Study developing process of the multigrade class at primary schools in Viet Nam

1 Ministry of education and training Thai Nguyen university Nguyen Huu Hanh Study developing process of the multigrade class at primary schools in Viet Nam. Specialty: Methodology and his torical education Code: 62.14.01.01 Summary a Ph D thesis of pedagogy Thai Nguyen – 2011 The project was accomplished at hight school teachers’ college – Thai Nguyen university. The scientific guides: 2 1 – A.vice phylosophy doctor: ðang Thanh Hưng 2 – A.vice phylosophy doctor: Nguyen Thi Tinh The first opponent: ............................................................................. The second opponent: ....................................................................... The third opponent:............................................................................ The doctoral thesis is conserved in front of the Board of examiners of national level to hold a meeting. High school teachers’ college – Thai Nguyen university. At…………….. …….. , on……………… 2011 Can find the thesis at: 3 The general problems 1. The necessity of thesis: - To lay down as a policy of our Party and State about educational and training development in order to achieve industrialization, modernalization. - As characteristic education of mountainous, far Remote – areas, we still have a lot of difficulties and insufficiency. - Developing the style of multigrad class at primary schools tends to create a advantage our condition for the children in difficult areas going to school. 2. The purpose of research. studying problems of practical argument on process of teaching and development of multigrade class at primary schools, on this foundation, we propose measures of developing this style in expanding educational system at primary schools 3. Object and subject of study. 3.1. Subject of study: Activity of style of multigrade class at primary schools in Viet Nam in general and the Mekong Delta areas in particular. 3.2 Object of study: The relationship between teaching and learning activities of style of multigrade class at primary schools in difficult areas around the Mekong Delta areas. 4. Supposition of science: The development of universalizing education is a requirement of age, the cause of industrialization modernization but in distant, remote and ethnic minority regions of etc… meet a lot of difficulties about location of geography, economic society, condition to expand education like urban central areas, a dense population. Development of the model of multigrade class is the way of expanding education in difficult areas and carrying out compulsory education. A multigrade class is a from of organizing teaching multi – targets, multicontent, and multiform about object. We can only teach a multigrade class effectively when we analyse the structure of the model of the multigrade class, define clearly effective condition on organization of teaching a multigrade class, define the way of organization of teaching to develope its strong points and to overcome limitations of organizing teaching a multigrade class. 5. Research mission. 5.1 Research theoretical problems in teaching multigraded class of primary school. 4 5.2 Research process of development in teaching a multigraded class of primary school in the Mekong Delta areas. 5.3 To put forward developing measures of model teaching of a multigrade class in primary schools. 6. Methodical Research: 6.1 Theorically methodical research groups 6.2 Practically methodical research groups 6.3 Mathematical method groups 7. New contributions of thesis - The system of theorical problems in teaching a multigrade class and summarize experience of developing process in teaching a multigraded class of primary school from nineteen – seventy five (1975) until now. - Compared with a style of multigrade class in many countries, on that foundation, to bring out some summaries on developing problems of this style contribute to developing education of mountainous, distant, remote, and ethnic minority areas in Vietnam. - To enrich more knowledge on historical pedagogy and to educate pupils. 8. Basical theoretical points need to be defended To approach historical outlook about process of taking shape and developing the style of multigrade class of primary schools in Vietnam is the model of teaching which still exists and suits with condition of geographic location, economy, party, regions in order to adapt the right for children to go to school and develop education in the distant, remote regions. 9. Limited field of research: The theme of thesis is study developing process of the multigrade class at primary schools in mountainous, distant remcote, ethnic minority, island areas in the Mekong Delta regions from nineteen seventy - five (1975) until now. 10. The structure of thesis Besides the general problems, conclusion petition and appendix, reference material of thesis consists of three chapters. Chapter 1: Theoretical basis of developing the style of the multigrade class at primary schools. Chapter 2: Real situation develops the style of multigrade class at primary schools in the Mekong Delta areas from 1975 until now. Chapter 3: Measures develop the style multigrade class at primary schools in the Mekong Delta areas 5 Chapter 1 Theoretial basis of developing the style of the multigrade class at primary schools. 