Summary of doctoral thesis in educational sciences: Practicing Learning skills for Complementary high school students

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The aim of research: Proposing the measures to practice learning skills for Complementary HS student in CECs at district level in order to improve learning quality and students’ studying results.

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Nội dung Text: Summary of doctoral thesis in educational sciences: Practicing Learning skills for Complementary high school students

MINISTRY OF EDUCATION AND TRAINING THE VIETNAMESE NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES DO DUC TRI PRACTICING LEARNING SKILLS FOR COMPLEMENTARY HIGH SCHOOL STUDENTS AT CONTINUING EDUCATION CENTERS Speciality: Reasoning and History of Education Code: 9 14 01 02 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES HaNoi - 2018
Research completed in: The Vietnamese National institute of Educational Sciences Scientific instructor: Asst.Prof.PfD. Dang Thanh Hung Reviewer 1: .................................................................. Reviewer 2: .................................................................. Reviewer 3: .................................................................. The thesis will be examined and defended at the Thesis Examination Council of National Level met in: The Vietnamese National institute of Educational Sciences At ........ hour ..... day ....... month ...... year ......... The thesis can be read at the Library: - National Library of Hanoi - Library of The Vietnamese National institute of Educational Sciences.
ABSTRACT 1. Reason for choosing 1.1. Learning skills have an important role in determining the effectiveness of learning activities. Learning skills help learners acquire knowledge and the abilities to self-studies for the rest of their life. Therefore, Forming reasoning and training skills for learners is essential. Especially with those Who are currently studying in education centers 1.2. At the present, high school (HS) supplementary students in Continuing Education Center (CEC) have more difficulties in studying compared to HS students, they are children who have graduated from secondary school (SS) at the age of HS student or older. CEC recruits all students who do not take the entrance exam or the students who fail to enter public HS or older adults who are working, so most of them have not been classified by academic skills. Therefore, the learning skills of the trainees are still weak and the learning activities are often not produced good results and do not meet standard of CEC. 1.3. In educational field: Researches on learning skills and training learning skills for special students, especially HS supplementary students who are currently studying in CECs across the country are still lacking. In fact, practical research is needed on this issue to improve the quality of teaching and teaching quality at the CECs. Because of these above reasons, the thesis "Practicing Learning skills for Complementary high school students" has found new practical values in it. The thesis research will aim to improve the quality of teaching and learning in the CECs. 2. The aim of research Proposing the measures to practice learning skills for Complementary HS student in CECs at district level in order to improve learning quality and students’ studying results. 3.Object and subject of Research 3.1. Object of the research: Teaching process at the CECs. 3.2. Subject of the research: Practice learning skills for Complementary HS student in CECs. 1
4. Scientific Supposition The learning skills of students in the CECs are only enabled and developed through the training and practicing in the pedagogical environment under the positive influence of the teacher. In the present, the learning skills of HS supplementary learners in the district's CECs are still low and do not meet the learning requirements of the learners. If we propose and apply an appropriate method to improve learning skills for students .Providing knowledge about learning skills and training skills for the staffs, Teachers and learners in the CECs; Completing the learning process and flexibly apply it to the training of specific learning skills Compiling a Teaching Portfolio on learning and training skills for Complementary HS students ; Organizing training skills in the direction of enhancing self-training skills of students; Using a variety of learning styles for learners will improve the learning skills for learners and the learning quality in the CECs. 5. Research Mission 5.1. Identify the theoretical and practical basis of the training activity for Complementary HS students in the CECs. 5.2. Proposing measures to improve learning skills for Complementary HS learners in the CECs. 5.3. Doing an Experimental Research to confirm the effectiveness of the training method of learning skills for Complementary HS learners in the CECs. 6. Reseach Range - Researching method of training skills at HS students who are studying at district-level CECs - The surveyed areas are limited to district-level CECs in Bac Ninh and Hoa Binh provinces. - A pedagogical Experimental Research is conducted at Yen Phong CEC, Bac Ninh. 2
