Vận dụng lý thuyết kiến tạo trong dạy học các môn khoa học xã hội và nhân văn ở trường sĩ quan quân đội TT TIENG ANH

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PREFACE
1. Rationale to choose the thesis topic
Swifty changes in sciences and technologies worldwide over the past
time, especially influences by the Industry 4.0, have required education in
general & higher education in particular to bring learners basic knowledge,
skills, creative thinking, and competence to adapt to occupational challenges
and demands in the new age. The followings have already been defined at the
13th National Congress of Delegates by Vietnam’s Communist Party:
To continue the synchronous innovation in educational & training
objectives, contents, programs, modes, and methods toward the
intrenational modernity, integration, holistic human development, to
meet new requirements for socio-economic, scientific, and technological
development to adapt to the Industry 4. [12, pages 232 - 233].
To enhance the education & training to flexibly and effectively meet
requirements for social development, it is a must to make basic and holistic
innovation in lecturing objectives, program contents, methods, and ways to
check learning outcomes toward the uphold of leaners’ positivity, creativity,
and competence development for actions & working. The learners must not
only grasp contents of subject knowledge but gain competence to apply that
knowledge to their occupational, practical activities or further education as
well. Therefore, the research to apply new theories and viewpoints on
lecturing like: Situation theory, constructivitist theory, and project teaching,
etc., are necessary to holistically develop learners’ virtues and competence
toward the viewpoint on educational innovation.
The constructivism theory is a new viewpoint on teaching based on
psychological researches into learners’ cognitive process. According to the
constructivism theory, studying activity means the process of cognitive changes
and active build-up of knowledge upon learners’ experience. The core thinking of
the constructivism theory lies in the fact: knowledge will turn up when cognitive
subjects put it away in their own internal structures. Knowledge is subjective. With

the highlight on roles of the cognitive subjects in explaining & knowledge
construction, the constructivism theory belongs to the subject theory. The
constructivism theory-based teaching process requires for organization with
interactions by learners and learning subjects to help learners build up new
information into their own thinking structures. This has been adjusted by the
subjects. Studying does not only mean exploration but also explanations and new
structure of knowledge. During the process of acquiring knowledge by
experience, the knowledge had already existed before through the assimilation
and modulation, learners will build up their own knowledge system with its
identity and get competent to apply this knowledge system to settle issues arising


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in the reality. Applying constructivist theory in teaching shall help place learners in
a positive learning environment, help them detect and settle issues by inherent
knowledge & experience relevantly to new situations upon which to build up new
knowledge for themselves; create chances for them to develop communications
skills, search for, and share information on group cooperation. This is the teaching
way which anticipates the nearest development zone. This means teaching
attached with the development. The constructivism theory may be applied to
teaching many different subjects and eduction levels as well.
Military Officer Schools are places where officers operating in the
Military field are trained. Upon the specific traits of Military activities, this
requires those people performing in that field gain good political virtues,
flexible & creative thinking, and high fighting spirit; competence to detect and
settle issues; competence for cooperation, personal responsibilities, high
discipline, and especially they must be well knowledgeable and skills for
Military activities. The above-mentioned values and competence owned by
Military officers need caring for development since they remain learners
studying at Military Officer Schools by applying teaching methods functioned

to develop those values & competence.
Social sciences & humanities take up a relative large amount of time
in the training program at Military Officer Schools. Lecturing social sciences
& humanitites at Military Officer Schools is to foster learners’ levels of
political argumentation, build up their political bravery, class stance, practice
for moral virtues, lifestyles, intellectual capacity, social -political activities
during the training process. The lecturing of social sciences & humanitites has
been making crucial contributions to educating learners at Military Officer
Schools for fighting ideal, responsibilities to defend the Fatherland, regime,
and practice for revolutionary Army officers & cadres. The reality of strictly
follow and enforce the Party and Central Military Commission’s viewpoints
on educational innovation in lecturing social sciences & humanities at Military
Officer Schools has gained many positive changes so the lecturing quality has
gradually been enhanced. Such typically considered lecturing methods for the
constructivism theory as: Scenario method, discovery teaching method, issue
settlement method, and cooperative teaching method are regularly utilized to
lecture social sciences & humanities at Military Officer Schools. However, the
systematic research and application of constructivism theory to lecturing social
sciences & humanities at Military Officer Schools haven't been properly taken
care of. This must be systematically and generally researched to develop the
reasoning of the constructivism theory in lecturing social sciences & humanities at
Military Officer Schools. Thence, the launch of a process of lecturing organization
upon the constructivism theory in relevancy to features of lecturing social sciences
& humanities as well as the unique learning environment at Military Officer
Schools is very essential to meet their output standards.


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The research into enhancement of lecturing quality of social sciences
& humanities at Military Officer Schools is very crucial with profound

theoretical and practical meanings for lecturers. There have been some
research works into application of new theories and viewpoints at Military
Officer Schools like: Situation theory, cooperative teaching, project teaching,
and issue-based teaching, etc., however, there haven't been any research works
that mention the application of constructivism theory to lecturing social
sciences & humanities. Therefore, the post-graduate chooses the topic of:
“Application of constructivism theory to lecturing social sciences &
humanities at Military Officer Schools” as the research theme.
2. Research purposes and missions
Research purposes
Upon the foundations of constructivist theoretical research and
application practice to lecturing social sciences & humanities at Military
Officer Schools, their lecturing organization process at Military Officer
Schools shall be accordingly designed, making contributions to innovating
and enhancing the current lecturing quality of social sciences & humanities at
Military Officer Schools.
Research missions
To make an overview on constructivism theory-related research
situtation and its application to teaching social sciences & humanities at
Military Officer Schools;
To make theoretical researches into the constructivism theory-based
lecturing of social sciences & humanities at Military Officer Schools;
To survey and evaluate the current actual state and its application of
lecturing social sciences & humanities at Military Officer Schools;
To suggest processes to organize the constructivism theory-based
lecturing of social sciences & humanities at Military Officer Schools;
To make pedagogical experiments to verify the rightness and
feasibility of the organization of the constructivism theory-based lecturing of
social sciences & humanities at Military Officer Schools.
3. Research object, subject, and scopes

Research object:
Lecturing process of social sciences and humanities at Military
Officer Schools;
Research subject:
Application of constructivitist theory to lecturing social sciences &
humanities at Military Officer Schools;
Research scopes:
With respect of contents: The thesis focuses on researching the
application of constructivitist theory to lecturing social sciences & humanities


