMENTAL ACTIVITIES FOR PRIMARY SCHOOL STUDENTS
IN THE CURRENT CONTEXT
1.1. Study overview issues
1.1.1. Research on life skills and life skills education for students
a) Research on the goals of life skills education for students
b) Research determines the content and other structural elements of life skills education
c) Research on the content of life skills education for specific target groups
1.1.2. Study on organization of experimental activities for high school students
In the draft of the new general education curriculum promulgated by the Ministry of
Education and Training in 2017, including the program of experimental activities for pupils
from primary to high school.
1.1.3. Study on management of educational activities in schools and management of life
skills education for pupils
a) Research on the management of educational activities in schools
b) Research on the management of life skills education for students through experimental learning
1.2. Life skills education through experimental learning for elementary school students
1.2.1. The concept of life skills education for elementary students
1.2.1.1. Living skill
Life skills help people to be self-reliant, able to adapt to the people around them and to
society, enabling them to respond positively to situations of life. Life skills include physical
activity and thinking in the human brain. Life skills can be formed spontaneously, through
education or self-training.
1.2.1.2. Education
General educational activities are organized in a value oriented way, aiming to achieve the
goal of comprehensive education for learners and to create educational and active learning
environments for learners. When participating in the Synod of Bishops, the trainees conduct
their activities according to general principles, common goals, common values and common
measures so that they are educated according to common criteria.
1.2.1.3. Life skills education for students

Life skills education is understood as one of the educational activities held in the school.
Thus, in structure, it carries the full elements of the educational process and can be integrated
into the system of subjects and fields of study in the school. However, it can also be done
outside of the classroom during off-hours activities - extra-curricular activities.
1.2.1.4 Primary students
Elementary school children are educated in elementary schools These students may be
educated in public elementary and non-public elementary schools. In the study of educational
research dissertation for HSTH schools in public schools, the schools are in the system
invested by the State in all aspects from operating budget to educational program.
1.2.1.5 Life skills education for elementary school children
Life skills education for primary pupils is an educational activity organized by educational
institutions with objectives and plans and programs of primary school education in order to
form and develop primary school pupils. Individuals are empowered to have self-control and
ability to cope actively with the surrounding environment and appropriate life-style of primary
school age development, to meet the goal of comprehensive education. of general
education.1.2.2. Hoạt động trải nghiệm cho học sinh ở trường tiểu học
1.2.2.1. The concept of experimental activity
According to the Draft Experimental Activity Program in High School, "Experimental
activity is compulsory education from grade 1 to grade 12, in elementary school called
Activity Activity."
1.2.2.2. Purpose of experimental activity in elementary school


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Potential needs of elementary school students when participating in experimental
activities
* Ability to adapt to life
* Design capacity and organizational performance shown
* Career Orientation Capabilities
1.2.2.3 The program and stages of experimental learning for elementary school students

For elementary education, the content of the activity program focuses more on self
development, life skills, relationships with friends, teachers and family members. In addition,
labor activities, social activities and familiarization with some occupations are also organized.
1.2.3. Life skills education through experimental learning for elementary school students
1.2.3.1. The goal of life skills education is through experimental learning for
elementary students
Provide students with the appropriate knowledge, attitudes and skills, and to develop healthy,
positive behavior habits; Eliminate negative behaviors, habits, and situations in daily life.
1.2.3.2. Content of life skills education through experimental learning for elementary
students
• A group of life-long learning skills
• Life skills group targeted at friends and the community
• Work-oriented living skills
• Social-oriented life skills group
1.2.3.3. Method and form of life skills education through experimental learning for primary
students
a) Method of educating life skills through experimental learning for students
Problem-solving methods; Role play; Forum method; Group discussion method; Game
method
b) Form of life skills education through experimental learning for students
1.3. Management of life skills education through experimental learning for elementary
school students
1.3.1. The concept of management and management of life skills education through
experimental learning for elementary school students
1.3.1.1. Management concept
Management is a process that impacts the objective rule of the subject of the
management to the object of management to exploit and effectively utilize the potential and
opportunity of the object management to achieve the item. management. In an ever-changing
environment, the subject matter governs social, organizational, human and financial resources,
the quality and prestige, policy regimes, policy guidelines management methods and

management tools to achieve management objectives.
1.3.1.2. Management of life skills education
Management of life skills education through experimental learning for elementary students
is the process of engaging in the exploration, selection, organization and implementation of
experimental activity, from the process manager Work in accordance with objective rules to
perform experimental activities for primary students to achieve the educational goals and life
skills training for students have set.
1.3.2. Content management of life skills education for students through experimental
learning in elementary school
1.3.2.1. Develop a plan for EFA activities for students through experimental activities in
primary schools
The management of the plan of educational activities of living skills includes:
management of the development of regular work plans, work plans according to themes, plans
for fostering teachers and plans for investment in facilities. such as performance conditions,
plans to coordinate with educational forces, plans to test the performance of living skills.


