Contents

EDUCATIONAL MANAGEMENT
Vu Trong Ry: Orientations for developing Vietnam’s education in the time of
industrialization, modernization and international integration.
Nguyen Phuc Chau: Factors influencing the training of education managing staff based
on social demand.
Nguyen Ngoc Hoi: on the process of evaluating the quality of teacher fostering.
Chu Thi Hai: The impact between economics and Vietnam’s college education
development in the current situation.
Doan Duc Luong: the current situation and directions for putting the Intelectual property
subject into teaching in universities and junior colleges in our country today.
AGE PSYCHOLOGY - PHYSIOLOGY
Ho Thi Nhat: Educating cultural behaviors for student in general schools.
EDUCATIONAL - TEACHING THEORY
Nguyen Dinh Bac: To help investigating Prisedent Ho Chi Minh’s learning style.
Phi Thi Hieu: Conception on talent and the education of talents in Vietnam during the
feudal era.
Phan Thi Hoa: The culture of communication and behavior of teacher in pre-schools.
Le Thi Thu Trang: Creating an reader image on primary school pupils through the
Reading practice sub-subject.
Le Thi Phuong: Investigating topic and ideas for writing based on the current upper and
lower secondary Philology textbook.
Luong The Anh: one-legged God ( Than Doc cuoc) – a God that deserves an
appropriate position in the optional syllabus of local folk literature at upper secondary
schools in Thanh Hoa province.
Tuong Thi Ngo: Suggestion for ways of using some charts of contemporary world
history in the 11th history textbook.
Nguyen Manh Tuan: Vanhiele’s viewpoint on forming geometric symbols on
kindergarten children an pupils of early primary school.
Tran Thi Ngoc Lan – Nguyen Thuy Van: Division teaching in mathematics at primary
schools.
Tran Thi Cam Tho: Applying Rasch model in evaluating results of learning lower
secondary Mathematics.
Nguyen Van Khoa – Duong Van Son: Indentifying and training some capabilities of
adaptation for students in the process of obtaining mathematics knowledge in general
schools.
Nguyen Huy Tien: Using objective multiple-choice chemistry questions at upper
secondary schools (The Inorganic chemistry part – Advanced section).
Pham Thanh Hien: Applying information technology foe making use and construction of
visual materials for teaching biology at lower secondary schools.
EDUCATIONAL REALITY
Pham Quang Bao: The current situation and measures for managing students’ self-
study in the Culture School I, Ministry of Public Security.
EXCHANGE OPINIONS
Pham Duc Bach: Looking back on the lifting of graduation exam for lower secondary
school after 4 years of implementation.
Nguyen Thi Hien: It is necessary to improve the effectiveness of tradition education in
upper secondary schools.
FOREIGN EDUCATION
Vo Van Toi: Scientific research in doctoral education in universities in the United States.
 Age Psychology – Physiology

