Pub Date : 2022-08-29DOI: 10.25073/2588-1159/vnuer.4586
Vũ Phương Liên, Trần Thị Hòa, Vu Thi Hong Hanh
The 2018 educational program is oriented to develop learners' competencies comprehensively through subjects. However, in order to develop students' capacity, it is necessary to have teaching activities suitable for each subject. Especially in Vietnamese for primary school students, the reading section clearly shows the students' listening, speaking, reading, and writing abilities. In order for students to manifest those abilities, experiential learning is extremely necessary. Students need to be given opportunities to express themselves through specific activities that are consistent with the lesson objectives. The study has selected the Kolb’s Model for Experiential Learning to build the tasks, and choose the effective learning method that is suitable for the reading subject with the aim to develop learner’s comprehensive reading, writing, listening, and speaking skills. From there, it is proposed to design a teaching plan according to the Kolb experiential model to develop specific competencies in Vietnamese: listening, speaking, reading, and writing.
{"title":"Teaching Reading Subjects by Kolb's Model for Experiential Learning to Develop the Capacity of Elementary Students Meet Education Program 2018","authors":"Vũ Phương Liên, Trần Thị Hòa, Vu Thi Hong Hanh","doi":"10.25073/2588-1159/vnuer.4586","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4586","url":null,"abstract":"The 2018 educational program is oriented to develop learners' competencies comprehensively through subjects. However, in order to develop students' capacity, it is necessary to have teaching activities suitable for each subject. Especially in Vietnamese for primary school students, the reading section clearly shows the students' listening, speaking, reading, and writing abilities. In order for students to manifest those abilities, experiential learning is extremely necessary. Students need to be given opportunities to express themselves through specific activities that are consistent with the lesson objectives. The study has selected the Kolb’s Model for Experiential Learning to build the tasks, and choose the effective learning method that is suitable for the reading subject with the aim to develop learner’s comprehensive reading, writing, listening, and speaking skills. From there, it is proposed to design a teaching plan according to the Kolb experiential model to develop specific competencies in Vietnamese: listening, speaking, reading, and writing. ","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126554252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.25073/2588-1159/vnuer.4701
Nguyen Thu Huong, Do Thi Hanh
Reading comprehension is an important competence, not only a learning foundation for Literature or other subjects but also a prerequisite of thinking for each person to discover and manage their life. Teaching reading comprehension is a very important and outstanding requirement in the K-12 education reform at present and in the future. In particular, according to the requirements of the 2018 general education program, Literature needs to focus on developing students' language and literary abilities through reading, writing, speaking and listening skills. In this article, we propose solutions to contribute to improving the quality of teaching free verse reading comprehension for grade 10 students following competence-based approach.
{"title":"Teaching Free Verse Reading Comprehension for Grade 10 Students Following Competence-based Approach","authors":"Nguyen Thu Huong, Do Thi Hanh","doi":"10.25073/2588-1159/vnuer.4701","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4701","url":null,"abstract":"Reading comprehension is an important competence, not only a learning foundation for Literature or other subjects but also a prerequisite of thinking for each person to discover and manage their life. Teaching reading comprehension is a very important and outstanding requirement in the K-12 education reform at present and in the future. In particular, according to the requirements of the 2018 general education program, Literature needs to focus on developing students' language and literary abilities through reading, writing, speaking and listening skills. In this article, we propose solutions to contribute to improving the quality of teaching free verse reading comprehension for grade 10 students following competence-based approach.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133060997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.25073/2588-1159/vnuer.4630
Mai Quang Huy
Changes in the socio-economic context and scientific and technological advances since the second half of the 20th century have fundamentally changed the educational context and environment. In that context, there have been many changes in teacher training approaches, models and programs in countries around the world. Following the UNESCO Recommendation (1966) on the Status of Teachers, which considers teaching to be a profession, the movement to professionalizion of teaching and to teacher training has taken place in many countries. Until the beginning of the 21st century, many OECD countries have introduced competency requirements to equip teachers and made changes in teacher training. Based on the literature review, the article analyzes and clarifies requirements for teachers and teacher training in OECD countries
{"title":"Requirements for Teacher Capacity and Teacher Training in OECD Countries","authors":"Mai Quang Huy","doi":"10.25073/2588-1159/vnuer.4630","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4630","url":null,"abstract":"Changes in the socio-economic context and scientific and technological advances since the second half of the 20th century have fundamentally changed the educational context and environment. In that context, there have been many changes in teacher training approaches, models and programs in countries around the world. Following the UNESCO Recommendation (1966) on the Status of Teachers, which considers teaching to be a profession, the movement to professionalizion of teaching and to teacher training has taken place in many countries. Until the beginning of the 21st century, many OECD countries have introduced competency requirements to equip teachers and made changes in teacher training. Based on the literature review, the article analyzes and clarifies requirements for teachers and teacher training in OECD countries","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131525273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.25073/2588-1159/vnuer.4674
Lưu Hớn Vũ
This study investigated the classroom behavior of Chinese as a second foreign language among 246 English majors at Ho Chi Minh City University of Banking. The survey results show that students’ learning orientation has the highest frequency of use, and their dominating others has the lowest frequency of use. In terms of gender, there were significant differences in the frequency of dominating others use between male and female students. In terms of grades, there was a significant difference in the frequency of verbal participation between second- and third-grade students. In terms of home life area, there were no significant differences in various classroom behaviors between students from urban areas and those from rural areas. Students’ academic performance was positively correlated with verbal participation, learning orientation, and support-seeking. Based on the above research results, this study puts forward some teaching suggestions.
