What are the answers to Module 8 at the primary education level in Vietnam? What is the organizational structure of a primary school?

What are the answers to Module 8 at the primary education level in Vietnam?

The answers to Module 8 at the primary education level in Vietnam are divided into two sections: multiple choice and essay. Below is a compilation of answers to Module 8 at the primary education level in Vietnam that teachers can refer to:

I. Multiple Choice

The answers to the 30 multiple-choice questions in Module 8 are as follows:

Question 1: Choose the best answer

Fill in the missing words with the ellipsis to complete the concept “Coordinating educational forces between the school, family, and society to implement the education of ethics and lifestyle for students is the process by which the manager… and organizes all members within and outside the school… into planning, … educational activities for ethics and lifestyle for students using diverse methods to educate students anytime, anywhere, helping them form ethical qualities, lifestyles, and competencies according to educational goals”?

(1) Mobilize; (2) Participate; (3) Implement

Question 2: Choose the best answer

Which of the following is not a responsibility of teachers in coordinating the family and society to educate students on ethics and lifestyle?

Organizing promotion activities about ethics and lifestyle education for students

Question 3: Choose the best answer

Teachers (homeroom teachers, subject teachers) have legal status directly in cooperating with which educational forces outside the school to educate students on ethics and lifestyle?

Students' parents

Question 4: Choose the best answer

Fill in the missing words in the following content: “The form of organizing teaching activities, experiential activities; organizing communal living, social activities and students’ self-education activities, in which self-education and self-training of students is the… form, therefore all forms of organization by the school, family, and community must aim at self-education, and self-training activities of students”.

Important

Question 5: Choose the best answer

How many groups of methods educate ethics and lifestyles for students in primary school belong to which group of methods?

3

Question 6: Choose the best answer

Which of the following contents is not a characteristic of the process of educating ethics and lifestyles for primary students?

Education of ethics and lifestyle for students bears unique individual characteristics

Question 7: Match the corresponding pairs by clicking the left box and then the corresponding right box

Identify which features the following descriptions pertain to the process of educating ethics and lifestyles for primary school students?

Answers

Question 8: Choose the best answer

According to the 2018 general education program, education in ethics and lifestyle for students approaches which qualities?

Patriotism, kindness, honesty, diligence, responsibility

Question 9: Choose the best answer

Which of the following statements is incorrect about the practical basis when determining ethics and lifestyle education themes for primary students?

Developing coordination content among educational forces participating in ethics and lifestyle education themes for students should align with the characteristics of educational forces inside and outside the school and local conditions to design suitable coordination content

Question 10: Choose the best answer

Which of the following educational forces are not required to coordinate when implementing the Family theme group?

Local businesses around the school

Download to view the complete answers to the 30 multiple-choice questions in Module 8 at the primary education level

Download to see detailed answers to Module 8 at the primary education level (30 multiple-choice and essay questions)

II. Script

1. Activity 3:

Question: Which forces need to participate in coordination activities for educating ethics and lifestyles to primary school students?

* Suggested Answer:

The education of ethics and lifestyles for primary school students requires close coordination among the following forces:

- Family:

Parents play an important role in establishing habits, discipline, and conveying basic ethical values to children at home.

Families need to cooperate with the school to maintain consistency in ethics and lifestyle education.

- School:

+ Homeroom teachers, subject teachers, and administrators carry out teaching, orientation, and organize educational activities in ethics.

+ Organizations in the school, such as the Ho Chi Minh Young Pioneer Organization, play a supportive role in creating a positive educational environment.

- Community and Society:

+ Local authorities, organizations like the Youth Union, and Women’s Union can organize experiential, practical education activities.

+ Other social organizations also support providing conditions for children to learn and develop life skills.

2. Activity 14:

Question 1: When making a plan for coordinating ethics and lifestyle education in primary schools, how many parts do teachers usually structure the plan into? What are those parts?

* Suggested Answer:

The coordination plan for ethics and lifestyle education for students is usually structured into 4 basic parts:

- Objectives: Clearly define the objectives to be achieved in educating students on ethics and lifestyle.

- Content: Specifically list educational activities to be implemented, such as extracurricular activities, meetings, special topics, or lessons in class.

- Methods and Organizational Forms:

+ Select appropriate teaching methods (games, group discussion, role-play, field trips).

+ Coordination forms (cooperate with parents, community, social organizations).

- Evaluation and Adjustment: Establish evaluation criteria and adjustment plans to ensure effectiveness in implementation.

Question 2: What are the advantages and challenges you face when planning to coordinate ethics and lifestyle education for students in primary schools?

* Suggested Answer:

- Advantages:

+ Support from the school and family: Most parents and the school are concerned about the ethics education of students.

+ Numerous resources and support materials: There are currently many rich resources, tools, and programs for ethics education.

+ Clear education policy: The State always encourages and has prioritized policies for ethics education for primary students.

- Challenges:

+ Lack of synchronized coordination: Busy parents find it difficult to arrange time to participate in educational activities with the school.

+ Differences in perception and educational methods: Differences between family, school, and society may lead to inconsistency in educational methods.

+ Limited resources: Some schools lack funding or personnel to organize extracurricular activities.

Question 3: From the practical experience of planning ethics and lifestyle education coordination, what points should teachers note in this process?

- Identify specific and clear objectives: Ensure the objectives are suitable for each age and circumstance of the students.

- Continuous and regular coordination: Maintain communication between the family, school, and community to ensure effective education.

- Flexibility in methods and organizational forms: Apply appropriate teaching methods based on specific conditions.

- Monitor and adjust promptly: Regularly evaluate and learn from experience to improve the plan.

What are the answers to Module 8 at the primary education level in Vietnam?  What is the organizational structure of a primary school? (Image from the Internet)

What is the organizational structure of a primary school in Vietnam?

Under Article 9 of the Charter of the Primary School issued together with Circular 28/2020/TT-BGDDT, the organizational structure of a primary school in Vietnam is regulated as follows:

The organizational structure of a primary school in Vietnam includes:

- School council; principal and vice-principal;

- Emulation and Commendation Council;

- Disciplinary council; advisory council;

- CPV organization;

- Trade union; Ho Chi Minh Communist Youth Union organization;

- Ho Chi Minh Young Pioneer Organization;

- Professional teams; administration office; classes of students.

How many types of organization for primary schools in Vietnam are there?

Under Clause 1, Article 4 of the Charter of Primary Schools issued together with Circular 28/2020/TT-BGDDT, the regulations are as follows:

Types of primary schools and classes

1. Primary schools are organized into two types: public and private.

a) Public primary schools are those invested by the State, ensuring operational conditions and representing ownership.

b) Private primary schools are those invested by domestic or foreign investors and ensuring operational conditions.

2. Primary classes in multiple-level schools, specialized schools include:

a) Primary classes in multiple-level schools.

b) Primary classes in semi-boarding ethnic minority schools.

c) Primary classes in educational facilities for children with disabilities.

d) Primary classes in reform schools.

...

Thus, primary schools are organized into two types: public and private:

- Public primary schools are those invested by the State, ensuring operational conditions and representing ownership.

- Private primary schools are those invested by domestic or foreign investors and ensuring operational conditions.