1
INTRODUCTION
1. Rationale
1.1. Educational experts argue that "life skills" are developed on the basis of the "living
viewpoint" in the "honesty, kindness and beauty" category of the "living values" category.
Living value is the foundation for every human being to cultivate, to act, to live for
themselves, for the family and the community. This is the new philosophy of education in the
period of development of the country with the socialist-oriented market economy, promoting
industrialization and modernization, international integration. Live-life instruction for students
must be done through hands-on activities or experimental learning.
1.2. In the general education curriculum, practical activities are called experimental
activities. Experimental learning aims to provide students with a realistic environment that
demonstrates living activities that apply theories as practical, from which to develop and
develop life skills. However, the perception of living skills as well as the institutionalization of
life skills education in general education in Vietnam is not very specific, especially in guiding
the organization of life skills education through Experience activities for students at all levels,
inadequate levels.
1.3. In primary schools, at the age from 6-11, students who are experiencing rapid
physical, intellectual, psychological and personality development are urgently needed to be
equipped with core skills. Identify the program and how to educate students' living skills.
1.4. Hanoi is the capital of Vietnam, in recent years due to the rapid urbanization and
integration, students from small age have been educated to form life skills. With the
development and diversification of the cultures of these regions, this has directly affected
people's life skills, with youth and adolescents being the most affected. In addition, due to the
need to innovate the new textbook program, the program targets learners' ability and life skills
for learners, it is important to manage the life skills education for students through
experimental education.
The above analysis is the reason for the thesis author to select the research topic:
"Management of life skills education through experimental learning for pupils in Hanoi
primary schools in the current context "as dissertation thesis.
2. Purpose of the study

5.1. To systematize the theoretical foundation on river skills education for primary
school pupils and the management of life skill education for pupils through experimental
activities in the current context.
5.2. Analyze the situation of life skills education through experience and management
of life skills education through experimental activities for pupils in Hanoi primary school
5.3. Propose measures and test a measure
6. Scope and location of the study
6.1. Research scope
- Experimental activities for students in the new textbook curriculum will be implemented in
2018, in the program of life skills education for students in schools that are still being
implemented but not yet addressed. and effective. The dissertation thus incorporates an
analysis of the current status of life skills education for students currently practiced in
elementary schools and is linked to the content of experimental activities in the new
curriculum.
6.2 On the subject of the survey
- Managers: 25 principals, vice principals.
- Teachers and staff of 196 people in the school.
- Parents of 250 students
- The social forces, officers of mass organizations, politics outside the school do the
management of education in the locality 25 people.
A total of 496 people.
6.3 On the subject of survey and testing
School surveys were conducted from September 2015 to September 2017
- 6 schools in Hanoi: Thai Thinh Primary School, Dong Da District, Le Van Tam Primary
School, Hai Ba Trung District, Thanh Cong B Primary School, Trung Yen Primary School,
Cau Giay District; Quynh Mai Primary School, Hai Ba Trung District; Ba Dinh primary
school in Ba Dinh district;
- 4 schools outside of Hanoi: Dong La Primary School, Hoai Duc District, Soc Son District
Primary School, Bac Phu Primary School, Soc Son District; Minh Khai Primary School, Son
Tay District.

10. Contribution of the thesis
10.1. In theory:
- Systematize and manipulate basic concepts of life skills education and life skills
management through experimental learning for elementary students.
- Identify the role of life skills education and management of life skills education through
experimental learning for elementary school students in the current context. Demonstrate the
characteristics of life skills education through experimental learning for elementary school
children (by analyzing the goals, content and pathways to implement life skills education
through experimental learning. pupils in elementary schools). A research thesis that identifies
experimental activity is one of the most effective ways to educate students about life skills.
- Identify the management content and the factors that affect the management of life skills
education through experimental learning for primary school pupils, from which the basic
content of activity management education life skills through experimental learning for
students in elementary school and a reference for teachers and administrators who organize
experimental activities for students in the general education curriculum new.
10.2. Practicality
Identify issues that need to be addressed in the management of life skills education through
experimental learning for students in primary schools in Hanoi.
- Proposed measures to manage life skills education through experimental learning for
elementary school students by approaching the process and reaching the target.
- The research results of the dissertation project can be used as a reference in primary teacher
education on life skills education for students through experimental learning; Foster primary
school principals for the management of life skills education through experimental learning
for elementary school students.
11. Structure of the thesis
Beyond the introduction, conclusion and recommendation. The thesis structure 3 chapters.


