MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
*******

NGUYEN THUY DUONG

DEVELOPING STUDENT’S COOPERATION CAPACITY
IN TEACHING SUBJECTS THE BASIC PRINCIPLES
OF MARXISM – LENINIST (POLITICAL ECONOMY)
AT THE CURRENT UNIVERSITIES IN HANOI

Specilization

: Theory and Methods of Teaching
Department of Political Education

Code

: 9.14.01.11

SUMMARY OF DOCTORAL DISSERTATION OF
THEORY AND METHODS OF TRAINING

HA NOI – 2019


THE WORK WAS COMPLETED AT
HANOI NATIONAL UNIVERSITY OF EDUCATION
Scientific supervisors:
Supervisor 1: Assoc. Dr. Tran Thi Mai Phuong
Hanoi National University of Education

developing learners cooperative capacity through the teaching path, at the end of the eighteenth and
early nineteenth centuries, researchers designed many different forms of learning such as self-governing
in team by Georg Michael Kerschenteiner - German educator [86]; Albert Bandura with "social learning
theory" [81]; Brown and Palinscar, Roenshine, Meister, Slavin, Renkl focus on building the "group
teaching" model and strategies [95]; studying the relationship between factors: learners, teachers and the
environment in the pedagogical activities of Jean Marc Denomme and Madeleine Roy [44] ... All of
these studies are aimed at maximizing the exchange, sharing and cooperation between teachers and
students, learner and learners towards fostering and training students cooperation capacity. In Vietnam,
with the phrase "better learn your friends than your teacher", especially “Vietnamese antiilliteracy
campaign” after the August Revolution to kill the illiterate invader is eloquent proof, which proved
interaction and cooperation in teaching. However, so far, studies on the development of collaborative
capacity of learners in teaching are not much, most new projects mention some aspects of implementing
cooperation activities that have not been discussed fully, the system of concepts, structures, influencing
factors, methods, techniques, forms of organizing teaching to develop learners' cooperation capacity,
further sets the urgency of research topic.
The capacity development education program (output-oriented teaching), which was born in
the 90s of the twentieth century, has become the international education trend, aiming at the goal of
comprehensive development , personality, focusing on the ability to apply knowledge in practice to
prepare learners to the solve situations capacity in life and career, in which cooperation capacity is
considered one of the important and indispensable social capabilities of the younger generation. In
particular, the emergence of the industry revolutionary 4.0 with the growth of the knowledge
economy requires people to be able to self control, to master modern science and technology shown
in communication and connect with machines, equipment, sensors; the "borderless" connection of
people in the virtual world - internet of all things. However, high-tech science will also cause
humanity to face great challenges when modern people wan't to communicate, interact directly with
each other, instead of smartphones, ipads connecting to wifi. All of human's joys and sorrows
beings are in an unreal place - social network. That has limited the ability of the young generation to
cooperate, including students.
As one of the subjects taught at the currently universities, The basic principles of
Marxism - Leninism (Political economy) reseach the system of economic points, economic

Hanoi's universities.
3. Research tasks
First, clarifying the rationale of developing students cooperative capacity in teaching
subjects Basic principles of Marxism-Leninism (Political economy) at the currently
universities in Hanoi.
Secondly, studying and assessing the real situation of developing students cooperative
capacity in teaching subjects Basic principles of Marxism - Leninism (Political economy) at
the currently universities in Hanoi .
Third, proposing principles and measures to develop students' cooperative capacity in
teaching subjects Basic principles of Marxism-Leninism (Political economy) at the currently
universities in Hanoi.
Fourth, organizing pedagogical experiment to evaluate the effectiveness of measures
proposed in the thesis.
4. The guests, subjects and the scopes of the study
Research subjects: the teaching process of The basic principles of Marxism-Leninism
(Political economy) at universities.
Research Objectives: Developing students' capacity for cooperation in teaching subject The
basic principles of Marxism-Leninism (Political economy) are being implemented at universities.
Research scope:
- Research content: the development of students' cooperative capacity in teaching The
basic principles of Marxism-Leninism (Political economy) are being implemented at the
current universities.
- Study location: surveying the real situation and conducting pedagogical experiment at
some current universities in Hanoi.
- Time for investigation and experiment: 2016 - 2017 and 2017 - 2018.
5. Scientific hypothesis
If teaching The basic principles of Marxism-Leninism (Political economy) are closely