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1.3.2.2. Program management, contents of the state of play for children through experience
activities in elementary school
Content of life skills education program through experimental activities is shown in
different classes with different levels. The program of experimental activities in the draft of
new curricula and life skills education for students has been concretized according to the book
"Experimental activities" edited by Nguyen Quoc Hung (2017) from grade 1 to grade 5
1.3.2.3 Fostering the capacity to organize experimental learning for primary school teachers
and those involved
The teacher training should be flexible, can be fostered according to the training
program of the Ministry of Education and Training, but most need is the on-site training and
the cluster to teachers to self-efficiency. .
1.3.2.4. To manage the activities of auditing and evaluating experimental activities for HS

students
To assess the implementation of the life skills education program, managers need to stick to
the set objectives, use appropriate assessment methods and follow a scientific assessment
process. The assessment of the implementation of educational programs on living skills should
be based on the way the subject class is evaluated, which is self-assessment and evaluation
from the outside.
1.3.2.5. Coordination of forces participating in life skills education through experiences for
primary pupils
a) Class teacher
b) Ho Chi Minh City People's Committee
c) Coordinating with other educational forces ...
1.3.2.6. Facility management and conditions for implementing life skills education through
experimental learning for elementary school students
a) Regarding materials, reference books
b / Regarding material foundations and teaching equipment
1.4. Factors affecting the management of life skills education through experimental
learning for elementary school students
1. Socio-economic conditions of families and localities
2. Documents providing guidelines for the sector on organizing experimental activities
and providing education for children
3. Leadership capacity of the MB
4. Parental involvement
5. Capacity of GVCNL and GV teaching experience activities
6. Psychophysiologic characteristics of students
Conclusion Chapter 1
Life skills are the skills and abilities of each individual formed through his or her personal
experiences throughout the course of human existence and development. Experience
opportunities to create opportunities for students: mobilize the knowledge and skills of
different disciplines and fields of education to experience the realities of family life, school
and society; involved in all stages of the operation, from operational design to preparation,

implementation and performance evaluation; experience, expressing ideas, creative ideas,
choosing ideas for activities; express and self-affirm, evaluate and self-evaluate the
performance of yourself, your group and others ... under the direction and organization of the
educator, thereby forming and broadcasting Develop the core qualities and core competencies
identified in the overall program and specific capabilities of Experimental Activity.


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Chapter 2
THE SITUATION OF LIFE SKILLS EDUCATION MANAGEMENT
THROUGH EXPERIMENTAL ACTIVITIES FOR STUDENTS
HANOI CITY HIGH SCHOOL
2.1. Overview of primary education in Hanoi
2.1.1. Overview of the geographic location of Hanoi
Hanoi is located on the right bank of the Da River and on both sides of the Red River, its
location and favorable location for a political, economic, cultural, scientific center and
important traffic hub of Vietnam.
2.1.2. Overview of primary education in Hanoi
2.1.2.1 Number of schools and sizes of students
Table 2.1. School size, grade and elementary students in Hanoi
2014-2016 period
number of
Standard
number of
number of
school
class
students
2014- 2016- 2014- 2016- 2014- 2016201420162015
2017

2015
2017
2015
2017
2015
2017
Industry
707
719
418
438
15841 16491 590382 641850
Public
669
676
413
430
14871 15437 561955 612481
Public self-control
1
3
0
1
30
87
1389
3065
Private
35
39

4
7
822
958
23700
26134
Private
0
1
0
0
0
9
0
170
(Source: Hanoi Department of Education and Training)
2.1.2.2 Teachers and primary school administrators
In the school year 2014-2015, the whole city has 33,361 teachers.
2.1.2.3. The status of primary education
Ha Noi Education and Training has concentrated on directing the implementation of the
program on renewal of general education at all levels.
2.2. Organization of survey activities
a. Purpose of the survey:
- Survey on the status of life skills education for pupils in primary schools.
b. Survey content:
Surveying the status, level of implementation, level of awareness, level of implementation,
level of influencing factors ... to manage the life skills education for primary school pupils.
c. Survey method
- questionnaire survey method; In-depth interviews; Observation method; Product research
method; Analytical methods; Mathematical statistical methods

d. Location and object of the survey:
- 6 schools in Hanoi: Thai Thinh Primary School, Dong Da District, Le Van Tam Primary
School, Hai Ba Trung District, Thanh Cong B Primary School, Trung Yen Primary School,
Cau Giay District; Quynh Mai Primary School, Hai Ba Trung District; Ba Dinh primary
school in Ba Dinh district;
- 4 schools outside of Hanoi: Dong La Primary School, Hoai Duc District, Soc Son District
Primary School, Bac Phu Primary School, Soc Son District; Minh Khai Primary School, Son
Tay District.
Participants included:
- Managers: 25 principals, vice principals.
- Teachers and staff of 196 people in the school.


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- Parents of 250 students
- The social forces, officers of mass organizations, politics outside the school do the
management of education in the locality 25 people. A total of 496 people
2.3. Status of life skills education through experimental activities for primary school
pupils in Hanoi
2.3.1. Awareness of learning object on life skills education for elementary school students
through experimental learning
2.3.1.1. Perceptions of administrators, teachers and parents of students on life skills education
through experimental learning for primary school students.