7. Research Methodology and Method of Research 7.1. Research Methodology: Systematic approach; Comprehensive approach; Operational approach. 7.2. Method of Research: Methodology of reasoning; Practical research methods and data processing methods. 8. New contributions of the thesis - Establishing the theoretical foundation of learning skills and training skills for secondary school students in CECs - Detecting the current studying and training skills status of HS students in the CECs - Proposing and confirming the effectiveness of the solution to improve learning skills for upper secondary students in the CECs. 9. Structure of the thesis In addition to the introduction, conclusion, recommendation, list of references and annexes, the thesis consists of 3 chapters. Chapter 1 RATIONALES FOR PRACTICING LEARNING SKILLS FOR COMPLEMENTARY HIGH SCHOOL STUDENTS AT CONTINUING EDUCATION CENTERS 1.1. Study overview issues 1.1.1. Studies on learning activities Learning is a fundamental activity that ensures the survival of individuals and societies and determines the development of individuals and societies, it has been researched by many scientists from different field like : Philosophy, pedagogy, psychology, and so on. The theoretical and scientific of Learning has also been developed by many scientists such as Aritxt, J.Locke, G. Berkeley, D.Ghatli , H. Stein, J. Watson, J.Piaget... and Soviet psychologists such as L.X. Vưgôtxki, A.N. Lêonchiev, P.Ia. Galperin; Phạm Minh Hạc, Nguyễn Quang Uẩn, Hồ Ngọc Đại, Phan Trọng Ngọ, Lê Khánh Bằng, Hà Thị Đức, Vũ Trọng Rỹ, Đặng Thành Hưng, Nguyễn Cảnh Toàn, Thái Duy Tuyên... 3
Researches on the learning activities from both domestic and foregin writers has given the light of theoretical and practical to the concepts, nature, structure and reality of learning activities of learners from all different ages in educational institutions.domestic. 1.1.2. Studies about learning skills and practicing learning skills Studies about learning skills and practicing learning skills: B.Ph. Lomov, E.N. Kavanova, A.V. Petropxki, V.A. Cruchetski, N.D. Lêvitov, A.G. Kovaliov, Annett, và các tác giả phương Tây hiện đại đã nói ở trên.V.G. Loox, V.V. Tsebưseva, K.K. Piatonôv, E.A. Milerian.P.M. Kecgientxev, N.I. Mikheev, L. Umanxki, A.I. Kitov, X I. Kixengof, N.V. Cudơmina, Kevin Barry và Len King...Tác giả Vũ Trọng Rỹ, Đặng Thành Hưng, Hoàng Anh, Dương Thị Thoan, Dương Thị Thanh Thanh,Nguyễn Quang Uẩn, Lê Khánh Bằng, Hà Thị Đức, Trần Quốc Thành, Nguyễn Văn Tuân, Nguyễn Văn Hoan, Trịnh Thị Xim,… In studies, it is important for learners to carry out their learning activities and improve their learning outcomes, while helping learners to continue learning. after they complete formal university education or are conditions for learners to actively study and study for the rest of their lives. Comments: Previous studies focus on both theoretical and practical aspects of learner learning in different aspects (concept, nature, characteristics, faculty the study of learning activities, the mechanism of learning from the point of physiology, psychology ... Studies of human activity skills such as communication skills, leadership skills are mainly focused. However, the studies on learning skills of complementary high school students in continuing education centers and undergraduate student are less focused. Despite the fact that there studies are also necessary for education and society. 1.2. Continuing Education and Continuing Education Center 1.2.1. Continuing Education 1.2.1.1 Concept: History of Continuing education comes from the name of non-formal education, it is the unity of the nature of complementary education and on-the-job training that is the continuity of learning (learning is a lifelong job, learning at school is only a stage). 4
1.2.1.2. Position: Continuing Education is a body part of the Vietnamese national education system, which has the responsibility of fostering cultural and professional knowledge for all people. Especially for those who in the situation where they haven't gotten the opportunities to study in a systematical way. 1.2.1.3. Function: replace; continue; additon; complete 1.2.2. Continuing Education Center 1.2.2.1. Concept: The CECs is a non-formal educational institutions in the national education system with the goal of helping people learning and improving the quality of thier life, finding jobs, sefl-creating jobs and adapting to nowaday society. 1.2.2.2. Organizational structure of the CECs: The center's leaders include: the director and not more than 02 deputy directors. Administration - General; Vocational Training Team - Career; Educational Committee; Production teams, service providers, vocational training. 1.2.2.3. Function, mission. 1.2.2.4. The role of the CECs to social development: raising people's intellectual level, training human resources, meeting the needs of regular learning, lifelong learning for people and communities. 1.3. Learning activities of student in CECs 1.3.1. Learning activities Learning is a purposeful and aweness activity, with the plan of the learner to acquire the knowledge, experience, skills, tricks to develop themselves under the teaching guidence of the teacher. 1.3.2. Learning activities of students in the CECs The activities that have aweness, aim and plan of the student who are studying at CECs in order to gain knowledge, experience, skills and techniques for personal development and preparation for the job. Under the teaching organization of teachers. 1.3.3. Characteristics of learning activities of student who are studying at CECs 5