1.1.History of researching problems 1.1.1 To research for developing the style of multigrade class at primary schools in the world. - Educational development of each country is always unequal, ununiform in many regions, local and ethnic minority areas. - The multigrade class has been in many countries not only in developed economic countries such as the USA, France, Canada, Japan…but also in many countries in our local zone. - To research for the style of multigrade class approached from two points of view: a multigrade class with different levels and a combined class with many different races of students 1.1.2. Study developing process of the multigrade class at primary schools in Vietnam. The multigrade class has had historical development since time of Vietnamese feudal society. That is the class of scholar, licentiate and of village headmasters in the village. Nowadays, even the early days of the establishment the democratic republic of Vietnam, President Ho Chi Minh studied and instructed the model of multigrade class education with in the style of mass education with the spirit can be learned everywhere, anyplace, people who are able to read and write, can teach unreadable and unwritable people, much educated people can teach people with little knowledge. After that, the author – Pham Minh Hac, with his research work of 10 years – illiteracy and compulsory primary education conllusion ( 1990 – 2000), summarized his experience in eliminating and popularizing primary education owing to experience to develop the model of the multigrade class. Almost projects, articles are approached from a point of view theoreical teaching and management in order to express real situation or conclusive experience of teaching a multigrade class at primany schools and to put forward developing measures of this model. There has been no research work developed from a point of view historical pedagogy; therefore the author chose the topic to make the thesis of post – graduate student. 1.2.The basic problems of teaching primary schools. 1.2.1.Characteristic psychology of pupils at primary schools. The object of primary education level is the children from six to eleven ages. 6 The children at the age of primary education are entity being which come into being and develop both in physiology, psychology and society. The children gradually take part in social world of all relations. This is the period of children who change from little play age to reach school age but entertaining activities occupy main role. The pupils at primary schools are easily suitable and receive anything new and always tend to the future. Children not only remember very quickly but also forget very fast. To chidren at the age of primary education, their perception express visual sense, concrete thing, phenomenon and happening when they directly contact on senses. Children at primary schools pay less intentive attention to something, their abilities to read just attention without any strongly definite aim. To pay attention to pupils of primary schools without clear intention develops owing to new sudden unusual things to attract children’s attention. The attention without any definite aim becomes more powerful when the teacher use beautiful, strange teaching aids which reminisce about active emotion to the children. Memory takes a specially important role in the life and activity of people, owing to memory which people accumulate fund of experience to apply in their life. Pupils of primary schools have visual memory – developing image which gains the upper, have much more memory the word –“ logic”, the teachers must stimulate the development of keeping something in their mind. It is meaningful to the pupils of primary schools, so that they know the meaning of material for better memory. Inmagine is one of the important knowledge processes of grade schoolers. Imaginary process of the pupils are still scattered, less organized; pictures of imagine are still simple, changeable, skakeable. In teaching at primary schools, teachers need to have active, lively, teaching method in order to come into being symbols in learning for primary school pupils. Thought of primary school pupils develops from visual teaching aids gradually transfers the general in the last class of the high school. In teaching, teachers need to guarantee the visual trait expressed by employed real people and true events. Personality is an attribute of complex psychology of individual. Primary school pupils usually have good manner such as unaffection, Keenness, charity, unsel - fishness. In order to educate primary school pupils becomes good character we must pay attention to build three healthy educational environments: school, family and society. To become primary school pupils, aware demand, learning demand are children’s natural demands. To pupils, feeling is an important part to combine awarness with children’s activities. The feelings of primary school pupils are come into being in children’s life and the process of learning. 