Đổi mới phương pháp dạy học ở các trường đại học trong quân đội theo hướng phát triển năng lực người học tt tiếng anh

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INTRODUCTION
1. Reason for choosing thesis topic
In the 70s of 20th century, before the demand for educational
innovation, many researches on teaching methods appeared, notably the
innovation trend towards capacity development, helping learners adapt
promptly with the development of reality. Achievements from innovating
teaching methods towards capacity development have created a revolution
in the field of training and are considered as the key to narrow the gap
between training and labor market requirements.
In Vietnam, the issue of developing learners' competencies to
meet practical requirements has been mentioned since the 90s of 20th
century. However, it was not until the early years of the 21st century,
before the urgent requirements from practice, the problem of renovating
teaching methods towards developing learners' capacity became really
urgent. This was confirmed in the Resolution No. 29-NQ/TW of the
Central Committee of the Communist Party of Vietnam Session XI, the
2011-2020 Education Strategy of the Government and the 2005
Education Law amended and supplemented 2014.
Teaching method is one of the important components in the structure of
teaching process, which plays a decisive role in effectively acquiring knowledge,
skills and developing learners' competencies. Teaching process at school,
teaching method is not only a dynamic element, but also has a close relationship
with other elements, especially the objectives, content programs and teaching
facilities. The change of the above elements will lead to a change in teaching
methods. Nowadays, before the development of teaching content, along with the
application of scientific and technical achievements to teaching, it is posing
indispensable requirements to renovate teaching methods.
In recent years, the activity of innovating teaching methods at universitiesin
the army has been quite diverse. However, the limitations in the awareness and
competence of some lecturers, the positive, proactive and creative skills of students

as well as the backwardness of teaching techniques, are affecting the quality of
lecturers. On the other hand, the practice of military operations is placing very high
demands on the commanders at the grassroots unit in terms of both knowledge and
comprehensive competence. That raises the urgent need to renovate teaching
methods to develop learners' competencies.
Innovating teaching methods towards capacity development has
attracted the attention of many authors from different specialties. However,
there haven’t been any works that systematically studied. Therefore, the
study that clarifies both theory and practice as a basis for innovating teaching
methods at military universities, contributing to the development of officers'
competence is an urgent matter.
From the above reasons, the author chooses: “Innovating teaching
method at universities in the army under the direction of developing
learners' competencies”


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2. Aims and research tasks
Aims of the research
Building theoretical and practical basis for innovating teaching
methods in the direction of developing learners' competencies as a basis
for proposing measures to renovate teaching methods at universities in
the army towards developing learners’ capacity in order to form and
develop the necessary capacity system, help learners respond promptly to
their responsibilities and tasks after graduating.
Conducting a theoretical basis for renovating teaching methods
towards developing learners' capacity; Surveying and evaluating the actual
situation of teaching methods and innovating teaching methods at military
universities; Proposing measures to renovate teaching methods towards
developing learners' capacity and organizing pedagogical experiments to

confirm the correctness of the measures.
3. The subject, object and scope of the research
*The subject of the research
Teaching process at universities in the army.
*The object of the research
The process of renewing teaching methods at military universities
towards developing learners' competencies
*The scope of the research
Content of the research: The dissertation focuses on studying
theoretical and practical issues on renovating teaching methods towards capacity
development and proposing measures to renovate teaching methods towards
capacity development in military universities and focuses on learners in the
training system of commanding and political officers at division-level.
Area of the research: The research area of the dissertation is at the
university training institutes and schools, which are concentrated in the
Political Officers School; Army Officer School 1 and Ải Force - Air Defense
Academy
In terms of time:The figures served the dissertation research for a
period of 5 years from 2014 to 2019
4. Scientific hypothesis
Combining teaching method innovation with synchronous innovation
of teaching process elements is the optimal way to develop learners'
competence. In the process of teaching at universities in the army, if the
subjects and the pedagogical forces have a proper perception of the nature,
content, path, ways of innovating teaching methods, and actively applying
teaching methods and techniques, that wil have advantages in developing
learners' capacity, linking content innovation with innovating practical
teaching methods; At the same time, combining closely with innovating
teaching methods with promoting the effectiveness of information

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technology and innovating testing, evaluating, the capacity of learners will
develop according to the defined training objectives.
5. Methodology and research methods
Methodology: Based on the scientific methodology of dialectical
materialism and historical materialismof Marxism - Leninism, Ho Chi Minh's
ideology on education and the viewpoints of system and structure approach,
activities approach, process approach and capacity development approach.
Research method: The dissertation uses a combination of research
methods including: Group of theoretical research methods; Group of
practical research methods; Group supplementary method.
6.New contribution of the dissertation
Theoretical meanings: Building a theoretical framework for
innovating teaching methods at universities in the army towards capacity
development; identifying basic capacity system of learners; interpreting and
clarifying the characteristics of teaching methods and the characteristics of
innovating teaching methods in military universities towards capacity
development; At the same time, clearly defining the objectives, subjects,
orientation, content and factors affecting innovationof teaching methods
towards capacity development.
Practical meanings: Surveying the reality of renovating teaching
methods at military universities, pointing out the advantages and disadvantages,
identifying the causes, drawing experiences. On that basis, proposing measures
to renovate teaching methods at universities in the army towards developing
learners' capacities in a synchronized and unified manner.
7. Theoretical and practical meanings of the thesis
Theoretical aspect: Research results contribute to supplement and theory
development on renovating teaching methods towards developing learners'
capacity. At the same time, providing a scientific basis to help the teaching subjects

apply in the process of renewing teaching methods, contributing to improving the
quality of officers' training to meet practical requirements.
Practical aspects: The topic can be used as a reference for lecturers
and learners at military universities, contributing to innovating teaching
methods, overcoming the situation that only attach importance to
knowledge, overlooking the issue of capacity development.
8. Structure of the thesis
The structure of the thesis includes: Introduction, 4 chapters (13
periods), conclusions, recommendations, list of scientific works of the
author, list of references and appendices.
CHAPTER 1
OVERVIEW OF RESEARCH RELATED TO THE THESIS
1.1. The research works related to the thesis
topic
1.1.1. Research direction of teaching methods and teaching
methods towards capacity development