4
Chapter 1

Life skills education is understood as one of the educational activities held in the school.
Thus, in structure, it carries the full elements of the educational process and can be integrated
into the system of subjects and fields of study in the school. However, it can also be done
outside of the classroom during off-hours activities - extra-curricular activities.
1.2.1.4 Primary students
Elementary school children are educated in elementary schools These students may be
educated in public elementary and non-public elementary schools. In the study of educational
research dissertation for HSTH schools in public schools, the schools are in the system
invested by the State in all aspects from operating budget to educational program.
1.2.1.5 Life skills education for elementary school children
Life skills education for primary pupils is an educational activity organized by educational
institutions with objectives and plans and programs of primary school education in order to
form and develop primary school pupils. Individuals are empowered to have self-control and
ability to cope actively with the surrounding environment and appropriate life-style of primary
school age development, to meet the goal of comprehensive education. of general
education.1.2.2. Hoạt động trải nghiệm cho học sinh ở trường tiểu học
1.2.2.1. The concept of experimental activity
According to the Draft Experimental Activity Program in High School, "Experimental
activity is compulsory education from grade 1 to grade 12, in elementary school called
Activity Activity."
1.2.2.2. Purpose of experimental activity in elementary school


5
Potential needs of elementary school students when participating in experimental
activities
* Ability to adapt to life
* Design capacity and organizational performance shown
* Career Orientation Capabilities
1.2.2.3 The program and stages of experimental learning for elementary school students

management tools to achieve management objectives.
1.3.1.2. Management of life skills education
Management of life skills education through experimental learning for elementary students
is the process of engaging in the exploration, selection, organization and implementation of
experimental activity, from the process manager Work in accordance with objective rules to
perform experimental activities for primary students to achieve the educational goals and life
skills training for students have set.
1.3.2. Content management of life skills education for students through experimental
learning in elementary school
1.3.2.1. Develop a plan for EFA activities for students through experimental activities in
primary schools
The management of the plan of educational activities of living skills includes:
management of the development of regular work plans, work plans according to themes, plans
for fostering teachers and plans for investment in facilities. such as performance conditions,
plans to coordinate with educational forces, plans to test the performance of living skills.


6
1.3.2.2. Program management, contents of the state of play for children through experience
activities in elementary school
Content of life skills education program through experimental activities is shown in
different classes with different levels. The program of experimental activities in the draft of
new curricula and life skills education for students has been concretized according to the book
"Experimental activities" edited by Nguyen Quoc Hung (2017) from grade 1 to grade 5
1.3.2.3 Fostering the capacity to organize experimental learning for primary school teachers
and those involved
The teacher training should be flexible, can be fostered according to the training
program of the Ministry of Education and Training, but most need is the on-site training and
the cluster to teachers to self-efficiency. .
1.3.2.4. To manage the activities of auditing and evaluating experimental activities for HS

implementation and performance evaluation; experience, expressing ideas, creative ideas,
choosing ideas for activities; express and self-affirm, evaluate and self-evaluate the
performance of yourself, your group and others ... under the direction and organization of the
educator, thereby forming and broadcasting Develop the core qualities and core competencies
identified in the overall program and specific capabilities of Experimental Activity.