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requirements proposed in the thesis.
- Implement the pedagogical measures proposed in the thesis such as: determine the goal of
developing student's cooperative capacity for at each lesson; raising awareness about cooperation
for students through teaching subjects; perfect cooperation skills; building the active cooperation
spirit and attitude for students through the use of teaching methods and techniques ... in teaching
The Basic principles of Marxism - Leninism (Political economy) will raise the cooperative
capacity of students at currently universities.
8. New contributions of the thesis
- Clarifing the reasoning basis and interpret the advantages of subject teaching The basic
principles of Marxism - Leninism (Political economy) for the development of cooperative
capacity of students.
- Evaluate the current situation of developing the cooperative capacity of students in
teaching subjects Basic principles of Marxism-Leninism (Political economy) at currently
universities in Hanoi.
- Proposing principles and measures to develop students' cooperation capacity in teaching
subjects The basic principles of Marxism-Leninism (Political economy) at universities.
9. The structure of the subject: Besides the introduction, conclusion, references and
appendices; the structure of the thesis consists of four chapters:


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CHAPTER 1
OVERVIEW OF RESEARCH ABOUT DEVELOPING STUDENT’S COOPERATIVE
CAPACITY IN TEACHING THE BASIC PRINCIPLES OF MARXISM-LENINISM
AT UNIVERSITIES
1.1. Research on the development of student’s cooperative capacity in teaching
1.1.1. Studies on cooperative capacity and development of students’ cooperative capacity in
teaching
The conception about society, Marx has interpreted the "formation of relationships in
human history, the formation of human history" through the interaction between people "in the

teaching this subject is very satisfactory.
1.2. Brief overview of research results are inherited thesis and problems continue to study
1.2.1. The content has been mentioned by the research
Firstly, the scientific works are printed and outside the country have clarified
cooperation capacity and factors, structures of cooperation capacity; confirming the role of
collective in the developing comprehensive ability of learners themselves. However, it is not
yet a systematic interpretation of the concept, just the structure of cooperation capacity,
expression, the factors that impact the ability to cooperate.
Secondly, for the development of cooperation capacity in teaching, the authors have
pointed out the great significance of cooperation in learning and social activities together with
the reality of cooperative capacity of students and suggestions a number of orientations for
training cooperative skills for students on criteria for awareness of cooperative skills; design
and build group learning tasks; strengthening collective activities, extra-curricular activities;
propose a method of assessing group learning outcomes towards fostering cooperation
competence through homework assignments, essay writing tests and presentation
presentations, which allows members to help, support and support each other in the learning
process ... However, in theory, the research and development of cooperation capacity in
teaching in recent years only mentioned a few aspects of the implementation of teaching
learning working on or describing the cooperation capacity of learners, combining cooperative
capacities with other competencies without discussing comprehensively on teaching concepts,
processes, teaching methods and techniques organize teaching methods to develop students'
cooperation capacity effectively.
Third, The Theory of Political economy have confirmed human social relations in the
process of producing and reproducing material, outlining the rules governing production,
distribution, and giving exchanging and consuming those material possessions in certain levels
of human society development. Therefore, teaching The basic principles of MarxismLeninism (Political economy) will provide scientific knowledge about cooperation in the field
of economics for learners. In addition, educational scientists have developed a number of
teaching methods and methods to develop collaborative capacity of students; affirming the



have The basic principles of Marxism-Leninism (Political economy).
- Through learning The basic principles of Marxism-Leninism (Political economy),
students are provided with a lot of knowledge about cooperation, helping students realize the
importance and necessity of the cooperative relation in life, in production and business, in the
integration and development trend of the currently world, thenceforth contributing to
developing student's awareness capacity about cooperation.
- With the implementation of the teaching process The basic principles of Marxism Leninism (Political economy) in the direction of capacity development, teachers of the subject
regularly organize cooperative learning activities, use the active teaching methods and