Education of Submissive Communication Behaviors to Students

at High School

In social life, the behaviors which are sensitive, respectful and courteous would make
people feel comfortable and enjoyable, and the problem solving becomes easier. On the
contrary, the rude and gruff behaviors or the indecent gestures would make a bad
impression on the others and also influence on social relationships and development.
Thus, to make human relationships better and better, we need have submissive
communication behaviors.
Students are those who are at the shaping and development age of personality. They
need to be deeply educated submissive communication behaviors. The school authority
is the major force in the work of training submissive communication behaviors to
students, and then creates the charm in academic culture in particular, as well as
contributes to the development of comprehensive personality.
However, a part of students do not behave well, break the ethical standards of society in
communication, self-create the uncultured language, and use “slang” at school, etc.
Hence, it is essential to the education of submissive communication behaviors.
1. Submissive communication behaviors
Submissive communication behaviors are the specific external expressions of human
and contain the standard cultural values; are carried out by the social communication
and behaviors, through speech, scripts and gestures in daily relationships.
Structures of submissive communication behaviors:
- Cognitive elements: understand the meaning of the standards and grasp the
rules to implement the communication behaviors admitted by society.
- Emotional elements: believe and desire to follow the communication standards,
have the proper motivation to carry out the communication behaviors.
- Conscious elements: know to select and use the means of communication in a
proper, flexible and creative way which is appropriate for each subject, situation,
purpose and theme of the communication.
These elements above have a close relationship together, so they create a whole
structure to adjust the daily human behaviors through the means of communication:
speech, gestures, etc.
2. Several factors affect the education of submissive communication behaviors to
students
1) Objective factors: The development of science and technology, the information
explosion give students many opportunities to approach a lot of abundant information
sources, enrich their living experience, but it also have negative effects on students
when they access the harmful and uncultured information without testing and guidance
of adults.
The school: The school is sometimes not a good sample for students to follow, such as
the vocative way “may, tao” of teachers to students. The education content is still biased
toward the teaching of literacy to help students overcome the graduation and entrance
exam, not to concentrate on the education of lifestyle and behaviors. The model of the
education is not various and is narrowed in the classroom space. Therefore, students
have no conditions to practice submissive communication behaviors in order to make it
a habit in their life.
The family: Some parents is not good samples for their children in the communication
and behaviors in their family, as well as with other people around (such as quarrels,
swears, curses, etc). Students may imitate such behaviors rapidly.
The society: In social life following the integration tendency like in Vietnam today, the
influence of different cultural trends consisting of positive and negative ones cannot be
avoided. Students are affected by lots of factors, such as: online movement, violent
movies, and romantic movies with the …. that make them unable to control and refrain
from the strong development of physiology and lead them to unpredictable
consequences.
2) Objective factors: The high school students are at the age of great communication
exchange, thus they are easy to learn both the goods and the bads. Occasionally, they
do not dare to object and even follow the uncultured/unsubmissive communication
behaviors of their friends because of the scare of being ostracized by the others.
The students themselves do not understand the standards of submissive
communication in certain circumstances, or they do but they rarely practice, rely on and
behave like that.
3. Several methods to educate submissive communication behaviors to students
at high school
1) Education by conducting and delivering classroom regulations.
It is necessary to have students self-develop their classroom regulations basing on the
teacher’s orientation. The school board needs to emphasize on the opinion “the
regulation is done by students” so that students are interested in and volunteer to follow.
The teachers are advised to ask students to write, draw and decorate their own
classroom regulations in a large-sized paper, to show their expressions by images and
to decide the suitable place next to the private or group emulation board to put the
regulations paper, and then help students carry out the plan.
2) Education by activities to practice submissive communication behaviors in class
The teachers may create different situations to help students learn how to greet, request
and thank in a polite way. Moreover, the education of submissive communication
behaviors should be integrated into subjects, especially in social ones. Through
exercise sheets or games, students may consolidate submissive communication
behaviors.
It is also necessary to combine the lessons of submissive communication behaviors in
the civic education subject. This is an opportunity for teachers to tell students the
meaning and content of educating submissive communication behaviors and help them
adapt in a systematic way.
3) Education by activities to examine the fact of practicing submissive communication
behaviors in class
The teachers should organize different kinds of activity to engage students to observe
the communication behaviors of the others, encourage the emulation among individuals,
groups or classes, and promote the emulation movements with the special events every
week or month in order to motivate the practice of submissive communication behaviors
in class. Of course, there should be commendations or rewards for students who do
good jobs.
4) Teachers are good samples of submissive communication behaviors to students
Teachers often use submissive communication behaviors with their collages, students
and adults in daily life.
5) Organization of extracurricular activities
It is suggested that there should be cultural contests, drama performances,
communicative tests or seminars of communicative culture of students nowadays.
6) Coordination between the school and the family in the education of submissive
communication behaviors to students.
The school takes a pivotal role in the coordination with the local authority in building a
civilized and courteous lifestyle, and with the family in educating submissive
communication behaviors to students.
***
References:
1. Hoang Thi Bich Huong. Một số biện pháp giáo dục hành vi giao tiếp có văn hóa cho
trẻ em lang thang. Doctor Thesis.
2. Phan Thanh Long. Lý Luận giáo dục. DHSP Press, H. 2006.
3. Tran Thi Tuyet Oanh (Editor). Giáo dục học. DHSP Press, H. 2005.
4. Tran Quoc Vuong. Cơ sở văn hóa Việt Nam. Giáo dục Press, H. 1998.

