Dạy học thực hành kỹ thuật theo hướng phát triển kỹ năng làm việc hợp tác cho sinh viên sư phạm tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HA NOI UNIVERSITY OF EDUCATION

NGUYEN TRUNG KIEN

TEACHING TECHNICAL PRACTICE TOWARDS
DEVELOPING COLLABORATIVE WORKING SKILLS
FOR PEDAGOGICAL STUDENTS

Major: Theory and method of teaching Department of Industrial Engineering

Code: 9.14.01.11

SUMMARY OF DOCTORAL THESIS INSCIENCEEDUCATION

Ha Noi - 2020


The thesis is completed at:
HA NOI UNIVERSITY OF EDUCATION

Supervisors: 1. Assos. Prof. Dr. Le Hong Son
2. Assos. Prof. Dr. Dang Thanh Hung

Referee1: Assos. Prof. Dr. Ta Tri Phuong
Ha Noi Pedagogical University 2
Referee 2: Assos. Prof. Dr. Do Anh Tuan
Hung Yen University of Technology and Edication
Referee 3: Assos. Prof. Dr. Dang Van Nghia
Ha Noi National University of Education

The thesis will be examined
by Examination Board of Ha Noi University of Education,
at………………………………………..

The thesis can be found at:
- National Library, Ha Noi
- Ha Noi University of Education Library



1

PREAMBLE
1. RESASON CHOOSES THE THESIS TOPIC
The world is entering the era of technology revolution 4.0, setting
the task for the education sector in the new phase to train generations of
learners who can adapt to worldwide developments, including Modern
skills.
Resolution No. 29-NQ/TW “on fundamental and comprehensive
innovation of education and training, meeting the requirements of
industrialization and modernization in the context of socialist-oriented
market economy and integration. international” was approved by the 11th
Central Conference of the 11th session.
Training activities now require students to spend a lot of time on
self-study and group work, students have to study individually, and have
to cooperate with each other to complete the learning tasks.
These are the main reasons why the author chooses the thesis topic:
“Teaching technical practice towards developing collaborative working
skills for pedagogical students ”.
2. PURPOSE RESEARCH

Research theoretical basis and practical basis of teaching technical
skills (TTS) towards developing collaborative working skills (CWS) for
pedagogical students ; thereby proposing measures to teach the
practicetechnical towards developing CWS for pedagogical students , in
order to improving the quality of teaching in colleges and universities of
education with technical training in this time.
3. GUEST, OBJECTAND RANGE RESEARCH
3.1. Guest research
The process of teaching practicetechnical in the current training program
of Technical Education.


2

3.2. Objectresearch
The nature of the relationship between teaching practicetechnical
and improving CWS for pedagogical students .
3.3. Rangeresearch
- Researching the teaching activities of the practicetechnical in the
classroom space.
- Survey at: Nam Dinh Teacher Training College; Nam Dinh
University of Technology Education; Hanoi University of Education;
Thai Nguyen University of Technology.
- Proposing measures to teach technical skills towards developing
skills of teaching skills for students.
- Experimental organization in the teaching of basic electric
practice at Nam Dinh University of Technology Education.
4. THEORY OF SCIENCE
If building and using measures teaching inpractice technical
towards developing CWS for pedagogical students with the nature,

theoretical principles, requirements and necessary techniques, it will
have better accomplish the item. Teaching targets, developing CWS for
students, there by improving the quality of teaching practice technical.
5. RESEARCH DUTY
5.1. Researching the theoretical basis of teaching practice technical
towards developing CWS, proposing the system of CWS for current
students technical.
5.2. Surveying and analyzing teaching inpractice technical towards
developing CWS for pedagogical students .
5.3. Proposing measures to teach practice technical towards developing
CWS for pedagogical students , applying to teach Practice basic
electricity.
5.4. Testing and evaluating research results.


3

6. RESEARCH METHOD
6.1. Method of theoretical research: Analyzing documents, synthesizing
documents, systematizing, generalizing materials sources to build
theoretical basis for the topic.
6.2. Practical research methods: Survey by questionnaires, observation,
interviews, expert advice and pedagogical experiment.
6.3. Mathematical statistics method: Data processing in the status survey
and testing and evaluation of proposed measures.
7. CONTRIBUTION OF THE THESIS
7.1. In theory:
Developing the theoretical basis of teaching practicetechnical towards
developing CWS for students, namely:
- Clarify the concept, characteristics, structure and criteria of CWS.