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at Military Officer Schools in the full-time training program for detachmentlevel officers.
To research to suggest processes of constructivism theory-based
lecturing organization of social sciences & humanities at Military Officer
Schools, lecture, and seminar formats for social sciences & humanities toward
the constructivism theory at Military Officer Schools.
With respect of space: The thesis focuses on surveys at such
5 Military Officer Schools as: Political Office School, Air Force
Officer School, Army Officer School 1, Army Officer School 2,
Military Technical Officer School.
With respect of time: The data used for the thesis have been collected
from 2017 until the present time.
With respect of surveyed subjects: Lecturers and learners who are
performing the mission of Education & Training at the above-mentioned
Military Officer Schools.
4. Scientific assumption
The quality and efficiency of the lecturing process of social sciences
& humanities at Military Officer Schools depend on many factors; in which,
the organization of learners’ learning activity plays a very crucial role. If

lecturers apply the constructivism theory to lecturing, actively orient toward,
organize, and support learners to build up new knowledge upon inherent
knowledge & experience to adapt to the learning environment; which shall
help learners maximum their competence for creativity, activeness, and
positivity in studies, researches, flexible application of theoretical and practical
knowledge, fast improvisation for case settlement, practical experiences; to
make contributions to innovation & enhancement of lecturing quality of social
sciences & humanities at Military Officer Schools.
5. Research methodologies and methods
Research methodologies
The topic has been researched based on the Marxist – Leninist
methodology, and Ho Chi Minh Ideology. Vietnamese Communist Party’s
viewpoints on education, especially the current ones on basic and holistic
innovation in education & training are to orient toward research objects and
interpret missions of the thesis. In addition, such specific approaching
viewpoints as follows are also applied:
Activity approach:
The lecturing of social sciences & humanities at Military Officer
Schools shall get highly effective only when lecturers attach special
importance to instructions for and organization of learning activities as well as
create favorable conditions for learners to uphold their positivity & actively
take part in such activities. Therefore, it is necessary to choose the
organization of lecturing and learning activities in line with a relevant process


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to enhance the learning quality of social sciences & humanities at Military
Officer Schools.
Historical – logical approach:
To research, review, search for, and analyze theoretical, practical

issues, and application process of constructivitist theory to lecturing social
sciences & humanities based on objective & specific historical conditions,
contexts, and in relevancy to logics of specialty scientific history development
as well as the reality at Military Officer Schools, to inherit and develop
inherent knowledge, experience, and achievements in order to build up an
organization process of constructivism theory-based lecturing social sciences
& humanities at Military Officer Schools.
System – structure approach
The lecturing process of social sciences & humanities is the
system consisting of such many closely related components as:
Lecturing objectives, contents, methods – forms, lecturers – learners,
and outcomes. These components don't independently exist but they
interact with one another. They are interdependent. Thus, the research
into application of constructivism theory to lecturing social sciences
& humanities needs to define the system components, their relations,
and functions to assure for efficiency enhancement of lecturing social
sciences & humanities at Military Officer Schools.
Practical approach
The thesis topic on application of constructivism theory to
lecturing social sciences & humanities at Military Officer Schools
has been researched based on the practical approach to the researched
issues to increase reliability of judgments & evaluation; to suggest an
organization process of constructivism theory-based lecturing social
sciences & humanities at Military Officer Schools. Its efficiency
shall be tested for verification to bring about practical values in
lecturing social sciences & humanities at Military Officer Schools.
Competence approach
The current reality in Military activities request the lecturing process
of social sciences & humanities at Military Officer Schools to form many
different types of competence for learners, including that for issue settlement,

creativity, communications, cooperation, persuasion, and dialectic thinking,
etc., Thus, such above-mentioned types of competence need caring about in
the application process of constructivism theory to lecturing. Simultaneously,
competence-based approach shall orient for lecturers and learners’
competence development in application of constructivism theory in lecturing
and learning; uphold lecturers’ competence in implementing the process of
constructivism theory on lecturing social sciences & humanities at Military
Officer Schools as well as uphold learners’ competence for creativity in


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studies, researches, build-up of new knowledge based on gained one &
experience, quick situation settlement as basis to evaluat application outcomes
of constructivism theory to lecturing social sciences & humanities at Military
Officer Schools.
Research method:
A combination of specialty and interdisciplinary scientific research
methods is utilized in the thesis:
Theoretical research methods:
Such methods as: analysis, generalization, systematization, and
summary ones of related documents have been utilized in the thesis to
withdraw directly pertaining contents to the current application of
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools like: Some Marx-Lenin classical works, Party and Central
Military Commission’s documents & Resolutions on education and training
in general as well as training, cultivation, and development for Military
Officer force in particular; Law on Education Law 2005 added and adjusted in
2009; Law on Higher Education 2012; Resolution number 29-NQ/TW dated
04th November 2013 , and the 8th Central Conference, Term XI on basic and
holistic innovation in education and training.

The thesis-related curriculum and documents on the constructivism
theory & its application to lecturing; scientific works and articles have already
been announced & publicized in local and world scientific magazines &
conference proceedings.
Practical research methods:
Practical summarization method: To research summary,
generalization, and analysis reports on lecturing process of social sciences &
humanities at Military Officer Schools at Military Officer Schools to
withdraw the thesis-related issues.
Observation method: To observe the organization process of
lecturing social sciences & humanities at Army Officer School 1 and Army
Officer School 2 to collect necessary information for supports to handle &
evaluate investigation outcomes objectively and precisely, in which, to focus
on lecture observation designed and implemented upon the constructivism
theory as well as lecturers’ method operation.
Talk-show and discussion methods: To discuss with lecturers and
learners to learn about quality actual state of lecturing social sciences &
humanities at Military Officer Schools & that of application of constructivism
theory to lecturing social sciences & humanities at Military Officer Schools.