7 In primary education, together with development and expression of intellectual ability in studying, some children have the symbol germ of concrete aptitude such as: an aptitude for mathematies, drawing and poetry… Characteristic psychology of ethnic minority pupils expresses in thought of logical language in order to stop in concrete visual level 1.2.2.Structure, mission and nature of process teaching primary education Structure of process teaching primary education consists of a system of constructural compoment which has a united, dialectical relation to each other. The target of primary education: “ Equip for pupils a system of initially basic knowledge, come into being in pupils, fundamental skills, foundation, develop interesting learning of pupils, carry out aims of the whole education to the primary education pupils” Nature, characteristic of process teaching primary education; teaching must direct into pupils’ self - knowledgeable activities, while teachers are only supporters and leaders. 1.3. Theoretical foundation of development in the style of multigrade class at primary schools. 1.3.1. View point of development Development is known as growth, evolution in an active tendency, and advance. Developing the style of multigrade class in primary education is creating new values of this style in quality, completion with an active tendency. Developing the style of multigrade class in primary education means with a view to complete the result of teaching this style and improve contimously in order to enhance raise the quality of teaching of multi – graded class in difficult condition and situation to complex objects. 1.3.2. Characteristic, nature of process teaching a multi – graded class in primary schools. When thinking of a multigrade class, we have two different ways to approach. The first approach: a multigrade class is a class which consists of pupils with two or more classes in many different grades to be added up into one class for convenience in organizing teaching. The second approach: a multigrade class is a class consisting of pupils with many different graded and there are usually from two to several groups with different level in each class Teaching a multigrade class is a process in which the teacher’s decisive role in the organization, guidance, conduct the number of pupils in the whole class with different levels to achieve targets and mission of learning in order to complete and develop pupils’persomality to tally. 8 A multigrade class is a form of organizing teaching, a teacher is in the same class, time, organize learning for many groups of pupils with many different levels. There is no measure of practical management for the activities of teaching multi grade class in schools (7/94, rate 7,6%) Processing development of style of multigrade class at primary schools from 1975 until now, in general all over the country; in particular, in the Mekong Delta areas contributed to important achievement in carrying out the national targets about eliminating illteracy and universalizing primary education especially children with difficult situations and children of the ethnic minority people, who can go to school to complete their primary education. A muiltigrade class actively contributed to achieve effectively educational socialization, diversify styles of learning to satisfy demands of learners, enhance intellectual standards of the people, educate human resources, cultivate talented persons to serve process of industrialization, modernization of our country. Summary of chapter 2 - The model of teaching a muiltigrade class in the Mekong Delta river regions is still main existence of a muiltigrade class with two different levels. - In previous years, we couldn’t reject the model of teaching a muiltigrade class because the condition of learning, economy, geography is inconvenient. - The quality of its learning is still lower than a single class, it is really caused by many different reasons: + Limited ability of the teachers + Managerial staff of schools are not really interested in it. + Pupils of the ethnic minority are limited by their abilities and skills of communication and integration. + Language difference between the teacher and pupils of ethnic minority. These practical establishments help the author of thesis enable to put forwards to measures in order to develop the style of teaching a multigrade class at primary schools in the Mekong Delta regions. Chapter 3 To put forward the measures to develop the model of muiltigrade class at primary schools. 3.1. The text of law principle develops the style of muiltigrade class at primary schools. i. Build a learning society for everybody ii. Guarantee the right and duty of children. iii. The law of primary educational universalization 9 iv. The law to protect, look after and educate. v. The basic character of children socialist education. vi. The strategy of development in the Mekong Delta regions. 3.2. The system of measures 3.2.1. To improve the recognition of managerial staff, teachers and social forces about the role of the style of muiltigrade class at primary schools. The target of measure: “To improve the recognition of managerial staff, teachers and social classes of indispense which is implemented the style of muiltigrade class in difficult regions and necessity must develop the style of teaching the muiltigrade class in the Mekong Delta regions. Which will contribute to enhance the quality of teaching this style of muiltigrade class”. Content and the way of execution: - The purpose of organizing the muiltigrade class at primary schools with a view to carrying out the target of primary education. - Educational managers must master and apply concretization of line, lay down as a policy of education, Party and government creatively, and requirement and practical condition of many fields in