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1.1.1.1. Research on teaching methods
The issue of teaching method was studied quite comprehensively
by Soviet educators in the 70s of 20thcentury, typically as L.V. Zancop
(1970) with the book "Teaching theory and life"; T.A. Ilina (1973) with
the book "Teaching theory"; M.A Dannilop, I.IaLecne, M.N Xcatkin
(1980) with the book "Teaching theory of high schools". In the West,
author John Dewey (1858 - 1952) with the book "Democracy and
Education". Recently, the book "Effective teaching methods" by Robert
J. Marzano, Debra J. Pickering, Jane E. Pollock (2011).
In Vietnam, author PhanTrong Ngo (2005) with the book "Teaching
and teaching methods in schools"; author Thai DuyTuyen (2008) with the

book "Traditional teaching methods and innovation". Recently, author Bernd
Meier, Nguyen Van Cuong (2014) with the book "Modern teaching theory".
The authors have mentioned quite comprehensively the issues surrounding
teaching methods such as nature, structure, content, classification, objectivity
as well as different levels of teaching methods. In the army, author Le Minh
Vu (2005) with the book "Improving teaching methods of social sciences
and humanities in military schools"; author Tran Dinh Tuan (2013) with the
book "Theory of teaching military university".
1.1.1.2. Research on teaching methods towards capacity
development
This trend appeared in the 70s of 20thcentury, typically the author Ph.
N. Göbborlin (1976) with the book "The psychological qualities of the
teacher"; author Xavier Roegiers (1996) with the book "Integrated
Pedagogy or how to develop competence at school". Recently, author
William E. B (1982) with the book "Handbook for Developing
Competency-Based Training Programs" (Handbook for developing
capacity-based training programs); author Thomas Armstrong (2011) with
the book "Multiple intelligences in the classroom". The authors have made
important suggestions to develop learners' capacity.
In Vietnam, book "Methods of teaching in vocational training" by
Nguyen Duc Tri and Ho Ngoc Vinh (2012); project "Some general issues on
renovating teaching methods in high schools" by Nguyen Van Cuong, Bernd
Meier (2010). Besides the above researches, doctoral thesis: "Developing the
capacity of teaching mathematics for students at pedagogical schools" by Do
Thi Trinh (2013); dissertation "Developing social activity capacity for students at
pedagogical universities in the Northern mountainous areas in credit-based
training" by author Ha My Hanh (2015).
In the army, author Le Minh Vu (2009) with the book "The process of
evaluating military pedagogical competence of the subjects recruited to train
teacherstoday”; Doctoral Thesis on Education Studies "Teaching towards

capacity development of students of Political Officers School" by Tran XuanPhu


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(2012); thesis "Psychological basis to develop creative thinking of
officerlearners in military schools today" by Bui Tuan Anh (2016).
1.1.2. Research direction on innovating teaching methods and
innovating teaching methods towards capacity development
1.1.2.1. Researching on innovating teaching methods
Research on teaching method innovation was started in the 70s of 20th
century, L.V. Zancop (1970) with the book "Theory of teaching and life”.
Recently, the book set: "Eight innovations to become good teachers" by Giselle O.
Martin-Kniep (2011); "Qualities of effective teachers" by James H. Stronge
(2011); "Arts and teaching science" by Robert J. Marzano (2011); "Effective
teaching methods" by Robert J. Marzano, Debra J. Pickering (2011); "Effective
classroom management" by Robert J. Marzano, Jana S. Marzano & Debra J.
Pickering (2011); "Multiple intelligences in the classroom".
In Vietnam, author Tran Ba Hoanh (2010) with the book "Innovating
teaching methods, programs and textbooks"; book "Teaching methods and
technologies in an interactive pedagogical environment" by Pho DucHoa and
Ngo Quang Son (2016); author Truong ThiThuy Van (2009) with her doctoral
thesis "Innovating methods of teaching chemistry towards promoting the
activeness, self-awareness, initiative and creativity of students in high schools";
author Ta Quang Tuan (2010) with the thesis "Organizing teaching based on
learner-learner interaction at colleges".
In the army, author Le Minh Vu (1999) with the book "Renewing
teaching methods in military universities"; Nguyen Dinh Minh and Nguyen
Van Chung (2010) with the book "Applying teaching methods at military
schools". Recently, author Nguyen XuanSinh (2014) and colleagues in the
project "Solutions to link content innovation with innovation of teaching

methods for Social Sciences and Humanities subjects at the Political
Academy". In addition to the above research, a doctoral thesis "Applying
collaborative teaching method in teaching Humanities and Social Sciences
subjects at military university" by Phan Van Ty (2010).
1.1.2.2. Researching on innovating teaching methods towards
capacity development
Authors X.G.Lucônhin, V.V.Xere-Bri-an-Jacob (1981) with the book
"Methods of teaching social sciences subjects"; author Rick Sullivan, Noel
McIntosh (1995) with the study "The Competency-Based Approach to
Training" (Competency-based training approach); author Thomas Deissinger
and SlikeHellwig (2011) with the study "Structures and functions of
Competency-based Education and Training (CBET)" (The structure and
function of capacity-based education and training).
In Vietnam, the book "Teaching in the orientation of capacity
development of learners in high school" by Le DinhTrung,
PhanThiThanh Hoi (2016). Recently, the book "Teaching methods for
developing high school students' capacity" by author Huynh Van Son
(2018), doctoral thesis "Developing creative independent capacity for