Education Journal 224 (2-10/2009)

Using Co-participation Method in Teaching the Content of Reproductive Health to
Students at Colleges of Education

Reproductive health education is one of the new teaching content in high school with
the aim at providing young people with the basic understanding and skills of
reproductive health. In reality, most of teachers are still embarrassed and unskillful in
using effectively the teaching and learning method of this content.
Students at colleges of education often get jobs at high schools around the country after
graduation. They are the force who participates in the education of reproductive health
to students. Therefore, to complete this task in the future, they need to be basically
prepared in terms of the serious and active attitude towards this subject at college.
Additionally, they should grasp the scientific content and the effective teaching method
of reproductive health. This is considered to be a susceptible aspect. As a result, if there
is no scientific and effective way to approach the subject, it will be difficult to meet the
purpose of the subject that needs to provide for students.
1. Using Co-participation method in teaching the content of reproductive health to
students at College of Education
According to WHO, Reproductive Health is the healthy situation in physical mental and
social aspect relating to all operation and function of reproductive apparatus, not merely
has no illness and defects in reproductive system.
According to Vietnam's national strategy on reproductive health care for the 2001-2010
period, Reproductive Health consists of the major aspects: Reproductive rights, Family
planning, Reduction of abortion and safe abortion, Safe motherhood and newborn care,
Infection through sexual intercourse (even HIV/AIDS and sterility), Prevention and
treatment of reproductive tract cancer, Adolescent reproductive health, Gender equality
in reproductive health care.
It can be realized that co-participation is a suitable approach to the teaching of
reproductive health for several reasons.
1) Deriving from the characteristics of the method
When using co-participation method, the teachers are not the only source of
information; other members in class may provide information and the role of the teacher
is to help learners think deeply about what they have known. The participation of
learners in the reproductive health lesson makes the learning atmosphere smooth,
comfortable and flexible. Teacher and students have chance to share their knowledge
and skills, discuss about reproductive health, so the information which is gained from
each individual is very rich and multi-dimensional.
- The teaching process: Instruction -> Organization -> Arbitration. Teachers are the
subject of teaching activities and cooperate with students to find out and solve
problems. They may become the mentor, the facilitator or the arbitrator who help
students achieve the knowledge and combine between the personalization and the
socialization of the learners.
The cooperation in the teaching process takes place as follows: The teacher raise the
issues and students self-study. The teacher may help students by giving suggestions
and providing the necessary information for students to think of and strengthen their
knowledge. After that, the teacher asks students to discuss, give their opinions and
learn from each other to draw the experience by themselves. Finally, the teacher
becomes a scientific arbitrator to review and provide conclusions of the issue; the
learner will self-correct, adjust and master the scientific knowledge.
- The learning process: Self-study -> Self-expression -> Self-correction. The learners
are not provided with the available knowledge; they have to put themselves into living
situations and realistic issues to discover the unknown. They are the subject of the self-
study process to gain the knowledge and create personal products by their own way;
the one of the self-expression and self-correction process to find out the objective truth
and the scientific knowledge.
The teaching and learning process contain a mutual close relationship among learners.
The learners may present their ideas and listen to the others. Therefore, the knowledge
is both the working result of the students themselves and the product of the society-
classroom before really becoming the scientific research.
2) Ensuring the implementation of the direction opinion to the new teaching and learning
method reform currently
Reproductive health education is a process of organizing activities for students and
though these activities, students may self-study and achieve the knowledge of, as well
as skills for reproductive health. The activities must be conducted to be appropriate for
the teaching objectives, the subjects, the duration, the conditions, and the situation of
each class, each school and each area.
The teaching activities of reproductive health are very abundant, such as
+ solving problem; role-playing; showing opinion or behaviors related to reproductive
health
+ self-conducting an action plan
+ analyzing the realistic problems; observing skits, videos, poem recitation, composing;
painting; playing games related to reproductive health education
However, these activities should be designed and arranged in a suitable way to avoid
student’s disappointment.
The mutual communication and knowledge exchange among students is much
appreciated. They may discuss, share ideas and experience with each other, question
and evaluate the others. Besides, they also make questions to the teacher, present and
protect their personal point of view.
2. Results of experimenting co-participation method in teaching the content of
reproductive health to students at Educational Psychology Department – Hanoi College
of Education
We designed a lesson plan with the topic “Friendship, Love and Adolescent Sex”
(Chapter IV: Adolescent Reproductive Health) following co-participation method to
students K56 at Education-Psychology Department, time: 90minutes)
The activities are planned as follows:
- Beginning: Game “Unity” related to the topic of the lesson
- Discussion in pair about the goods and the bads in friendship at teen age.
- Consulting letter: Divide the class into group of 5, 2 groups will discuss a
common situation related to the behaviors among friends, opposite-sex
friendship, and love at teen age. In the role of the advisor, students will write a
letter to answer the questions in the situation.
- Brainstorming: Collect the ideas of the whole class about love at teen age.
- Watching and commenting on video clips: Describe a situation related to sex
problem at teen age.
 - Commenting on the figures: Students are asked to express rapidly and briefly
their feelings and thoughts after looking at some information about abortion and
unwanted pregnancy, as well as the consequences when making sex at teen
age.
- Letter to 9X: Each student is required to send a short message to 9X generation
with the topic “Love can wait” and share their opinions to the class.
In 2 practice classes, we invite an expert, who has much working experience at
Psychological Counseling Switchboard 1088, to take part in solving problems and
answering questions by students.
The experimental results are presented as follows:
Table 1: Student’ interest in participating in the experimental class
No Level Number (30) %
1 Very much 20 66.67
2 Much 10 33.33
3 Fair 0 0
4 Not at all 0 0