Figure 2.1. Percentage of comments appreciated by managers and teachers
and parental education on life skills education through activity
experience for elementary school students
2.3.1.2. The perception of subjects on subjects participating in life skills education for
students through experimental learning
Life skills education for students has not been fully understood by teachers and the teacher

itself has not clearly defined the life skills education through experimental learning activities
for students as the task of spear teachers. any education.
2.3.2. Current status of life skills education through experimental learning for elementary
students
Based on the in-depth interviews of the research participants from CBQL to GV, it
was noted that from teaching methods in class, teachers have focused on group teaching so
that students with collaborative skills can work in groups. . Therefore, the students have a
good sense of self and are able to work together in groups.
Table 2.5. The rate of comments evaluating the level of group performance
life skills for primary school students
Rating rate of performance, Average Rank
%
score
Good Fair Average Weak
1. Educate self-learning skills, showing
7,2 26,9
41,7
24,2
2,17
3
responsibility for learning
2. Education skills demonstrate honesty in
10,5 32,7
45,2
11,6
2,42
1
learning
3. Education of the skill to carry out the
7,6 22,8

42,1
27,5
2,10
4
tasks assigned in a responsible manner
4. Educate the use of personal and public
8,8 19,6
53,9
17,7
2,19
2
facilities.


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Based on the opinions of the 6 school principals, every year, extra-curricular topics are
taken into consideration. Especially social-oriented, community oriented activities. HSTH has
been educated KS in road traffic, communication skills and behavior with the community.
However, the higher the level of agility such as the ability to resolve conflicts is limited.
Through the field survey, the social skills of primary school pupils in the urban areas were
higher than those of the secondary schools in the suburbs of Hanoi.
2.3.3. The status of life skills education through experimental learning for elementary
students
Table 2.7. The results of evaluation form life skills education
Through experimental learning for elementary students
Rating rate of utilization,%
Form of education
1. Through integrated teaching of
classroom subjects.
2. Through self-selected topics

3. Through activities outside of class time
4. Through the operation of the club
5. Through the classroom hours and
activities under the flag

Good Fair Average

Weak

Avera
ge
score

Rank

9,8

12,6

60,4

17,2

2,15

3

7,1
18,4
4,8

24,5
30,9
18,1

52,7
45,35
46,6

15,7
5,35
30,5

2,23
1,75
1,97

2
1
5

6,9

21.1

42,8

29,2

2,06

4

The type of extra-curricular activities is most welcome. Specifically, up to 18.4% of the
judges evaluated this form of education as good and 30.9% of the reviews were good. This shows
the level of need for life skills education for students through extra-curricular activities and the
predominance of this form.
2.3.4. Current status of life skills education through experimental learning for primary
students
Table 2.8. The rate of comments on methods of life skills education
Through experimental learning for elementary students
Rating rate,%
Average
Method
rank
Very
score
often
rarely none
often
1. Make an example
7,5
38,1
50,5
3,9
2,49
2
2. Imitate another person
10,3
48,4

29,8
11,5
2,57
1
3. Experimental method
7,7
20,6
36,2
35,5
2,00
5
4. Problem solving methods
4,9
30,2
40,7
20,5
3.7
4
5. Casting method
8,8
16,9
41,3
33,0
1,93
6
6. Group discussion method
12,6
37,4
44,5
5,5

2,57
1
7. The game method
6,3
39,7
25,8
28,2
2,24
3
In addition to the content of life skills education for students, the method of living skills
education through experimental learning also plays an important role in attracting and
enabling elementary students to acquire the necessary life skills. . The survey results
shown in Table 2.8 show that methods to educate pupils in primary schools are not applied
much, not often.


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2.4. Status of management of life skills education through experience activities for
primary pupils in Hanoi
2.4.1. Current status of life skills development planning through experimental
learning in primary schools
Survey results show that the development of life skills planning through experimental
learning for students has not yet been considered by the school board, most of the survey
content is assessed at normal level and not good. So at the beginning of the school year, the
school has no detailed plans, details of this activity, professional plans are still the school
BGH more emphasis. This is one of the reasons leading to the effectiveness of life skills
education through experimental activities for students in schools is not high.
2.4.2. Current status of program management, content of life skills education through
experimental learning activities for students
2.4.2.1 Status of program management, content of life skills education through experimental

learning activities for students to integrate into the cultural subjects of the teacher
For the Department of Education and Training of Hanoi every year is still organized
teacher competitions excellent at all levels, through this form, the department reminded the school
teachers special importance to organize experimental activities to condition students participate in
activities through which the formation and development of life skills. With the lessons taught by
teachers who have really demonstrated the integration of GDKNS through the experience for
HSTH.
2.4.2.2 Status of program management, content of life skills education through experimental
learning activities for students in class teacher work
Table 2.11. The results of the assessment of the performance of life skills education
through experimental learning activities for the classroom teacher
Degree of implementation averag
Contents
rank
good fair average weak e score
1. Plan for life skills education through
15,6
35,3
49,1
1,66
5
experimental learning
2. Organizing, deploying content that is
15,2 28,5
50,7
5,6
2,53
1
rich, attractive and appropriate
3. Coordinate with lecturers, HCMC