- Clarify the principles of teaching practice technical towards developing
CWS for students.
- Proposing the system of CWSfor students of technical education.
7.2. In terms of practice:
- Proposing models of teaching practice technical towards developing
CWS for students.
- Proposing 5 measures of teaching practice technical towards developing
CWS for students.
8. STRUCTURE OF THE THESIS
The main content of the thesis consists of 4 chapters and
conclusions and recommendations (135 pages), including 30 tables and
16 pictures. There are also: introduction (5 pages), reference number: 95;
Appendix: 11 (31 pages).


4

Chapter 1.
THEORETICAL BACKGROUND OF TEACHING PRACTICE
TECHNICAL TOWARDS DEVELOPING COLLABORATIVE
WORKING SKILLS FOR STUDENTS
1.1. Overview of research issues
This content presents researches on the direction of research on the
teaching practicetechnical, teaching collaborativein the world and in
Vietnam. On that basis, give the following conclusions:
1. Teaching practicetechnicalis one of the teaching activities that
are widely researched and implemented in the world and in Vietnam.
2. This research is a research direction that has been interested in
many domestic and foreign authors, serving as a basis for implementing
many activities teaching collaborativeand study in regions around the

world, including Vietnam.
3. The development of CWS for students is in accordance with the
viewpoint of modern teaching and perspectives on educational
innovation in our country today.
4. Theresearches have been studies on teaching practice technical
towards developing a number of vocational skills for learners, but mainly
on personal manipulation skills, there has not been a separate study on
CWS in the working environment ofteam work.
5. The published works on collaborative teaching CWS for
students only mention the general theoretical issues, propose measures to
organize collaborative activities in the theoretical teaching environment,
there are not many works going into the study of developing CWS in
practical teaching, including teaching practice technical.
1.2. Basic concepts related to the topic
1.2.1. Teaching practical techniques


5

Teaching practice technical is a pedagogical process organized by
lectures with the aim of teaching learners to consolidate, apply
knowledge and form skills, labor skills; contribute to forming technical
capacity for learners.
1.2.2. Skill
Skills are a kind of controlled and conscious activities, which are carried
out technically on the basis of applying knowledge, thereby achieving
certain results.
1.2.3. Collaborative
Collaboration is the concept of the environment and working
relationship, characterized by the willingness of individuals to work

together with one or a group of others on the basis of common goals and
interests.
1.2.4. Collaborative working skills
Collaborative working skills are a collection of words and actions that
are carried out consciously and technically in the process of
coordinating with others on the basis of applying knowledge and action
methods to achieve results. general.
1.3. Some basic content aboutCollaborative working skills
1.3.1. Characteristics of collaborative working skills
- Firstly, CWS aspect of certain actions or actions.
- Secondly, CWS have a basic foundation of positive interdependence of
individuals participating in common activities.
- Third, CWS are both stable and flexible, flexible and creative.


6

- Fourthly, the mechanism of CWS is actually a mechanism of
coordination and action in different group activities.
1.3.2. Structure of collaborative working skills

Figure 1.1. Structure of collaborative working skills
1.3.3. The process of formation and development of CWS
The process of formation and development of CWS is a process that is
implemented in a rational and scientific way through five stages:
- The stage of receiving knowledge about the CWS to equip the students
with the purpose, requirements, tasks and ways of CWS.
- The stage of expressing the process of CWS reconstructing the
operation to form an activity symbol, making it capable of being ready to
apply in a specific situation in a positive way.

7

- The stage of mastering the method of building and implementing CWS.
At this stage, CWS is formed by observation, consciously implementing
activities that have been and have been done before.
- The stage of proficient implementation of CWS in a conscious manner.
At this stage, CWS are gradually developed thanks to regular practice,
drawing experiences through many times of implementation.
- Creative application phase of CWS in different situations. On the basis
of the skill of teaching skills, it has been practiced in normal conditions,
students can apply to cooperate effectively in new situations.
1.3.4. Assess collaborative working skills
In view of the thesis, the basis of assessing LVHT skills is expressed
through five criteria:
- Correctness: Assessing the level of identifying the purpose, meaning,
requirements, ways of CWS and properly implementing CWS activities.
- Completeness: Assessing the implementation of the 5 CWS in the CWS
process (skill in teamwork, team communication, task assignment,
development relationships skills, skills to action together).
- Proficiency: Assessing the level of maturity in the implementation of
CWS activities in basic conditions.
- Effectiveness: Assessing the quality and progress in the process of
CWS at a standard time.
- Flexibility: Assessing the ability to quickly handle, respond in the CWS
process to suit the actual situation.
1.4. Some issues in teaching practice technical towards developing
collaborative working skills for Students of Technical Education
1.4.1. Principles of teaching practice technical towards development