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engineering university students through teaching organic chemistry" by
author DinhThi Hong Minh (2013); "Organizing teaching local
geography in TayNinh province in the direction of capacity development"
by Nguyen Truong Vu (2015).
In the army, author Nguyen Van Phan (2014) with the project
"Innovating teaching methods towards developing capacity for learners at
the Political Academy"; projecr "Researching solutions to renovate
political training program at the Political Academy towards capacity
development" by Phan Van Ty (2017); author Nguyen The Vinh (2017)

with the scientific article: "Developing the capacity of learners in military
officers' schools to meet requirements of educational innovation today".
1.2. Overview of the main results of typical
published scientific works and the issues that need
solving in the thesis
1.2.1. Overview of the main results of typical
published scientific works
Firstly, studies on teaching methods have deeply explained the issues:
structure, nature, classification, relationship of teaching methods with elements of
the teaching process. A number of studies have focused on assessing the situation
and proposing directions for innovating teaching methods.
Secondly, the issue of teaching methods towards capacity development
has not been studied, some new works mentioned training program, testing and
assessment, but mostly at high school level.
Thirdly, research on innovating new teaching methods approaches in
terms of positive cognitive activities. While the purpose of teaching today
beside the goal of knowledge and skills, "teaching for learners to develop" is
very important, but has not been fully addressed.
Fourthly, research on teaching method innovation towards
developingcapacityonly focused on general education and vocational training.
Higher education refers to training programs, testing and assessments. In the
military, there hasn’t been any systematic research works.
1.2.2. The issues need to be focused on solving in the thesis
Firstly, building theoretical and practical basis as a scientific basis
for renewing teaching methods at military universities towards developing
learners' capacity.
Secondly, determining the system of learners’abilities in military
universities, showing the nature, path and measures to develop learners'
abilities in the teaching process.
Thirdly, showing the nature, objectives, subjects, subjects, content and

conditions for renovating teaching methods in the direction of developing
learners' abilities and identifying impact factors. On that basis, assessing the
situation, pointing out the advantages, disadvantages, causes and proposing
measures to innovate synchronous and effective teaching method
Fourthly, interpreting andclarifing the fundamental contradictions in
the teaching process as well as in innovating teaching methods in order to
create a synchronization in the innovation process.


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Fifthly, proposing measures to renovate teaching methods at military
universities towards capacity development and conductingscientific experiments
to verify the necessity and feasibility of the proposed measures.
Conclusion of chapter 1
Recently, there have been many scientific works of authors
interested in research related to innovating teaching methods towards
developing capacity for learners with different contents, subjects and angles
of approach. . However, the issue of renovating teaching methods towards
capacity development in universities in general and in the military in
particular has not been thoroughly studied and resolved.
Chapter 2
THEORITICAL BASIS FOR INNOVATING TEACHING ETHODAT
UNIVERSITIES IN THE ARMY UNDER THE DIRECTION OF
DEVELOPING LEARNERS’ COMPETENCIES
2.1. Theoretical issues about teaching method at
universities in the army towards developing learners'
competencies
2.1.1. Teaching method and teaching method at
university
2.1.1.1. General concept of teaching method

Teaching method is a unified combination of
organizational, directing, directing and controlling activities
of teachers and self-directed and self-organizing activities
of learners during teaching process in order to implement
the content and purposes of the teaching.
2.1.1.2. Concept of teaching method at university
Teaching method at university is a unified
combination between the direction of teaching activities,
the orientation of lecturers and the methods of selfdirected and self-organizing activities of learners in order
to implement the teaching objectives, contributing to
training a contingent staff with university qualification.
The teaching method at university includes the teaching method of
teachers, respectively, the learning method of students with dialectical
relations with each other, the teaching method always directs the learning
method, thelearning method has a great impact back to teaching method.
On the other hand, the method of university teaching is the way the subject
works, so it contains subjective imprints of the subject. Functionally, the
methods of university teaching include cognitive function, intellectual
development function and educational function.
2.1.1.3. The relationship between teaching method and basic
elements in teaching process at university
Firstly, the relationship between teaching objectives and the
methods of university teaching; Secondly, the relationship between the
teaching content and the teaching method; Thirdly, the relationship


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between teaching methods and teaching and learning activities;
Fourthly, the relationship between teaching methods and teaching
facilities at university; Fifthly, the relationship between the teaching

method and the form of teaching organization
2.1.1.4. System of teaching methods at university
Inheriting the results of published studies, based on the analysis of teaching
characteristics at universities and learners' characteristics, the thesis identifies the
current system of university teaching methods including the system of traditional
teaching methods and a system of teaching methods born in the renovation
process, in order to actively improve learners' awareness.
2.1.2. Developing teaching capacity and methods towards
developing learners' competencies
2.1.2.1. Developing learners' competencies
* Compentence concept
Competence is the ability to effectively master, connect and operate
the system of knowledge, skills and attitudes to successfully implement an
activity in a certain context.
Structure of competence: Including components: knowledge,
skills, attitude, in those factors, skills are the core.
Competence classification: The most common trend nowadays is to
classify competencies into 4 groups: Professional competency; Methodical
competency; Social competency and Induavidual competency.
* Capacity of learners at military universities
The capacity of learners at military universities is the ability to
effectively master, connect and operate the system of knowledge, skills and
attitudes of learners to successfully implement learning activities and
situations in real life military practice.
The structure of learners' capacity includes: General knowledge
system and specialized military knowledge, knowledge about management,
and human education; The system of common skills, military skills and
specific skills, organizational management skills, training, propaganda,
education and attitude is the right concept of career, job passion and
determination for involvement in work, ready to act to meet the requirements

of the profession; enthusiastic in research, creativeness and innovation.
* Competence system of learners at military universities
The thesis identifies the system of competency of learners in military
universities including 4 groups with 21 competencies: Professional
competence is a system of competencies that ensure learners well perform
professional tasks according to training titles to become commanding
officers, political officers at division-level (For trainees training commanding
officers and political officers consisting of 8 competencies); Methodological
capacity is a system of capabilities to ensure that commanding officers and
political officers perform well in information processing, planning,