Peoples' Welfare Unit, CMHS to teach
12,5 33,0
46,5
8,0
2,50
2
life skills through experimental activities
for students.
4. Evaluate the results of participation in
life skills education through students'
6,8
24,7
45,4
23,1
2,15
3
experiences
5. Learning from experience after
10,1 15,9
48,8
25,2
2,11
4
activities
2.4.2.3 Status of program management, content of life skills education through experimental
activities for students in activities outside class time


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Table 2.13. Current status of integration activities through life skills

Experience activities with sex workers
Contents
1. Develop an integrated plan for life skills
education through experience activities with sex
workers
2. Organizing, deploying content that is rich,
attractive and appropriate
3. Coordinate with lecturers, lecturers, CMHS to
organize activities
4. Evaluating the results of participation in life
skills education through student experiences
5. Learning from experience after each activity

Degree of implementation Averag
Rank
Good Fair Average Weak e score

14,8 35,4

34,6

15,2

2,50

2

15,3 25,7

51,0

8,0

2,48

3

18,5 32,3

45,9

3,3

2,66

1

8,2

24,4

45,1

22,3

2,18

4

10,6 15,8

40,7

32,9

2,04

5

2.4.3 Actual status of training teachers on life skills education through experimental
activities for pupils in elementary schools
Table 2.15. The status of training fostering teachers teach life skills through experimental
activities for students in elementary schools
Degree of implementation Averag Rank
Contents
Good Fair

1. Develop a training plan for teachers teaching the
NAP
Determine the content of training appropriate to the
capacity of the school teacher
3. Implement teacher training in flexible form
4. Evaluate the results of training participants
5. Create environment for teachers to apply skills to
be trained

Average Weak e score

12,6 26,1

45,7

15,6

2,36

3

10,9 32,4

51,8

4,9

2,49

2

16,8 23,6
8,7 31,8

52,4
43,9

7,2
15,6

2,50
2,34

1
4

11,4 28,2

39,5

20,9

2,30

5

Based on the needs and the actual capacity of the teachers, most of the surveyed
schools have developed the plan and identified the content of the training, thereby
mobilizing the resources and organizing training for their teachers. in a flexible way.
2.4.4. The status of management examines and evaluates the results of life skills education
through experimental learning for elementary students
Table 2.16. Results of assessment of the level of performance testing and assessment of
living skills through experimental learning for students
Contents
1. Develop appropriate evaluation criteria
2. Evaluating the development of life skills
education plans through dossiers and books

Degree of implementation Avera
ge Rank
Goo
Avera
Fair

Weak
score
d
ge
0

22,6

39,4

38,0

1,85

6

11,5 32,7

33,2

22,6

2,33

1


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according to regulations
3. Evaluate the implementation of the life skills

education plan through the experience of the forces
in the school

0

22,8

46,1

31,1

1,92

5

4. Examine the implementation of the plan of living
skills through the experience of the forces in the
school

0

18,5

40,9

40,6

1,78

7

5. Examine and evaluate the results of the
dissertation through the results of training of
students

0

28,4

56,2

15,4

2,13

2

6. Check the coordination of educational forces

0

35,5

40,8

23,7

2,12

3

7. Examine the use of equipment, funds for life
skills education through experimental activities

5,7

22,8

38,2

33,3

2,01

4

Comment: The results of the survey in the table above show that in evaluating the extent to
which ECD implementation through experimental activities for TH students, the following
content: Assessment of the development of life skills education plan through the record books
in accordance with regulations ranked No. 1.
2.4.5. Situation of coordinating forces in school and society to organize life skills education
activities through experimental activities
Table 2.17. The rate of comments assesses the degree of coordination of forces
at school and in society to organize life skills education activities
through experimental activity
Rating rate,%
Averag Rank
Contents
Good Fair Average Weak e score
1. Develop a mechanism to coordinate with

parents of children of disadvantaged
6,5 29,2
41,4
22,9 2,19
4
children through experience activities
2. Maximizing the off-campus workforce
contributes to the development of the ERA 13,8 31,6
47,1
7,5
2,52
2
through experimental learning
3. Coordinate with the subject teachers, to
educate living skills through experimental
15,5 35,3
43,8
5,4
2,61
1
activities for students
4. Collaborate closely with ILMP and trade
union organizations to participate in life
3,7 27,7
49,0
19,6 2,15
5
skills education through student experience
activities.
5. Demonstrate the role of the Parents

Association of the students in the field of
8,6 28,1
44,9
18,4 2,27
3
education through experimental learning


13
Through surveys and interviews with forces participating in life skills education through
experimental activities for students inside and outside the school, the management of the
coordination of the forces is quite effective. Mass organizations such as the Party Cell, Trade
Union, Ho Chi Minh City WU, each student's parents and parents' association in schools are
mobilized to the maximum in the field of EE through experimental activities for students.
2.4.6. Current status of physical and financial management for living skills education
through experimental learning
The current state of physical and financial management for life skills education through
experimental learning is moderate and these are also addressed by teachers and education
administrators. Judging is uneven.
2.5. Factors influencing the management of EE for students through experimental
activities in primary schools
Table 2.19. Actual level of impact of factors on management
AEEP for students through experimental learning
Infulence level
Avera
Factors affecting
ge
Rank
High
Low