{"title":"Classroom Behavior of English Majors at Ho Chi Minh University of Banking in Chinese Language","authors":"Lưu Hớn Vũ","doi":"10.25073/2588-1159/vnuer.4674","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4674","url":null,"abstract":"This study investigated the classroom behavior of Chinese as a second foreign language among 246 English majors at Ho Chi Minh City University of Banking. The survey results show that students’ learning orientation has the highest frequency of use, and their dominating others has the lowest frequency of use. In terms of gender, there were significant differences in the frequency of dominating others use between male and female students. In terms of grades, there was a significant difference in the frequency of verbal participation between second- and third-grade students. In terms of home life area, there were no significant differences in various classroom behaviors between students from urban areas and those from rural areas. Students’ academic performance was positively correlated with verbal participation, learning orientation, and support-seeking. Based on the above research results, this study puts forward some teaching suggestions.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131694500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.25073/2588-1159/vnuer.4308
Nguyen Phuong Huyen, D. Yen
The purpose of the research is to investigate the lecturers' adaptability to curriculum innovation and its impact on the fundamental and comprehensive innovation of education and training. In order to adapt to curriculum reform, teachers must be prepared for their own role in curriculum design and implementation, aware of program changes and values. teaching in the direction of developing learners' capacity; skills to practice student-centered teaching strategies. The adaptation of teachers to curriculum innovation depends on the teachers themselves and the policy context of each school. Research methods are mixed methods combining qualitative and quantitative. Main data is from questionnaires provided to the trainers. Measures of data collection according to 3 aspects on the adaptability of lecturers to curriculum innovation. The results show that 651 respondents can adapt to a medium level, most of the lecturers are ready to adapt to the curriculum innovation. Some teachers have tried to actively self-study and develop professional competence.
{"title":"Teachers' Adaptability to General Curriculum Reform","authors":"Nguyen Phuong Huyen, D. Yen","doi":"10.25073/2588-1159/vnuer.4308","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4308","url":null,"abstract":"The purpose of the research is to investigate the lecturers' adaptability to curriculum innovation and its impact on the fundamental and comprehensive innovation of education and training. In order to adapt to curriculum reform, teachers must be prepared for their own role in curriculum design and implementation, aware of program changes and values. teaching in the direction of developing learners' capacity; skills to practice student-centered teaching strategies. The adaptation of teachers to curriculum innovation depends on the teachers themselves and the policy context of each school. Research methods are mixed methods combining qualitative and quantitative. Main data is from questionnaires provided to the trainers. Measures of data collection according to 3 aspects on the adaptability of lecturers to curriculum innovation. The results show that 651 respondents can adapt to a medium level, most of the lecturers are ready to adapt to the curriculum innovation. Some teachers have tried to actively self-study and develop professional competence.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122735119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-10DOI: 10.25073/2588-1159/vnuer.4672
Lu Thi Mai Oanh, L. N. Hung, N. Thanh, Nguyen Phuong Huyen
The quality of educators is a crucial foundation, which partly plays a decisive role in determining the quality and effectiveness of pedagogical activities and improving the eduational quality to meet the requirement of the General Education Program 2018. The research assesses the quality of teachers based on survey data of a sample collection of 651 teachers from three provinces including Hanoi, Nghe An, and Can Tho; focuses on analyzing the quality of educators according to teacher quality criteria to meet the General Education Program 2018. The result shows that most teachers (62.4%) self-assessed the quality of teachers at the level one “fully folowing requirement”, level two (19.7%) “actively implementing requirement”, level three (6.8%) “being an example for others”, level four (8%) “sharing experiences and creating new style to behave” and level five (3.2%) “training others”. The study also showed a statistically significant correlation between teachers' quality and their demographic characteristics such as age, gender, years of experience. However, the technical expertise and educational levels may insignificantly correlate with the teachers’ quality. This means that the teachers’ quality should be improved to successfully implement the Genereal Education Program 2018.