collaborative working skills


8

+ Firstly, it is necessary to organize technical activities in groups.
+ Second, to create an environment for students to depend on each other
positively.
+ Thirdly, ensuring interaction and support among individuals in the
group.
+ Fourth, ensure students have high personal responsibility.
+ Fifth, ensuring feedback and adjustment in teaching.
1.4.2. The structure ofteaching practice technical towards development
collaborative working skills
The structure of teaching practice technical towards development CWS
based on the basic structure of teaching practice technical, but requires
teaching to focus on exploiting the positive dependence relationship of
students with students with target formation and development CWS
besides forming career skills of students according to learning
requirements.
1.4.3. The system of collaborative working skills needs to be developed
for students of Technical Education
CWSfor students of Technical Educationhave same structure of CWS,
but also has its own characteristics, consistent with the learning
characteristics of students of Technical Pedagogy, to ensure students
fruitful implementation of learning tasks. The thesis proposes the
structure of CWS for students of Technical Education, including: Skills
to establish cooperative groups, Communication Skills, Skills assigned
tasks, Skills of developing Relationships, Coordination Skills of practice
with 26 specific manifestations.

1.4.4. Factors influencing technical practice teaching towards
developing collaborative working skills for pedagogical students
* On the lecture side:


9

- Lecture need to regularly raise awareness, foster and improve their
skills and skills to use teaching methods and cooperative teaching
techniques, able to organize and establish interactive relationships.
- Lecturemust know how to divide groups, guide the division of tasks,
arrange learning space, control, monitor, evaluate and support, adjust to
meet the requirements of cooperative teaching activities.
* On the students side:
- Students must be aware of the content of knowledge and method of
CWS, aiming to learn to practice skills, actively perform the tasks of
learning in class, self-study at home, from real life.
- Students must have proper methods, plans and practice methods to
gradually develop their CWS skills after each lesson and subject.
* Training program, syllabus and materials system:
The content of teaching technical skills needs to be properly designed by
teachers, besides, it is necessary to build a document system to support
teaching activities.
* Facilities, teaching equipment:
The conditions for ensuring teaching facilities, facilities, equipment,
practical tools, necessary materials to organize activities for teachers'
purposes.
* Number and composition of students in the class:
Experts in collaborative teaching think that often a number group of
about 4 - 6 groups, each group also has 4-6 students to facilitate the use

of grouping or emulation techniques among groups.


10

CONCLUSION OF CHAPTER 1
Through the study of the theory of teaching paractice technical
towards developing CWS for students, some comments can be made:
1. Thought to teach in the direction of developing CWS has existed for a
long time, has been widely applied in the world and in Vietnam, bringing
about many results, promoting positive ownerism. learners' dynamics,
improve teaching quality, in line with modern teaching trend.
2. Teaching skills in the direction of developing CWS has a scientific
basis based on the theory of teaching technical skills and factors in
teaching, taking collaborative activities between students and students as
motivation and taking group activities as the main form of teaching.
3. On the basis of inheriting the research results and actually surveying
the needs and characteristics of learning activities of students of technical
pedagogy, the dissertation proposes a system of CWS including five
component skills: Skills to establish cooperative groups, communication
skills, skills assignment task, skills of development relationship, practical
coordination of skills with 26 instrumental manifestations can. These
skill groups have a mutually reinforcing relationship, working together
and developing.


11

Chapter 2. TEACHING REALITY PRACTICE TECHNICAL
TOWARDS THE DEVELOPMENT

COLLABORATIVEWORKING SKILLSFOR STUDENTS
2.1. Overview of surveying the situation
The topic of surveying three groups of subjects is: 52 lectures are directly
working and teaching at colleges and universities with technical teacher
training, 554 students, 46 students have graduated, now working in
localities throughout the country with many different environments.
Since then, the topic has been conducted:
- Evaluate the awareness of lectures about teaching practice technical
towards developing CWS for pedagogical students .
- Evaluate the status of organizing teaching practice technical towards
developing CWS for pedagogical students .
- Evaluate the role of CWS in professional practice after graduation.
- Study about the factors affecting teaching and learning practice
technical towards developing CWS for pedagogical students .
- Study CWS of pedagogical students in this time.
2.2. Survey results
2.2.1. Reality of lectures and students' awareness about teaching
practical techniques towards developing collaborative working skills
for students
The survey results confirm that the majority of lectures are
basically having good perceptions about the importance, characteristics
and basic requirements of teaching practice technical towards developing
CWS for students. They have also identified their role in developing
CWS for students. However, on the specific tasks of lectures in the
teaching processpractice technical towards developing CWS for students,
lectures still have certain mistakes. Quite a lot of lectures mistakenly