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Questionnaire survey method: To utilize questionnaires to survey
quality actual state of lecturing social sciences & humanities at Military
Officer Schools.
The questionnaires will also be used to survey learners’ opinions
after the fieldwork process.
Research method into product works: To research learners’
implemented lessons and learning products to analyze and evaluate quality of
the lecturing process & application of constructivism theory to lecturing social

sciences & humanities at Military Officer Schools.
Expert consulting method: To consult to experts and scientists’
opinions on some thesis-related theoretical & practical issues.
Pedagogical experimental method: To make tests to initially verify
the efficiency of the organization process of constructivism theory-related
lecturing social sciences & humanities at Military Officer Schools.
Support method
The statistical maths method and software are used: to process SPSS
data to reckon up and analyze the data during the thesis research process.
6. Thesis’s new contributions
To clarify reasonings on application of constructivism theory to
lecturing social sciences & humanities at Military Officer Schools; making
contributions to supplementing, accomplishing, and reasoning for lecturing at
Military Universities in general & lecturing social sciences & humanities at
Military Officer Schools in particular. The generalization and analysis of such
tool definitions are: constructivism theory, its lecturing, and application to
lecturing social sciences & humanities at Military Officer Schools. The
analysis of lecturing features of social sciences & humanities at Military
Officer Schools shows relevancy and natures of constructivism theory-based
lecturing of social sciences & humanities at Military Officer Schools.
To analyze, evaluate actual state of lecturing social sciences &
humanities and its application to lecturing those subjects at Military Officer
Schools, point out causes of such the actual state; help lecturers gain more
scientific foundations to build up the organization process of constructivism
theory-based lecturing social sciences & humanities at Military Officer Schools.
To build up the organization process of constructivism theory-based
lecturing social sciences & humanities at Military Officer Schools; and that by
forms of lectures and seminars.
7. Thesis’s theoretical and practical meanings
The reasoning on application of constructivism theory to lecturing

has been generalized and developed in the thesis while theoretical & practical
foundations for its application to lecturing social sciences & humanities at
Military Officer Schools have been provided in the thesis, too.


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The thesis may be utilized as the reference for lecturing and scientific
researches at Military Officer Schools, as the provision of foundations and
arguments to lecturers & learners to apply to the lecturing process and
contribute to innovation & enhancement of quality and efficiency of lecturing
process of social sciences & humanities at Military Officer Schools.
8. Thesis’s lay-out:
The thesis consists of: Preface, 4 chapters, conclusions, proposals,
lists of the thesis-related publicized scientific works, lists of references, and
appendices.
Chapter 1
OVERVIEW ON THESIS-RELATED RESEARCH SITUATION
1.1. Research works on constructivism theory
1.1.1. Research works by foreign authors
Original thoughts on constructivism theory have been mentioned by
great educators in the ancient time worldwide, mainly focusing on methods
like: Socrates, Aristotle, and Confucius. By the end of the 18th century, the
launch of constructivist perspective in lecturing was marked with the
viewpoint system by the two philosophers: Giambattista Vico and Immanuel
Kant [71]. Later, Piaget inheritted this ideology and developed it in his theory.
At the beginning of the 20th century, John Dewey (1859 - 1952) [5]
highlighted the importance of learners’ knowledge development upon
experience. Jean Piaget (1896 - 1980) [44] was the first person who
researched for clear development of constructivist ideology and applied it to
lecturing. Another author with many contributions to the development of

constructivism theory was L.X.Vygotsky (1896 - 1934) [84]. He supposed:
humans’ studies didn’t stop at the basic constructivist process but they would
be made through interactions and arguments in the community. Therefore, the
constructed knowledge was social. During the past decades, constructivism
theory has been the research object for many psychologists and educators in
the world, typically with: Bruner J. (1966) [70], Steffe & Gale (1995) [81];
Tobin (1993) [82], Brandt D.S. (1997) [69], and Kesal F. (2003) [76].
1.1.2. Research works by local authors
Vietnam’s scientists and educators have inherited the research
achievements in the field of scientific education worldwide and initially made
intensive researches into constructivism theory over the recent decades. The
researches by Tran Ba Hoanh, Nguyen Ky, Nguyen Canh Toan, Nguyen Ba
Kim, Tran Kieu, and Nguyen Huu Chau have all focused on learners’ selfawareness of and self-construction for knowledge. Most of contents in regular
training and cultivation documents on current educational innovation
highlight on positive lecturing methods based on such viewpoints of putting


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forward issues, interactive lecturing, and constructivist lecturing as: Phan
Trong Ngo (2005) [38], “Teaching and its methods at schools”; Nguyen Huu
Chau (2005) [2], “Basic issues on teaching curriculum and process”; Nguyen
Van Cuog and Bernd Meier (2010) [4], “Some general issues on innovation in
teaching methods at high schools ”; Tran Khanh Duc (2013) [15], “Teaching
theory and methods”
1.2. Research works on application of constructivism theory to
lecturing
1.2.1. Research works by foreign authors
The constructivism theory-based teaching model has been
intensively paid with attention by educators and more & more
applied. Starting in the 1990s of the 20 th century, many researchers

have put forward constructivism theory-based teaching models in
many different approaches, typically with: Douglas H. Clementes và
Michael T. Battista (1990) [73], Simon & Schifter (1991) [79], K.
Appleton & H. Asoko (1995) [68], Brett (1997) [80], Mannikko và
Fahreus (1997) [77], Jonassen (1998) [75], Christianso và Fisher
(1999) [72], Kesal (2003) [76], and Troelstra (2011) [83].
1.2.2. Research works by local authors
We can approach research works by such authors as: Nguyen Tien
Trung (2013) [56], Pham Sy Nam (2013) [35], Tran Tuyen (2014) [59], Phi
Thi Thuy Van (2014) [63], Pham Dang Tu (2014) [60], Tran Thi Mai Lan
(2015) [30], Nguyen Thi Thu Thuy (2015) [51], Pham Van Hai (2016) [19],
and Nguyen Thi Duyen (2019) [6]. However, research works and application
of constructivism theory to teaching in our country have so far remained
limited. They have only focused on subjects in the field of natural sciences.
Lecturing subjects in the field of social sciences, especially social sciences &
humanities at Military Officer Schools, hasn’t been discussed yet. So far, there
haven't been any intensive research works on this issue.
1.3. Generalization of outcomes from publicized scientific works
and arising issues which need further settling in thesis
1.3.1. Generalization of outcomes from publicized scientific works
Research works with many different approach viewpoints and angles
have shown several judgments on constructivism theory-based teaching;
pointed out individuals’ active and positive roles as well as interactions among
them. They are crucial conditions during the process of knowledge
construction. Besides, the authors have also shown the role of the constructive
learning environment as supporting learners develop their competence for
positive cognition based on their gained experience and knowledge to
construct new knowledge. The application of constructivitist theory to