{"title":"Teacher Quality to Meet the General Education Program","authors":"Lu Thi Mai Oanh, L. N. Hung, N. Thanh, Nguyen Phuong Huyen","doi":"10.25073/2588-1159/vnuer.4672","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4672","url":null,"abstract":"The quality of educators is a crucial foundation, which partly plays a decisive role in determining the quality and effectiveness of pedagogical activities and improving the eduational quality to meet the requirement of the General Education Program 2018. The research assesses the quality of teachers based on survey data of a sample collection of 651 teachers from three provinces including Hanoi, Nghe An, and Can Tho; focuses on analyzing the quality of educators according to teacher quality criteria to meet the General Education Program 2018. The result shows that most teachers (62.4%) self-assessed the quality of teachers at the level one “fully folowing requirement”, level two (19.7%) “actively implementing requirement”, level three (6.8%) “being an example for others”, level four (8%) “sharing experiences and creating new style to behave” and level five (3.2%) “training others”. The study also showed a statistically significant correlation between teachers' quality and their demographic characteristics such as age, gender, years of experience. However, the technical expertise and educational levels may insignificantly correlate with the teachers’ quality. This means that the teachers’ quality should be improved to successfully implement the Genereal Education Program 2018.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127862324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.25073/2588-1159/vnuer.4681
L. Ngoc Hung, D. Yen, Nguyen Phuong Huyen, H. Oanh
There are many theoretical and empirical studies on the development of communication skills in various target groups. However, there is the lack of research on the development of communication skills in literature high secondary education from the management sciences perspective. This paper applies the systems theory, social constructivism and management behavior approache to study the development of communication skills including literature reading, writing, listening, speaking and skills of communication with teachers, class-mates, family members and others as well as skills of using internet – connected mass media. The paper also use survey method to collect data from the non-random sample of students of a high secondary school in Hanoi in order to explore the school management behavior and the students’ the development of communication school in literature education. The research findings tend to recommend management measures such as the teachers’ active listening to students, the creating favorable opportunities for students to communicate and self – actualize in literature class and the assessment for the student’s progress in literature capacities and communication skills.
{"title":"The Management of Communication Skills Develoepment in Literature High Secondary Education from the Student’s Point of View","authors":"L. Ngoc Hung, D. Yen, Nguyen Phuong Huyen, H. Oanh","doi":"10.25073/2588-1159/vnuer.4681","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4681","url":null,"abstract":"There are many theoretical and empirical studies on the development of communication skills in various target groups. However, there is the lack of research on the development of communication skills in literature high secondary education from the management sciences perspective. This paper applies the systems theory, social constructivism and management behavior approache to study the development of communication skills including literature reading, writing, listening, speaking and skills of communication with teachers, class-mates, family members and others as well as skills of using internet – connected mass media. The paper also use survey method to collect data from the non-random sample of students of a high secondary school in Hanoi in order to explore the school management behavior and the students’ the development of communication school in literature education. The research findings tend to recommend management measures such as the teachers’ active listening to students, the creating favorable opportunities for students to communicate and self – actualize in literature class and the assessment for the student’s progress in literature capacities and communication skills.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122761090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.25073/2588-1159/vnuer.4642
Mai Thi Quynh Lan
This paper aims to define the competencies that make up graduates' employability in today's changing world of work. The skills that make graduates employable are often independent of qualifications, but are influenced by factors such as lifelong learning, critical analytical thinking; personal interoperability; teamwork skill; and negotiation skills. The article analyzes secondary data from researches on Google Scholar and the Internet to determine the necessary skills and competencies that create the employability of university graduates. The results lead to recommendations that the training process should focus on developing reasoning skills and critical thinking, problem-based learning methods, support students to develop their arguments, pay attention to the leading role of the teachers in traditional Vietnamese culture. Teachers need to guide students in how to develop thinking, identify relevant facts and information, systematically analyze collected data and information, infer and evaluate evidence and events.
