A Research On Cultivation Of Vietnam High School Students’ Life Skills

At present, the education of life skills has been accepted by many countries in the world, which is regarded as one of the most effective ways to promote the growth of teenagers. In the early1990, the education of life skills has been implemented in more than30countries. In1993, the World Health Organization made further planning about the education of life skills. As a result, the life-skills education was on the track of systematization and standardization. The life-skills education expanded to a broader scope.Since the practice of reform and opening-up in1986, Vietnam has obtained great achievements in education. The quality of the general education had positive changes and the education quality continued to improve, which made an important contribution to the nation. In the new situation, in order to meet the requirements of national modernization and industrialization, as well as the needs of the students, Vietnam carried out reforms of the elementary and middle schools education. They implemented the strategy of the transformation of knowledge-oriented education to quality-oriented education. In the process of the education reform, Vietnam conducted the life-skill education according to the theory of "learning to know, learning to do, learning to cooperate, learning to be", which was put forward by the UNESCO. The objectives were carried out through the education reform in Vietnam.General speaking, the research of Vietnam’s life-skill education started relatively late and the results were weak. With the project of "the education of campus youth’s life skills and the prevention-education of AIDS" which was carried out by the UNICEF, Vietnam began the research on life skills. Due to the lack of manpower, material resources and experience, the research had many deficiencies. The current researches are not many and much fragmented. Yet there is no systematical research about the topic. In the context of cross-cultural communication increasingly in-depth, questionnaire investigation, interview method and statistical analysis method have become popular. It is the first time that the researchers within the scope have attempted to use these methods to analyze the subjective and objective factors influencing Vietnamese high school students’life skills. Based on the result the researchers want to put forward some efficient suggestions on the practice of the life-skill education.The paper has three parts, which includes and is divided into six chapters. The First Chapter is the introduction of the reason and the meaning of the selected topic, as well as the existing research contents, the research methods, research scope and the innovation points. The Second Chapter includes the overview, the goals, settings, as well as the organization of Vietnam’s curricula of the high school life-skill education, Vietnam high school education problems and causes. The Third Chapteris the analysis of the theory and reality basis of the index system of Vietnam’s life skills. The contents also include the index system structure of Vietnam’s life skills, the theory of students’all-round development, the theory of life skills, the theory of individual socialization, the problem behaviors of high school students, the psychological development characteristics of high school students and the main psychological contradiction question. The Forth Chapter is the analysis and investigation of the present situation, the correlation between the Vietnam high school’s life skills and its education. This part introduces the investigation on students’self-awareness, the ability of determining targets, the ability of determining the value of life, the ability of communication, the ability of solving contradiction, the ability of relieving pressure as well as the ability of team cooperation. The paper also points out that the various skills are interrelated and interacted. Using one of them skillfully creates a good condition for the other skills. On the contrary, the lack of a skill will limit the effective use of the related skills. So we should pay attention to the relationship between various life skills and conduct a comprehensive test to cultivate the students’life skills. The Fifth Chapter discusses the influencing factors of Vietnam high school students’life skills. There are many family factors, school factors, social factors, as well as the related factors, which are the awareness of the importance of life skills, the requirements, the motivation and the consciousness of developing life skills. Based on the above research and investigation, the Sixth Chapter puts forward seven specific tests to cultivate the life skills in order to solve the practical problems in current high school’s life skills education in Vietnam.The part of epilogue evaluates the theoretical questions, the present situation and the problems, as well as the influencing factors of high school life-skill cultivation. At the same time, it reiterates the importance of cultivating life skills in high schools. At last, the paper points out the deficiency and the future prospect about this topic.