Kết nối nhà trường, gia đình và xã hội nhằm tăng cường giáo dục đạo đức cho học sinh trung học phổ thông tại Hà Nội

ThaiNguyen University

VietNam

southern Luzon state Univesity

Philippines

LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL

EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI

A Dissertation

Presented to

The Faculty of

GraduateSchool

Southern LuzonStateUniversity

Lucban, Quezon

In Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

in Education Management

by

HOANG HONG TRANG ( Moonlight )

April 2013

ThaiNguyen University

VietNam

Southern Luzon State University

Philippines

LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL

EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI

A Dissertation

Presented to

The Faculty of

GraduateSchool

Southern LuzonStateUniversity

Lucban, Quezon

In Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

in Education Management

by

HOANG HONG TRANG ( Moonlight )

April, 2014

1

ACKNOWLEDGMENT

With sincerity, I would like to express my thanks to all of Professors of Southern

Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful

lectures in different subjects provided me with the knowledge and techniques to develop a

informative research.

The first and most important, I want to thank Prof.Dr Teresita V. Dela Cruz, my

supervisor, for her invaluable thoughts, suggestions and insightful useful guidance during the

thesis work. More over, I also appreciated my committee members for their valuable comments

and constructive suggestions, which are of significant value to this research.

I would like to express deep gratitude to Prof.Dr. Phan Van Que, who was dedicated

to guide me throughout the research process and complete my thesis to get good results today.

Sincere thanks to 10 high schools in Hanoi, teachers, students, parents of students,

family, friends, colleagues dedicated to provide documents, suggestions, encouragement for

me to complete this thesis.

Although I've tried hard, due to time limited and capacity, my thesis has certainly

inevitable shortcomings, I hope to receive comments from scientists, the teachers, colleagues

and those interested in ethics education for students in the current period.

Hoang Hong Trang

2

CONTENT

ABSTRACT ------------------------------------------------------------------------------------------ 6

LIST OF FIGURES --------------------------------------------------------------------------------- 8

INTRODUCTION --------------------------------------------------------------------------------- 10

1.1 Background of the Study .......................................................................................... 10

1.2 OBJECTIVES OF THE STUDY .............................................................................. 13

1.3 RESEARCH HYPOTHESIS .................................................................................... 15

1.4 THE SIGNIFICANCE OF THE STUDY ................................................................. 15

1.4.1. For each student. ------------------------------------------------------------------------- 15

1.4.2. For the family ----------------------------------------------------------------------------- 15

1.4.3. For the school ---------------------------------------------------------------------------- 16

1.4.4. The Society. ------------------------------------------------------------------------------- 16

1.5 SCOPE AND LIMITATIONS .................................................................................. 16

1.6 DEFINITION OF TERMS ....................................................................................... 17

CHAPTER II --------------------------------------------------------------------------------------- 18

REVIEW OF LITERATURE AND STUDIES ----------------------------------------------- 18

2.1 THE DEFINITION OF MORALS ........................................................................... 18

2.2 THE MORAL EDUCATION ................................................................................... 20

2.2.1. Education --------------------------------------------------------------------------------- 20

2.2.2. Moral education -------------------------------------------------------------------------- 20

2.3 THE CONCEPT OF MANAGEMENT ................................................................... 22

2.4 THE CONCEPT OF ENHANCING......................................................................... 23

2.5 THE CONCEPT OF THE LINKAGE .................................................................... 23

3

2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE

IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL

STUDENTS IN HANOI ......................................................................................... 23

2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION ................................................ 24

2.8 THE OBJECTIVES OF MORAL EDUCATION FOR STUDENTS ..................... 24

2.9 THE BASIC CONTENT OF MORAL EDUCATION FOR HIGH SCHOOL

STUDENTS ............................................................................................................ 25

2.10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS..... 29

2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY

AND SOCIETY FOR ENHANCING THE IMPLEMENTATION OF MORAL

EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. .......................... 33

2.11.1 The linkage between the school with the family in the moral education for high

school students ----------------------------------------------------------------------------------- 34

2.11.2 The linkage between the school with social forces in the moral education for high

school students ----------------------------------------------------------------------------------- 35

2.12 THE FACTORS INFLUENCING THE EFFECTIVENESS OF THE LIKAGE

OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION

OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. .... 36

2.13 RESEARCH PARADIGM ...................................................................................... 40

CHAPTER III -------------------------------------------------------------------------------------- 41

METHODOLOGY -------------------------------------------------------------------------------- 41

3.1 LOCATION OF THE STUDY ................................................................................. 41

3.2 RESEARCH METHODS .......................................................................................... 42

3.2.2. Practical research methods ------------------------------------------------------------- 42

3.3 POPULATION AND SAMPLING ........................................................................... 43

3.4 INSTRUMENTATION ............................................................................................. 44

4

3.5 DATA GATHERING PROCEDURE....................................................................... 44

3.6 STATISTICAL TREATMENT ................................................................................ 51

CHAPTER IV -------------------------------------------------------------------------------------- 52

RESULTS AND DISCUSSIONS ---------------------------------------------------------------- 52

4.1 EVALUATING THE STATUS OF MORAL EDUCATION AT HIGH SCHOOLS

IN HANOI............................................................................................................... 52