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techniques such as project teaching, problem solving, group discussion, seminars ... Through
cooperative activities, in parallel with completing common tasks, students have opportunities to
practice cooperative skills and build a positive cooperative attitude and spirit.
From here, the important elements of students' cooperation capacity are formed and
developed. It is worth noting that, in the learning environment of universities, students cooperative
capacity is clearly and directly reflected in the teaching process. At the same time, through
practical activities, especially situations, specific cases, professional practice activities in the process
of studying the subject, the cooperation capacity of the students is constantly enhance, perfect, help
them become more confident when they step out into society, become the future owners with full
knowledge, skills and attitudes about cooperation. That is the destination of developing students
cooperative capacity at the currently universities through teaching subjects The basic principles of
Marxism-Leninism (Political economy).
2.1.2.3. Characteristics of developing students' cooperation capacity in teaching Basic principles
of Marxism-Leninism
Developing students cooperative capacity in teaching The basic principles of MarxismLeninism are in fact the process of improving knowledge about subject and cooperative
awareness; training, perfecting and supplementing students' cooperative skills and the
cooperation spiritual and attitudes through learning activities between teachers and students,
between students and students in a positive and proactive manner in order to complete
effective learning activities.

2.2. Practical foundation for developing student’s cooperation capacity in teaching The
basic principles of Marxism-Leninism (Political economy) in Hanoi Universities
2.2.1. Features of students at Hanoi’s universities
Hanoi is the political, economic, cultural and scientific center of the country with
multi-disciplinary and multi-disciplinary universities; There are training links with
international universities that meet all the career needs of students.
Students of Hanoi's universities come from many different regions in the country, the
majority of students are good, have a sense of discipline, they obey the regulations of the
school, be polite to teachers, solidarity, cordiality with friends. Being the next generation, the
main labor force makes the face of the country's economy and society, students are very
dynamic, creative, have the will to rise up, high sense of responsibility but face many
challenges from the rapid progress of science and technology, market economy, labor quality
requirements during the period of international integration ... besides the temptations,
conflicts, violence, social evils, pressure from family, work and life, many students lose
confidence in life, helplessness, stress, not wanting to participate in social activities, spirit
health decline, mental life too poor, even seek death to free yourself; social relations tend to be
pragmatic, loose life, irresponsible to each other, strange to the morals of Vietnamese people.
Setting an urgent issue is how to do when students graduated has full quality and ability to
meet future careers.

2.2.2. Situation of developing student's cooperative capacity in teaching The basic principles
of Marxism - Leninism (Political economy) at Hanoi’s universities today.
2.2.2.1. The process of situation survey
2.2.2.2. The result of situation survey

2.2.3. Evaluating the results of the development of students' cooperation capacity in teaching
subjects of basic principles of Marxism-Leninism (Political economy) at Hanoi’s universities.
2.2.3.1. These achievements
Most teachers think that cooperative capacity is an indispensable capacity of the young
generation, especially in the period of industrialization and modernization of the country.