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teaching is made very flexibly and empowers much of activeness to both
teachers and learners, in which the former’s role is extremely crucial.
1.3.2. Put-forward issues which need further settling in the thesis
Firstly, to build up the definition of thesis center as application of
constructivitist theory in lecturing social sciences & humanities at Military
Officer Schools. To analyze and clarify features, natures, and models of
constructivism theory-based lecturing and features of lecturing social sciences
& humanities, thence, to evaluate competence to apply constructivism theory
to lecturing social science & humanities at Military Officer Schools.
Secondly, to analyze and evaluate actual state of lecturing social
sciences & humanities as well as apply constructivism theory to lecturing
social sciences & humanities at Military Officer Schools & point out causes of
that actual state.
Thirdly, to build up the constructivism process/ in lecturing social
sciences & humanities at Military Officer Schools.
Fourthly, to organize lecture and seminar formats in line with the
constructivism process in lecturing social sciences & humanities at Military
Officer Schools.
Conclusions in chapter 1
The constructivism theory came into life at the end of the 18 th
century and remarkably developed at the end of the 20th century. Researches
on it and its application to teaching have made many achievements in the
reality of educational activities. The application of constructivism theory to
teaching has helped learners get positive and active to construct their own
knowledge based on inherent knowledge and interact with the learning
environment. Constructive teaching does not only help learners grasp
necessary knowledge, skills, and techniques but the more crucial thing lies in
boosting up learners’ thinking & creative competence as well as experiences
in reality to help them perfect their ability to meet requirements for social

development.
Chapter 2
THEORECTICAL FOUNDATIONS FOR APPLICATION OF
CONSTRUCTIVISM THEORY TO TEACHING SOCIAL
SCIENCES AND HUMANITIES AT MILITARY OFFICER
SCHOOLS
2.1. Theoretical issues on constructivism theory-based teaching
2.1.1. Definition of constructivism theory
Constructivism theory is the one on cognition in which knowledge is
constructed by learners for themselves through assimilation and modulation
activities upon the foundation of upholding inherent knowledge and
experience as well as the positivity of cognitive subjects.
2.1.2. Definition of constructivism theory-based teaching


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The constructivism theory-based lecturing means the teaching type
in which teachers or lecturers take initiatives to orient, organize, support, and
consult learners to construct knowledge and show it upon their own
experience and upon interactions with the learning environment, thence, to
achieve the defined learning objectives.
2.1.3. Philosophical and psychological foundations for
constructivism theory-based teaching
2.1.3.1. Philosophical foundations
Basic arguments by C. Mark, Ph.Ăngghen, and V.I. Lenin on
activities, those in reality, and their roles in human development in general and
cognitive activity in particular have acted as foundations for methodologies to
organize learners’ learning activities.
2.1.3.2. Psychological foundations
J. Piaget’s developmental psychology

According to J. Piaget’s research, the appearance and development
of wisdom is the outcome of the two basic pieces of mechanism: Assimilation
and accommodation/modulation. Thanks to the very mechamism, human’s
wisdom has developed.
The theory of “the nearest development zone” is worked out by L.X.
Vygotxki.
L.X. Vygotsky’s viewpoint clearly reflects the social origin of
psychological functions and is one of the theses greatly influential on teaching
psychology. He rejects the viewpoint of “teaching to follow or go with
growth”. L.X. Vygotxki supposes teaching preceeds development, pushes the
development and during the development process of children, two levels
usually take place: Current level and the nearest development zone.
2.1.4. Natures of constructivism theory-based teaching
The natures of constructivism theory-based teaching mean a
teaching type in which teachers take initiatives to orient, organize, support,
and consult learners to construct knowledge for themselves through
assimilation and modulation activities of gained experience (knowledge and
skills) to adapt to new learning environments, thence, to achieve defined
learning objectives.
2.1.5. Constructivism theory-based teaching models
Rodger W. Bybee (1997) suggested 5E model upon the constructivism
theory on studies, accordingly, learners will construct knowledge based on the
experience process. Eisenkraft (2003) researched the 5E model more profoundly
and put forward 7E one which extended two additional steps: Extension and
Elicitation. David A.Kolb is an American Educator who, in 1984, based on
researches by Dewey, Lewin, and Piaget, etc., to develop it to put forward the
experience-based learning theory [84]. In his research, Kolb put forward the
experience-based learning model to be applied to teaching. The author Tran Kieu

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(1995) suggested the constructivism theory-based teaching model with three main
phases: Mission transfer phase, Action phase for issue settlement, debate phase,
legitimization, and application of new knowledge.
2.2. Theoretical issues on application of constructivism theory to
lecturing social sciences and humanities at Military Officer Schools
2.2.1. Definition of application of constructivism theory to
lecturing social sciences and humanities at Military Officer Schools
Application of constructivism theory to lecturing social sciences and
humanities at Military Officer Schools means all activities to apply the
constructivism theory to the reality of lecturing process flexibly and
creatively; to orient toward organizing constructivism theory-based lecturing
process of social sciences and humanities at Military Officer Schools.
2.2.2. Features of lecturing social sciences and humanities at
Military Officer Schools and competence to apply constructivism theory
2.2.2.1. Constructivism theory-based lecturing objectives of social
sciences and humanities at Military Officer Schools
The training objective at Military Officer Schools is to attach titles with
education. The constructivism theory-based teaching is the one with many
functions, advantages, and relevancy to development of officers’ virtues &
competence. The constructivism theory-based teaching requires for lecturers to
attach special importance to formation of virtues and competence by facilitating
knowledge and skills for learners. Basic competence which learners must gain for
the constructivism theory means: Cognitive competence, operational competence,
competence for self-study, and that for issue settlement, etc.,
2.2.2.2. Constructivism theory-based lecturing contents of social
sciences and humanities at Military Officer Schools and competence to apply
constructivism theory
Lecturing contents of social sciences & humanities at Military
Officer Schools are: clearly political, socially classified, so abstract, and

generalized. They are always strictly attached with specifically historical
conditions, circumstances, and background. Constructivism theory-based
lecturing can meet the above-mentioned requirements for lecturing contents of
social sciences & humanities at Military Officer Schools.
2.2.2.3. Constructivism theory-based lecturing methods of social
sciences and humanities at Military Officer Schools and competence to apply
constructivism theory
Lecturing methods of social sciences & humanities at Military
Officer Schools mean the combination of operation methods consistently
cooperated by lecturers and learners to realize objectives and missions of the
teaching process during which the lecturer force, at present, is utilizing such
many different teaching methods as: Group of language using teaching