7
Chapter 2
THE SITUATION OF LIFE SKILLS EDUCATION MANAGEMENT
THROUGH EXPERIMENTAL ACTIVITIES FOR STUDENTS
HANOI CITY HIGH SCHOOL
2.1. Overview of primary education in Hanoi
2.1.1. Overview of the geographic location of Hanoi
Hanoi is located on the right bank of the Da River and on both sides of the Red River, its
location and favorable location for a political, economic, cultural, scientific center and
important traffic hub of Vietnam.
2.1.2. Overview of primary education in Hanoi
2.1.2.1 Number of schools and sizes of students
Table 2.1. School size, grade and elementary students in Hanoi
2014-2016 period
number of
Standard
number of
number of
school
class
students
2014- 2016- 2014- 2016- 2014- 2016201420162015
2017

4
7
822
958
23700
26134
Private
0
1
0
0
0
9
0
170
(Source: Hanoi Department of Education and Training)
2.1.2.2 Teachers and primary school administrators
In the school year 2014-2015, the whole city has 33,361 teachers.
2.1.2.3. The status of primary education
Ha Noi Education and Training has concentrated on directing the implementation of the
program on renewal of general education at all levels.
2.2. Organization of survey activities
a. Purpose of the survey:
- Survey on the status of life skills education for pupils in primary schools.
b. Survey content:
Surveying the status, level of implementation, level of awareness, level of implementation,
level of influencing factors ... to manage the life skills education for primary school pupils.
c. Survey method
- questionnaire survey method; In-depth interviews; Observation method; Product research
method; Analytical methods; Mathematical statistical methods

itself has not clearly defined the life skills education through experimental learning activities
for students as the task of spear teachers. any education.
2.3.2. Current status of life skills education through experimental learning for elementary
students
Based on the in-depth interviews of the research participants from CBQL to GV, it
was noted that from teaching methods in class, teachers have focused on group teaching so
that students with collaborative skills can work in groups. . Therefore, the students have a
good sense of self and are able to work together in groups.
Table 2.5. The rate of comments evaluating the level of group performance
life skills for primary school students
Rating rate of performance, Average Rank
%
score
Good Fair Average Weak
1. Educate self-learning skills, showing
7,2 26,9
41,7
24,2
2,17
3
responsibility for learning
2. Education skills demonstrate honesty in
10,5 32,7
45,2
11,6
2,42
1
learning
3. Education of the skill to carry out the
7,6 22,8

3. Through activities outside of class time
4. Through the operation of the club
5. Through the classroom hours and
activities under the flag

Good Fair Average

Weak

Avera
ge
score

Rank

9,8

12,6

60,4

17,2

2,15

3

7,1
18,4
4,8


4

The type of extra-curricular activities is most welcome. Specifically, up to 18.4% of the
judges evaluated this form of education as good and 30.9% of the reviews were good. This shows
the level of need for life skills education for students through extra-curricular activities and the
predominance of this form.
2.3.4. Current status of life skills education through experimental learning for primary
students
Table 2.8. The rate of comments on methods of life skills education
Through experimental learning for elementary students
Rating rate,%
Average
Method
rank
Very
score
often
rarely none
often
1. Make an example
7,5
38,1
50,5
3,9
2,49
2
2. Imitate another person
10,3
48,4

2,57
1
7. The game method
6,3
39,7
25,8
28,2
2,24
3
In addition to the content of life skills education for students, the method of living skills
education through experimental learning also plays an important role in attracting and
enabling elementary students to acquire the necessary life skills. . The survey results
shown in Table 2.8 show that methods to educate pupils in primary schools are not applied
much, not often.