local region to guarantee practicability, real effection of activities. Educational and training career must inherent in serving political, economical, cultural mission in local region. - Schools take a central part in combining local authority with pupils’ parents, social organizations, unions to recognize necessity of maintenance, development of the style of the muiltigrade class in order to guarantee the educated, learned right of the children living in distant, remote mountainous spine, difficult regions. - Manegerial staff have to strengthen educational idea of teachers, teaching the muiltigrade class makes them recognize their right role, responsibility in building and developing this style of muiltigrade class. The condition to achieve measures: - We need to have mechanism of activity for the style of muiltigrade class. - School keeps the active role, combines with local authority in order to do the good task of educational socialization. 3.2.2. Innovate the target of the muiltigrade class program in order to heighten the quality, teaching effection. The target of measures is to carry out the right which is developed, taken care of, protected and studied for the children. Content, the way to express the measures. The content of teaching program are to consider, the pupils as the centre. The content of teaching a muiltigrade 10 class is designed which is based on standard knowledge, skill of leaving school to suit to the characteristic model of teaching, level of pupils, openly designal program, express the equality of opportunity and learning condition, develop individual ability for suiting to different parts, regions. The content of teaching a muiltigrade class is divided into classes integrated and particular content for each group of level. Conditions to carry out the measures: - The authority and social community in local region must have solutions. - Children’s family must make the convenient conditions. - School makes the condition the class near the children’s school… 3.2.3. Lesson plan of the muiltigrade class towards co- operated teaching agrees with teaching target and objects of pupils are parts and regions, teaching condition the target of measures: To organize for teachers who increase their capable design of a muiltigrade lesson with co – operated teaching in order to make the teacher as the leader the process of control and organization of pupils’ learning activities, predict the situation which can happen and find out the way to solve it effectively best. Content of measures: to organize for teachers who increase their capable design of a muiltigrade lesson with co – operated teaching for the pupils in primany schools and progressive discuss in order to unify in structure of a muiltigrade lesson plan towards the co – operation teaching. Condition to achieve measures: teacher must master target, content, teaching program of each level group, seize characteristics of each subject and continuation between the subjects and different level group, master characteristics, level knowledge of pupils, material facilities of school. Teachers must have skillful design of a multigrade lesson plan in procedures of technology which is different from the tast of preparing a single – class lesson plan. 3.2.4. Innovative methods of teaching a muiltigrade class in order to improve teaching co – operation, to increase the quality and result in teaching. The target of measures: Innovative methods of teaching a muiltigrade class at primary schools is one of measures to increase the quality of teaching a muiltigrade class, effective process of teaching a muiltigrade class which is influenced directly of teaching method by this model, having particular aim, content and the way of implementation. It requires the teachers who have to co – operative teaching method with different level groups at the same time. The content of measures: Teachers must have skills in applying method, teaching technology in order to combine harmony between group community and individual teaching. 11 There are a large number of styles in organizing teaching, which are especially applied in a muiltigrade class. - To organize teaching in the whole class - To organize teaching in each level group - To organize teaching directly an individual. - To organize independent activity for pupils 3.2.5. To innovate method of inspection, value result of teaching a muiltigrade class. The target of measure: inspect, value are the last stage in process of teaching but concurrently it is also the beginning of recurrent teaching continuation. Content of measure: innovate inspection, value: is one of three important problems in innovating popular education. Condition to achieve measure: teachers should have a set of standard instrument and schools need to have measure to support teacher in inspection, value the effective implemention. 