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method, that of visual teaching method, that of practical teaching method, and
that of methods which stimulate cognitive activities. This is the very basic
premise and condition to possibly and effectively apply constructivism theory
to lecturing social sciences & humanities at Military Officer Schools. During
the lecturing process, in addition to the fact that lecturers apply traditional
teaching methods like: presentation, Q&A, and visual presentation, etc., some
methods are considered as typical and core in lecturing social sciences &
humanities at Military Officer Schools. They are: Scenario method, discovery
teaching one, cooperative teaching method, and project teaching method.
2.2.2.4. Constructivism theory-based lecturing organization of social
sciences and humanities at Military Officer Schools and competence to apply
constructivism theory
Teaching in any conditions or levels is both conducted under certain
forms which must clearly show purposes and reflect learners’ positive
cognitive levels & lecturers’ guidance in each class and lesson. Upon features

of lecturing organization forms of social sciences & humanities at Military
Officer Schools, specific traits of natures of constructivism theory-based
lecturing show its possibly effective application to all teaching forms at
Military Officer Schools.
2.2.2.5. Teachers with lecturing activities of social sciences and
humanities at Military Officer Schools and competence to apply
constructivism theory
Teachers are officers and lecturers at military schools as both
pedagogists, scientists, and political and social activists. Teachers both play
leading roles and agents. This is the favorable condition to apply the
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools with high efficiency.
2.2.2.6. Learners with learning activities of social sciences and
humanities at Military Officer Schools and competence to apply
constructivism theory
Learners at Military Officer Schools are military soldiers. They are
both learners, pacers of scientific researches and futuristic military officers.
They will undertake leadership and manage soldiers by certain titles.
Learners are both influential people on teaching activity and subjects of selforganization and self-control of their own cognitive activity. Application of
constructivisim theory to lecturing social sciences & humanities shall create
chances for learners to systematically understand and memorize knowledge;
to form their competence for cognition, searches and detecting for issues.
Learners can develop communication skills, search for, share information,
and group cooperation; to help learners experience & approach issues,


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mobilize sources of knowledge, experience, and usefully utilize that source
of knowledge.
2.2.2.7. Teaching means and techniques as well as competence to

apply constructivism theory
Technical means of teaching is the combination of technical teaching
devices and equipment which teachers and learners directly use to enhance the
efficiency of the teaching process at military schools. At present, they are
various at Military Officer Schools like: Chalk, lights, visual models, maps,
diagrams, and projectors, etc., This is very favorable condition to apply
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools with high efficiency.
2.2.2.8. Checks and evaluation on outcomes from lecturing activities
of social sciences and humanities at Military Officer Schools and competence
to apply constructivism theory
Checking and evaluating are integral steps in the teaching process.
Basic functions of checks and evaluation during the teaching process are both
to timely detect and adjust errors to grasp situations for measures to regularly
consolidate and perfect the knowledge system, upon which to make positive
contributions to learners’ intellectual development. The application of
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools shall settle issues arising to checking and evaluating learners,
contribute to enhancing the efficiency of reverse information collection as
well as evaluating learners in a more substantive way.
2.2.3. Conditions to apply constructivism theory to lecturing
activities of social sciences and humanities at Military Officer Schools
2.2.3.1. Conditions for lecturing activities of social sciences and
humanities at Military Officer Schools
2.2.3.2. Conditions for lecturers of social sciences and humanities at
Military Officer Schools
2.2.3.3. Conditions for learners of social sciences and humanities at
Military Officer Schools
2.2.3.4. Conditions for learning environment of social sciences and
humanities at Military Officer Schools

2.2.3.5. Conditions for material infrastructure, manual documents,
and references for constructivism theory-based teaching
2.4. Influencers on application of constructivism theory to
lecturing social sciences and humanities at Military Officer Schools
2.4.1. Influencers by scientific and technological development;
2.4.2. Influencers by innovation in teaching objectives and contents;
2.4.3. Influencers by innovation in teaching methods;
2.4.4. Influencers by lecturers’ pedagogical levels;


15
2.4.6. Influencers by educational management.
Conclusions in chapter 2
The constructivism theory-based teaching means the approach to the
teaching process upon the viewpoint of constructivism. Viewpoints of
constructivism theory-based teaching are relevant to research outcomes in
epistemology, philosophy as well as psychology & modern education.
Therefore, the constructivism theory-based teaching can meet new
requirement for teaching process at Military Officer Schools. It is to train
officers with sufficient competence and virtues to serve for the work of
building up and defending Fatherland during the current stage.
Chapter 3
PRACTICAL FOUNDATIONS FOR APPLICATION OF
CONSTRUCTIVISM THEORY TO LECTURING SOCIAL
SCIENCES AND HUMANITIES AT MILITARY OFFICER
SCHOOLS
3.1. Features of education and training at Military Officer
Schools
3.2. Generalization of actual state survey
3.3. The actual state of lecturing social sciences and humanities

at Military Officer Schools
3.3.1. The actual state of accomplishing lecturing objectives of
social sciences and humanities at Military Officer Schools
The data analysis shows both lecturers and learners suppose the
current lecturing process of social sciences & humanities at Military Officer
Schools remains focused on facilitating learners with basic knowledge and
mainly realizing cognitive objectives. However, those objectives for subject
knowledge comprehension and application reach the mean scores of 3.4 and
3.2 – the rather good level. The objective of learners’ thinking development
has not been directly put forward during the lecturing process. This is just the
consequence of knowledge facilitation for learners os its mean score is rather
low, at 2.51 – the average level.
3.3.2. The actual state of lecturing contents of social sciences and
humanities at Military Officer Schools
The survey outcomes (the chart 3.4) of lecturers and learners at
Military Officer Schools show the evaluation levels on lecturing contents of
social sciences & humanities are rather consistent with the mean score of 3.45
(lecturers: 3.66; leaarners: 3.24) ranging from 3.4 ≤ ĐTB ≤ 4.2 (rather good
level). However, during the process of building lecturing contents, such issues
as: Integration of subject contents; not having interdisciplinary or
transdisciplinary contents; not focusing on skills to practice or apply