None
score
1. Socio-economic conditions of the locality
5,3
37,9
56,8
1,48
6
2. Documents providing guidelines for the
sector on organizing experimental activities and
51,3
32,2
16,5
2,35
1
providing education for children
3. Leadership capacity of the MB
6,3
45,7
48,0
1,58
4
4. Parental involvement
11,8
25,5
62,7
1,49
5
5. The teacher's ability to teach experimental
32,3

53,7
30,1
2,34
2
learning
6. Capacity of class teacher of LWC
23,9
46,4
29,7
1,94
3
7 Psychophysiological characteristics TH
6,3
36,9
56,8
1,46
7
Through the realities of influencing factors, management levels need to develop a
uniform system of uniform regulations in the whole sector in order to guide the schools and
teachers to implement the current reform.
2.6. General assessment
a. Advantages
Under the guideline of the Ministry of Education and Training, under the direction of
the Department of Education and Training of Hanoi, over time the primary schools in Hanoi
have paid attention to the deployment of life skills education through activities. Experience to
students, from which to improve the quality of comprehensive education for students.
Highlights of life skills education through experimental activities in Hanoi primary
schools are that most managers and teachers are well aware of the necessity and urgency of
life skills education. through experimental activities for elementary school students in the
current context.

Parents always agree with the policy of the school set out in life skills education for
students, initially also have good coordination with the teacher to manage and help the school
in the organization. Life skills education for elementary school children.
Most of the studied primary schools have done quite seriously the legal documents of
the competent authorities on the organization of life skills education activities for primary
pupils. Many elementary schools have paid attention to content development and especially to
the development of life skills education through student experiences, initially achieving some
positive results.


14
Many elementary schools in Hanoi have built up the apparatus and arranged the
education force to provide life skills education for primary pupils through classroom activities
and activities outside At the time of class, a specific plan was developed for life skills
education through experimentation and implementation as planned.
A small number of schools have implemented measures to organize, test and evaluate
the implementation of life skills education for primary pupils through experimental learning,
have developed a management mechanism and coordinated management Educate life skills
through experimental learning activities for students between school, family and social
education forces.
Many schools do a good job of mobilizing resources to participate in life skills
education through experimental learning and partly meet a number of facilities for living skills
education. for students.
b. Limit
- Objectives and plans of life skills education through experimental activities
have not been clearly defined, there is no specific guidance on contents, programs and plans
for life skills education for students. , especially in the managerial work and other educational
activities. So many elementary students are weak in communication skills and self-care skills.
- The forms of organization, methods of life skills education through experimental
activities for students are not rich, diverse, attractive and not regular.

- Awareness of managers and teachers about the responsibility to implement life skills
education through experimental learning activities for students is not uniform. Teachers who
teach life skills lack the knowledge and skills to organize life skills education activities. The
organization of teacher training courses on life skills education through experimental activities
has not been paid attention.
- The coordination of incomparable forces, the awareness of life skills education of the
forces outside the school, especially the parents of students is not clear about the objectives,
content and methods. life skills education for the same school and mass organizations to
effectively implement life skills education through experimental learning activities for
students.
- The lack of facilities for physical education activities such as multi-purpose home,
modern teaching equipment. Local budgets are limited to schools, with limited funding.
Organizing major activities on life skills education for pupils through extra-curricular
activities, the activities of the PAC are not continuous. Reward work has not been properly
considered. Parental support for physical education is limited due to poor local economic
conditions.
- Organizational leadership of school leaders is not concrete, clearly lacking in guiding
documents on the content, methods and forms of life skills education through experimental
learning. primary school student. lack of quality investment.
- The school's staffs and staffing at schools have not been effective yet, and formalities
are not lacking. It teaches living skills through experimental activities for students.
- The life extension education has only been implemented in the plan to deal with
higher management agencies but not organized in a systematic and methodical manner.
- The monitoring and supervision of living skills education has not been well
implemented through experimental activities. Organizing, directing and evaluating the
effectiveness of life skills education through experimental learning activities for students is
not regular, not evaluated at the stage of the educational process.
- There is no system of evaluation criteria for management as well as implementation
of life skills education through experimental learning activities for students.
- There is no mechanism to coordinate forces in life skills education for students.

c. Causes of limitations in the management of life skills education through experimental