Table 1.1. The table compares the differences between continuing education centers and formal education TT Aim Formal education CE 1 Studying subjectAge regulation All age 2 Studying time Continuously follow the Time flexibility and rules interruptions 3 Studying program According to the program Flexible according to the needs of the state management and abilities of the learners agencies on education evaluation 4 Studying method Focus in school Study in group, study at work, study in the evening, self study, study online,,,, 5 Financial Government supply is the Diversify financial sources resources for main from the Government, people's learning organizations, social organiza- tions, individuals ... 6 The basic learning Listening, recording on the Listening, recording and skills are applied class. reading textbooks at memorizing lessions, home- in the learning home, reading references, work, exams and tests. process of the doing exercises, reviewing, (Not yet active, do not know learner testing and examining the study guide, do not know (St mainly doing the the weakness in themselves in learning tasks) order to learn to overcome ...) 1.4. Study skills of trainees in the CECs 1.4.1. Concept of skills, learning skills, learning skills of student in the CECs Skill is the ability to apply pre-existing knowledge or experience to carry out an action or activity in real-world situations. Learning skills are understood as the ability to perform effective learning actions on the basis of the use of the knowledge and skills that are available to properly address learning tasks under certain learning conditions. The studying skills of Complementary high school Students are the ability to effectively implement learning actions based on the use of pre- 6
existing knowledge and skills to better cope with the tasks. Study in certain learning conditions in the CECs 1.4.2. The role of learning skills in improving the quality of teaching and learning in the CECs: Learning skills are tools and means to improve the quality of teaching and learning in the CECs 1.4.3. Classify the study skills and learning skills of Complementary high school Students in the CECs 1.4.3.1. Types of learning skills: There are many ways to classify learning skills based on different criteria, for example, a classification of skills can be categorized into the following groups: Group of skills enable organize learning; Group skills in doing tests, test, evaluate self learning. 1.4.3.2. Types of study skills of Complementary high school Students in the CECs: Targeting and finding the content of learning skills; Listening and recording skills in class; Reading skills and learning materials; Presentation skills in problem-solving; Skills for doing tests and exams in learning; Communication skills with teachers, friends; Skills to overcome difficulties that interfere with learning; Time management skills in learning. All of these learning skills are necessary and characteristic for students attending the CECs but within the scope of the dissertation, they will be tested as the skills training for Complementary high school Students in order to not only Improve the study skills but also focus on learning management skills. Therefore, in the theoretical basis of the thesis will focus on clarifying the theory of management skills learning time. 1.4.3.3. Time management skills The ability to manage the learning time for Complementary high school Students in the CECs is the ability to effectively implement learning time management activities based on the use of knowledge and skills to solve the problem in Well-placed learning manners in certain learning conditions of the CECs. 1.4.3.4. The process of developing learning skills The problem of forming learning skills in learning activities for learners is a fundamental problems in the theory of teaching, education, psychology ...That is why many scientists inside and outside the country 7
such as: VA Cruchetxki, Pham Minh Hac, N. Đ. Leviton, A. V. Petrxvxki, Geoffrey Fetty, K.K. Plato and G.G. Gölubev are interested in this research. Authors with different scientific and theoretical views have different opinions about formation stages of learning skills for learners, but they are all agreed on one basic point: learning skills are formed from learning activities. 1.5. Training skills for Complementary high school Students in the CECs. 1.5.1. The concept of "training" and " training learning skills" Training is "practicing on a regular basis to achieve certain qualities or levels". Training for Complementary HS students in the CECs is to organize regular practice to help complementary high school Students in the center to acquire the necessary learning skills in order to ensure that they can acquire knowledge skills, tricks according to learning purposes set by the Center. 1.5.2. The role and meaning of training learning skills Training learning skills change the style, methodology, ... increase the initiative, efficiency, capacity ... 1.5.3. Training process for learning skills for students in the teaching process in the CECs Stage 1: Preparation Stage 2: Training theory Stage 3: Practice training learning skills Stage 4: Evaluation of training results 1.6. Factors influencing the training learning skills for learners in the CEC: Factors that belong to students in the CECs. Factors come from within the environment inside the center and outside the society. Conclusion of Chapter 1 The learning ability of Complementary high school Students in the CECs is the key ability to effectively implement learning actions based on the use of pre-existing knowledge and skills to better cope with the learning tasks in certain educational conditions of the CECs. 8