3.2.6. Project a network of muiltigrade class system in areas. The target of measure: develop a network of popular high schools throughout the country. To built in each area of village, ward or in thinly populated areas, a cluster of villages, wards, there is at least one primary school and a junior hight school which can attain national standard. Content of measure: department of education and training supplies concrete guidance to education services to co – ordinate with the local authority, project network of primary schools in order to satisfy the educated requirement and the learned right for every child. Condition to achieve measure: the local authority, managerial staff, teacher must have the right recognization. Do good propaganda, agitate people and social forces to take part in a campaign for pupils’ going to cshool, and to build schools. Government needs to have special support about material facilities… 3.2.7. To strengthen material facilities, finance to supportive development of multigrade class. The target of measure: to strengthen material facilities, equipment to serve teaching and learning is one of very important and necessary conditions and means especially in remote, far away, high mountainous regions and islands. Content of measure: - To achieve program of solidifying schools, classes and teachers’ official business house. 12 - To achieve advocacy of educational socialization to accord to particular trait of economy, and social condition in each region. - The local authority need to have policy of socialzation, encourage; invesment to develop education and training specially difficult ecomonical and social regions and ethnic minority regions. - To mobilize sources of assisting finame of non – government organizations or of traders to develop primary education in difficult regions. - To bring into play an important role of pupils’ parents, cadres, teachers in doing invovation preservation, and application means of technology in effective teaching Condition to achieve measures: - Need to have a mechanism of policy to accord to the development difficult regions in the Mekong Delta areas. - Managerial staff and local authority must join in educational department in order to heighten material facilities. 3.2.8. To organize teaching the model of multigrade class in primary schools with two levels and two peoples in the same class. - The target of measure: The target of measure is to enhance the quality of teaching and learning multigrade class at primary schools in new stage in order to satisfy requirent of society, to serve process of industrializtion and modernization nation. Concurrently, to shorten unequal distance of educational quality between multigrade class and a single class at primary schools nowadays in the Mekong Delta regions. - Content to achieve measure: to achieve content of program teaching a multigrade class of primary school with two levels and two different peoples in the same class follows accurately primary subject, including compulsory subjects are more self chosen subjects which are right regulation of promulgation of minister of education and training. - Condition to achieve measure: to organize a multigrade class of primary education is not more than two levels and two different peoples; The number of pupils in a multigrade class is not more than fifteen pupils. The class is right model with school yard drilling ground, elabrate work, toilet, clean water tank, ete…There are full of text books, reference books and teaching aids to serve teaching and learning multigrade class of primary school. There are primary teachers with extra – attained standard ( a teachers’ college), experienced and enthusiastic – teaching in a multigrade class. If teachers teach in the ethnic minority regions of Khmer , they will know Khmer language: school, family and social community have to co – operate firmly to implementate management and supervise children’s learning. Local authority need to be interested in organizing multigrade class, to built environment of healthy an secure education, to built system of rural communication, to achieve abolisling the condition of hunger 13 and better the life of the people, to improve and to enhance (to raise) the living standard of the masses. 3.2.9. Relationship between measures put forward for discussion. - These above measures of proposal have a unique and dialectic relationship together. - These measures need to be carried out synchronously, and connectively in unique regime in order to enhance teaching and learning multigrade class of primary schools in difficult regions. 3.3. Experimental confirmation of measures put forward for discussion. 3.3.1. To experiment practicability of measures put forward for discussion. Table 3.1: General idea’s result of objects about the pressing and necessary measures. LEVEL MEASURES Very pressing and necessary Pressing and necessary Unpressing and unnecessary 1- To enhance recognition of managerial staff, teachers and social forces about role of style of multigrade class at primary schools. 75,8 22,2 2,0 2. To innovate target of content program of multigrade class in order to enhance quality and effective teaching 73,9 24,7 1,4 3. To design the lesson of multigrade class agrees with the target of teaching and object of pupils in different regions condition of teaching 77,2 22,2 0,6 4. To innovate teaching method a multigrade class in accordance with strengthening co – operative teaching in order to enhance the quality and effective teaching 82,5 17,5 5. To innovate method of inspection value the result of teaching a multigrade class 78,1 21 0,9 6. To reproject network of system a multigrade class in areas 63,3 36,7 7. To in crease material facilities supportive finance to develop a multigrade class 63,3 35 1,7 14 Result of treatise is seen that most of people who are sought a consensus agree to measures in which the author of a graduation thesis builds… The opinion values in a very pressing and necessary level and very realizable to reach the proportion is higher than other levels. This proves that measures are built are accorded, satisfied requirements of development the style teaching a muiltigrade class of primary level nowadays. 