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inspecting, ... etcincluding 5 capacities; Social capacity includes the ability to
help officers to deal well with relationships, keep internal solidarity, unite the
people and army including 4 capacities; Individual capacity is a system of
competence that helps officers to comprehensively develop themselves and
their careers, including 4 competencies.
* Concept of learner capacity development
The development of learners’ capacity is the process
of changing the quality of the learners' competence
system in the teaching process, in order to effectively
meet the requirements set in the learning process and
practical activities.
Content of development: Simultaneous development of all
capabilities of an officer, as well as the development of personal qualities,
revolutionary moral values and military morality for learners.
Capacity development path:In term of teaching method, the
development of learners' capacity is expressed through the activities of
lecturers in order to promote the subjective role of learners in acquiring

and applying knowledge, skills in solving practical situations, testing and
evaluating the results of capacity development.
2.1.2.2. Teaching method at universities in the army
in the direction of developing learners' competencies
* Concept
Teaching method at universities in the army towards developing
learners' capacity is a combination and unity between teaching method
and learning method in order to promote the subjective role of learners
in forming and developing officers' competence system according to the
identified training objectives.
* Characteristics of teaching methods towards
capacity development in military universities
Firstly, teaching methodtowards capacity development is always
associated with the goal of forming and developing the capacity of officers
according to the training objectives; Secondly, the teaching method towards
capacity development at military universities is both disciplined and
artistic; Thirdly, the teaching method towards capacity development in
military universities is always strongly influenced by the practical
experience of the instructor; Fourthly, the teaching method towards
developing capacity associated with modern military technical equipment
according to the specialized training; Fifthly, teaching method towards
developing learners' capacity always has a close combination between
modernity and attaching importance to traditional experiences.
2.2. Theoretical issues on teaching method
innovation at universities in the army in the direction of
developing learners' competencies


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2.2.1. The concept of innovating teaching method and

innovating teaching method at military universities
2.2.1.1. Innovating teaching method
Innovating teaching method is a process of improving,
developing and creating ways to coordinate and interact between
teachers and learners in order to create an environment and favorable
conditions for learners to effectively absorb the system of knowledge,
skills and social experience to formulate and develop qualities and
competencies according to the training objectives
Subjects of innovating teaching methods are teachers and learners,
associated with two basic activities: teaching and learning activities.
Object of innovation is the teacher's way of teaching and the
learner's learning method.
Content of innovation is changing, changing conceptions as well
as teaching methods of teachers and learners' learning methods, from
passive learning to active and creative learning.
2.2.1.2. Innovating teaching method at universities in the
army
Innovating teaching method is a process of improving,
developing and creating ways to coordinate and interact
between teachers and learners in order to create an
environment and favorable conditions for learners to effectively
absorb the system of knowledge, skills and social experience to
formulate and develop qualities and competencies according to
the training objectives.
Nature of innovation: Changing and inheriting traditional teaching
methods and acquiring new teaching methods in a flexible way, suitable to the
conditions and circumstances to meet current requirements
Innovation subject: Lecturers and learners associated with two
activities: teaching method of a lecturer and learner’s learning method.
Subjects of innovation: As teaching methods and learning methods.

Content of innovation: It is the development, change, way of
coordination, interaction between lecturers and learners from one-way
communication method to positive coordination and interaction.
Obstacles in innovation: awareness, habit with passive teaching
methods; limitations on competence of lecturers; the inadequacy between the
program, the content with the time, the backwardness of facilities.
2.2.2. Innovating teaching method at universities in the army
towards developing learners' competencies
2.2.2.1. Concept


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Innovating teaching method at military universities
towards developing learners' capacity is the process of fully
exploiting the advantages of traditional teaching methods,
applying flexibly, creatively and appropriately modern
teaching methods and techniques, combined with research,
development and application of new teaching methods step
by step in order to promote a positive change in the process
of interaction between lecturers and students, creating
environment and favorable conditions for learners to apply
knowledge, skills and attitudes into practice, form and
develop competencies according to the training objectives.
Nature of innovation: innovating the way of conducting methods,
innovating means and method deployment based on fully exploiting the
advantages of traditional teaching methods and applying flexibly new
teaching methods with advantages in developing learners' capacity,
combining with the use of modern teaching methods and positive
teaching techniques to create an favorable environment for promoting the
positive nature of learner.

The goal of innovation: Moving from a teaching-centered approach
to a learner-centered approach directing at the development of a system
of necessary competencies for performing the duties and responsibilities
of the officers according to training objectives.
Innovation subject: Lecturers and learenrs through teaching and
learning activities.
Object of innovation: Innovating the way of collaborative and
interactive activities between lecturers and learners; innovating ways of
organizing teaching activities of lecturer and learning activities of learners.
Conditions for innovation: Lecturers have both extensive and deep
pedagogical knowledge. Learners must adapt to the new teaching
methodology to create innovative learning methods. Training content and
program must be compatible with capacity development orientations. The
system of teaching equipment ensures conformity with the content and
teaching method. Testing and evaluation activities need to be renewed.
The relationship of innovating teaching methods with the
development of learners’ capacity: Essentially, considering the
development of students' competence is the goal of innovating teaching
methods. This means that all activities of renovating teaching methods,
including innovating teaching methods of lecturer and learning methods of
learners, must have impact on the development of cognitive, practical, and