Course content is also abstract, heavy on theory, not much actual contact, as well as
practical exercises for learners to engage in the process of class, making class becomes poor,
hard. As a general subject for university majors, the overcrowding of classrooms limits the
development of student's cooperation capacity.
Classroom space, the equipment for the class are limited, directly impacting on the
ability of students to show their cooperation capacity in collaborative learning activities in
teaching subjects.
Subjective reasons
In terms of teachers, in teaching activities, teachers are more inclined to communicate, to
present knowledge contents, less renew innovative teaching methods as well as limit practical
contact or develop case studies to change the air - classrooms.
Content and form of inspection, assessment are not changed. Most of the test questions
and major tests still require students to memorize and limit the application of knowledge
content to students' real life and future jobs.
In terms of expertise, the controllable ability to the teaching organization of a division
of teachers is limited. The teaching process, the application of the active teaching methods and
techniques as well as the test and assessment innovation are not regular, the level of
implementation is not high. There are some teachers who do not know how to apply active
teaching methods, which leads to limitations, so the teaching progress are not as effective as
expected.
Teachers have little exploitation the characteristics of the political economic exercise in
teaching. Therefore, training some skills for students is still limited such as using textbooks,
skills of analyzing, evaluating and interpreting economic activities.
Lecture contents have been little exploitation about a cooperative aspect in the
examples, evidence, "dynamic" images that illustrate, update new information, "hot" about the
transformation of the economy - society in our country and in the world such as joining WTO,
APEC, ASEM ... or the negative side of commodity production, leading to the teaching of
economic doctrines of Marxism - Leninism mainly bring about theoretical, unconvincing,
unattractive, don't makes learners to fully understand the practical value of the subject.
In terms of students, they thinking about The basic principles of Marxism - Leninism is

Marxism-Leninism (Political economy) buts also perform the goal about developing student’s
cooperative capacities.
The above-mentioned issues are the basis for us to proposes principles and measures to
develop student's cooperative capacity of in teaching The basic principles of Marxism - Lenin
(part of Political Economy) at Hanoi's universities in the next chapter
Chapter 3
PRINCIPLES AND MEASURES TO DEVELOP STUDEN’S COOPERATIVES
CAPACITY IN TEACHING THE BASIC PRINCIPLES
OF MARXISM - LENINISM (POLITICAL ECONOMY)
IN HANOI’S UNIVERSITIES
3.1. Principles for developing students' cooperative capacity in teaching The basic
principles of Marxism-Leninism (Political economy) in universities
3.1.1. Ensure learning goals
Ensuring teaching objectives is a consistent principle not only in the teaching process in
general but also the teaching process towards developing student's cooperative capacity in
teaching The Basic principles of Marxism - Lenin (Political Economy). This principle requires
teachers to keep abreast of the teaching goals, on the basis of implementing the teaching
objectives in order to achieve the objectives of developing cooperative capacity of students, and at
the same time, in each hour of class, teachers cannot turn the lesson into a teaching hour to
implement the contents of developing cooperative capacity. In this lesson, teacher must be
interlacing and ensuring both equip sufficient and profound knowledge in the subject contents and
lifting student's cooperation ability. To do that, teachers need to pay attentions:
+ Attaching the goal of raising awareness about cooperation with implementing the
knowledge objectives of the lesson.
+ Attaching the goal of perfecting cooperation skills with the skill objectives of the lesson.
+ Attach the goal of building a positive cooperation spirit and attitude to with the spirit
and attitude objectives of the lesson.
3.1.2. Ensuring practicality and education
Ensuring practicality and education are one of the principles in any teaching process
must be done.

Economy), the active learning of students are manifested in self-awareness, positive selfstudy, self-creation. Along with the impact of teachers and the social environment will
promote learners to actively integrate, expand, establish and maintain good social relations
with enthusiastic and amiable attitude, adjust yourself to suit all circumstances and conditions.
This principle needs to be implemented in the whole process of developing the
collaborative capacity of students in teaching The basic principles of Marxism-Leninism (Political
Economy) at universities, from the design of the topic / teaching lesson, the selection of teaching
methods and techniques, the form of organization of teaching to the examination and assessment
of the progress of cooperative capacity of students. This will help students maximize their
activeness, initiative, creativity as well as ability to integrate and cooperate throughout the
learning process of students; at the same time forming the habit of mobilizing, connecting with
people, promoting the available resources of themselves in knowledge and competence when
solving problems, tasks and situations due to life that have been and will be asked.
3.1.4. Maintain consensus in cooperative teaching activities
Consensus is a fundamental factor to maintain the stability and development of society
from the past to the present. In order to maintain consensus in society, it requires the young
generation - who is the pioneer in construction, innovation and national development to be
deep awareness, implementation and maintenance of consensus in life, first of all in the
learning environment, before being able to autonomously carry out your passions.
Social consensus is an element of the nature of socialist society, is the target of the


