2018 - 2019 school year, continue to implement Vietnamese language teaching - educational technology in provinces and cities

Talking to the press about the public opinion that is stirring up about the way to teach Vietnamese 1 - according to the Educational Technology document of Professor Ho Ngoc Dai, Mr. Nguyen Duc Huu, Deputy Director of the Department of Primary Education of the Ministry of Education and Training, said that in order to improve the quality of Vietnamese for students, especially ethnic minority students in disadvantaged areas, the Ministry of Education and Training has agreed to test Vietnamese documents using educational technology (called Vietnamese documents, not textbooks).

Vietnamese Document 1 Educational Technology is the result of a group of scientists, headed by Professor Ho Ngoc Dai.

The program has been piloted since 1978. This set of documents has been applied in a number of localities, currently 49 provinces participate, however not all provinces participate 100%, such as Quang Nam and Binh Phuoc provinces, only 45% of primary schools participate...

Through years of implementation, we affirm that Vietnamese - educational technology has been welcomed and implemented by schools and teachers with certain results.

Recently, there have been many opinions about the spelling in this document, but in our opinion, this is a completely normal problem. The pedagogical solutions that each document and textbook set out to approach to help students, especially first graders, learn to read and write.

"The strength of this Vietnamese technology document is that students can read fluently, write well, and have a firm grasp of spelling rules. Therefore, in the 2018-2019 school year, continue to deploy Vietnamese document 1 - Educational technology in localities that are implementing it on a voluntary basis but do not expand it to maintain stability until the implementation of the new General Education Program" - Mr. Duc emphasized.

Mr. Nguyen Duc Huu - Deputy Director in charge of Primary Education Department, Ministry of Education and Training

The ultimate goal is “reading and writing fluency.”

What do you think about the negative comments of public opinion about Vietnamese 1 educational technology documents?

Regarding the recent debates on social networks, the Ministry of Education and Training's viewpoint is that innovations when applied in the teaching and learning process, but those that do not follow old traditions or have strange characteristics, will certainly receive much attention from society.

Although this educational technology document has been around for 40 years, the approach and teaching are different but the purpose is still the same to reach the official textbook set for grade 1.

Currently, we have 1 program, 1 set of textbooks. Meanwhile, the Vietnamese educational technology document is only a pilot, aiming to find a solution, an approach to improve the quality of teaching for first graders.

According to Resolution 88 issued by the National Assembly, one program but many textbooks, we think that from the implementation of Vietnamese 1 documents - educational technology should do better communication work, especially for parents, students, schools and public opinion.

The public should also understand that, to meet the ultimate goal of “reading and writing fluently”, there are many directions and many implementation methods. We accept many different sets of textbooks and many approaches so that teachers have the right to choose the most suitable one for each of their students in each subject and each level.

So what are the advantages and disadvantages of Vietnamese 1 educational technology documents, sir?

The advantage of this Vietnamese 1 document is that it focuses on teaching phonetics. In the teaching process, it focuses on teaching both letters and phonetics. Especially in teaching students to spell in the way they have just learned, it can be seen that students have a firm grasp of phonetics and know how to write.

For first graders, we should not think that teaching phonetics is something too big and indeed when they go to university, many students studying phonetics may also encounter difficulties.

But for first graders, learning according to the knowledge in the Vietnamese 1 Technology document set is to separate sounds from sounds and teach on the phonetic aspect. For example in the speech chain: "TThe most beautiful lotus flower in the world/ The most beautiful Vietnam has Uncle Ho's name", in the Vietnamese 1 document, Technology has separated the words into sounds so that students can identify how many syllables there are in a speech chain, or in other words, how many sounds there are in a speech.

On that basis, students will have a firm grasp of grammar and be able to write without mistakes. After the rhyming stage, students will be able to read fluently, meeting the requirements of the Vietnamese language program.

I think this is the most intuitive and simplest way to teach students how to recognize words, unlike some opinions that it is too difficult for students, especially first graders. This is also one of the advantages of Vietnamese 1 educational technology documents.

As for the limitations, before the assessment, in the Vietnamese document - educational technology, there were words that were difficult for students to understand or the reading exercises were quite long, the Assessment Council requested to fix them. I also really hope that this document in the 2018 - 2019 school year will reach elementary schools very easily and comfortably.

CNGD book by Professor Ho Ngoc Dai. Photo: D.T

Vietnamese Document 1 educational technology helps teachers innovate teaching methods

How have the Ministry of Education and Training and research agencies assessed the applicability of this document?

Since 2009, the Ministry of Education and Training has issued an official dispatch guiding 7 provinces to pilot this educational technology document. Based on the results of the units, localities have exchanged experiences and expanded to improve the quality of Vietnamese language teaching, especially for ethnic minority students.

After each school year, the Departments of Education report to the Ministry of Education and Training based on the collection of local needs. Based on that, the Ministry of Education and Training continues to direct localities to provide units in need, meeting and ensuring teachers and facilities.

As of 2016, taking into account voters' opinions, the Minister of Education and Training assigned the Institute of Educational Sciences to conduct research, surveys and make recommendations on whether to continue implementing it or not.

The survey showed that the documents deployed in localities had positive results for student education and teachers' professional capacity. On that basis, the Ministry of Education and Training organized an Appraisal Council, asking the authors to edit to complete the book series, meeting the needs of localities.

We believe that the Ministry of Education and Training's assignment to the Institute of Educational Sciences has had very good results. Up to now, I affirm that the Vietnamese 1 educational technology document meets the requirements of the Evaluation Council and helps teachers innovate teaching methods and students innovate better learning methods.

With such positive reviews, what is the plan for using this document in the future? Will it continue or just stop at the pilot level?

Currently we are implementing the general education program according to Decision No. 16 dated May 5, 2006 of the Ministry of Education and Training.

In the future, when the Ministry of Education and Training issues the overall program and the program of subjects, the Ministry of Education and Training will evaluate the documents and consider them as textbooks to apply according to the new education program. At that time, the Vietnamese 1 technology documents as well as other textbooks will be equal.

Upon assessment, if the set standards are met and the new educational requirements are achieved, the Minister of Education and Training will issue lists for local schools to choose from.

I think there are still a few years left before the new textbook program is implemented, so we want to keep it stable. Besides, we will continue to direct the implementation of Vietnamese 1 Educational Technology documents and will not expand for those reasons.

No group benefits?

Sir, there are currently many public opinions that the implementation of this educational technology document has group interests?

I affirm that there are no group interests here. It is all for the benefit of the students. If we do not innovate, we will accept the flatness, but when we innovate, there will be ripples. In the process of innovation, of course, there will be opposing opinions, we must accept public opinion.

From a professional management perspective, I see that it is necessary to do a good job of communication, especially with parents and teachers. Only when they are ready can the innovation be successful.

Vietnamese 1 educational technology documents have been deployed for nearly 40 years now and it must be said that there are certain advantages that can exist and be welcomed by teachers and students like that.

However, in the face of the current situation of mixed public opinion, because there are things that are not traditional, they find it strange, but we see that these are lessons to be able to do good communication work in the future, avoiding public opinion like the recent one.

Thank you very much!

Hong Hanh - Ha Cuong (written)