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private creativity capacity and lifelong self-study method of learners.
Finally, it affects the development of learners' action competence.
2.2.2.2. Characteristics, orientation and content of
renovating teaching methods at universities in the army in the
direction of developing learners' competencies
* Characteristics of innovating teaching methods at military

universities towards developing learners' competencies
Firstly, teaching through a continuous organization of learning
activities, stimulating self-discipline, positive, helping learners discover, find,
acquire knowledge by themselves and apply it in practice; Secondly, focusing
on training learenrs with knowledge of methods, based on which promote the
role of subject in learning process; Thirdly, diversifying forms of learning,
attaching importance to strengthening individual learning cooperation with
cooperative learning; Fourthly, teaching must be closely linked with military
equipment and techniques; Fifthly, focusing on assessing learning results
according to lesson objectives throughout the teaching process, and developing
learners' self-assessment and self-assessment skills.
* Innovation orientation
Firstly, it is necessary to promote the active, self-motivated nature of
the learners, to formulate and develop self-study capacity, on which basis
the learners should cultivate independent, flexible and creative qualities of
the learners; Secondly, exploiting the strengths of each teaching method in
accordance with the specific characteristics of the subject and the nature of
each type of competency of the learner; Thirdly, the use of teaching
methods must be closely linked to the form of teaching organization;
Fourthly, effectively exploiting teaching equipment in accordance with the
specific to create motivation for learners.
* Content of innovation: Firstly, forming awareness and right
viewpoint on the trend of developing teaching methods towards capacity
development; Secondly, applying teaching methods in the direction of
promoting cognitive activeness and capacity development in teaching
process; Thirdly, strengthening the ways of practice, skill training,
applying knowledge to solve situations associated with responsibilities of
officers; Fourthly, combining innovation of teaching methods with
strengthening of modern teaching techniques and application of
information technology in teaching process; Fifthly, innovating the

method of testing and evaluating learners’results.
2.3. Factors affecting the innovation of teaching
methods in military universities towards developing
learners' competencies


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Firstly, the impact from the socio-economic development, science and
technology; Secondly, the impact from the objectives and content of education in
military universities; Thirdly, impact from the lines, viewpoints of comprehensive
renovation of education and training of the Communist Party of Vietnam, Central
Military Commission, Ministry of National Defense; Fourthly, the impact of the
requirements of military operations practices; Fifthly, the impact from the
awareness, qualifications and competencies of the teaching staff; Sixthly, the
impact from positive, initiative and creativity of learners; Seventhly, the impact
from the conditions of facilities and education environment of the school; Eighthly,
impact from the way of testing and evaluating learning results of learners.
Conclusion of chapter 2
Competence is an important component of an officer's
personality, a basis for them to fulfill their assigned duties. Under the
present conditions, the development of military science and the impact
of the 4.0 revolution are placing very high demands on the commander
in charge of action. On the other hand, the limitations of teaching
methods have been revealed, making significant impact on the quality
of education and training. That practice poses an urgent need to strongly
renovate teaching methods towards capacity development.
Chapter 3
PRACTICAL BASIS FOR INNOVATING TEACHING
METHOD AT UNIVERSITIES IN THE ARMY
3.1. Overview of the universities in the army

3.1.1. System of military universities
3.1.2. Training characteristics
3.2. Organize research on real situation
3.2.1. The purpose, content of the survey and
evaluation bases
Survey purpose: In order to collect actual data on real situation of
teaching method, teaching method innovation at military universities.
Survey content: Assessing the situation of teaching method, teaching
method innovation and affecting factors.
Basis of evaluation: The current situation of teaching method is
determined on the basis of the level of using traditional teaching
methods; Teacher's teaching method, learner's learning method and
learning results. The reality of renovating teaching method is
determined according to the content identified in section 2.2.2.
3.2.2. Object, area and time survey
Including 454 learners and 146 lecturers, management
staffs working and studying at the Army Officer School, Political
Officer School and the Air Force - Air Defense Academy. The
survey period is from August to October 2018.


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3.2.3. Survey method
Method of referendum with questionnaire; study the reports;
pedagogical observation and exchange, seminars.
3.2.4. Survey tool
3.2.5. Method to conduct the survey
3.3. Actual situation of teaching method at
military universities
3.3.1. Real situation of teaching methods being

used
Survey results showed that traditional teaching methods used are quite
popular, Presentation (mean = 3.98); Visual presentation (mean = 3.79);
conversation (mean = 3.59). The methods assessed at Occasional Levels include
Group Discussion (mean = 3.30) and Practical Training (mean = 3.24).
*Method of teaching activities of lecturers: Typically, presentation
skills and table presentation (mean = 3.82); The combination of providing
basic knowledge and skills (mean = 3.74); Skill of combining methods and
teaching techniques in a lesson (mean = 3.68) ... However, some activities
are still at a low level such as: Question and discussion skills in conversation
(mean = 3.38); Control of practicing and training (mean = 3.33).
* Actual situation of learning activities of learners: Traditional
learning activities are often used such as Note taking skills (mean =
3.65), Exploiting and using facilities, learning materials, learning
materials (mean = 3.46); the lowest is the initiative to search documents
related to lessons (mean = 3.08).
3.3.2. Comparison of the correlation between the
actual situation of teaching method with the real
situation of teaching method of lecturers and learning
activities of learners
PPDH
0.928**HĐHT

HĐGD
0.941**

0.921

**

The correlation coefficient between the variables reflects the
actual situation of the relationship between the choice of teaching
method and the teacher's way of teaching and the manner of student’s
learning. In which the choice of teaching method will determine the
manner of teacher’s activities and the way the instructor operates will
influence the way of student’s activities.
3.4. Curent situation of renovating teaching methodat
universities in the army