Based on the learning process of Complementary high school Students, it is possible to identify the learning skills required Complementary high school Students in the CECs including some core skills such as: Based on the learning process of secondary enrichment students, it is possible to identify the learning skills required by secondary school enrichment students in the center of general education including some core skills such are : Targeting skills and learning content; Listening skills and taking lecture notes in class; reading and writing skills; Presentation skills in problem-solving; Skills for doing tests and exams in learning; Communication skills with teachers, friends for learning purposes; The ability to overcome difficulties hindered the learning process of the individual; Time management skills in learning. Training the learning skills for Complementary high school Students in the CECs is to practice regularly to help Complementary high school Students in the CECs to acquire the necessary learning skills. Ensuring the acquisition of knowledge and skills for learning purposes set in the Center. Factors affecting the training of student' skills in CECs include: Factors that belong to the Students in the CECs; The elements of the Center's inner environment and outside social. Chapter 2 THE REALITY OF TRAINING AND PRACTICING TRAINING SKILLS FOR COMPLEMENTARY HIGH SCHOOL STUDENTS IN THE CECS 2.1. Continuing Education centers system 2.1.1. About the history of the establishment and development of a Continuing Education centers system. Table 2.1. Statistical Data of Continuing Education in Vietnam 2011- 2012- 2015- 2016- School year 2012 2013 2016 2017 Provincial, District Continuing Edu Centers 712 703 733 707 Complementary schools x x 11 10 Commune Community Learning Centres 10,826 10,815 11057 11081 Foreign language, informatics centers 1,891 1,935 1538 2199 9
2011- 2012- 2015- 2016- School year 2012 2013 2016 2017 Illiterate learners 19,910 21,973 29503 20220 Literate learners 15,922 17,797 x x Part-time learner 296,617 273,518 215550 210884 Primary x x x x Lower secondary 54,673 42,883 27703 21959 Upper secondary 241,944 230,635 187847 188925 The number of continuing education centers has fallen since 2010 to 2012 (from 706 in 2011 to 703 in 2013), but stabilizes in the following years (over 700 centers). The number of Complementary high school Students dropped between 2010 to 2012 (from 241,944 to 230,635), but stabilized in the following years to about 190,000 Complementary high school Students 2.1.1.2.CECs within the scope of the thesis research: There are 10 district-level education centers in Bac Ninh and Hoa Binh provinces. 2.2. Overview of the organization of studying and practicing learning skills for Complementary high school Students in the CECs. 2.2.1. Purpose of the survey Survey on the training status of Complementary high school Students in the CECs to build a practical basis to propose measures to improve the learning skills of Complementary high school Students in the CEC. 2.2.2. Survey content Surveys of the current level of learning skills of Complementary high school Students ; The level and relevance of the measures to improve the learning skills of Complementary high school Students and the factors that affect the learning skills of Complementary high school Students who are studying in the CEC 2.2.3. Survey method Questionnaire surveys; Interview method; Product research methodology; Observation method; Statistical methods. 10
2.2.4. Grading and rating scale Level Grade Rating scale Suitable , proficient, influential 3 2,34 - 3,0 Moderate, less proficient, less influential 2 1,68 - 2,33 Mismatched and low, unsatisfactory, no impact 1 < 1,68 2.2.5. Surveyors and survey sites 2.2.5.1. Surveyed areas: 10 centers for education in Bac Ninh and Hoa Binh provinces. 2.2.5.2. Sample survey (survey participants) Table 2.3. A sample survey on the status of training skills for Complementary high school Students in the CECs. Staffs and TT CECs St Total teachers 1 Yen Phong, Bac Ninh province 19 198 217 2 Thuan Thanh, Bac Ninh province 16 57 73 3 Gia Binh, Bac Ninh province 6 59 64 4 Tu Son, Bac Ninh province 12 57 69 5 Tien Du, Bac Ninh province 7 60 67 6 Kim Boi, Hoa Binh province 18 176 194 7 Lac Son, Hoa Binh province 15 55 70 8 Mai Chau, Hoa Binh province 12 54 66 9 Tan Lac, Hoa Binh province 14 59 73 10 Cao Phong, Hoa Binh province 14 38 52 Total of 10 Centers 132 813 945 (13,07) (86,03) 2.3. Results of the survey on the status of learning and training skills in the CECs 2.3.1. Results of the survey on the status of learning skills of Complementary high school Students 11
