1 INTRODUCTION 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 Purpose of the study The dissertation systemizes the theoretical foundation of life skills education and management of life skills education through experimental learning for students in general and elementary students in particular; Analyze the current status of life skills management for primary school children in Hanoi through experimental learning, then propose measures to manage life skills education through experimental learning for students Hanoi Primary School in the context of education innovation today The subject and object of study 3.1 Researchers Active life skills education through experimental learning for elementary school students 3.2 Research subjects Management of life skills education through experimental learning for elementary school students Scientific hypothesis Life skills education for elementary students has been done in different forms and has achieved certain results However, the life skills of primary students are still not met, many elementary students are still confused about self-service skills, self-learning skills; communication skills One of the basic reasons is that life skills education for elementary students is not linked to experimental activities, management of life skills education for students through experimental activities Inadequate, and therefore the result of life skills expressed in elementary school students not meet the requirements of society If comprehensive management measures are implemented in a way that focuses on better implementation of the education sector's regulations on life skills education, develop a system of evaluation criteria and monitor implementation Through life experiences through wellorganized activities, the well-organized teacher education of life skills for students and better coordination between the school, family and society, the life skills education through Experimental activities for students in Hanoi primary schools will be greatly improved Research tasks 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 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 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 - 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; - 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 - Testing a measure of proposed measures at Le Van Tam Primary School - Hai Ba Trung District, Hanoi 7.Methodology 7.1 Methodology 7.2 Research Methods 7.2.1 Group research methodology 7.2.2 Group research methodology 7.2.3 Group mathematical methods Research questions What is the role of life skills education for primary school children in the current context? What is the management of life skills education for elementary students through experimental learning? What are the factors that affect the management of life skills education for elementary school students through experimental learning? At present, how life skills education through experimental learning for primary school children in Hanoi have been implemented and managed? What difficulties have to be addressed in order to better? What are the measures to better implement life skills education through experimental learning for primary school pupils in the context of education reform? Points of protection 1) Life skills education through experimental learning is an effective way to educate elementary school students on life skills that are relevant to the current social scene 2) Life skills education through elementary activities for elementary school children in Hanoi is not satisfactory because the management of this educational activity in primary schools is still limited, inadequate for many reasons different 3) Management of life skills education for pupils through experimental activities in primary schools will be effective in the context of a well-trained staff and educators The knowledge and skills of pedagogical organization and implementation of this activity 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 chapters 4 Chapter LITERATURE REVIEW ON LIFE SKILLS EDUCATION MANAGEMENT THROUGH EXPERIMENTAL ACTIVITIES FOR PRIMARY SCHOOL STUDENTS IN THE CURRENT CONTEXT 1.1 Study overview issues 1.1.1 Research on life skills and life skills education for students a) Research on the goals of life skills education for students b) Research determines the content and other structural elements of life skills education c) Research on the content of life skills education for specific target groups 1.1.2 Study on organization of experimental activities for high school students In the draft of the new general education curriculum promulgated by the Ministry of Education and Training in 2017, including the program of experimental activities for pupils from primary to high school 1.1.3 Study on management of educational activities in schools and management of life skills education for pupils a) Research on the management of educational activities in schools b) Research on the management of life skills education for students through experimental learning 1.2 Life skills education through experimental learning for elementary school students 1.2.1 The concept of life skills education for elementary students 1.2.1.1 Living skill Life skills help people to be self-reliant, able to adapt to the people around them and to society, enabling them to respond positively to situations of life Life skills include physical activity and thinking in the human brain Life skills can be formed spontaneously, through education or self-training 1.2.1.2 Education General educational activities are organized in a value oriented way, aiming to achieve the goal of comprehensive education for learners and to create educational and active learning environments for learners When participating in the Synod of Bishops, the trainees conduct their activities according to general principles, common goals, common values and common measures so that they are educated according to common criteria 1.2.1.3 Life skills education for students 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 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 to grade 12, in elementary school called Activity Activity." 