15
3.4.1. Curent situation of awareness about
innovating teaching methods
* The current situation of awareness about the role of innovating
teaching method: The results show that awareness of the role of
renovating teaching methods is relatively good, the highest is Building
the right learning motivation, creating motivation. (mean = 3.44);
followed by Improving the efficiency of learning knowledge and skills of
learners (mean = 3.42). However, the content is still low such as
Improving the ability to apply knowledge and skills to solve situations
and Helping learners to assess and discover new things (mean = 2.99).
* The current situation of awareness and viewpoints on the trend of
developing teaching method towards capacity development: Highest is
Changing traditional teaching methods to modern teaching methods (mean
= 3.48); Changing the way teachers and learners interact from traditional to
positive (mean = 3.27). The lowest is the comprehensive use of methods and
measures to promote the subjective role of learners in searching, acquiring
and applying knowledge and skills into practice (mean = 2.78).
3.4.2. Curent situation of applying teaching
method and techniques towards promoting

positive
cognitive
activeness
and
capacity
development in teaching process
* Current situation of applying positive teaching methods and
techniques: The assessment results are mainly at Normal level, the highest
is Using positive teaching techniques (mean = 3.16) Role-playing, (mean =
3.06). Lower is; Group teaching (mean = 2.71); Combining many methods
(mean = 2.69); Project-based teaching (mean = 2.68). Rarely used include
the Case method (mean = 2.56) and Raising the problem (mean = 2.54).
* The current situation of renovating teaching method of lecturers: The
comments are mainly moderate. In which, flexibly combining methods and
active teaching techniques (mean = 3.10); Interactive activities with lecturers
(mean = 3.04). Lower is Orientation for learners to apply knowledge and
skills into practice (mean = 2.98); Encouraging learners to come up with new
ideas (mean = 2.99). The lowest is specific target of the lesson into the
competencies that need to be formed in the learner and Creating situations
and directing learners to solve the situation (mean = 2.55).
* Current situation of how to innovate learning methods
The survey results show that the following activities: Applying
learned knowledge and skills to solve practical situations (mean = 2.60);
Giving personal opinions on learning content (mean = 2.57) is used by
students very little, especially the initiative and independence in


16
searching, discovering and proposing ways to solve learning problems
toward a completely new direction (mean = 2.54) and Understanding and

concretizing the competencies need to develop into mean = 2.53 criteria.
3.4.3. Current situation of strengthening ways
of practice, skill training, applying knowledge to
solve
situations
associated
with
officers’
responsibilities of officers
Survey results show that practical teaching method is used quite
often (mean = 3.25). However, the content of exercises is different: The
content of practical exercises to consolidate and revise knowledge and
skills is assessed at Regular level (mean = 3.71), lower than that is the
practical exercises to discover new knowledge and skills (mean = 3.12).
The exercises with content to apply knowledge and skills into practice
and to implement the duties and responsibilites of the officers are rarely
used (mean of 2.77 and 2.59).
3.4.4. Currentcombining teaching innovation with strengthening
modern teaching techniques and applying information technology in
teaching process
The highest rating is the assurance of teaching facilities (mean =
3.46). The high average is the appropriateness of teaching equipment with
the content and teaching method (mean = 3.27); Low average level is
Application of information technology in developing integrated multimedia
lessons and Building and using software in teaching and assessing
learning results (mean = 2.81 and 2 , 75). Lower is using modern teaching
equipment and applying information technology in constructing simulation
situations, creating a virtual interactive environment with mean = 2.59.
3.4.5. Current situation of renovating testing
and assessing learning results

* The current situation of renovating the way of making examination and test
Currently, the main evaluation method of lecturers is Assessing
the ability to recognize and re-create the knowledge and skills learned
(mean = 3.7); Assessing the ability to understand knowledge, skills
learned, the ability to present and explain knowledge according to the
understanding of individual learners (mean = 3.42). How to assess the
ability to apply knowledge into practice and evaluate and creativity is
rarely used (mean = 3.1 and 2.57).
* The current situation of renewing the way learners take the
examination and test
The method most commonly used by learners is Loyal to the
lectures' knowledge of lecturers (mean = 3.78) and based on the main
ideas in the lesson and then developed according to their own
understanding (mean 3,4). Other methods such as: Based on general


17
theory and practice to generalize according to self-knowledge and
Solve the task of the test according to the idea itself, not dependent on
the lesson are rarely used.
* Curent situation of achievement of capacity objectives
The highest result is the ability to reproduce and understand the
nature of knowledge (mean = 3.76 and 3.48). A higher level of
requirement is the Application and analysis of knowledge rated as
Medium (mean = 3.31 and 3.38). With the required level of learners in
the ability to synthesize, or use the knowledge learned to create new
things and the ability to judge value or use knowledge according to
appropriate criteria is quite low (mean = 2.59 and 2.53).
3.5. Assessing the influence of factors affecting innovation in
teaching method

Results Impacts from Positive, proactive, creative of learners
(mean = 4.12); Fromawareness, qualification, capacity of teaching
staff (mean = 4.0) and Impact of assessment and evaluation (mean
= 3.99). From the condition of guaranteed facilities and
educational environment of the school is also quite appreciated
(mean = 3.39). Factors Impact from objectives, teaching content in
military universities (mean = 3.37) and Fromsocio-economic
development, science and technology and the goal of
comprehensive radical innovation education and training (mean =
3.30) is considered to be less impactful.
3.6. General assessment, cause of the real situation and the
experience of innovating teaching method at military universities
3.6.1. General assessment
* Advantages
* Limitations
3.6.2. Cause
* Cause of advantages: Firstly, there is a strong change in the
awareness of lecturers, management staff and learners. Secondly, the
attention of leadership and direction of the Central Military Commission,
the Ministry of National Defense for the work of education and training in
the army as well as for university training. Thirdly, the autonomy of
educational subjects has been promoted. Fourthly, the quality of the
contingent of lecturers and managers is increasingly improved. Fifthly,
military enrollment is increasingly respected. Sixthly, facilities ensure
teaching activities are gradually improved.