{"title":"Competencies Contributing to Graduates� Employability","authors":"Mai Thi Quynh Lan","doi":"10.25073/2588-1159/vnuer.4642","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4642","url":null,"abstract":"This paper aims to define the competencies that make up graduates' employability in today's changing world of work. The skills that make graduates employable are often independent of qualifications, but are influenced by factors such as lifelong learning, critical analytical thinking; personal interoperability; teamwork skill; and negotiation skills. The article analyzes secondary data from researches on Google Scholar and the Internet to determine the necessary skills and competencies that create the employability of university graduates. The results lead to recommendations that the training process should focus on developing reasoning skills and critical thinking, problem-based learning methods, support students to develop their arguments, pay attention to the leading role of the teachers in traditional Vietnamese culture. Teachers need to guide students in how to develop thinking, identify relevant facts and information, systematically analyze collected data and information, infer and evaluate evidence and events.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131688899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.25073/2588-1159/vnuer.4635
D. H. Minh, Nguyen Thi My Loc, Trần Văn Công, Nguyen Thi Phuong
School experiences and children�s activities may be important determinants of mental health problems in middle childhood. At this age, children start to engage into diverse activities beyond family and spend most of their time at school. Therefore, understanding the school experiences, children�s activities and their association with mental health is important for schools and families to support children�s well-being. We gathered data on the school experiences, students �activities and mental health of 688 schoolchildren and their parent in three cities: Hanoi, Ho Chi Minh City and Danang. The questionnaires on children�s activities, school experiences and Strength and Difficulties Questionnaire were used. Results showed that more than half of the students had someone they could trust at school. The higher the age was, the fewer person at school they trusted and could rely on. Regarding children�s activities, the notable findings was that studying with someone in the family was the activity children spent time the least though talking with someone in the family was the one they spent the most. School experiences and children�s activities could predict 2.9% variations of mental health problems.
{"title":"School Experiences, Children�s Activites Beyond School and Mental Health in Middle Childhood","authors":"D. H. Minh, Nguyen Thi My Loc, Trần Văn Công, Nguyen Thi Phuong","doi":"10.25073/2588-1159/vnuer.4635","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4635","url":null,"abstract":"School experiences and children�s activities may be important determinants of mental health problems in middle childhood. At this age, children start to engage into diverse activities beyond family and spend most of their time at school. Therefore, understanding the school experiences, children�s activities and their association with mental health is important for schools and families to support children�s well-being. We gathered data on the school experiences, students �activities and mental health of 688 schoolchildren and their parent in three cities: Hanoi, Ho Chi Minh City and Danang. The questionnaires on children�s activities, school experiences and Strength and Difficulties Questionnaire were used. Results showed that more than half of the students had someone they could trust at school. The higher the age was, the fewer person at school they trusted and could rely on. Regarding children�s activities, the notable findings was that studying with someone in the family was the activity children spent time the least though talking with someone in the family was the one they spent the most. School experiences and children�s activities could predict 2.9% variations of mental health problems.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124684749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-19DOI: 10.25073/2588-1159/vnuer.4620
Ngo Thi Thuy An
The study was conducted to assess the current situation and needs of soft skills training at FPT University, Can Tho Campus. Total of 545 students studying at the university has given answer a questionaire and carry an in-depth interview. The results show that although the soft skills training program in the university satisfy students in some ways, the quality of those activities is an issue that need to be addressed. Inappropriate choice of soft skills training courses and teaching method or lack of high quality lecturers make bad practice of soft skills training. For the students, in general they are quite confused when learning and practicing soft skills and many of them still lack confidence in their capacity. Based on the analysis results, the study proposes several solutions to improve the quality of soft skills training of the university in the future. Accordingly, in order to solve the mentioned shortcomings, the university needs to build an appropriate training program, select appropriate soft skills courses for each specialized major in each study period, at the same time, stay focus on the lecturers' qualification, and most importantly, create a favorable environment for students to practice soft skills regularly and continuously, to turn theoretical knowledge into practical competence.
{"title":"Current Situation of Soft Skills Training for Students at FPT Can Tho University","authors":"Ngo Thi Thuy An","doi":"10.25073/2588-1159/vnuer.4620","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4620","url":null,"abstract":"The study was conducted to assess the current situation and needs of soft skills training at FPT University, Can Tho Campus. Total of 545 students studying at the university has given answer a questionaire and carry an in-depth interview. The results show that although the soft skills training program in the university satisfy students in some ways, the quality of those activities is an issue that need to be addressed. Inappropriate choice of soft skills training courses and teaching method or lack of high quality lecturers make bad practice of soft skills training. For the students, in general they are quite confused when learning and practicing soft skills and many of them still lack confidence in their capacity. Based on the analysis results, the study proposes several solutions to improve the quality of soft skills training of the university in the future. Accordingly, in order to solve the mentioned shortcomings, the university needs to build an appropriate training program, select appropriate soft skills courses for each specialized major in each study period, at the same time, stay focus on the lecturers' qualification, and most importantly, create a favorable environment for students to practice soft skills regularly and continuously, to turn theoretical knowledge into practical competence.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117242491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：