12

believe that in teaching towards developing CWS for students, actively
participate and be willing to solve problems that occur in the process of
collaborative working of students. For students, most of them have
understood the basic characteristics of teaching practice technical
towards developing CWS, but there are still many students who are not
fully aware yet, deeply about this issue, in which the 3rd, 4th and 5th
year students after having gone through specialized learning activities
have better knowledge than the first year students entering the school.
2.2.2. Reality of teaching practical techniques towards developing
collaborative working skills for students
Basically, the requirements and contents of practical teaching are
quite convenient to design and practice technical training in collaborative
groups for students, but in fact, due to the investment of time and effort,
rarely lectures redesign, besides most lectures think that assessing the
capacity of students before organizing practice for lectures is not
difficult.
In terms of facilities, practical tools and materials when designing
practical teaching techniques in collaborative groups for students, it is
quite sufficient and convenient to work in groups.
The fact about equipment and teaching conditions when organizing
teaching practice techniques in collaborative groups for students is quite
convenient, but the division of collaborative groups, ways of dividing
lectures' groups when organizing teaching collaborative technical
practice for students is relatively simple; mostly random, not paying
attention to techniques or pedagogical intentions in group division.
2.2.3. Reality of the role of collaborative working skills of students
Technical pedagogy in professional practice


13

With the results of the survey of former students, it is possible to affirm
that the collaborative working skills are important in the practical career
activities of students after graduation. In addition, practical skills are
information that the thesis needs to consider in order to develop
appropriate collaborative working skills development measures.
2.2.4. Reality of collaborative working skills of students of Technical
Education
Through the survey results, we consider that students are basically aware
of the role and willingness to work. However, system CWS of students is
still limited. There are many reasons for this fact, maybe due to objective
reasons are quite large class sizes, making it difficult to divide groups;
facilities and conditions of facilities are not really guaranteed for
teaching activities practice technical in the direction of developing CWS
for students; besides, there are some subjective reasons such as: lectures
have not really spent time designing activities of collaborative practice
technical for students; lectures do not have much support, orientation
and use of methods when organizing teaching practice technical towards
developing CWS; students have not been consulted, fully instructed
about principles, manipulation, group cooperation behavior for students;
the assessment of practice results has not promoted the motivation for
active students to cooperate.


14

CONCLUSION OF CHAPTER 2
1. Awareness of lectures and students about teaching practice technical
towards developing CWS is right, and highly appreciate the role of
teaching in this direction. However, there are still incomplete perceptions

about teaching practice technical towards developing CWS, equipping
lectures and students with knowledge about teaching practice technical
towards developing CWS is a necessary issue.
2. Teaching practice technical towards developing CWS for students
current are not really good. Lectures have not considered the CWS as the
target to be achieved when teaching. Very few lectures apply positive
techniques and methods, mainly traditionally grouping and teaching.
Lectures do not have processes and methods to determine goals, select
methods, control, guide and inspect collaborative teaching effectively.
3. Lectures also face certain difficulties in teaching practicetechnical
towards developing CWS for students. Specifically, the contents of the
syllabus and materials are not convenient for designing cooperation
tasks; grasp the capacity of each student before organizing practice;
Lectures do not have the skills to observe, evaluate and adjust
collaborative activities of students; conditions and teaching facilities are
also incomplete and synchronous ... These are issues that need to be
addressed.
4. Through investigation of the status CWS of students of technical
education shows that students have awareness of CWS, students also
more or less have the skills to work in certain cooperation, but the
development of these skills is mainly at medium level, the children have
shown some basic skills but the level of proficiency is not high, not
stable, and need to continue to develop.