16
knowledge, competence to detect and settle issues arising in the reality of
military activities.
3.3.3. The actual state of lecturing methods of social sciences and
humanities at Military Officer Schools
The overall survey data on the lecturing method use of social
sciences & humanities show presentation is the traditional method used in

almost all lectures. The group of methods which stimulate learners’ cognitive
positivity and combine lecturing methods toward upholding their positivity,
self-awareness, activeness, and creativity is evaluated with a frequency of
‘occasionally” at mean scores of 2.92 and 2.72.
3.3.4. The actual state of checking & evaluating method usage for
social sciences and humanities at Military Officer Schools
Survey outcomes for lecturers and learners at Military Officer
Schools show the use of checking and evaluating method on social sciences &
humanities mainly is the traditional essay method while other methods which
stimulate learners’ positivity for creativity are only occasionally used.
3.4. The actual state of application of constructivism theory to
lecturing social sciences and humanities at Military Officer Schools
3.4.1. Lecturers and learners’ cognition about natures of
constructivism theory application to teaching
The survey outcomes show lecturers’ awareness of indicators
belonging to natures of constructivism theory-based lecturing is rather good.
Nevertheless, when considering scores of the five put-forward indicators,
none of them reaches the highest mean score. This proves there remains
lecturers’ confusion about the natures of constructivism theory-based
lecturing; this shows the lecturers have not firmly grasped or profoundly
understand about the natures of constructivism theory-based lecturing.
3.4.2. Lecturers and learners’ cognition about indicators of
constructivism theory application to teaching
The survey outcomes on actual state show seven manifestations of
constructivism theory-based lecturing gain rather high mean scores ranging
from 3.33 to 3.76 & they successively rank from the 1 st to the 3rd place while
those not belonging to the constructivism theory-based lecturing gain rather
low mean scores ranging from 2.43 to 3.24. This shows both lecturers and
learners have initially got aware of constructivism theory but not a high level
yet. They occasionally mistake manifestations of traditional lecturing and

constructivism theory-based one.
3.4.3. The actual state of applying
constructivism theory to defining lecturing
objectives of social sciences and humanities at
Military Officer Schools


17
The survey outcomes show the construction of lecturers’ teaching
objectives has remained traditional or conventional. They haven't applied
much of constructivism theory to identifying their objectives. Specific and
specialized objectives for the constructivism theory have been mentioned by
lecturers but not regularly.
3.4.4. The actual state of applying constructivism theory to
designing lecturing contents of social sciences and humanities at Military
Officer Schools
Lecturers always specifically make pedagogical processing of
lecturing contents in the syllabus, however, these contents mainly aim at
providing basic knowledge to learners but not attaching special importance to
constructivism theory.
3.4.5. The actual state of applying constructivism theory to
choosing lecturing methods of social sciences and humanities at Military
Officer Schools
When looking at the actual state survey outcomes, it can be seen that
the group of language using lecturing methods has remained the one used the
most often at all lectures with a mean score of 4.06. According to lecturers and
learners’ evaluation, the application of constructivism theory-based positive
lecturing methods has remarkably changed despite the “occasionally” use.
3.4.6. The actual state of applying constructivism theory to
lecturing forms of social sciences and humanities at Military Officer

Schools
In general, the application of constructivism theory to lecturing social
sciences & humanities at Military Officer Schools in the lecture and seminar
forms is only occasionally made while that in the checking, evaluation, selfstudy, practice, and internship is rarely made. This is partially because of the
motif to perform lecturing organization forms of social sciences & humanities
at Military Officer Schools and the habit that has deeply rooted in lecturers’
subconcious.
3.4.7.
The
actual
state
of
applying
constructivism theory to checking and evaluating
social sciences and humanities at Military Officer
Schools
The survey outcomes show the current checking and evaluation
activities in lecturing social sciences & humanities at Military Officer Schools
focus much on evaluating learners’ outcomes based on contents.
3.4.8. Learners’ expressions during their
constructivism theory-based learning process of social
sciences and humanities at Military Officer Schools


18
Initially, learners get aware of taking part in learning situations at
classes, discussing, and exchanging; they are encouraged to to put forward
solutions to settle issues in their own ways; encouraged to present their own
individual viewpoints. Besides, in order to further understand learners’
manifestations in learning constructivism theory-based social sciences &

humanities, we have learned about not positive manifestations, too. The
survey and investigation outcomes show most of their not positive
manifestations during the learning process get the mean scores ranging from
about 2.6 to 3.4 (occasionally level).
3.4.9. The actual state of learners’
competence for knowledge construction for
lecturing social sciences and humanities at
Military Officer Schools
The survey and investigation outcomes show all manifestations of
learners’ competence for knowledge construction related to social sciences &
humanities at Military Officer Schools gain the mean score of 2.92 (the
occasionally level”). This shows lecturers, during the lecturing process,
haven't fully upheld learners’ creativity or created much space for the learners
to present skills specialized for constructivism theory.
3.4.10. The actual state of conditions to apply constructivism
theory to lecturing social sciences and humanities at Military Officer
Schools
The survey and investigation outcomes show conditions to apply
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools gain the mean score of 2.99 (rather good level). So, generally
speaking, guarantee conditions are rather well matching to application of
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools.
3.5. The actual state of influencers on application of
constructivism theory to lecturing social sciences and humanities at
Military Officer Schools
The survey outcomes for lecturers and learners at Military Officer
Schools show the influential level of influencers on constructivism theory-based
lecturing process of social sciences & humanities is rather consistent. The total
overall mean evaluation score is at 3.64 (equivalent to the so influential level).