13
whole Party, the people and the whole army are striving to build. Therefore, with education
and training in general, in teaching subjects The basic principles of Marxism-Leninism
(Political Economy) in particular, the principle of maintaining consensus in teaching becomes
the common need, which has important implications for the survival and sustainable
development of the society, is reflected in the following factors:
Political economy includes economic principles and laws, it is necessary to use the
scientific abstraction method to research, so the subject's content easily leads to contradictions
and disagreements in opinion when students work in team. So the first and most fundamental

awareness to take that as a basis, a motivation to train yourself, to improve the ability
cooperation force, meeting the requirements of society.
When building a teaching plan, teachers must determine the lesson goal parallel of the
goals about developing student's cooperative capacity, including the objectives of knowledge,
skills and attitudes.
i- Objectives to raise the cooperation awareness of student
When implementing the cooperation awareness of students, teachers base on lesson
objectives, find knowledge content related to cooperative relations, from that ask students not
only to understand and grasp knowledge but also to see the principle of cooperation, the power
of cooperation, the requirement of cooperation in economic activities.


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ii- Perfecting student's cooperative skills
With the aim of improving cooperative skills, teachers organize cooperative teaching
activities using teaching methods and techniques, organizing learning activities with many
advantages to develop student's cooperative capability, asking students to solve academic tasks
such as topics, situations, learning projects about Political economy, create a cooperative
environment in the classroom for training and development suitable skills for students.
iii- Building students positive spirit and attitude of cooperation
In addition to the teaching goal subject about the spirit and attitude is to acquire and act
on the new values, new perspectives, the sense of cooperate with the members in group,
respect the labor results of others, the sense of building a group, constantly learning from
friends. It is more important than training the spirit, attitude, professional ethics when young
people start their careers. Besides, teachers determine the goals of mental building, positive
attitude extreme cooperation for students can through the content of the subject, education,
orientation on cooperative relations in society, or from the implementation of cooperative
learning activities, teachers train, foster, shaping on the cooperation spirit and attitudes for
students, thereby serving as a basis for teachers and students to evaluate, draw experiences,
suggestions for students.



15
extensive knowledge not only of professional knowledge but also the skills of implementing
methods and pedagogical skills of specialized.
- Thirdly, students' cognitive process will not result if the discussion topic does not
match the common perception of students in the class. Therefore, for each topic, teachers need
to rely on the starting level of students, the capacity of each student to propose suitable tasks
from simple to complex, from easy to difficult. However, the tasks / themes are designed not
for those who already have the ability to produce good things; the school has a mission to help
each person achieve new expertise, even if the quality of the group's products is at a
disadvantage.
- Fourthly, the knowledge surrounding the cooperation issues in economicis very diverse
and plentiful. Therefore, depending on the way of asking questions, designing case studies,
teachers' educational purposes during the teaching process, teachers can exploit different
aspects of cooperation in economics to meet the goals raise students' awareness about
cooperation.

3.2.2. Using teaching methods and techniques to develop the collaborative capacity of students
Developing student's cooperative capacity in teaching subjects at universities, in
addition to equipping subject knowledge, awareness of cooperation, teachers design
cooperative learning environment from use flexible the teaching methods (group
discussion, problem solving, project teaching), teaching techniques (grafting techniques,
tablecloth techniques) have many advantages for developing student's cooperation capacity
in the form of cooperative activities in order to students apply and experience knowledge
learned in practice, creating opportunities for training, fostering and perfecting the positive
cooperative skills, spirit, attitude in the process of communicating, sharing, interacting
with teachers and friends.
3.2.2.1. Using the group discussion method
Group discussion method is a teaching method that meets all conditions to develop the