3.3.3. Experiment of Pedagogy 3.3.3.1. To organize experiment of Pedagogy: i. The purpose of experiment Pedagogy - To confirm realization, unshaKeability and ease brings into play chosen measures. - To affirm an active effect on measure put forward for discussion. ii. To limit problems, sphere of experimental areas. - During the period of two months (from April to May of 2009) prepares and ten months activity of teaching and learning from the beginning of school year 2009 - 2010 until the end of school year 2009 – 2010. - To choose Giong Rieng district, Kien Giang province is located in the Mekong Delta area as an experimental area. iii. Define criterion and choose experimental object. An experimental model: - Criterion. + Choose a number of teachers directly teach multigrade class All of the teachers directly teach classes at primary schools having multigrade classes in areas of Giong Rieng district. + All of the teachers directly teach multigrade class having both Kinh race pupils and minority Khmer pupils. + More representation and generalization but it’s not too specific - Define chosen model iv. An experimental object: are 24 pupils in a multigrade class (grade 3 + 4) at Ban Tan ðinh 2 primary school. v. An experimental content: - Design lesson plan in a multigrade class with a two level group - Innovate teaching method - Criterion + Have to be a model confronts with the experimental witnesses which are rather stable. + Organize activities has recognized legal man. + Have length of teaching service more three years activity of teaching. + The leader must agree and join in evaluation + Representation of experimental models of other solutions - Choose models to confront with the witnesses + Choose pupils in single class of Thanh Hung 2 primary school as a control experimental class, grade 3 with 23 pupils and one class, grade 4 with 22 pupils. 15 + Choose one multigrade class (grade 3 and 4) with 25 pupils of Long Thanh 5 primary school as a multigrade class of control experiment 3.3.3.2. Process and experimental method. i. Stage 1: prepare experiment including the following steps. - Step 1: work with the leader of education service of Giong Rieng District. + Choose model to experiment: choose one multigrade class (grade 3 + 4) of Ban Tan ðinh 2 primary school as an experimental class with 24 pupils. + Choose model to confront with the witnesses: - Step 2: work with the leader of education service of Giong Rieng to choose teachers and participation of collaborators. - Step 3: Determine standardization and qualification of criterion about quality and practicability, we use two systems to value: + System to value effection + System to value practicability - Step 4: to drill, expand, grasp thoroughly regulations at primary schools and circular number 32 on october 27th 2009 of Minister of Education and training to teachers and unify estimation and classification. ii. Stage 2: Carry on, expand and experiment - Step 1: To evaluate at the beginning of the enrollment of the model of experimental group and the model of confrontation with the withnesses group. Table 3.1. A frequent allotment list and the amount of the average mark of the beginning enrollment. The result of in spection of the beginning enrollment (the beginning of the first term) School’ s name Good Fairy Average Weak Race Pupils Quantity 1 14 8 2* 4 25 Long Thanh (A multigrade class of confronation with the witnesses) Rate of occurence 4% 56% 32% 8% 100% Quantity 1 17 5 2 23% Thạnh Hung 2(A single class of confrontation with the witnesses) Rate of occurence 4,35% 73,91% 21,74% 100% 16 Quantity 0 14 7 3* 5 24 Ban Tan ðinh 2(A multigrade experimental class) Rate of occurrence 0% 58,33% 29,17% 12,5% 100% Quantity 6 10 6 1 22 Thạnh Hung 2(A single class of confrontation with the witnesses Rate of occurence 32,5% 45% 32,5% 100% * Note: - A multigrade class – confrontation with the witnesses ( Long Thanh 5) has two weak pupils, one of whom is a Khmer pupil. - A multigrade experimental class ( Ban Tan ðinh) has three weak pupils, two of whom are Khmer pupils. Step 2: To evaluate the leaving school of the model of experimental group and the model of confrontation with the witnesses group. To inspect standard of knowledge of 94 pupils. The result of inspection is: Table 3.2. A frequent allotment list and the amount of the average mark of the leaving school. The result of inspection of leaving school the end of the second term School’ s name Good Fairy Average Weak Race Pupils quantity 2 17 4 2 23 Thanh Hung 2 ( A single grede 3 class of confrontation with the witnesses) Rate of occurence 8,70% 73,91% 17,39% 100% Quantity 2 18 4 5 24 Ban Tan ðinh 2( A multigrade experimental class) Rate of occurence 8,33% 75% 16,67% 100% 17 Quantity 7 11 4 1 22 Thanh Hung 2 ( A single grade 4 class of confrontation with the witnesses Rate of occurrence 31% 50% 19% 100% Quantity 2 17 6 4 25 Long Thanh 5 (A multigrade class of confronation with the witnesses Rate of occurence 8% 68% 24% 100% The process to experiment these two above measures affirmed put forward measures in order to develop the model of multigrade class at primary