However, out of all evaluated contents, there are three factors which are the
most influential on the constructivism theory-based lecturing of social sciences
& humanities, specifically as: “influences by innovation in lecturing methods ”
at a mean score of 3.74, ranking at the 2 nd place; “influences by learners’
cognition, attitude, behavior, and learning methods” at a mean score of 4.07,
ranking at the 1st place; “influences by checks and evaluation on learners’
performance outcomes” at a mean score of 3.69, ranking at the 4th place. These


19
are the very basic factors greatly influential on the efficiency of lecturing
process of social sciences & humanities.
3.6. Overall evaluation on actual state and causes
3.6.1. Advantages and their reasons
3.6.1.1. Advantages
Firstly, basically, the lecturing process of social sciences &
humanities at Military Officer Schools can facilitate learners with basic
knowledge of subjects at the current development level of the corresponding
science. Secondly, the identification of objectives, content designs, and choice
of lecturing methods of social sciences & humanities at Military Officer
Schools assure for scientificness, stimulate learners’ self-awareness, positivity
& activeness in learning, and gradually approach constructivism theory.
Thirdly, learners are basically and properly motivated to learn. They have got
positive and active to allocate time and collect materials to review &
consolidate their knowledge and skills before learning.
3.6.1.2. Reasons of the advantages
Firstly, the awareness by Party Committee and Administrators at
Military Officer Schools in general and that of managers at Faculties of
Teachers in particular has got more and more sufficient & profound about
positions and roles of innovation in lecturing methods to enhance the lecturing

quality of social sciences & humanities, especially since the promulgation of
the Resolution 29-NQTW on basic and holistic innovation in education &
training. Secondly, the lecturer force of social sciences & humanities has been
thoroughly selected and basically trained with knowledge, skills, and love for
their job. Thirdly, necessary guarantee conditions, material infrastructure, and
technical means for lectures of social sciences & humanities have been given
with more and more care, supplemented, developed, and they must meet
requirements for lecturing and learning at Military Officer Schools.
3.6.2. Disadvantages and their causes
3.6.2.1. Disadvantages
Firstly, during the lecturing process of social sciences & humanities,
lecturers haven't cared about formation of learning objectives for learners in
each lecture. Secondly, lecturing contents of social sciences & humanities at
Military Officer Schools have remained much academic but not having caught
up with the development of sciences, society, and reality of Military activities.
Thirdly, although the innovation in lecturing methods of social sciences &
humanities at Military Officer Schools has been profoundly and thoroughly
grasped by leaders of all levels as well as all lecturers, it generally hasn’t brought
about high efficiency yet. Fourthly, application of IT and modern devices to the


20
lecturing process is one of the methods to enhance the quality of education and
innovation in the lecturing methods upon modern viewpoints but there have
remained some lecturers whose IT application level is limited or they haven't
been able to fluently use modern devices yet. Thus, they have still been
confused or “hesitated” while innovating their lecturing methods.
3.6.2.2. Causes of the disadvantages
Firstly, lecturers‘ awareness of natures, signals, principles,
requirements, and application process of constructivism theory to lecturing

social sciences & humanities have remained very limited because they haven't
been facilitated with this reasoning. Secondly, their application of
constructivism theory to lecturing social sciences & humanities at Military
Officer Schools has still been limited as they mainly have been accustomed to
the former old lecturing method whereas the constructivism theory-based
construction as well as lecture preparation for social sciences & humanities
aren't easy. This work requires for many efforts by each lecturer when
groping, searching for, and applying it. Thirdly, lecturers at Military Officer
Schools, during their lecturing process, often encounter many difficulties
applying the constructivism theory. Fourthly, so many lecturers appreciate the
application of constructivism theory to lecturing social sciences & humanities.
They admit its various advantages when applying it to lecturing but in reality,
while performing lectures, they meet many difficulties, especially the
application of constructivism theory to lectures and subjects whose contents
must be close to the lecturing. Its application is very demanding for lecturers.
Conclusions in chapter 3
The research has pointed out the application actual state of
constructivism theory to lecturing social sciences & humanities is one of the
crucial contents which contribute to clarifying theoretical issues and
simultaneously the vital foundation to work out requirements and processes to
enhance lecturers‘ current application quality of constructivism theory to
lecturing social sciences & humanities at Military Officer Schools.


21
Chapter 4
CONSTRUCTIVISM THEORY AND PEDOGOGICAL
EXPERIMENTAL-BASED LECTURING ORGANIZATION
PROCESS OF SOCIAL SCIENCES AND HUMANITIES AT
MILITARY OFFICER SCHOOLS

4.1. Constructivism theory-based lecturing organization process
of social sciences and humanities at Military Officer Schools
4.1.1. Perception of constructivism theory-based
lecturing organization process of social sciences and
humanities at Military Officer Schools
The constructivism theory-based lecturing organization process of
social sciences and humanities at Military Officer Schools means the process
of phases, steps, and operation by lecturers & learners arranged and performed
in a certain sequence of the constructivism theory-based lecturing organization
process of social sciences & humanities, thence, to help the lecturing process
effectively achieve the objectives.
4.1.2. Common process of constructivism theory-based lecturing
organization of social sciences and humanities at Military Officer Schools
4.1.2.1. Teaching preparation
For lecturers: To precisely identify topic names, subjects, numbers of
learners; time, lecturing objectives; select basic knowledge, identify central
contents; new knowledge and its relationship with the learned one; identify
learners’ inherent knowledge & experience; expect lecturing methods &
devices; build up lecturing plans; anticipate possibilities; references; and build
up detailed plans. For learners: To grasp learning plans; review previous
lessons; study curriculum, documents, search for lesson-related data; and
perform work upon lecturers’ requests.
4.1.2.2. Teaching organization
Step 1: To create problematic situations, stimulate thinking, inspire
learning, and develop on lecture topic. Step 2: To organize activities to
mobilze learners’ inherent knowledge & experience. Step 3: To organize
learning activities through which to connect learners’ knowledge with lecture
knowledge. Step 4: To organize learning activities, through which to gain new
knowledge. Step 5: To organize activities to consolidate the new knowledge
and form corresponding skills.

4.1.2.3. Evaluation and lessons from teaching experience
4.2. Process of constructivism theory-based lecture and seminar
organization of social sciences and humanities at Military Officer Schools
4.2.1. Process of constructivism theory-based lecture organization of
social sciences and humanities at Military Officer Schools
4.2.1.1. Lesson preparation
Lecturers’ activities: Step 1: To build up lecture plans. Step 2: To
apprve the lecture plans. Step 3: To accomplish and skillfully practice the


22
lecture plans. Learners’ activities: To read documents, fill in survey
questionnaires, and note down thing which they haven't understood and which
need discussing.
4.2.1.2. Organization for class lectures
Step 1: To create problematic situations, stimulate thinking, inspire
learning, and develop on lecture topic. Step 2: To organize activities to
mobilze learners’ inherent knowledge & experience. Step 3: To organize
learning activities through which to connect learners’ knowledge with lecture
knowledge. Step 4: To organize learning activities, through which to gain new
knowledge. Step 5: To organize activities to consolidate the new knowledge
and form corresponding skills.
4.2.2.3. Evaluation and learning lessons from lectures
4.3.2. Seminar organization process for constructivism theorybased social sciences and humanities at Military Officer Schools
4.3.2.1. Preparation for seminars
Lecturers’ activities: Step 1: To build up and disseminate plans for
seminar instructions. Step 2: To build up plans for seminar control. Learners’
activities: Step 1: To learn about seminar themes, identify research missions,
undertake research missions by grops, and select research methods. Step 2: To
perform scientific research activities.