10
2.4. Status of management of life skills education through experience activities for
primary pupils in Hanoi
2.4.1. Current status of life skills development planning through experimental
learning in primary schools
Survey results show that the development of life skills planning through experimental
learning for students has not yet been considered by the school board, most of the survey
content is assessed at normal level and not good. So at the beginning of the school year, the
school has no detailed plans, details of this activity, professional plans are still the school
BGH more emphasis. This is one of the reasons leading to the effectiveness of life skills
education through experimental activities for students in schools is not high.
2.4.2. Current status of program management, content of life skills education through
experimental learning activities for students
2.4.2.1 Status of program management, content of life skills education through experimental

Peoples' Welfare Unit, CMHS to teach
12,5 33,0
46,5
8,0
2,50
2
life skills through experimental activities
for students.
4. Evaluate the results of participation in
life skills education through students'
6,8
24,7
45,4
23,1
2,15
3
experiences
5. Learning from experience after
10,1 15,9
48,8
25,2
2,11
4
activities
2.4.2.3 Status of program management, content of life skills education through experimental
activities for students in activities outside class time


11
Table 2.13. Current status of integration activities through life skills


8,0

2,48

3

18,5 32,3

45,9

3,3

2,66

1

8,2

24,4

45,1

22,3

2,18

4

10,6 15,8

45,7

15,6

2,36

3

10,9 32,4

51,8

4,9

2,49

2

16,8 23,6
8,7 31,8

52,4
43,9

7,2
15,6

2,50
2,34


Weak
score
d
ge
0

22,6

39,4

38,0

1,85

6

11,5 32,7

33,2

22,6

2,33

1


12
according to regulations
3. Evaluate the implementation of the life skills


5. Examine and evaluate the results of the
dissertation through the results of training of
students

0

28,4

56,2

15,4

2,13

2

6. Check the coordination of educational forces

0

35,5

40,8

23,7

2,12

3

parents of children of disadvantaged
6,5 29,2
41,4
22,9 2,19
4
children through experience activities
2. Maximizing the off-campus workforce
contributes to the development of the ERA 13,8 31,6
47,1
7,5
2,52
2
through experimental learning
3. Coordinate with the subject teachers, to
educate living skills through experimental
15,5 35,3
43,8
5,4
2,61
1
activities for students
4. Collaborate closely with ILMP and trade
union organizations to participate in life
3,7 27,7
49,0
19,6 2,15
5
skills education through student experience
activities.
5. Demonstrate the role of the Parents

None
score
1. Socio-economic conditions of the locality
5,3
37,9
56,8
1,48
6
2. Documents providing guidelines for the
sector on organizing experimental activities and
51,3
32,2
16,5
2,35
1
providing education for children
3. Leadership capacity of the MB
6,3
45,7
48,0
1,58
4
4. Parental involvement
11,8
25,5
62,7
1,49
5
5. The teacher's ability to teach experimental
32,3

Parents always agree with the policy of the school set out in life skills education for
students, initially also have good coordination with the teacher to manage and help the school
in the organization. Life skills education for elementary school children.
Most of the studied primary schools have done quite seriously the legal documents of
the competent authorities on the organization of life skills education activities for primary
pupils. Many elementary schools have paid attention to content development and especially to
the development of life skills education through student experiences, initially achieving some
positive results.


14
Many elementary schools in Hanoi have built up the apparatus and arranged the
education force to provide life skills education for primary pupils through classroom activities
and activities outside At the time of class, a specific plan was developed for life skills
education through experimentation and implementation as planned.
A small number of schools have implemented measures to organize, test and evaluate
the implementation of life skills education for primary pupils through experimental learning,
have developed a management mechanism and coordinated management Educate life skills
through experimental learning activities for students between school, family and social
education forces.
Many schools do a good job of mobilizing resources to participate in life skills
education through experimental learning and partly meet a number of facilities for living skills
education. for students.
b. Limit
- Objectives and plans of life skills education through experimental activities
have not been clearly defined, there is no specific guidance on contents, programs and plans
for life skills education for students. , especially in the managerial work and other educational
activities. So many elementary students are weak in communication skills and self-care skills.
- The forms of organization, methods of life skills education through experimental
activities for students are not rich, diverse, attractive and not regular.

c. Causes of limitations in the management of life skills education through experimental