15
learning in primary schools:
- After all, schools still value the transfer of knowledge to students rather than forging skills
and skills to apply knowledge and practical life. The theory of practice has not been attached,
and the requirement of innovating the method of general education has not been fulfilled.
- The process of setting up staffing and staffing at schools is not in proper composition and
structure; it has not promoted the role of core staff, lack of investment in staffing to implement
the training live skills for students.
- The teachers themselves are vague about the implementation of life skills education through
experimental learning.
- Although the schools have planned and implemented the implementation, but not closely in
the inspection, evaluation, lack of specific evaluation criteria, so it is difficult to conduct
inspection activities, so the effect The effects of life skills education through experience are
not high.
Conclusion Chapter 2
Hanoi elementary schools have introduced life skills education into schools; To direct and
educate educational forces in schools such as class-chair teachers, subject teachers and teams'
boards, coordinate with trade unions, CMHS and other local agencies to participate in
educating life skills for pupils . These efforts have also created a shift in the awareness of
teachers, students, and students in the life skills education through experimental learning
activities for students and the results of teaching aids to students in the studied schools. Good
and good, this shows that the life of the HSTH Hanoi is relatively good.
These problems and shortcomings can not be resolved by resolving local, single, surface,
transient, lack of strategy and long-term vision. have not reached the depth of nature of the
problem. In order to solve basically the problems, it is necessary to have breakthrough,
comprehensive and comprehensive solutions in the management of life skills education
through experimental activities for primary pupils in Hanoi. .

16
Chapter 3
LIFE SKILL EDUCATION MANAGEMENT MEASURES
THROUGH EXPERIMENTAL ACTIVITIES FOR PRIMARY STUDENTS
IN HANOI CITY
3.1. The orientation for educational development of Hanoi city to 2020
To build and develop the Hanoi education and training system to become a center for training
human resources and fostering talents for the country. Strive to become a prestigious training
center in the area and have high knowledge; meeting the requirements of socio-economic
development and science and technology of the civilized capital - modern, the educational
needs of the population and preparation for the young generation of capital to enter the new
stage of development in the direction of industrialization and modernization. Human capital
development is civilized, elegant, dynamic, creative, talented to the traditional 1000 years of
Thang Long - Hanoi.3.2. Principle of proposed measures
3.2.1. Ensure implementation of primary education goals
3.2.2. Ensure consistency between teaching and education
3.2.3. Ensure the suitability of the actual conditions of each elementary school
3.2.4. Ensure the promotion of the education of life skills for students
3.2.5. Ensure flexibility in life skills education for elementary students
3.3. Measures to manage living skills through experimental learning for elementary
students in Hanoi
3.3.1. Strict implementation of regulations on life skills education for elementary students
through experimental learning
a) The objective of the measure
With the system of regulations on life skills education such as: Objectives of life skills
education; Content of life skills education for students, methods and forms of life skills
education for students ...
b ) Contents of implementation

c) Conditions for implementation
3.3.2. Organizing the training of primary and secondary school administrators to
participate in life skills education through experimental learning
a) The objective of the measure
Measures to raise awareness, identify roles and responsibilities for life skills
education through experimental learning; Training and fostering of professional skills,
management capacity, implementation for the staff management staff and other education
to improve the quality and effectiveness of life skills education through experimental
activities. the school.
b ) Contents of implementation
- Raise awareness of managers, teachers and learners in and out of the school about the
importance of life skills education through experimental learning activities for students
- To train staffs, teachers have sufficient capacity for management and implementation
through the implementation of some contents


17
- Fostering professional capacity to effectively implement life skills education through
experimental learning
c) Các điều kiện thực hiện
3.3.3. Strengthen the monitoring and evaluation of the implementation of life skills
education through experimental learning activities for students)
Evaluation criteria help the teacher to identify the evaluation criteria so that the goals of
life skills education for the student and the planning and implementation of the objectives are
identified.
b / Contents of implementation
During the implementation of activities based on the plan set out during the school
year, administrators will develop a system of evaluation criteria for the management and
implementation of life skills education to facilitate For the inspection and evaluation
throughout the process, in each period and each job.

c) Conditions for implementation
The urgent need is that the criteria developed must be objective and accurate, stemming
from the actual implementation of the student life skills education, management and
guidelines.
3.3.4. Develop a synergy between school, family and society to educate life skills through
experimental learning.
a) The objective of the measure
Organizing the development and improvement of the coordination mechanism between
family, school and society will contribute to promoting the implementation of contents and
tasks of the more favorable measures. The establishment of a coordination mechanism
between on the one hand, creates good relationships among learners and on the other hand
creates unity, continuity in the education process in terms of time and space. . This mechanism
will meet the indispensable requirements of the process of life skills education through
experience activities in the current period.
b / Contents of implementation
1) The mechanism of coordination between the school and the family:
2) The mechanism of coordination between the school and society:
- Building a healthy educational environment in the community:
- Create a consistent and continuous education process in terms of time and space.
3) Mechanism of coordination between family and society:
4) Develop a self-directed learning environment through experimental learning:
c) Conditions for implementation
3.3.5. Direct the development of the list of life skills suitable for primary schools students in
the spirit of the new program of education
a) The objective of the measure
The list of life skills corresponding to, with specific manifestations through behavior
and language, has the function of directing students to self-discipline, to train, to teachers,
parents, and social organizations. Just to help, remind the children to follow. This is also a