Table 2.5. Status of achievement level of study skills of supplementary high school students Managers and student general TT Learning skills teachers  ̅ rank  rank  ̅ rank Targeting skills, 1 288 2,2 2 1989 2,4 1 2277 2,4 1 learning content Listening and writing 2 258 2,0 4 1680 2,1 3 1938 2,1 3 skills in class Reading / 3 273 2,1 3 1638 2,0 4 1911 2,0 4 comprehension skills 4 Presentation Skills 315 2,4 1 1884 2,3 2 2199 2,3 2 Doing lesions file and 5 f234 1,8 6 1377 1,7 6 1611 1,7 6 exam Skills Communication Skills with the teachers and 6 252 1,9 5 1554 1,9 5 1806 1,9 5 friends for learning purpose Time management 7 219 1,7 7 1296 1,6 7 1515 1,6 7 Skills in study Handling with 8 problems Skills in 198 1,5 8 1218 1,5 8 1416 1,5 8 studying ̅ 1,95 1,93 1,94 The Studying Skills of Complementary high school Students in the CECs. Have many sub-skill in its which is needed for studying. Managers and teachers and students participated in the survey, assessing the level of available learning skills of Complementary high school Students in the CECs with average level of X . . The level of achievement of student’learning skills is uneven. 2.3.2. Survey results on training skills Complementary high school Students in the continuing education center 2.3.2.2. Evaluate the level of implementation of training measures for studying skills with Complementary high school Students in the CECs 12
Table 2.7. Current status of implementation in skills training Studying for Complementary high school Students in the CECs Managers and Study General TT Method of training teachers  rank  rank  rank 1 Studen’s self study 291 2,2 4 1779 2,2 3 2070 2,2 3 Develop training materials and disseminate skills for 2 students Subject teachers 315 2,4 1 1965 2,4 1 2280 2,4 1 organize learning skills through teaching subjects Subject teachers organize 3 learning skills through 303 2,3 2 1872 2,3 2 2175 2,3 2 teaching subjects Include the content of the 4 study in compulsory 219 1,7 9 1365 1,7 9 1584 1,7 7 subjects from the first year Training skills through various forms of activities 5 306 2,3 2 1764 2,2 3 2070 2,2 3 (youth union activities) etc. Organize the training of study skills in the school 6 270 2,0 6 1719 2,1 5 1989 2,1 5 year according to their own programs Organize seminars to exchange learning skills 7 279 2,1 5 1620 2,0 6 1899 2,0 6 and practice learning skills for students Invite consultants on skills 8 learning and training skills 216 1,6 10 1332 1,6 10 1548 1,6 8 for students ̅ 2,08 2,06 2,07 Assessment of the level of implementation of training measures of for Complementary high school Students in the continuing education 13
center, administrators, teachers and student taking part in the survey was quite good with X . min , max = 3). Assessment of the level of implementation of training measures of for Complementary high school Students in the continuing education center, administrators, teachers and student taking part in the survey was quite good with X . min , max = 3). The level of performance of the training method for learning skills for student is different. Practical training measures for learners are evaluated better than "Compiling training materials for study skills and disseminating to learners", "Assigning subject teachers to organize training learning through teaching subjects with X , and , ranked st, ... Practical training measures for student are underestimated" Include training content in compulsory subjects from the first year of study, "" Invite a mentor on learning skills and training skills for learners with X 1,6 and 1,7 rank 7, 8/8 ... 2.3.3. Survey results on the factors affecting the training of study skills for Complementary high school Students in the CECs Factors that affect learning skills include student and environmental factors, in which student and teacher factors influenced more than environmental factors X . versus X . . 2.3.4. A general assessment of the status of learning skills and training skills for Complementary high school Students in the CECs 2.3.4.1. Assessment of student learning skills Complementary high school Students in the CECs with low input on education level, so they need specific learning skills for learners and learning characteristics in the center. However, the learning skills of the trainees have all the skills, but the level of achievement of the learning skills is low, limited learning quality of students at the Center, the ability to absorb The students are weak and their performance is not high. 2.3.4.2. Assessment on training skills for learners - The demand for learning itself is not high due to the awareness of the meaning and the importance level of the problem is low , so it has not 14
created the motivation inside the student to promoting the self-learning activities in general and training skills in particular. - The learning environment, training environment of learning skills in CECs is still weak. The learner's self-awareness level, the learning input in the center is low, that's why the learning atmosphere, the link learning is not high. The learning environment is lacking in competitive emotions, so it affects individual learners and the collective environment. Chapter 2 Conclusion The basic skills of Complementary high school Students were tested at medium and low levels. The CECs has applied a number of measures to improve the learning skills for learners and the level of performance is assessed at an average level. Factors affecting the training of learners' skills in the CEC.include elements of students and objective