schools in the MeKong Delta areas which are practicable, and have an effect on increasing effect of process teaching a multigrade class of primary education. Conclusion of chapter 3 The measures to develop the model of multigrade class of primary education put forward with a scientific, exact foundation of each part and areas in accordance with characteristic, aware standard of primary pupils. The measures put forward are confirmed by experiment therefore they have practicability, and we can expand and apply them widely at primary schools in the Mekong Delta areas. Conclusion and recommendation 1. Conclusion. In general, the organization of the multigrade class teaching and particularly, multigrade class at primary schools is carried out not only in many countries all over the world but also in Vietnam. In Vietnam, a model of multigrade class has dated back from the feudal society. It has contributed actively to the eradication of illiteracy, increased intellectual standards of the people throughout “ eliminate illiterate compaign”, the popularrized learning movement”, universalization of primary education and made conditions, chances for the pupils to go to school. Teaching multigrade class is a process the teacher organizes two or more groups of the pupils who have different levels and carry out different goals and missions of learning at the same time and place. 18 Developing the model of multigrade class of primary education is making it become its new values of quality, completion with positive tendency. The development of multigrade class teaching leads to keep quality up primary education, to increase intellectual standards of people, to create human resources to contribute to the development of economy, society, and politics in areas of ethnic minorities in far away and remote regions, islands. It makes equality and there are occasions of development for every body and every country or nationality. Teaching a multigrade class has not only its own features, nature, specific characteristics, but also its private teaching method and form, the quality and effect of teaching a multigrade class depends on the teacher’s abilities, organization and control. It is still according to not only the teacher’s trained level but also students’ awarness, attitude and active learning. It also depends on the relationship between teachers and students’ parents, and material facilities to serve teaching and learning activities in a multigrade class. Moreover, social community is also interested and share in developing the style of this multigrade class. Although the quality of teaching in multigrade class of primary education in the Mekong Delta areas has been improved gradually during many pass years compared with the general requirements, the quality of a multigrade class still need increasing. Through practical demonstration, although there is a restriction of the model of multigrade class in the Mekong Delta areas, it is still a form of learning which depends on people’s educational system. This model has contributed considerably to attracting children living remote, disadvantageous areas; especially in the mountainous regions, lack of means of transportation and inconvenient travelling. In developing process, practical confirmation is affirmed that the model of multigrade class at primary schools has a basic, permanent nature but it is not a contemporary measures and situation. Therefore, let’s study and put forward the measures of development in the model of multigrade class at primary schools in disadvantageous, remote areas. It is the task that has a practical, logical meaning. The measures to put forward have scientific foundation, in accordance with condition of areas, parts and effect of increase the quality of teaching and learning a multigrade class. Through that, to complete and develop the quality of the model of multigrade class, measures are tested by real practicability. 2/ Recommendation In practical life, we give some recommendations about organizing a model of multigrade class of primary education with educational quality and effect. 19 1. Our state continues to invest material facilities, classes and schools, which are in strict accordance with procedure, teaching equipments, textbooks, and refernce books. 2. Teachers, educational cadres, basic militants need to have reqularly trained improved continuous plans, of educational target, content, meaning and activities of model multigrade class. 3. Our state has to pay attention to foster the language of ethnic minority for primary teachers. 4. Our state needs to have satisfied regulation and policy to the multigrade class teachers. 5. Our state and Ministry of Education and training have to promulgate particular policies to accord to economical, social conditions of each part, region from which we create “ emphatic point” to push up educational and training cause in the whole country developing altogether. 6. Ministry of Education and Training has to have a scheme of investment and development the hope of educational level in which we are particularly interested in remote, rural, mountainous areas and ethnic minority region in order to help the children who are used to their classes, their letters, words and language and to create more convenient conditions for the children in grade 1. 20 THE LISTS OF PROJECTS OF AUTHOR
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