Teacher offers the project: Studying negative effects of commodity production on the
local environment.
To implement this project, teachers perform sequential steps as follows:
Step 1: Define the goal of developing cooperative capacity for students and grouping:
This is a practical project associated with human life, so students need to have a combination,
together invade enter reality to collect data, information and data from various sources.
Therefore, along with the lesson objectives, students should pay attention to the goals of
developing cooperative capacity as follows:
- Raising student's awareness about cooperation: In this unit of knowledge, there is an
understanding of the principle of cooperation: The commodity production has an exchange,
sharing and understanding between producers and consumers, producers and the government,
local people. Therefore, to protect the environment from the negative effects of commodity
production, it is necessary to join hands and contribute of community. It should also be noted
that in the subject knowledge units of the subject Basic principles of Marxism-Leninism
(Political Economy) include content containing cooperation or not. Therefore, the design of
complex, interdisciplinary projects, associating theory with practice, high education will
directly impact the addition of awareness of students. Through communicating, sharing and
interacting with teachers and friends in the process of project implementation, students selfaware, adjust and draw experience in the process of cooperation.
- Positive impact on perfecting cooperative skills: With the topic of political economy,
regardless of form, project teaching also creates an environment to enhance the activeness,
initiative and creativity of students themselves, training cooperation skills of students.
- Building student's positive spirit and attitude of cooperation: Learning projects are
usually done in groups, deeply social. Therefore, through the implementation of the project,
the collective spirit is enhanced, the relationship with friends, the community is tightened, the
qualities of teamwork are promoted.
Step 2: Instruct students to make a project outline based on suggested questions.
Step 3: Guide students to implement the project:
+ Teacher guides students to plan group activities, assigning each member of the group
to have specific tasks, deadline for completion and shown in the report of the group leader.
+ When doing groups, follow these steps: Gather information, process information,

detail the steps to implement, at the same time follow and monitor the process of gathering
information, discussing of the group members to timely guide for students, avoid misleading
or not find the final result for the project; solve conflicts, avoid disagree views of team
members to make groups complete on time.
3.2.2.3. Method of addressing and problem solving
Developing collaborative capacity of students through teaching methods and solving
problems in teaching The basic principles of Marxism - Leninism (Political economy) not
only provide knowledge system about concepts, category, economic law, but also always put
the learner in front of a cognitive task and stimulate them to forcefully solve that task
creatively. Teaching on solving problems methods is an effective way to develop the
collective spirit and strength to gather the best solutions in the shortest time with a
multifaceted, multi-dimensional approach, thus the issues raised will be best addressed.
To implement the problem-solving method in teaching The basic principles of MarxismLeninism (political economy) to develop the cooperative capacity of students, in addition to
complying with the implementation steps, teachers note the following points:
- The content of the situation, topics and questions must really stimulate, inspire
awareness for students, have a moderate difficulty, so that they can solve and know the way to
solve based on mobilization available knowledge.
- Problem-solving teaching is not a specific teaching method, so it can be easily applied to
solve problems in the teaching process depending on the level of self-reliance of students.
- In the process of organizing problem-solving teaching, teachers need to have the ability
to control, monitor, cover self-study of each class member and closely monitor the discussion
process of students in the groups to avoid the situation of some students inactive, not adapting
to the collaborative learning environment. Teachers are also arbitrators responsible for
arbitration, resolving disagreements and reorient in discussion content for groups to ensure
class time.
- Teachers can use problem situations at the beginning of a new lesson, start a section of
a lesson or introduce a specific content of a lesson, a concept, a causal relationship.
- Problem-solving teaching in the subjects basic principles of Marxism - Leninism
(Political Economy) to develop student's cooperative capacity can be used with many forms
such as visiting fact, seminars inside and outside the classroom.