18
* Cause of limitations: Firstly, it has not created a synchronization
in the renovation process. Secondly, the perception of the innovating

subject is limited. Thirdly, the qualifications and competencies of some
lecturers have not yet met requirement promtly. Fourthly, the activeness
and initiative of learners have not been promoted. Fifthly, facilities and
teaching equipment are still outdated. Sixthly, the examination and
evaluation of learning results are slow to innovate.
3.6.3. Experience in renewing teaching method at military
universities
Firstly, innovating teaching method towards developing learners'
competencies is a long-term process, which needs to be conducted
synchronously with innovating other components, especially teaching content.
Secondly, building and promoting the role of teaching staff is a
key step for the innovation of teaching method towards developing
learners' competencies; Thirdly, promoting learners' self-discipline,
turning the training process into self-training is a decisive factor to the
effectiveness of innovation; Fourthly, building a positive learning
environment, stimulating and developing learners’ creativity is an
important premise for the development of learners' competencies;
Fifthly, combining closely with helping students create knowledge and
creating favorable opportunities for learners to apply knowledge and
skills to solve practical situations.
Conclusion of chapter 3
In recent years, the innovation of teaching method at military
universities, besides achievements, still has certain limitations such as
teaching and learning activities, which are still mainly traditional; the
use of active teaching methods and techniques is not frequent; results of
testing and evaluation activities have not created motivation; Learners'
activeness and initiative have not been promoted.


19

Chapter 4
MEASURES TO INNOVATE TEACHING METHOD AT
UNIVERSITIES IN THE ARMY UNDER THE DIRECTION OF
DEVELOPING LEARNING COMPETENCIES AND
EXPERIMENTAL PEDAGOGY
4.1. Measures to renovate teaching method at
universities in the army towards developing learners'
competencies
4.1.1. Fostering awareness and capacity to
innovate teaching methods for pedagogical forces
This is an important measure, through fostering not only helps
pedagogical forces understand the role, the nature of teaching method
innovation, clearly see individual responsibilities but also helps the
lecturers to appreciate their own qualifications and capacity, from which
there is a plan for self-training and improvement of pedagogical skills
and qualifications, first of all the level of using methods and teaching
techniques to promptly meet innovation requirements; Help learners
clearly see the ability to adjust learning methods. The content of
training for lecturers, besides raising awareness of the current trend and
innovation viewpoints, it is necessary to focus on fostering the capacity
to renovate methods; with management officials, besides improving
knowledge about education, education management, it is essential to
improve the ability to manage and exploit material facilities of teaching
equipment; And learners need to raise awareness, motivate their attitude
to innovate teaching methods, foster them positive learning methods.
4.1.2.
Applying
teaching
methods
and

techniques to promote positive awareness in
developing learners' competencies
In order to develop learners' competencies, it is necessary to
promote the positive and self-awareness of learners in combination
with practicing the skills of applying knowledge into practice. On
the other hand, the characteristics of the process of developing the
learners' capacity show that, for each certain type of competency,
there must be an appropriate teaching method and technique.
Therefore, to develop the competency system of learners it is
necessary to use many different teaching methods and techniques.
The process of teaching at universities in the army can apply a
number of teaching methods and techniques such as project -based
teachingmethod;Method of problem-solving teaching; Simulation
method; Situational teaching methods and positive teaching
techniques such as: Mind mapping techniques; Brain engineering;
Group sharing techniques.


20
4.1.3. Innovating teaching content and
practice teaching method in the direction of
attaching to officers' tasks and responsibilities
Innovating teaching content and practice teaching method in the
direction of attaching to responsibilities and tasks will be a basic path to
capacity development for learners. Because, through content innovation,
the way of doing practical exercises associated with the responsibilities and
tasks not only helps learners consolidate, expand knowledge, develop
intellectually, physically, form occupational skills, but also enable them to
apply them to solve practical tasks close to their responsibilities after
graduation. The current renovation method needs to combine the content

innovation with the innovation of teaching practice methods in the
direction associated with officers' responsibilites and tasks.
4.1.4. Incorporating innovation of methods, forms and
application of information technology in teaching
With outstanding advantages of information technology such as
being able to provide a rich and multi-dimensional information source
with a large capacity, in a short time, it is possible to create a virtual
interactive environment that is lively and attractive. Therefore,
combining innovation of methods, means and application of
information technology is the optimal measure to develop learners'
competencies. At present, combining innovation of methods, means and
application of information technology in teaching can be done through
the use of software to build lectures and in assessing learning results.
4.1.5. Innovating testing and assessing learners' learning
results towards capacity development
Innovation in testing and assessing learning outcomes from
traditional assessments to assessments based on competence is an
effective measure to develop learners' competencies. Because turning
from traditional assessment to competency-based assessments not
only helps teachers see learners' progress throughout the teaching
process, but also helps learners to identify changes on the road to
achievie personal learning goals. From there, the lecturer adjusts the
teaching method, the learner adjusts the learning method, making the
teaching process close to reality. The content of innovation in testing
and assessing learning results towards capacity development
nowadays needs to be conducted in a synchronous manner with all
elements of assessment and examination, which must be closely
combined between innovating content design for testing and
evaluation in the direction of capacity development with innovation
of form and method of testing and assessment.

The relationship between the measures
The above measures have both independent and close and
complementary relationship. Carrying out synchronous measures, in order to


21
ensure that the process of renewing teaching methods towards developing
learners' capacity takes placescientificly and achieves practical results.
4.2. Experimental pedagogy
4.2.1. General issues about pedagogical experiment
The purpose of pedagogical experiment is to verify the feasibility
and effectiveness of renovating teaching methods at military
universities towards developing learners' competencies; The location
was conducted at Army Officer School 1 and Political Officer School;
Experimental subjects at the experimental units are second-year
students, divided into 2 classes, each class has 48 learners;
Experimental time from September 2018 to April 2019; Experiments
were conducted with a controlled experimental method.
4.2.2. Experimental process
Organizing to train collaborators; design training topics; building
criteria, scales, assessment tools and testing the entrance level of the
experimental and control groups.
4.2.3. Processing and analyzing experimental results
4.2.3.1. Analyzing the results in term ofquantitative
* Experimental results for the first phase
The level of increased capacity after experiment

Figure 4.2. AS of learners capacity before and after the first phase
T-test results
Table 4.4. T-test table of testing results of competence measurement

after phase 1experiment
Level
competence
Subject awarenessc (Cap1)
Critical thinking (Cap 2)