4.1.1 Evaluating the effectiveness of moral education in schools -------------------------- 52

4.1.2 Evaluating the status of moral education at high schools in Hanoi ----------------- 54

4.1.2 The analysis of survey results ----------------------------------------------------------- 63

4.1.3 Some conclusions and findings ---------------------------------------------------------- 66

4.2 SUGGESTING A MORAL EDUCATION PROGRAM TO LINK THE SCHOOL,

FAMILIES AND SOCIETY FOR MORAL EDUCATION FOR STUDENT AT

HIGH SCHOOLS IN HANOI................................................................................ 68

4.2.1 Objectives and benchmarks for designing a moral education program for students

at high schools in Hanoi ------------------------------------------------------------------------ 68

4.2.2 Requirements for designing training program to link schools, families and society

for moral education of students at high schools in Hanoi ---------------------------------- 71

4.2.3 Suggesting extracurricular activities with moral educational content for school

students in Hanoi -------------------------------------------------------------------------------- 73

4.2.4 Some recommendation for organizing extra-curriculum activities------------------ 89

4.2.5 The implementing measures ------------------------------------------------------------- 91

4.3 RESPONSE, EVALUATION FROM EXPERTS AND SOME CONCLUSION ... 99

CHAPTER V -------------------------------------------------------------------------------------- 105

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ------------------------- 105

5.1 SUMMARY AND CONCLUSION ......................................................................... 105

5.1.1 Summary ---------------------------------------------------------------------------------- 105

5

5.1.2 Conclusions --------------------------------------------------------------------------- 108

5.2 RECOMMENDATIONS ........................................................................................ 109

BIBLIOGRAPHY -------------------------------------------------------------------------------- 111

APPENDICES ------------------------------------------------------------------------------------- 115

APPENDIX A ............................................................................................................... 115

APPENDIX B ------------------------------------------------------------------------------------- 116

APPENDIX C ............................................................................................................... 122

APPENDIX D ............................................................................................................... 124

CURRICULUM VITAE ------------------------------------------------------------------------- 126

6

ABSTRACT

Today, the moral education programs are implemented for students from young to

elder ages. In pre-primary level, it is the education of ethical behavior; in the elementary

level, it is the subject of morals; in high school, it is the civic education. Teaching ethics in

schools is still considered one of the important directions against the moral degradation in the

part of students. But textbook programs are too heavily depending on theory, not associated

with the reality, lack of soft skills, failed to remarkly form the personality of students. The

education program is too heavy, hence difficult for students to remember and concentrate. The

program in high school civic education textbooks has not changed drasticly. It seems to be

philosophical, academic, stuffing, dry, lack of the formation of the right moral habits, which

has not made a mark in students’ hearts, making them vulnerable of social context. High

school students in adolescents (16-18 years old), they are in their physical, psychological,

physiological development stage, which is a period of transition from children to young

adults. This is the period when children join actively in social life, thereby forming qualities

of the citizens. Instead of teaching students further moral lessons, it is time for the school to

educate children about kindness, tolerance, generosity, and education on ethics in social

relations. It is a need to find effective forms of living, creating a healthy playground for

students. Building a good educational environment, in large in the society and school,

particularly in family and classes, in order that students can study to become virtuous and

talented.

In order to collect information for the study, we have delivered questionnaires to

people of different background- They are parents, teachers, students…we have got back the

answers from 455 people as shown below:

The questionnaires on moral education were designed in terms of:

1. Assess the status of Moral in high school in Hanoi;

2. Find out how important the linkage between the school with the family and

society;

7

3. Suggest a moral education program with extra- curriculum activities to link the

school family and society together.

With the assessment of the status of moral education in high school, with the findings from

data analysis, with the reality of national education in VietNam, we can see:

- Besides the lessons of moral education in school, some other activities should be

organized for students to participate and to widen their look of life. But what kind of

activities? And How are these organized? These are the questions by many people.

- The school can better organize the extra- curriculum activities by co-ordinating

with the family and society.

But how to co-ordinate these forces and how to enhance the linkage of school with

family and society? These are also the questions by many people. From our own knowledge

and experience, other with their questions and suggestion, we have tried to design a moral

education program through the extra- curriculum activities. In the program through the extra￾curriculum activities. In the program we have confirmed the necessity of extra- curriculum

activities in moral education for high school students, and chosen 20 among 45 activities that

we think appropriate for high school students. At the same time we also suggested the

procedures and measures:

- To organize these activities;

- To link the school, family and society together;

- To enhance the linkage between them;

- To evaluate the process and results of the linkage.

All procedures and measures are based on the law of education, the principle of co￾operation, the sharing of responsibility in community… and are tested by different experts in

education. This program with appropriate procedures and measures hopes to have reasonable

contribution to the training of a future generation for the country.