1.2.2.2 Purpose of experimental activity in elementary school 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 For elementary education, the content of the activity program focuses more on self development, life skills, relationships with friends, teachers and family members In addition, labor activities, social activities and familiarization with some occupations are also organized 1.2.3 Life skills education through experimental learning for elementary school students 1.2.3.1 The goal of life skills education is through experimental learning for elementary students Provide students with the appropriate knowledge, attitudes and skills, and to develop healthy, positive behavior habits; Eliminate negative behaviors, habits, and situations in daily life 1.2.3.2 Content of life skills education through experimental learning for elementary students • A group of life-long learning skills • Life skills group targeted at friends and the community • Work-oriented living skills • Social-oriented life skills group 1.2.3.3 Method and form of life skills education through experimental learning for primary students a) Method of educating life skills through experimental learning for students Problem-solving methods; Role play; Forum method; Group discussion method; Game method b) Form of life skills education through experimental learning for students 1.3 Management of life skills education through experimental learning for elementary school students 1.3.1 The concept of management and management of life skills education through experimental learning for elementary school students 1.3.1.1 Management concept Management is a process that impacts the objective rule of the subject of the management to the object of management to exploit and effectively utilize the potential and opportunity of the object management to achieve the item management In an ever-changing environment, the subject matter governs social, organizational, human and financial resources, the quality and prestige, policy regimes, policy guidelines management methods and 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 to grade 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 students To assess the implementation of the life skills education program, managers need to stick to the set objectives, use appropriate assessment methods and follow a scientific assessment process The assessment of the implementation of educational programs on living skills should be based on the way the subject class is evaluated, which is self-assessment and evaluation from the outside 1.3.2.5 Coordination of forces participating in life skills education through experiences for primary pupils a) Class teacher b) Ho Chi Minh City People's Committee c) Coordinating with other educational forces 1.3.2.6 Facility management and conditions for implementing life skills education through experimental learning for elementary school students a) Regarding materials, reference books b / Regarding material foundations and teaching equipment 1.4 Factors affecting the management of life skills education through experimental learning for elementary school students Socio-economic conditions of families and localities Documents providing guidelines for the sector on organizing experimental activities and providing education for children Leadership capacity of the MB Parental involvement Capacity of GVCNL and GV teaching experience activities Psychophysiologic characteristics of students Conclusion Chapter Life skills are the skills and abilities of each individual formed through his or her personal experiences throughout the course of human existence and development Experience opportunities to create opportunities for students: mobilize the knowledge and skills of different disciplines and fields of education to experience the realities of family life, school and society; involved in all stages of the operation, from operational design to preparation, 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 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 2015 2017 2015 2017 2015 2017 Industry 707 719 418 438 15841 16491 590382 641850 Public 669 676 413 430 14871 15437 561955 612481 Public self-control 30 87 1389 3065 Private 35 39 822 958 23700 26134 Private 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 d Location and object of the survey: - 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; - 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 Participants included: - Managers: 25 principals, vice principals - Teachers and staff of 196 people in the school 8 - Parents of 250 students - The social forces, officers of mass organizations, politics outside the school the management of education in the locality 25 people A total of 496 people 2.3 Status of life skills education through experimental activities for primary school pupils in Hanoi 2.3.1 Awareness of learning object on life skills education for elementary school students through experimental learning 2.3.1.1 Perceptions of administrators, teachers and parents of students on life skills education through experimental learning for primary school students Figure 2.1 Percentage of comments appreciated by managers and teachers and parental education on life skills education through activity experience for elementary school students 2.3.1.2 The perception of subjects on subjects participating in life skills education for students through experimental learning Life skills education for students has not been fully understood by teachers and the teacher 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 Educate self-learning skills, showing 7,2 26,9 41,7 24,2 2,17 responsibility for learning Education skills demonstrate honesty in 10,5 32,7 45,2 11,6 2,42 learning Education of the skill to carry out the 7,6 22,8 42,1 27,5 2,10 tasks assigned in a responsible manner Educate the use of personal and public 8,8 19,6 53,9 17,7 2,19 facilities 9 Based on the opinions of the school principals, every year, extra-curricular topics are taken into consideration Especially social-oriented, community oriented activities HSTH has been educated