15

CHAPTER 3.
TEACHING METHODS OFPRACTICE TECHNICALTOWARDS
DEVELOPING COLLABORATIVEWORKING SKILLS

3.1. Principles for building technical practice teaching methods
towards developing collaborative working skills
Ensuring teaching in association with the objectives and content of the
program. Ensuring between personal study and group study. Ensure
systematic. Ensure practicality. Ensure comprehensive effectiveness.
3.2. Methods of teaching technical practice towards developing
collaborative working skills for students
3.2.1. Improve knowledge about collaborative work for students
The thesis proposes to improve the knowledge of CWS for students
through the construction of a CWS handbook.
3.2.2. Develop a process of teaching technical practice towards
developing collaborative working skills

Figure 3. 1. The process of designing practical tasks towards
developing CWS for students


16

Figure 3. 2. Process of organizing practice activities towards
developingCWS for students
3.2.3. Use collaborative teaching methods and techniques
The use of appropriate methods and techniques will create a learning
environment to promote the working efficiency of student groups, while
ensuring the objectives, learning requirements, and developing CWS for
students. Each content of technical expertise has different methods and
cooperative teaching techniques, even one content can use many
methods, cooperative teaching techniques. Within the thesis limit, how to
exploit and use teaching methods according to projects, case study,
techniques of tablecloths and Jigsaw techniques.

3.2.4. Building a collaborative environment through IT communication
In order to apply IT platforms to create a highly interactive and shared
environment, it is implemented both during class and outside of class
time. Through the Internet data system initially established by lectures,


17

students exploit, exchange and interact with each other through websites,
webquests, emails, forums, via online applications such as Facebook,
Skype , Zalo, Google Driver ... to create an environment for students to
easily connect, cooperate with each other, to both improve the quality of
learning, and to work towards developing CWS for students.
3.2.5. Assessment of technical practice teaching focuses on
collaborative working skills
Lectures have evaluation methods to create a positive dependency
relationship among group members, based on 3 criterias: (1) Results,
working capacity of individual students, (2) Conclusion overall
performance of the group, (3) CWS in the process of team-work.
Lectures

design

practical

tasks

before

organizing

teaching

practicetechnical must be based on practical content, make appropriate
requirements and tasks, and can evaluate the results of working capacity
of individually, can evaluate the overall performance of the group.
3.3.Application of basic electric practice teaching towards developing
collaborative working skills for students
The thesis has applied 5 above measures to teaching Practice Basic
Electrical according to the Detailed Syllabus of Practice Basic Electrical
of Nam Dinh University of Technology Education(2016). These
measures are implemented before, during and outside of practice hours,
establishing a network of documents related to practical contents that are
readily available for students to easily access; Students can exchange and
discuss with each other anytime, anywhere;
The synchronous implementation of measures into the teaching
process Technical practice will resonate the positive impacts on the
learning process of students, help students to ensure knowledge, skills
and attitudes as required. subjects, developing CWS.


18

CONCLUSION OF CHAPTER 3
Chapter 3 of the thesis has made the following contents with scientific
results and meanings:
1. On the basis of theory and practice of teaching practice technical
towards developing CWS for students, based on the characteristics of
teaching practice technical, the project has built 5 measures reflect
different ways of impacting on the teaching process. Practice techniques

to develop CWS for students.
2. Measures clearly determine the purpose, content, method of
implementation, conditions of implementation, with the orientation to
create favorable environments for students to work collaborative together
and with lectures. Measures are taken to meet the stages from designing
to prepare teaching to organizing, controlling teaching and assessing,
aiming to both improve learning outcomes and develop skills cooperation
for students.
3. To deploy teaching practice technical towards developing CWS for
students to be effective, lectures need to use synchronous coordination,
intermingling measures together. The application of measures also
requires lectures to invest and prepare carefully, based on the condition
of facilities, equipment, facilities, capacity of students as well as based
on specific contents of activities.
4. Based on the proposed measures, the thesis has applied
toteachPracticebasic electricity towards developing CWS for students.
The feasibility as well as the effectiveness of measures and application in
teaching Practice basic electricity will be tested and evaluated in chapter
4 of the thesis.