18
toolkit for assessing the results of the operation as well as the effectiveness of this activity
management.
b) Contents of the measure
1. Identify life skills groups and their corresponding behaviors and languages should
and should not be done.
2. Develop a set of criteria for assessing the level of living skills through behavior and
language of students in different situations.
c) How to proceed and conditions for implementing measures
3.4. Test the level of awareness of the urgency and feasibility of the proposed measures
3.4.1. Testing
a) Purpose of assay: Investigate urgency and feasibility of proposed measures.
b) Subjects of the assay
+ Board of Management: 21 people
+ Teachers: 186 people (165GV manager, 21 officials)
c / Contents of the assay
+ Awareness of the urgency of 5 measures in 3 levels:
* Very Urgent (RCT); Accident (CT); Not urgent (KCT)
+ Awareness of the feasibility of 5 measures in 3 levels:
Very feasible (RKT); Feasible (KT); Not possible (KKT)
d) Test method: Questionnaire survey
Table 3.1. Survey results necessity measures
Necessity
The
RCT
CT
KCT average Rank
Contents
SL % SL % SL % value
B.P1 Seriously implement regulations on

life skills education for elementary
115 55,6 69 33,3 23 11,1 2,72
3
students through experimental learning
B.P2 Organize the training of the staff of
primary and secondary school
132 63,8 63 30,4 12 5,8 2,87
1
administrators to participate in life skills
education through experimental learning.
B.P3 Strengthen the monitoring and
evaluation of the implementation of life
121 58,5 75 36,2 11 5,3 2,81
2
skills education through experimental
learning activities for students
B.P4 Develop a synergy between school,
family and society to educate life skills
98 47,3 85 41,1 24 11,6 2,62
4
through experimental learning.
B. 5. To direct the development of the list
of natural resources suitable for TH pupils
115 55,6 69 33,3 23 11,1 2,72
3
in the spirit of the program of general
education
Table 3.2. Results of the survey on the feasibility of measures

19
Contents
B.P1 Seriously implement
regulations on life skills
education for elementary
students through experimental
learning
B.P2 Organize training courses
for primary and secondary
school administrators and
teachers to participate in life
skills education through
experimental learning.
B.P3 Strengthen the monitoring
and evaluation of the
implementation of life skills
education through experimental
learning activities for students
B.P4 Develop a synergy between
school, family and society to
educate life skills through
experimental learning.
B.P5. Direct the development of
the list of life skills suitable for
TH students in the spirit of the
new program of education

Possibility
KT

SL

%

SL

%

SL

%

The
averag
e value

87

42,0

103

49,8

17

8,2

2,60

1

91

44,0

89

43,0

27

13,0

2,57

2

56

27,1

122

58,9

29

14,0

2,37

3

81

39,1

114

55,1

12

5,8

2,60

1

87

42,0

103

49,8

17

8,2

2,60

1

RKT

KKT

Rank


20
3.4.2. Relationship between measures

Measure 4

Measure 3

Measure 1

Measure 5

Measure 2

Figure 3.1. The relationship between the measures to control EFA through
Experimental activities for student
3.5. Test proposed measures
a. Test purpose:

b. Object, time, place of experiment
c. Test Content
d. Methods of implementation
e. Test results


21
Table 3.3. Test results
Evaluation criteria for testing

Teacher selfassessment,
Difference
%
Before After

Improve the capacity of the management team and implement the
life skills training
+ Perception of participation in life skills education for students is
the responsibility of all staff, teachers in the school

71,6

96

24.4

+ Awareness of the role of life skills in the development of pupil
personality

75,4

88,6

13.2

+ Awareness of life skills plays a role in motivating individuals to
develop

77,3

92,4

15.1

+ Managers, teachers have the ability to build their own plans
through experimental activities

56,6

90,5

33.9

+ Head teacher actively cooperate with family and society to teach
life skills through experimental activities for students

66

88,6

22.6

+ Officials of the mass organizations in the school grasp all policies
and guidelines of the Party, the government, the school on the
teaching of life skills through experience for students.

73,5

100

26.5

+ Teachers have the capacity to organize the process of teaching
and educating life skills through experimental activities for
students

68

90,5

22.5

+ Teachers have the ability to design lesson plans, plans for
educational activities, competency in exams, marking exams,
giving lessons towards the goal of life skills education through
experimental learning.

49

92,4

43.4

+ Capable of dealing with situations in teaching and education
oriented to educate life skills through experimental learning for
students.

68

85

17

60,3

86,7

26.4

56,6

85

28.4

56,6

83

26.4

Pedagogical capacity

Professional competence
+ Teachers have scientific knowledge about the subject and related
knowledge to integrate living skills through experimental activities
for students.
+ Teachers have methods of teaching subjects with each article, the
type of integration of education by living experience
+ Teachers have the spirit of creativity, the ability to draw and


22
Evaluation criteria for testing
popularize the experience of life skills through experimental
activities
+ Teachers have the ability to solve difficulties and problems in life
skills education through their experiences for themselves and their
peers.
+ Teachers have the ability to improve the quality of teaching,
teaching hours
+ Teachers have the ability to grasp the purpose, the requirements
of each lesson, the type of focus on the goal of life skills education;
have sufficient and steady knowledge to teach all classes