KS in road traffic, communication skills and behavior with the community However, the higher the level of agility such as the ability to resolve conflicts is limited Through the field survey, the social skills of primary school pupils in the urban areas were higher than those of the secondary schools in the suburbs of Hanoi 2.3.3 The status of life skills education through experimental learning for elementary students Table 2.7 The results of evaluation form life skills education Through experimental learning for elementary students Rating rate of utilization,% Form of education Through integrated teaching of classroom subjects Through self-selected topics Through activities outside of class time Through the operation of the club 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 7,1 18,4 4,8 24,5 30,9 18,1 52,7 45,35 46,6 15,7 5,35 30,5 2,23 1,75 1,97 6,9 21.1 42,8 29,2 2,06 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 Make an example 7,5 38,1 50,5 3,9 2,49 2 Imitate another person 10,3 48,4 29,8 11,5 2,57 Experimental method 7,7 20,6 36,2 35,5 2,00 Problem solving methods 4,9 30,2 40,7 20,5 3.7 Casting method 8,8 16,9 41,3 33,0 1,93 6 Group discussion method 12,6 37,4 44,5 5,5 2,57 The game method 6,3 39,7 25,8 28,2 2,24 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 learning activities for students to integrate into the cultural subjects of the teacher For the Department of Education and Training of Hanoi every year is still organized teacher competitions excellent at all levels, through this form, the department reminded the school teachers special importance to organize experimental activities to condition students participate in activities through which the formation and development of life skills With the lessons taught by teachers who have really demonstrated the integration of GDKNS through the experience for HSTH 2.4.2.2 Status of program management, content of life skills education through experimental learning activities for students in class teacher work Table 2.11 The results of the assessment of the performance of life skills education through experimental learning activities for the classroom teacher Degree of implementation averag Contents rank good fair average weak e score Plan for life skills education through 15,6 35,3 49,1 1,66 experimental learning Organizing, deploying content that is 15,2 28,5 50,7 5,6 2,53 rich, attractive and appropriate Coordinate with lecturers, HCMC Peoples' Welfare Unit, CMHS to teach 12,5 33,0 46,5 8,0 2,50 life skills through experimental activities for students Evaluate the results of participation in life skills education through students' 6,8 24,7 45,4 23,1 2,15 experiences Learning from experience after 10,1 15,9 48,8 25,2 2,11 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 Experience activities with sex workers Contents Develop an integrated plan for life skills education through experience activities with sex workers Organizing, deploying content that is rich, attractive and appropriate Coordinate with lecturers, lecturers, CMHS to organize activities Evaluating the results of participation in life skills education through student experiences Learning from experience after each activity Degree of implementation Averag Rank Good Fair Average Weak e score 14,8 35,4 34,6 15,2 2,50 15,3 25,7 51,0 8,0 2,48 18,5 32,3 45,9 3,3 2,66 8,2 24,4 45,1 22,3 2,18 10,6 15,8 40,7 32,9 2,04 2.4.3 Actual status of training teachers on life skills education through experimental activities for pupils in elementary schools Table 2.15 The status of training fostering teachers teach life skills through experimental activities for students in elementary schools Degree of implementation Averag Rank Contents Good Fair Develop a training plan for teachers teaching the NAP Determine the content of training appropriate to the capacity of the school teacher Implement teacher training in flexible form Evaluate the results of training participants Create environment for teachers to apply skills to be trained Average Weak e score 12,6 26,1 45,7 15,6 2,36 10,9 32,4 51,8 4,9 2,49 16,8 23,6 8,7 31,8 52,4 43,9 7,2 15,6 2,50 2,34 11,4 28,2 39,5 20,9 2,30 Based on the needs and the actual capacity of the teachers, most of the surveyed schools have developed the plan and identified the content of the training, thereby mobilizing the resources and organizing training for their teachers in a flexible way 2.4.4 The status of management examines and evaluates the results of life skills education through experimental learning for elementary students Table 2.16 Results of assessment of the level of performance testing and assessment of living skills through experimental learning for students Contents Develop appropriate evaluation criteria Evaluating the development of life skills education plans through dossiers and books Degree of implementation Avera ge Rank Goo Avera Fair Weak score d ge 22,6 39,4 38,0 1,85 11,5 32,7 33,2 22,6 2,33 12 according to regulations Evaluate the implementation of the life skills education plan through the experience of the forces in the school 22,8 46,1 31,1 1,92 Examine the implementation of the plan of living skills through the experience of the forces in the school 18,5 40,9 40,6 1,78 Examine and evaluate the results of the dissertation through the results of training of students 28,4 56,2 15,4 2,13 Check the coordination of educational forces 35,5 40,8 23,7 2,12 Examine the use of equipment, funds for life skills education through experimental activities 5,7 22,8 38,2 33,3 2,01 Comment: The results of the survey in the table above show that in evaluating the extent to which ECD implementation through experimental activities for TH students, the following content: Assessment of the development of life skills education plan through the record books in accordance with regulations ranked No 2.4.5 Situation of coordinating forces in school and society to organize life skills education activities through experimental activities Table 2.17 The rate of comments assesses the degree of coordination of forces at school and in society to organize life skills education activities through experimental