presenting products can share more or share with teachers).
- Tablecloth techniques are organized in the classroom space with a small group size,
short implementation time so the design of the political economic tasks to develop cooperative
capacity needs to be suitable with capacity, the level of students, has just promoted the ability
of creative and quick thinking of students.
- Techniques of puzzle pieces
The difference of this technique is not only in cooperative learning among individuals in
the group but also as a link between groups to solve a complex task, stimulating participation
positive of students, improving the role and responsibility of individuals in the process of
cooperation.
The linkage in the technique puzzle pieces is shown through two stages: the expert group
stage and the graft phase. Because the two stages in the technique puzzle are two processes
with different content and tasks, to avoid confusion and students can use it effectively in the
learning process The basic principles of Marxism - Leninism (Political Economy), teachers
need to note the following points:
- In order to get the information from the puzzle pieces in the first round when put
together, students can understand the panorama of a problem and the basis for solving a
complex task in the second round. Teachers need observe and closely monitor the discussion
process of the expert group, orient and edit the discussion content of each group when
necessary, avoid cases of discussing non-focused issues, extend discussion time.
- Because the experts in the first round may have different qualifications, in the process
of preparing the lesson, the teacher needs to identify the supporting factors for all experts to
complete the tasks in the first round and prepare for round 2.


19
- The division of groups as well as the division of the number of pieces in a learning
content should not be too big so that within a certain time, all members of the puzzle group
can convey knowledge to each other, and enough time for members to discuss and give
answers to new tasks.

presentations, critical skills , listening and empathy skills, communication and behavior skills,
contradictory resolution skills, Teamwork skills, Skills to create and maintain relationships.
- Criteria for evaluating the development of a group of assessment skills with 2 skills at 3
levels from low to high corresponding to a specific scale: self-assessment skills and mutual
evaluation skills.
ii- Assessing student’s positive spirit and attitudes with criteria about the activity
principle, the proactive in cooperative activities and the cooperative spirit with others.
3.2.4.2. Tool to evaluate the development students cooperative capacity
- Assessing the progress of student's awareness of subjects: through the results of the
test (include content subjects and awareness of cooperation) or product of the case study, topic
and research project.
- Assessing the progress of students on the improvement of cooperation skills and
building student's positive spirit and attitude of cooperation through the assessment note about
cooperation capacity, students self-assess themselves, each group self-assess and each group


20
check achievements and score each member of your group. After that, teachers base, sum and
give points to students through the average score plus product presentation results, score of
personal self-assess and score of evaluation and classification groups for each member of the
group. In order to assess cooperation capacity in an objective way, both teachers and students
keep the attitude of fairness, equality with everyone, everything during the learning process.
Teacher design the evaluation plan, rewarding in a timely and accurate manner will create
confidence, interest of students in the subject and with the remaining members in the class. To
do that, note the following:
Firstly, assess the result of team members based on the contribution of each student to
solving common tasks of the group.
Secondly, it should be noted that the teaching methods used to promote co-operation are
not only applied in one or two lessons but need to be applied regularly.
Thirdly, evaluate the level of cooperation of the group possibly by checking out any

4.1.5. Conduct experiment
Phase 1. Exploratory experiment
Phase 2. Impact experiment includes experimental preparation, experiment conducting,
experimental result evaluation; evaluation criteria are determined as follows:
- Criteria1. Students' academic results
- Criteria 2. Skills and attitudes of students in the process of participating in teaching activities


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4.1.6. Processing method of experimental results
4.2. Experimental results
4.2.1. Stage 1: Exploratory experiment
Overall assessment of students' cognitive processes at universities: The results about
statistical test scores before the experiment show that the students of the 5 selected schools have the
same scores in each class. The average level of cognitive performance is not very large. The level of
awareness of students is quite similar in two groups of classrooms at 5 universities
Assessment of student’s cooperative capacity: Points of the self-assessment of the
students' cooperative skills systems and the attitude of students at the experiment and control
classes in the exploratory experiment without The difference is too large (0,1 points),
indicating that the level of expression of cooperative capacity of experiment and control
classes is similar.
4.5.2. Stage 2: Control experiments
4.5.2.1. Experimental results of lesson plan 1
- Assessment students' awareness about the content lesson
Results of cognitive test scores of students in experiment classes when teachers use lesson
plan 1 to experiment scores have significant changes. In the grade of good - good, experiment class
is higher than control class; In this test, the mean score in control class is lower than the
experimental class. The average grade of the experimental group was 6,68, whereas the average
grade of the control group was 5,91, the average standard deviation of the two class was 0,77.
- Assess of development students' cooperative capacity