15
learning in primary schools:
- After all, schools still value the transfer of knowledge to students rather than forging skills
and skills to apply knowledge and practical life. The theory of practice has not been attached,
and the requirement of innovating the method of general education has not been fulfilled.
- The process of setting up staffing and staffing at schools is not in proper composition and
structure; it has not promoted the role of core staff, lack of investment in staffing to implement
the training live skills for students.
- The teachers themselves are vague about the implementation of life skills education through
experimental learning.
- Although the schools have planned and implemented the implementation, but not closely in
the inspection, evaluation, lack of specific evaluation criteria, so it is difficult to conduct
inspection activities, so the effect The effects of life skills education through experience are
not high.
Conclusion Chapter 2
Hanoi elementary schools have introduced life skills education into schools; To direct and
educate educational forces in schools such as class-chair teachers, subject teachers and teams'
boards, coordinate with trade unions, CMHS and other local agencies to participate in
educating life skills for pupils . These efforts have also created a shift in the awareness of
teachers, students, and students in the life skills education through experimental learning
activities for students and the results of teaching aids to students in the studied schools. Good
and good, this shows that the life of the HSTH Hanoi is relatively good.
These problems and shortcomings can not be resolved by resolving local, single, surface,
transient, lack of strategy and long-term vision. have not reached the depth of nature of the
problem. In order to solve basically the problems, it is necessary to have breakthrough,
comprehensive and comprehensive solutions in the management of life skills education
through experimental activities for primary pupils in Hanoi. .

c) Conditions for implementation
3.3.2. Organizing the training of primary and secondary school administrators to
participate in life skills education through experimental learning
a) The objective of the measure
Measures to raise awareness, identify roles and responsibilities for life skills
education through experimental learning; Training and fostering of professional skills,
management capacity, implementation for the staff management staff and other education
to improve the quality and effectiveness of life skills education through experimental
activities. the school.
b ) Contents of implementation
- Raise awareness of managers, teachers and learners in and out of the school about the
importance of life skills education through experimental learning activities for students
- To train staffs, teachers have sufficient capacity for management and implementation
through the implementation of some contents


17
- Fostering professional capacity to effectively implement life skills education through
experimental learning
c) Các điều kiện thực hiện
3.3.3. Strengthen the monitoring and evaluation of the implementation of life skills
education through experimental learning activities for students)
Evaluation criteria help the teacher to identify the evaluation criteria so that the goals of
life skills education for the student and the planning and implementation of the objectives are
identified.
b / Contents of implementation
During the implementation of activities based on the plan set out during the school
year, administrators will develop a system of evaluation criteria for the management and
implementation of life skills education to facilitate For the inspection and evaluation
throughout the process, in each period and each job.

18
toolkit for assessing the results of the operation as well as the effectiveness of this activity
management.
b) Contents of the measure
1. Identify life skills groups and their corresponding behaviors and languages should
and should not be done.
2. Develop a set of criteria for assessing the level of living skills through behavior and
language of students in different situations.
c) How to proceed and conditions for implementing measures
3.4. Test the level of awareness of the urgency and feasibility of the proposed measures
3.4.1. Testing
a) Purpose of assay: Investigate urgency and feasibility of proposed measures.
b) Subjects of the assay
+ Board of Management: 21 people
+ Teachers: 186 people (165GV manager, 21 officials)
c / Contents of the assay
+ Awareness of the urgency of 5 measures in 3 levels:
* Very Urgent (RCT); Accident (CT); Not urgent (KCT)
+ Awareness of the feasibility of 5 measures in 3 levels:
Very feasible (RKT); Feasible (KT); Not possible (KKT)
d) Test method: Questionnaire survey
Table 3.1. Survey results necessity measures
Necessity
The
RCT
CT
KCT average Rank
Contents
SL % SL % SL % value
B.P1 Seriously implement regulations on