activity Rating rate,% Averag Rank Contents Good Fair Average Weak e score Develop a mechanism to coordinate with parents of children of disadvantaged 6,5 29,2 41,4 22,9 2,19 children through experience activities Maximizing the off-campus workforce contributes to the development of the ERA 13,8 31,6 47,1 7,5 2,52 through experimental learning Coordinate with the subject teachers, to educate living skills through experimental 15,5 35,3 43,8 5,4 2,61 activities for students Collaborate closely with ILMP and trade union organizations to participate in life 3,7 27,7 49,0 19,6 2,15 skills education through student experience activities Demonstrate the role of the Parents Association of the students in the field of 8,6 28,1 44,9 18,4 2,27 education through experimental learning 13 Through surveys and interviews with forces participating in life skills education through experimental activities for students inside and outside the school, the management of the coordination of the forces is quite effective Mass organizations such as the Party Cell, Trade Union, Ho Chi Minh City WU, each student's parents and parents' association in schools are mobilized to the maximum in the field of EE through experimental activities for students 2.4.6 Current status of physical and financial management for living skills education through experimental learning The current state of physical and financial management for life skills education through experimental learning is moderate and these are also addressed by teachers and education administrators Judging is uneven 2.5 Factors influencing the management of EE for students through experimental activities in primary schools Table 2.19 Actual level of impact of factors on management AEEP for students through experimental learning Infulence level Avera Factors affecting ge Rank High Low None score Socio-economic conditions of the locality 5,3 37,9 56,8 1,48 Documents providing guidelines for the sector on organizing experimental activities and 51,3 32,2 16,5 2,35 providing education for children Leadership capacity of the MB 6,3 45,7 48,0 1,58 4 Parental involvement 11,8 25,5 62,7 1,49 5 The teacher's ability to teach experimental 32,3 53,7 30,1 2,34 learning Capacity of class teacher of LWC 23,9 46,4 29,7 1,94 Psychophysiological characteristics TH 6,3 36,9 56,8 1,46 Through the realities of influencing factors, management levels need to develop a uniform system of uniform regulations in the whole sector in order to guide the schools and teachers to implement the current reform 2.6 General assessment a Advantages Under the guideline of the Ministry of Education and Training, under the direction of the Department of Education and Training of Hanoi, over time the primary schools in Hanoi have paid attention to the deployment of life skills education through activities Experience to students, from which to improve the quality of comprehensive education for students Highlights of life skills education through experimental activities in Hanoi primary schools are that most managers and teachers are well aware of the necessity and urgency of life skills education through experimental activities for elementary school students in the current context 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 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 - Awareness of managers and teachers about the responsibility to implement life skills education through experimental learning activities for students is not uniform Teachers who teach life skills lack the knowledge and skills to organize life skills education activities The organization of teacher training courses on life skills education through experimental activities has not been paid attention - The coordination of incomparable forces, the awareness of life skills education of the forces outside the school, especially the parents of students is not clear about the objectives, content and methods life skills education for the same school and mass organizations to effectively implement life skills education through experimental learning activities for students - The lack of facilities for physical education activities such as multi-purpose home, modern teaching equipment Local budgets are limited to schools, with limited funding Organizing major activities on life skills education for pupils through extra-curricular activities, the activities of the PAC are not continuous Reward work has not been properly considered Parental support for physical education is limited due to poor local economic conditions - Organizational leadership of school leaders is not concrete, clearly lacking in guiding documents on the content, methods and forms of life skills education through experimental learning primary school student lack of quality investment - The school's staffs and staffing at schools have not been effective yet, and formalities are not lacking It teaches living skills through experimental activities for students - The life extension education has only been implemented in the plan to deal with higher management agencies but not organized in a systematic and methodical manner - The monitoring and supervision of living skills education has not been well implemented through experimental activities Organizing, directing and evaluating the effectiveness of life skills education through experimental learning activities for students is not regular, not evaluated at the stage of the educational process - There is no system of evaluation criteria for management as well as implementation of life skills education through experimental learning activities for students - There is no mechanism to coordinate forces in life skills education for students 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 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 16 Chapter LIFE SKILL EDUCATION MANAGEMENT MEASURES THROUGH EXPERIMENTAL ACTIVITIES FOR PRIMARY STUDENTS IN HANOI CITY 3.1 The orientation for educational development of Hanoi city to 2020 To build and develop the Hanoi education and training system to become a center for training human resources and fostering talents for the country Strive to