Table 2: Student’ activeness in participating in the experimental class

No Level Number (30) %
1 Activeness 20 96.97
2 Same to common classes 10 3.13
3 Personal activities 0 0

As a result, 100% of students taking part in the practice classes also feel enjoyable and
96.97% of them do these activities positively. In addition, the achieved results by
observing group-work; and studying discussion products and role-plays of students are
also unified with the results by questionnaires.
100% of students affirmed that the teaching and learning should be organized in co-
participation method for the following reasons
+ The lesson becomes funny, comfortable, enjoyable and useful.
+ Students have chance to show their opinions and use their own experience.
+ Students may exchange directly some sensitive issues
+ Students have more understanding of their friends and learn much from each other
around this issue.
+ The achieved knowledge is scientific, profound and comprehensive, not restrictive,
burdensome, compulsory.
+ Students have conditions to participate in a variety of activities that promote their
activeness.
+ Students can apply what they have learned for the specific realistic situations.
+ Students can learn the way to deliver the teaching effectively towards this sensitive
content.
Nevertheless, when using this method, some problems have been shown, for example:
+ It is necessary to spend lots of time to convey the content.
+ Reproductive health is a sensitive issue and has diverse manifestation in real-life
circumstances, so the teacher needs a deep background and a great experience of this
aspect, as well as proficiency in activity-organization skill.
+ The co-participation activities must be mixed together and be suitable for the
requested time, no to cause the stress and disappointment of students.
3. The arguments and experimental results affirmed that the application of co-
participation method in teaching the content of reproductive health to students at
colleges of education is an appropriate approach. However, to bring the expected
outcomes, some important factors need to be prepared before the class, for instance:
- The lecturer can really grasp the content of reproductive health education and master
the skills of using this method; the approach direction is serious, scientific, and update.
- It is necessary for students to be aware of the importance of study to themselves and
their future profession, and to take part in the activities provided by teacher.
- It is advised to invite the expert of the medical aspect and reproductive health to
exchange or explain deeply the realistic problems related to this issue, so that the
lesson will be lively, serious and practical.
- There should be the support of multimedia equipments such as TV, projector for
showing video clips and situations.
- The scope is suitable to organize the activities in which every student can take part.
***
1. http://en.wikipedia.org/wiki/Reproductive-health.
 2. Ministry of Education and Training. Một số vấn đề nội dung và phương pháp
giáo dục dân số - sức khỏe sinh sản trong nhà trường, Hanoi, 2004.
References:
1. Ministry of Education and Training. Tài liệu hướng dẫn giảng dạy giáo dục dân số,
sức khỏe sinh sản (for lecturers in Psychology Department at Collages of Education).
Hanoi, 2008.
2. Ministry of Education and Training. Giáo trình Giáo dục dân số sức khỏe sinh sản.
(for students in Education-Psychology Department at Collages of Education). Hanoi,
2008.
3. Tran Ba Hoanh. Đổi mới phương pháp dạy học, chương trình và sách giáo
khoa. DHSP Press, H.2007.
4. Dr Quan Le Nga – Than Thi Lan Huong. A guide to behavior change
communication in improving reproductive and sexual health of youth and
adolescents, 2007

Education Journal 233 (I - 3/2010)