19
Contents
B.P1 Seriously implement
regulations on life skills
education for elementary
students through experimental
learning
B.P2 Organize training courses
for primary and secondary
school administrators and
teachers to participate in life
skills education through
experimental learning.
B.P3 Strengthen the monitoring
and evaluation of the
implementation of life skills
education through experimental
learning activities for students
B.P4 Develop a synergy between
school, family and society to
educate life skills through
experimental learning.
B.P5. Direct the development of
the list of life skills suitable for
TH students in the spirit of the
new program of education

Possibility
KT


1

91

44,0

89

43,0

27

13,0

2,57

2

56

27,1

122

58,9

29

14,0


8,2

2,60

1

RKT

KKT

Rank


20
3.4.2. Relationship between measures

Measure 4

Measure 3

Measure 1

Measure 5

Measure 2

Figure 3.1. The relationship between the measures to control EFA through
Experimental activities for student
3.5. Test proposed measures
a. Test purpose:


88,6

13.2

+ Awareness of life skills plays a role in motivating individuals to
develop

77,3

92,4

15.1

+ Managers, teachers have the ability to build their own plans
through experimental activities

56,6

90,5

33.9

+ Head teacher actively cooperate with family and society to teach
life skills through experimental activities for students

66

88,6



43.4

+ Capable of dealing with situations in teaching and education
oriented to educate life skills through experimental learning for
students.

68

85

17

60,3

86,7

26.4

56,6

85

28.4

56,6

83

26.4

54,7

88,6

33.9

70

86,6

16.6

73,5

90

16,5

After the test, the perception of teachers and teachers is high. They understand that life skills
education is the responsibility of all staff, teachers in the school (the difference is 24.4%);
After the test, teachers have the ability to design lesson plans, plans for educational activities,
competency in exams, marking exams, the difference was 43.4%. This is very important in the
teaching process of teachers. The second highest pre-test and post-test difference was the
ability to overcome difficulties and difficulties in life skills education through experimental
learning for themselves and their colleagues (33.9%) . This is also an extremely important part
of the teaching process, which also demonstrates that the teacher has sufficient knowledge and
skills to implement life skills education through experimental learning. In addition, the
proportion of remaining content is also quite high, accounting for 16.5 to 28%.
Conclusion Chapter 3
To overcome the inadequacies and limitations of life skills education through experimental

of life skills education through experimental activities for pupils in 10 primary schools in
Hanoi showed that: Elementary School has developed a plan to educate life skills through
experimental learning for students and school-appropriate. School administrators have
effectively deployed from the construction of the apparatus and assignment of assistant
personnel; the mobilization of facilities and the creation of an environment in which education
forces participate in life skills education through experimental learning.
4. The results of the tests show the urgency, the feasibility of the measures and the positive
role of this activity in contributing to the formation and overall development of the pupil
personality. The results show that measure 2 is very positive and effective in managing the life
skills education through experimental learning. The test results also confirmed the
effectiveness of life skills education in the teachers' ques- tions who directly teach life skills to
elementary school pupils who play a decisive role in educating life skills effectively. Through
experimental activities for the children - so in the management should pay attention to
improving professional capacity and methods of life skills education through experimental
activities for students.
2. Recommendations
2.1. To the Ministry of Education and Training
- Reviewing to promulgate a system of documents guiding and guiding the
implementation of life skills education through experience activities for specific levels of
education.
- Program design, textbook activities to educate living skills through experimental activities
for primary school students.
- Develop regulations on professional content of life skills education through experimental
learning as one of the training programs of pedagogical schools and regular training programs
for teachers .
2.2. To Hanoi Department of Education and Training
- Annually instruct and provide training allowances for training providers in TH schools to
raise awareness about the position, roles and methods of organizing life skills education
through the grassroots activities. for students TH.
- Improve school evaluation, assess students to be responsible for the organization of life skills

- Create opportunities for the school to exchange with your school to exchange, learn
experience.