become a prestigious training center in the area and have high knowledge; meeting the requirements of socio-economic development and science and technology of the civilized capital - modern, the educational needs of the population and preparation for the young generation of capital to enter the new stage of development in the direction of industrialization and modernization Human capital development is civilized, elegant, dynamic, creative, talented to the traditional 1000 years of Thang Long - Hanoi.3.2 Principle of proposed measures 3.2.1 Ensure implementation of primary education goals 3.2.2 Ensure consistency between teaching and education 3.2.3 Ensure the suitability of the actual conditions of each elementary school 3.2.4 Ensure the promotion of the education of life skills for students 3.2.5 Ensure flexibility in life skills education for elementary students 3.3 Measures to manage living skills through experimental learning for elementary students in Hanoi 3.3.1 Strict implementation of regulations on life skills education for elementary students through experimental learning a) The objective of the measure With the system of regulations on life skills education such as: Objectives of life skills education; Content of life skills education for students, methods and forms of life skills education for students b ) Contents of implementation 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 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 c) Conditions for implementation The urgent need is that the criteria developed must be objective and accurate, stemming from the actual implementation of the student life skills education, management and guidelines 3.3.4 Develop a synergy between school, family and society to educate life skills through experimental learning a) The objective of the measure Organizing the development and improvement of the coordination mechanism between family, school and society will contribute to promoting the implementation of contents and tasks of the more favorable measures The establishment of a coordination mechanism between on the one hand, creates good relationships among learners and on the other hand creates unity, continuity in the education process in terms of time and space This mechanism will meet the indispensable requirements of the process of life skills education through experience activities in the current period b / Contents of implementation 1) The mechanism of coordination between the school and the family: 2) The mechanism of coordination between the school and society: - Building a healthy educational environment in the community: - Create a consistent and continuous education process in terms of time and space 3) Mechanism of coordination between family and society: 4) Develop a self-directed learning environment through experimental learning: c) Conditions for implementation 3.3.5 Direct the development of the list of life skills suitable for primary schools students in the spirit of the new program of education a) The objective of the measure The list of life skills corresponding to, with specific manifestations through behavior and language, has the function of directing students to self-discipline, to train, to teachers, parents, and social organizations Just to help, remind the children to follow This is also a 18 toolkit for assessing the results of the operation as well as the effectiveness of this activity management b) Contents of the measure Identify life skills groups and their corresponding behaviors and languages should and should not be done 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 measures in levels: * Very Urgent (RCT); Accident (CT); Not urgent (KCT) + Awareness of the feasibility of measures in 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 life skills education for elementary 115 55,6 69 33,3 23 11,1 2,72 students through experimental learning B.P2 Organize the training of the staff of primary and secondary school 132 63,8 63 30,4 12 5,8 2,87 administrators to participate in life skills education through experimental learning B.P3 Strengthen the monitoring and evaluation of the implementation of life 121 58,5 75 36,2 11 5,3 2,81 skills education through experimental learning activities for students B.P4 Develop a synergy between school, family and society to educate life skills 98 47,3 85 41,1 24 11,6 2,62 through experimental learning B To direct the development of the list of natural resources suitable for TH pupils 115 55,6 69 33,3 23 11,1 2,72 in the spirit of the program of general education Table 3.2 Results of the survey on the feasibility of measures 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 SL % SL % SL % The averag e value 87 42,0 103 49,8 17 8,2 2,60 91 44,0 89 43,0 27 13,0 2,57 56 27,1 122 58,9 29 14,0 2,37 81 39,1 114 55,1 12 5,8 2,60 87 42,0 103 49,8 17 8,2 2,60 RKT KKT Rank 20 3.4.2 Relationship between measures Measure Measure Measure Measure Measure Figure 3.1 The relationship between the measures to control EFA through Experimental activities for student 3.5 Test proposed measures a Test purpose: b Object, time, place of experiment c Test Content d Methods of implementation e Test results 21 Table 3.3 Test results Evaluation criteria for testing Teacher selfassessment, Difference % Before After Improve the capacity of the management team and implement the life skills training + Perception of participation in life skills education for students is the responsibility of all staff, teachers in the school 71,6 96 24.4 + Awareness of the role of life skills in the development of pupil personality 75,4 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 22.6 + Officials of the mass organizations in the school grasp all policies and guidelines of the Party, the government, the school on the teaching of life skills through experience for students 73,5 100 26.5 + Teachers have the capacity to organize the process of teaching and educating life skills through experimental activities for students 68 90,5 22.5 + Teachers have the ability to design lesson plans, plans for educational activities, competency in exams, marking exams, giving lessons