19

Chapter 4 . TESTING AND EVALUATION
4.1. Purpose, object and method of testing
- The general purpose of testing is to check the correctness of the
scientific hypothesis that the topic stated, the specific purpose of the test
to assess the correctness and feasibility of the proposed topic measures;
evaluate the effectiveness of implementing Practice basic electricity.
- Experimental subject by expert method and pedagogical experimental

method; with pedagogical experimental methods, the thesis selected test
subjects as the second-year student, Nam Dinh University of Technology
Education, conducted experiments in 2 phases in the second semester of
2018 - 2019.
- Experts' method are applied for comments through Expert opinion form,
through interview activities that the author directly conducts with a
number of qualified and experienced experts in teaching practice
technical. Experimental pedagogical methods are conducted in parallel
teaching classes and experiments with the same content. Experimental
class teaches according to the proposal of the thesis, the teaching class
teaches normally. The method of assessing the learning results of
students in the experimental and general classes is applied the same.
4.2. Testing by expert method
Expert methods are conducted through the exchange and sending of
documents on the skills of Collaborative Work and the characteristics of
teaching Technological practice towards developing skills Collaborative
work for students, from which professionals give comments on measures
developed through expert opinion votes and direct interview activities.
- Qualitative results:
Most experts agree with the proposal of the concept, structure of CWS
and teaching methods practice technical towards developing CWS of


20

students. In particular, many experts identify each content of different
practice technical , depending on the specific teaching conditions and the
application of appropriate measures.
- Quantitative results:
In general, the comments and suggestions of experts are very valuable,

helping the author complete the measures that the topic has built.
Regarding the results of evaluating the effectiveness of applying
measures to teaching Practice Basic Electric of 9 experts, lectures have
the expertise and directly teach the subjects of Electrical Engineering,
basically all the assessment pole.
Table 4.1. An overview of the measures developed
3- High level, 2- Medium, 1-Low level
Scientific,
Content rated

Possibility

Effectiveness

logical

3

2

1

3

2

1

3

2

1

Measure 1: Improve collaborative
knowledge for students through
collaborative Handbook

26

9

0

31

4

0

25

10

0

Measure 2: Develop teaching process
Technical practice towards developing
CWS

19

14

2

22

12

1

18

10

7

Measure3: Usingcollaborative teaching
methods and techniques

27

7

1

23

10

2

28

5

2

Measure 4: Enhancing the cooperation
environment through the application of
IT and communication

29

6

0

25

9

1

31

3

1

Measure 5: Innovating theassessment
and assessment of teaching towards
CWS for students

22

12

1

16

13

6

21

12

2


21

4.3. Test and evaluate by pedagogical experiment method
Pedagogical career methods are organized at Nam Dinh University of
Technical Education, lectures teach the same part of Practice Basic
Electric in experiment and control classes. In which, the experiment class

implements the proposed measures, the class of teaching is deployed
normally.Experimental process is organized into 2 phases on the object
of 72 year 2 students in Electrical System, Automatic Control, Electricity
- Electronics in Nam Dinh University of Technology Education.
- Qualitative results:
Through the data collected through observation, observing directly 10
sessions of experiment and control classes, we can affirm the attitude and
spirit of cooperation of the experimental groups is much higher than that
of the control groups. Most of the students of the experimental classes
were interested in learning new ways by communicating, collaborating
and seeing "more fun". Through this, they also found that their CWS
were practiced. training and development.
- Quantitative results:
Based on the results and the comparative score graph of the experiment
and control classes, the percentage of good and good grades in the
experimental classes is always higher than that of the general class, the
second test has a clear difference than the test firstly, the CWS of the
experimental students also have better development level.
General assessment: Through empirical results from 01/2018 to 3/2019,
applying teaching methods Practicing techniques for teaching Practice
Basic Electric at Nam Dinh University of Technology Educationtowards
developing CWS gave positive results, learning results as well as CWS
of students of experimental classes have been developed higher than that
of the general class.


22

CONCLUSION CHAPTER 4
1. The measures proposed by the dissertation are the plans to actualize

the application of teaching reasoning basis practice technical towards
developing CWS for students, with orientation for application in
different practice technical subjects. In fact, in order for the
implementation of teaching to be effective, it is necessary to flexibly
apply measures based on specific conditions.
2. The application of measures at the beginning will have certain
acquaintances with both lectures and students. Once you understand the
thought of teaching and forming habits in practice, students will be
excited, enthusiastic and proactive, thereby both improving learning
results and developing CWS.
3. At the end of the experiment, the students are very excited and the
evaluation results show that the CWS of the students have evolved quite
well in all 6 groups of CWS. In addition, the results also showed that it
has initially formed for students behavior, mental attitude to actively
cooperate in learning and training. These learning skills and qualities are
very meaningful for university students in the development trend of
society today.
4. Experimental results in both batches and direct interview of lectures
and students all showed positive results. This confirms the advantage of
the proposed and tested measures. Applying to teaching practice
technical towards development CWS is a right direction in training,
contributing to improving teaching efficiency and implementing teacher
training goals in the current period.