Teacher selfassessment,
Difference
%
Before After

54,7

88,6

33.9

70

86,6

16.6

73,5

90

16,5

After the test, the perception of teachers and teachers is high. They understand that life skills
education is the responsibility of all staff, teachers in the school (the difference is 24.4%);
After the test, teachers have the ability to design lesson plans, plans for educational activities,
competency in exams, marking exams, the difference was 43.4%. This is very important in the
teaching process of teachers. The second highest pre-test and post-test difference was the
ability to overcome difficulties and difficulties in life skills education through experimental
learning for themselves and their colleagues (33.9%) . This is also an extremely important part
of the teaching process, which also demonstrates that the teacher has sufficient knowledge and
skills to implement life skills education through experimental learning. In addition, the
proportion of remaining content is also quite high, accounting for 16.5 to 28%.
Conclusion Chapter 3
To overcome the inadequacies and limitations of life skills education through experimental

learning for primary pupils in Hanoi, the thesis has developed a system of management
measures to overcome shortcomings and limitations. that. Measures focused on solving issues
related to: Organization of popularization of regulations of the sector and the Department of
Education and Training Hanoi on life skills education for elementary school children;
Organize training to improve the capacity of staff to conduct life skills education through
experimental learning in primary schools; Develop a system of evaluation criteria and
strengthen the monitoring and evaluation of the implementation of life skills education
through experimental learning activities for students; Develop a collaborative management
mechanism between school, family and society to provide life skills education through
experimental learning for students; Develop a list of life skills suitable for students in the spirit
of the general education program. Proposals proposed by the author of the dissertation should
be conducted on the necessity and appropriateness and practical implementation of the
refresher method to improve the capacity of the staff to conduct life skills education through
activities. Experience in elementary school. The results of the trials and experiments show that
the proposed measures are urgent and feasible and have a huge impact on improving the
quality of life skills education through experimental learning for primary school pupils Hanoi.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion


23
1. Life skills education is an important part of the school's teaching and learning process,
contributing to the formation of a number of competencies for students to develop the whole
personality of the students, contributing to the real The educational objectives set out, the life
skills education that connects the school with reality, helps children to experience, promote
their initiative and creativity; Turn the education process into self-awareness.
2. Management of life skills education through experimental learning in primary schools is the
way to manage the content of teaching and learning activities to manage life skills education
activities to achieve the goal. The program is set up.
3. Through the survey, evaluation of the real situation of the implementation and management

of life skills education through experimental activities for pupils in 10 primary schools in
Hanoi showed that: Elementary School has developed a plan to educate life skills through
experimental learning for students and school-appropriate. School administrators have
effectively deployed from the construction of the apparatus and assignment of assistant
personnel; the mobilization of facilities and the creation of an environment in which education
forces participate in life skills education through experimental learning.
4. The results of the tests show the urgency, the feasibility of the measures and the positive
role of this activity in contributing to the formation and overall development of the pupil
personality. The results show that measure 2 is very positive and effective in managing the life
skills education through experimental learning. The test results also confirmed the
effectiveness of life skills education in the teachers' ques- tions who directly teach life skills to
elementary school pupils who play a decisive role in educating life skills effectively. Through
experimental activities for the children - so in the management should pay attention to
improving professional capacity and methods of life skills education through experimental
activities for students.
2. Recommendations
2.1. To the Ministry of Education and Training
- Reviewing to promulgate a system of documents guiding and guiding the
implementation of life skills education through experience activities for specific levels of
education.
- Program design, textbook activities to educate living skills through experimental activities
for primary school students.
- Develop regulations on professional content of life skills education through experimental
learning as one of the training programs of pedagogical schools and regular training programs
for teachers .
2.2. To Hanoi Department of Education and Training
- Annually instruct and provide training allowances for training providers in TH schools to
raise awareness about the position, roles and methods of organizing life skills education
through the grassroots activities. for students TH.
- Improve school evaluation, assess students to be responsible for the organization of life skills

education through experimental learning.
- Strengthen the inspection and development of criteria for evaluating life skills education
through the experimental activities of schools.
2.3. To District Education and Training Office
- Organize training courses for teachers and teachers on the importance of life skills education
through experimental learning in the formation of student personality.
- Organize workshops to discuss issues related to life skills education through experimental
learning. Listening to the experience of the unit made good.
- Requires schools to submit a plan for life skills education through experimental activity in
the Department of Education and registration of sample activities.


24
- Pay more attention to the innovation of this activity.
- There is a regime of rewarding units and individuals to well implement life skills education.
2.4. To Principals of primary schools
- At the beginning of the school year, to organize the implementation of measures to build up
the core team and capable and capable teachers of life skills through experimental activities
for students;
- Raise the awareness of staff, teachers and students about the position and effect of life skills
education through experimental activities in the formation and development of the personality
of students.
- Direct the forces to work out specific plans for life skills education through experimentation
and selection of contents suitable to the practical situation at the grassroots.
- Develop rules and regulations for the force and organization to participate in life skills
education through experimental activities.
- To create conditions for the purchase of necessary equipment, books and newspapers.
- There is a reasonable regime for the person in charge of this task.
- Develop an appropriate inspection and evaluation plan, pay attention to the emulation and
commendation work.

- Create opportunities for the school to exchange with your school to exchange, learn
experience.