The Research On Life Value Education Of Civic Educadion Subject In Vietnamese High Schools

In 1995,186 members of the United Nations presented the 12 most globalized core values,including peace,freedom,respect,cooperation,solidarity,honesty and responsibility,duty,humility,tolerance,simplicity,love and happiness.Many of these core values are closely related to people's daily lives,which has led to the concept of "living values".The content of living values include all aspects of social life,and plays an important orientation in the lifestyle and behavior of each person,and individual relies on those values to determine the purpose,goals and directions for himself.In the recent years,living values education has gradually become an important part of Civic education,and many countries have implemented living values education program.The purpose is to convey these values to people effectively.However,in Vietnam,it was not until 2005 that primary and secondary schools started to introduce the content of living values into their extracurricular activities,weekly class meeting activities,school assembly,or integration into some subjects;however,living values education has not yet been considered as a subject.It can be said that living values education in Vietnam reflects a certain delay.Therefore,it is such a urgent task to promote researches and improvement in this living values education program.In my research paper,living values education in Civic education subject in Vietnamese high schools is the scope of the study.First,I analyzed and synthesized the researches on living values education in the world and the basic theories;then I conducted the surveys through 677 students,25 teachers and interviewed 18 students,6 teachers of Civic education subject at 6 high schools in 3 different cities of Thanh Hoa,Thua Thien Hue and Da Nang in Vietnam to find out the real situation of living values education in Civic education subject.After that,I applied the empirical methods to design a number of teaching methods that integrated into living values education and test its feasibility in Civic education subject.On that basis,I suggested some possible proposals for living values education in Civic education subject for high school students in Vietnam.This article is divided into the following five sections:Chapter one introduces the connotation and the basic theories of living values education,including the connotation of living values education,of discovery and experiential teaching method,of integration in education,and that of the active teaching methods in living values education.Chapter two provides an overview of living values education in Civic education subject for high school students in Vietnam.Firstly,in this chapter,I present a brief introduction into Civic education subject in Vietnamese high schools,including an introduction to the history of Civic education;analyzing the position,objectives and circulumn of Civic education in Vietnamese high schools nowadays.Then I present living values for Vietnamese high school students including goals,content,educational path and evaluation of living values education.Next,through analyzing the objectives of Civic education and the goal of living values education for students that are similar and complementary,thereby confirming the feasibility of living values education through Civic education subject.Finally,I confirm the meaning of the implementation of living values education in Civic education.Chapter three analyzes the real situation of living values education in Civic education subject for high school students in Vietnam.The research results show that most teachers and students have recognize the need for living values education.However,there are some problems in living values education in high schools recently that have not been achieved as expected.Teachers often use many traditional teaching methods such as presentations,setting examples but rarely use positive teaching methods such as group activities,group discussions,etc.In the process of educating living values,the level of interest in living values is not the same.Compared to the living values such as cooperation,love,peace,tolerance,solidarity,the ones such as humility,freedom,respect,are less mentioned by teachers and students.In addition,living values education in Civic education is also facing a number of difficulties.For instance,there is no separate education program on living values and classtime spent for civic education is not enough.Meanwhile,the study curriculum is overloaded for students,and they still be affected by many social evils.The capacity of the teachers is limited.Chapter four designs experiments of the life value education in the civic education subject of high schools in Vietnam.This study selected a rural high school in Danang Province to conduct the life value education experiment.In comparison with the control group,the results demonstrate that the experimental group showed positive changes in cognition,attitude,and behavioural expressions.If teachers choose the corresponding life value and designs,integrating these elements into the civic education subject,as well as carrying out the education with positive educational methods and various and abundant teaching approaches,it will be beneficial for students to form a correct and plentiful understanding of life value.Chapter five proposes some feasible suggestions on integrating current life value education into the civic education of high schools.This part puts forward the practical teaching strategy of life value education in the civic education subject,including determining teaching objectives,teaching content,applying positive teaching methods,and evaluating students' leaning effectiveness;besides,further proposed that action plans of school levels should follow the unity of consciousness education and behaviour education,educate students necessary and practicable life values.The work of life value education needs the three principles that closely linked to the real social life.