8

LIST OF FIGURES

Figure 2.1: The content of moral education ......................................................................... 21

Figure 2.2: The nature of management ................................................................................ 22

Figure 2.3: Schematic of independent variables, dependent variables and the result of the

study .................................................................................................................................... 40

Figure 3.1: Map of the 10 schools in Hanoi ......................................................................... 42

Figure 3.2: Describing and comparing the results ethical ranking of students....................... 53

in 10 schools in 03 schoolyears ............................................................................................ 53

Figure 3.3: Forms of parents' involvement in the learning activity ....................................... 47

Figure 4.1: Satisfaction in status of moral education in high school ..................................... 56

Figure 4.2: Satisfaction level of evaluation of the surveyed about Curriculum Framework .. 58

Figure 4.3: Satisfaction level of evaluation of the surveyed about Implementation/ Teaching

resources and assessment ..................................................................................................... 59

Figure 4.4: Satisfaction in the effect of extra- curriculum activities in the implementation of

moral education for high school students .............................................................................. 61

Figure 4.5: Satisfaction level of evaluation of the surveyed about Linkages ......................... 62

9

LIST OF TABLES

Table 3.1: List of 10 high schools in Hanoi where the study was conducted......................... 41

Table 3.2: Number of survey participants ............................................................................ 43

Table 3.4: Results ethical ranking of students in 10 schools in 2010-2011 ........................... 52

Table 3.5: Results ethical ranking of students in 10 schools in 2011-2012 ........................... 53

Table 4.1: Weighted Mean Distribution of satisfaction in status of moral education in high

school .................................................................................................................................. 56

Table 4.2: Weighted Mean Distribution of satisfaction in Curriculum Framework ............... 57

Table 4.3: Weighted Mean Distribution of satisfaction in Implementation .......................... 59

Table 4.4: Weighted Mean Distribution of satisfaction in the effect of extra- curriculum

activities in the implementation of moral education for high school students ........................ 60

Table 4.5: Weighted Mean Distribution of satisfaction in Linkages .................................... 62

Table 4.6: Plan of activities to reach the agreement ............................................................. 86

Table 4.7: List of highly preferred extracurricular activities with persons/organization

insvolved for high school students in Hanoi. ........................................................................ 78

10

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Morality is an important aspect, the core element of personality of every human being.

Therefore, the formation of personality in general, educational and moral training in particular

for the younger generation is always the priority task of the school all the time.

Humans has been moving up to a new era created by establishing a culture of peace,

which is a culture to address international, national and ethnic issues mainly through co￾operation, cultures and education.

The advance progress of the scientific and technological revolution in the twenty first

century, has changed the physical living condition as well as the social standard system,

especially the human values. Hence, the urgent issue is that which way the relationship

between the booming development of the scientific and technological revolution and the

degradation in human values of social life will be solved harmoniously.

Entering the first stage of the revolution of industrialisation and modernisation of the

country, it will certainly create a new development in the economic life and change the face of

society. However, how we can both accelerate the industrialisation and modernisation,

maintain and bring into play the national cultural tradition. It depends on the Vietnamese

ourselves, on the education for the young generation, the future owners of the country.

The today’s Vietnamese youth inherits many advantages from a new era with the

intelligence, dynamic, eager-to-learn and enterprising spirits... Nevertheless, through many

years in the context of the market economy and the globalisation of international economic

intergration, in Vietnam “it appears many particularly worrying phenomena, that some parts

of students have moral degradation, hazy ideals, practical lifestyles, lack of ambitions to settle

for the future of themselves and their country”.

11

The twenty first century is the time of intergation, knowledge and the development of

science and technology. Humans, especially high school students, are often affected by very

complex, sometimes contradictory, multilateral and multidimentional effects. Hence, school

education needs to collaborate closely with families and society to minimize the negative

impacts, in order to train out the people with fully developed personality.

Therefore, to develop human resource and enhance the quality of school education, it

is necessary to combine the education at school, at home and in the society, creating a healthy

educational environment, mobilizing the synergy, establising the consistency, that all impacts

on the comprehensive development of the young personality.

Highschool, the final level of general educational system has a great mission in

implementing educational objectives - “The objectives of the education and training

Vietnamese people are to have the comprehensive development with morals, knowledge,

health, aesthetics and professional career, the loyalty with the ideal of national independence

and socialism, forming and nuturing the citizens’ virtues and abilities to meet the requirement

of building and protecting the country” (Education Law 2011, National Political Publishing

House, Hanoi). Especially, at this school level, the target is to train out teenagers from the age

of 16 to 18 to acquire a solid comprehensive common knowledge, ethics, system of necessary

abilities to prepare for life. In fact, however, the massive development in scale, and number of

high school students in recent years is not proportional to the quality of cultural and ethical

quality. There are manifestations of the moral degradation of the high school students. This is

an issue being addressed by the Education – Training sector and the whole society.

Moral education for students becomes an extremely important mission, especially in

the context of industrialization and modernization of the country. However, so far “Family

and social communities have not proved their vital roles in education, have not coordinated

closely with the school in educating the youth, especially in political morals to prevent social

evils, depraved cultural products and the negative impact of market mechanisms for school...

"(The theoretical issues of science education. National Publishing House, Hanoi - Le Van

Giang (2011). This problem only confined within the school that Education is the process of