Competence in designing military
training and education activities (Cap 3)
Handing situations of education (Cap 4)

Using written lanfuage (Cap5)

Experiment
class1
Mean
Std.
4,03
0,660
3,97
0,673
4,06
0,689
3,89
0,684
3,85
0,646

Control class 1
Mean
3,69

3,46
3,38
3,39
3,51

Std.
0,657
0,617
0,648
0,645
0,623

T
2,852
3,898
4,997
3,707
2,521

Sig,
0,011
0,000
0,000
0,000
0,013

The results in Figure 4.2 show that, at the end of the first phase, the
capabilities of Experiment class 1 and Control class 1 have increased.
However, the increase of Experimental 1 was much higher than Control 1, the

22
highest of which was the capacity to handle educational situations in
Experimental 1 with an increase from 3.27 to 4.06, in Control Class 1 also
increased but not significantly with an increase from 3.24 to 3.28. T-test result
with Sig coefficients. Table 4.4 are less than 0.05. This proves that there is a
statistically significant difference in the average score after the first experiment
on all 5 competencies between Experimental Class 1 and Control Class 1.
* Experimental results for the second phase
The level of increased capacity after experiment

Figure 4.5. AS of learners capacity before and after the
secondphase
T-test results
Table 4.7. T-test table of testing results of competence measurement
after phase 2 experiment
Level
Competence

Subject awarenessc (Cap 1)
Critical thinking (Cap 2)
Competence in designing military
training and education activities (Cap 3)
Handing situations of education (Cap 4)

Using written lanfuage (Cap 5)

Experiment
class 2
Mean

Std.
4,10
0,638

Control class 2

T

Sig,

Mean
3,63

Std.
0,640

3,673

0,000
0,000

4,03

0,684

3,51

0,607

3,894

4,11

0,686

3,37

0,644

5.446

0,000

3,93
3,90

0,644
0,612

3,39
3,52

0,619
0,591

3,977
2,685

0,000
0,009

The results in Figure 4.2 show that at the end of the second
experiment, the capacities of Experiment class 2 and Control class 2 have
increased. However, the increase of Experiment class 2 is much higher than that of
Control Class 2, the highest one is the capacity to handle educational situations in
Experiment 2 with an increase from 3.26 to 4.11, in Control Class 2 also increased
but not significantly with increase from 3.28 to 3.37. T-test result with Sig
coefficients. Table 4.7 are smaller than 0.05. This proves that there is a statistically
significant difference in the average score after the second experiment on all 5
competencies between Experiment Class 2 and Control Class 2.


23
4.2.3.2.Analyzing the results in term ofqualitative

Figure 4.6.Learners' interest in learning by teaching methods towards capacity
development

Combining analysis of interesting survey results and the advantages
and disadvantages of learners in Experiment Class 1 and Experiment Class
2 in the experimental process of renovating teaching methods towards
developing learners' competencies show that , learners are very excited
about the new way of teaching and learning. Although there are certain
limitations such as: Not understanding the nature of teaching methods
towards capacity development; taking a lot of time to practice practical
exercises, learning situations; contradiction between the content of
teaching and teaching methods towards capacity development and
positiveness of learners, in general, innovating teaching methods towards
developing learners' capacity has quite a lot of advantages and it is suitable
for teaching process at military universities. If applied flexibly, it will

contribute to develop learners' ability to meet requirements from practice.
* Conclusion: The experimental group has had a positive change in
both the way of learning and the results of capacity development. It is shown
that the average score of the experimental class is higher than the control class
between experiments. T-test shows that there is a difference between the
experiment and control classes, this difference is not accidental but it is due to
pedagogical effects. The results of the two experiments not only reflect positive
changes from the learners but also prove the stability of the proposed measures
and are effective for developing learners' competence
Conclusion of chapter 4
Based on theoretical and practical research, the thesis has proposed 5
measures to renovate teaching methods towards developing learners'
competencies. The proposed measures have different roles and roles,
but have dialectical relationships with each other, the synchronous
implementation of 5 measures to ensure the right process of capacity
development of learners. Experimental results have confirmed the
effectiveness and feasibility of the proposed measures.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
The thesis has studied the overview of domestic and foreign
scientific research projects related to the topic, the overall results show that
the problem of renovating teaching methods towards developing learners'


24
capacity is a new problem need researching.
The thesis has built a theoretical framework for innovating teaching
methods at military universities towards developing learners' competence;
have pointed out the factors affecting the innovation of teaching methods
towards developing learners' capacity today.

From the results of the current situation survey, the thesis proposes 5
measures to renovate teaching methods towards developing learners'
competence. The result of pedagogical experiment at Army officer School
1 and Political Officer School show that the proposed measure in the thesis
is correct and highly effective.
2. Recommendations
2.1. For the Ministry of National Defense
Building and enacting suitable competence frameworks for each
major of cadre training at military universities today, as a basis for
innovating teaching methods in schools.
Continuously directing to promote curriculum and teaching
content towards capacity development to create a synchronization in the
renovation process.
Increasing investment and building facilities for training tasks,
especially investment in research and application of new equipment,
technologies and specific training equipment.
2.2. For universities in the army
Researching and renovating curriculum, teaching content in the
direction of reducing theory, strengthening practical activities,
especially practice associated with the responsibilities and duties of
learners after graduation.
Building capacity system for each major is the basis for the teaching
process and testing, assessment of learning outcomes.
Creating encouraging and motivating mechanism for teaching staff
to promote their active, positive and creative role in the teaching process.
For lecturers, enhancing the role of responsibility, promoting selfawareness and actively in research and teaching, continuously improving
pedagogical capacity, understand, apply and effectively exploit the
system of teaching methods and modern teaching equipments.
Proactively renovating teaching methods, testing and assessment in the
direction of learner centered, enhancing the role of learners.