| Summary: | 博士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 104 === This abstract was based on the qualitative and quantitative research method of studying at the Vietnam Elementary School from year 2000 in Ho Chi Minh City. Besides analyzing the curriculum and educational background, our research will analyze the Elementary Teachers in Ho Chi Minh City, supplying some surveys and interviews throughout the curriculum courses, learning materials, teaching methods and evaluations so that we can eventually accomplish new curriculum conceptual planning and implementation for further improvements.
1.In early 2000, The Elementary School Curriculum conceptual planning, most Elementary school teachers in Ho Chi Minh City believe that: (1) Over workload on students, especially mathematic and Vietnamese classes; (2) Lack of classes related to ethics, nature, social studies and athletics; (3) Noticeable discrepancy in students English proficiency levels; (4) Extra curricular activities are mostly arranged within the school campus area; (5) School requires more life skills related classes; (6) Disputes caused by teachers of different length of service and types of school.
2. In the year of 2000 Primary School Curriculum teaching methods, most Elementary school teachers in Ho Chi Minh City believe that: (1) Textbook contents are not specific enough towards special regions of the country; (2) Textbook contents are outdated; (3) Theorized textbooks; (4) Over weighted textbook contents; (5) Disagrees with Department of Education’s decision to prohibit teacher’s after school tutoring classes; (6) Lack of equipment (7) Lack in number of students in each class; (8) Teachers are not able to perform hands-on operations in class due to lack of teaching time and equipment; (9) Different opinions on teaching methods are formed by teachers of different ages, gender, school size, responsibility and length of service.
3. In the year of 2000 Elementary School Curriculum evaluations, some Elementary school teachers in Ho Chi Minh City believe that: (1) Usual evaluations should be implemented in the form of comments; Evaluations should be implemented on a daily basis; (2) Homework should not be given to full-day time students; (3) Homework should only be taken from school textbook contents; Different opinions on evaluations are formed by teachers of different ages, gender, school size, responsibility and length of service.
Based on the research results mentioned above, the suggested adjustments are as follow:
1.Suggestions the Vietnamese government: (1) Government should enhance the school system research and guidance; (2) Government should invest more capital and resource in to the school system; (3) More teachers trainings to compliment curriculum changes; (4) Government should decrease Elementary schools workload; (5) More classes related to ethics, athletics and life skills should be added; (6) Textbook editing should be more open, textbook examinations should be more enhanced; (7) Strictly control the number of students in each class; (8) Teaching methods should be more directed towards each student’s individual personality; (9) Incorporate information technology into teaching methods; (10) Diversify evaluation methods.
2. Suggestions the Vietnamese Elementary School Administration: (1) Prioritize communication and immediate problem solving; (2) School principals should care for and encourage teachers to a new school system.
3. Suggestions the Vietnamese Elementary School teachers: (1) Positively participate in the school system revolution; (2) Show initiative and continue to grow professionally.
4. Suggestions the Vietnamese Elementary School students and parents: (1) Parents should encourage students for self-fulfillment; (2) Parents should actively participate in school activities with initiative; (3) Parents should effectively and more frequently communicate with teachers; (4) Students should learn to study with initiative and a positive attitude.
5. Suggestions the future Vietnamese Elementary School researches: (1) Expand range of study into the curriculum evaluations for a more thorough research; (2) Expand research demographic; (3) Research method: experiment live teaching classes, for a deeper understanding on the research topic.
Keywords: Vietnam, Elementary School Education, Elementary School Curriculum, Elementary School Curriculum, 2000.
|
|---|