environment. The magnitude of the influence of these factors on student learning skills and the level of influence are different: 1. Student factors; 2- Elements of the social environment. Chapter 3 MEASURE SKILLS TRAINING SOLUTIONS FOR COMPLEMENTARY HIGH SCHOOL STUDENTS AT CONTINUING EDUCATION CENTERS 3.1. Principles of suggesting measures to improve learning skills for secondary school students in the center of continuing education 3.1.1. Principles of systematic integrity 3.1.2. Principle of ensuring suitability 3.1.3. Principles of inheritance 3.2. Measure training skills for Complementary high school Students in the CECs 3.2.1. Provide knowledge on learning skills and training skills for Complementary high school Students, teachers and trainees in the CECs The goal of the measure is to help teachers see the important role of learning skills, to have a complete knowledge system on learning skills, 15
how to train the learning skills for students. . This is the basis for the success of teaching in the center of continuing education. 3.2.2. Improve the learning process and apply it flexibly to the training of specific learning skills Providing a common learning-learning process, on the one hand, will ensure a smooth and effective learning experience, as well as a basis for flexible use of individual learning skills. Specific training for learners in teaching activities at the center for continuing education, which is the basis for teachers to participate in lecture design and selection of appropriate methods. 3.2.3. Prepare training materials for Complementary high school Students To effectively implement the learning skills for learners, especially to facilitate the formation of lifelong learning ability for learners; The learning process is self learning, and it is essential to have first-hand materials, skills training and study skills. Document preparation is aimed at achieving the above objectives, with learning and teaching facilities for both teachers and learners at the CECs. 3.2.4. Organizing training skills in the direction of increasing self- training of learners in CECs Forming and enhancing self learning skills in each student in the learning process, thereby improving the efficiency of learning skills, the quality of learning students and students have the tools to learn. Because according to C.Mac: "people by their own activities produce their own personality." 3.2.5. Flexible and flexible combination of learning styles for high school students Using a variety of forms of training on one side to ensure the suitability of specific requirements of the learning skills to improve the training effect. Besides, it enhances the attractiveness and excitement for the students through the effective optimization of various forms of learning skills. It helps students have good conditions to acquire knowledge, theory 16
and practice in order to develop their study skills, while promoting the positive, active and creative in their activities. to learn the skills. 3.3. Relationship between learning skills training measures for Complementary high school Students in the CECs They have a close relationship with each other, interwoven and support each other to improve the efficiency of training skills. learning quality study skills for students so that students have good learning tools in the CECs. Figure 3.1. The relationship between learning skills training measures for Complementary high school Students in the CECs 3.4. Experimental training for Complementary high school Students in the CECs 3.4.1. Purpose of scientifical experiment Verify the effectiveness of the training measures for Complementary high school Students in the CECs to improve the quality of learning skills for Complementary high school Students. Due to the limited time, the thesis is limited to two combined measures: "Providing knowledge on learning skills and training skills for learners", "Organizing learning skills training Enhancing the self-training of students in the scientific process " The skill chosen to perform is the ability to manage time spend in learning. 17
Provide knowledge on learning skills and training skills for Complementary high school teachers and students in CECs Improve the process Compiling materials of training the MEASURE on learning skills and knowledge of SS and SOLUTIONS training in the CECs apply flexible process for Complementary into the training of FOR SKILLS high school students specific SS. TRAINING Organize training skills Use a variety of in the direction of learning styles for enhancing the self- learners learning skills of students Figure 3.1. The relationship between learning skills training measures for Complementary high school Students in the CECs 3.4. Experimental training for complementary high school students in the cecs 3.4.1. Purpose of scientific experiment Verify the effectiveness of the training measures for Complementary high school Students in the CECs to improve the quality of learning skills for Complementary high school Students. Due to the limited time, the thesis is limited to two combined measures: "Providing knowledge on learning skills and training skills for learners", "Organizing learning skills training Enhancing the self-training of students in the scientific process. " The skill chosen to perform is the ability to manage time- spending in learning. 18