towards the goal of life skills education through experimental learning 49 92,4 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 Pedagogical capacity Professional competence + Teachers have scientific knowledge about the subject and related knowledge to integrate living skills through experimental activities for students + Teachers have methods of teaching subjects with each article, the type of integration of education by living experience + Teachers have the spirit of creativity, the ability to draw and 22 Evaluation criteria for testing popularize the experience of life skills through experimental activities + Teachers have the ability to solve difficulties and problems in life skills education through their experiences for themselves and their peers + Teachers have the ability to improve the quality of teaching, teaching hours + Teachers have the ability to grasp the purpose, the requirements of each lesson, the type of focus on the goal of life skills education; have sufficient and steady knowledge to teach all classes Teacher selfassessment, Difference % Before After 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 To overcome the inadequacies and limitations of life skills education through experimental learning for primary pupils in Hanoi, the thesis has developed a system of management measures to overcome shortcomings and limitations that Measures focused on solving issues related to: Organization of popularization of regulations of the sector and the Department of Education and Training Hanoi on life skills education for elementary school children; Organize training to improve the capacity of staff to conduct life skills education through experimental learning in primary schools; Develop a system of evaluation criteria and strengthen the monitoring and evaluation of the implementation of life skills education through experimental learning activities for students; Develop a collaborative management mechanism between school, family and society to provide life skills education through experimental learning for students; Develop a list of life skills suitable for students in the spirit of the general education program Proposals proposed by the author of the dissertation should be conducted on the necessity and appropriateness and practical implementation of the refresher method to improve the capacity of the staff to conduct life skills education through activities Experience in elementary school The results of the trials and experiments show that the proposed measures are urgent and feasible and have a huge impact on improving the quality of life skills education through experimental learning for primary school pupils Hanoi CONCLUSION AND RECOMMENDATIONS Conclusion 23 Life skills education is an important part of the school's teaching and learning process, contributing to the formation of a number of competencies for students to develop the whole personality of the students, contributing to the real The educational objectives set out, the life skills education that connects the school with reality, helps children to experience, promote their initiative and creativity; Turn the education process into self-awareness Management of life skills education through experimental learning in primary schools is the way to manage the content of teaching and learning activities to manage life skills education activities to achieve the goal The program is set up Through the survey, evaluation of the real situation of the implementation and management 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 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 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 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 education through experimental learning - Strengthen the inspection and development of criteria for evaluating life skills education through the experimental activities of schools 2.3 To District Education and Training Office - Organize training courses for teachers and teachers on the importance of life skills education through experimental learning in the formation of student personality - Organize workshops to discuss issues related to life skills education through experimental learning Listening to the experience of the unit made good - Requires schools to submit a plan for life skills education through experimental activity in the Department of Education and registration of sample activities 24 - Pay more attention to the innovation of this activity - There is a regime of rewarding units and individuals to well implement life skills education 2.4 To Principals of primary schools - At the beginning of the school year, to organize the implementation of measures to build up the core team and capable and capable teachers of life skills through experimental activities for students; - Raise the awareness of staff, teachers and students about the position and effect of life skills education through experimental activities in the formation and development of the personality of students - Direct the forces to work out specific plans for life skills education through experimentation and selection of contents suitable to the practical situation at the grassroots - Develop rules and regulations for the force and organization to participate in life skills education through experimental activities - To create conditions for the purchase of necessary equipment, books and newspapers - There is a reasonable regime for the person in charge of this task - Develop an appropriate inspection and evaluation plan, pay attention to the emulation and commendation work - Create opportunities for the school to exchange with your school to exchange, learn experience  ... education.1.2.2 Hoạt động trải nghiệm cho học sinh trường tiểu học 1.2.2.1 The concept of experimental activity According to the Draft Experimental Activity Program in High School, "Experimental... the potential and opportunity of the object management to achieve the item management In an ever-changing environment, the subject matter governs social, organizational, human and financial resources,... 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