4.5.2.3. Experimental results of the lesson plan 3
- Assess students' awareness about the content lesson
In this teaching plan, author designed a learning theme combining the use of project-based
teaching method with group discussion and power point presentation, author found that the learning
outcomes of the experimental group increased compared with the control class. The point average of
the control class (5,67) and experiment class (7,01) are of different level was 1,34.
- Assessment of students' cooperative capacity after the experiment of lesson plan 3
About the completion of student’s cooperative skills: The result shows that most of the
skills of students in the experiment class exceeded, the skills are shown breakthrough, are
more advanced than the control class.
About building student’s positive cooperative spirits and attitudes: While the spirit of
collaborative behavior of the experimental group was markedly changed, in the control group
there was almost no change compared with the previous experiment.
4.5.3. General evaluation of experimental pedagogical results
4.5.3.1. Qualitative assessment of post-experiential teaching results of teachers and students
The results of the three experiments show student’s progress of in the experiment class
after the pedagogical impact. In order to better illustrate the above results, after each method
of teaching, we used the questionnaire to collect the opinions of teachers, students of
experiment classes and teachers taking part in teaching the experiment class at selected
schools. Including 31 teachers (teachers teach the control and experiment class, teachers
attend) and 294/294 students participate in class comments.
- About the teacher
- About the students
4.3.3.2. Quantitative evaluation of experimental results
* Assess students' awareness about the content lesson
- Lesson plan 1, the summarize results of the average point of the experiment is 6,68
while the control class is 5,91.
- Lesson plan 2, the summarize results of the average point of the experiment is 7,13
while the control class is 5,8.
- Lesson plan 3, the summarize results of the average point of the experiment is 7,01

Economy).
1.2. From the actual survey results, most teachers and students highly appreciate the
role and meaning of developing student's cooperative capacity in teaching subjects The basic
principles of Marxism - Leninism (Political economy). However, the implementation of the
development of student's cooperative capacity in teaching subjects The basic principles of
Marxism - Leninism ( Political Economy) are not yet really regular and not as effective as
expected.
1.3. Based on the real situation of the research problem, the thesis proposed principles
and solutions to develop student's cooperative capacity in teaching subjects The basic principles
of Marxism - Leninism (Political Economy). At the same time, conducting pedagogical
experiment to demonstrate the correctness of that solution. The result of the pedagogical
experiment showed that measures built in the thesis are completely correct and feasible. So that,
implementing development of student’s cooperative capacity in teaching The basic principles of
Marxism - Leninism (Political Economy) contribute to well implement goals of improving the
training quality at Hanoi’s universities in the current stages.
II. RECOMMENDATIONS
Firstly, for university manager and leaders, the development of student's cooperative
capacity in teaching subjects The basic principles of Marxism-Leninism (part of Political
Economy) need to ensure the following conditions:
+ Increasing investment in facilities, support facilities, equipment and materials for
learning the subject of The basic principles of Marxism - Leninism (Political Economy) to
ensure diversify teaching methods actively and improve the capacity of using information
technology for students in learning.
+ Classroom space: is one of the important conditions that need attention and attention.
The teaching space is arranged scientifically and reasonably to help teachers divide and
supervise the activities of each group easily. Students are moving and exchanging easily, the
cooperation of team members becomes stricter, the cooperative environment is open. In
classrooms, the system of tables and chairs designed in a flexible way will limit the
preparation time and increase the connection of all members in the group, avoid the situation
that focuses on only some active members in the group. The change of teaching space takes