4.3.2.2. Seminar organization at classes
Step 1: To create problematic situations, stimulate thinking, inspire
learning, and develop. Step 2: To organize activities to mobilze learners’ inherent
knowledge & experience. Step 3: To organize learning activities through which to
connect learners’ knowledge with the seminar contents Step 4: To organize
learning activities, through which to gain new knowledge. Step 5: To organize
activities to consolidate the new knowledge and form corresponding skills.
4.3.2.3. Evaluation and lesson learning from seminars
4.3. Pedagogical experiments
The performance of pedagogical experiments for constructivism
theory-based lecturing organization process of social sciences & humanities at
Military Officer Schools upon application to the specific subject which is the
Military Education to check the rightness of the scientific assumption has
been made, asserting the efficiency, feasibility, and evaluation on influences
by the process on learners’ learning outcomes of the Military Education.
The experiments were made upon the controlled method. They were
performed at Army Officer School 2 and Army Officer School 1. The 1st time
experiment was made on 2nd year learners, term 68, Battalion 2, Army Officer
School 2. The experimental class consisted of 50 learners and so did the
control class. The 2nd time experiment was made on 3rd year learners, term 86,
Battalion 13, Army Officer School 1. The experimental class consisted of 50
learners while the control class consisted of 51 learners.


23
Before the experiments, we had conducted surveys and selected the
experimental & control classes; nurtured, instructed collaborators; compiled
experimental contents; simultaneously built up criteria, measurement scales,
evaluation tools, checked input levels of the experimental & control groups.
Upon the analysis of the qualitative & quantitative experimental

outcomes, we have drawn the following conclusions:
The experimental groups at both experimental facilities have made
positive changes in their knowledge, skills, and attitude during their learning
process. That is shown on the fact that the mean scores from experiments
gained by the experimental group are higher than those gained by the control
one. T-test optomtry shows the difference between the experimental and
control groups. The difference doesn’t randomly take place but it takes place
because of the pedagogical impact. The outcomes from the two experiments
do not only reflect the positive changes by lecturers and learners but also
prove the stability of application of constructivism theory-based lecturing
organization process of social sciences & humanities at Military Officer
Schools for the lecture form of Military Education subject.
Conclusions in chapter 4
Upon the research into reasonings on constructivism theory-based
lecturing, its application to lecturing social sciences & humanities, their
requirements, and features, we have proposed the constructivisim theory-based
lecturing organization process of social sciences & humanities at Military Officer
Schools. To check the feasibility and efficiency of the constructivism process in
lecturing social sciences & humanities at Military Officer Schools, we have made
pedagogical experiments and tests at two facilitie which are: Army Officer School
2 and Army Officer School 1 within the scope of lectures of Military Education
and their contents have remained limited (6 out of 10 lectures). The outcomes
from the experimental process have been able to prove that: The utilization of
constructivism theory-based lecturing organization process of social sciences &
humanities at Military Officer Schools is initially doable and effective; it has made
contributions to enhancing learners’ learning quality of social sciences &
humanities & upheld their cognitive positivity.
CONCLUSIONS AND PROPOSALS
1. Conclusions
1.1. Constructivism teaching doesn't only help learners grasp

necessary knowledge, skills, and techniques but the more importance lies in
stimulating learners’ competence for thinking, creativity, and experiences in
reality to help them perfect their cognitive competence to meet requirements
for the Army and society’s development.
1.2. Upon theoretical analysis on constructivism theory-based
lecturing and its application to lecturing social sciences & humanities at Military
Officer Schools, such definitions of constructivism theory; constructivism
theory-based lecturing; its application to lecturing social sciences & humanities


24
as well as lecturing organization process of social sciences & humanities at
Military Officer Schools have been presented; features of lecturing social
sciences & humanities at Military Officer Schools; relevancy of constructivisim
theory-based lecturing with features of lecturing social sciences & humanities
and its natures at Military Officer Schools have been pointed out in the thesis.
Thence, it can be asserted that the constructivism lecturing is able to meet new
requirements for teaching process at Military Officer Schools. It shall train
officers with sufficient competence and virtues to serve for the work of
Fatherland construction and defense in the current stage.
1.3. The investigation outcomes of lecturing actual state of social
sciences & humanities and its initial application at Military Officer Schools in
general show: The process of identifying learning objectives, designing learning
contents, applying specialized lecgturing methods and techniques for
constructivism theory-based lecturing hasn’t been attached with special
importance by lecturers. Instead, it has still been much academic and theoretical.
Therefore, it hasn’t created chances to learners to reveal their own gained
experience and knowledge; it hasn’t encourages their creativity or cared about
their interests or needs during the process of forming occupational capacity. This
leads to the fact that the achieved outcomes in terms of knowledge, skills, and

attitude in learning social sciences & humanities have remained limited.
1.4. To overcome the above-mentioned restrictions, conditions to
apply and constructivism theory-based lecturing organization process of social
sciences & humanities at Military Officer Schools have been pointed out in
the thesis. Simultaneously, the proposal for constructivism theory-based
lecturing organization process of social sciences & humanities at Military
Officer Schools has been made for two basic lecturing organization forms at
Military Officer Schools: they are lectures and seminars.
1.5. Application of constructivism theory-based lecturing
organization process of social sciences & humanities at Military Officer
Schools has been made for the lecture form of Military Education selected to
perform pedagogical experiments. The gained outcomes show the relevancy
and feasibility of the process, simultaneously assert the rightness of the
scientific assumption. The constructivism theory-based lecturing organization
process of social sciences & humanities at Military Officer Schools for the
form of Military Education has remarkably influenced the learners, got
effective to enhance learners’ learning performances, and contributed to
forming & developing their occupational capacity.
2. Proposals
2.1. To Military Officer Schools;
2.2. To faculties of teachers.