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 REPORT
REGULAR RETRAINING FOR TEACHERS
Module TH38: Content and Form of Organizing Extra-Curricular Educational Activities in Primary Schools
Academic Year:
Name:
Unit:
1. Concept of Extra-Curricular Educational Activities
GDNGLL activities are educational activities organized according to monthly educational themes with a duration of 4 periods/week. (Primary Education Program, issued with Decision No. 16/2006/QD-BGD&DT dated May 5, 2006, by the Minister of Education and Training). With this notion, GDNGLL activities, elective activities, and group activities (whole school under the flag, class activities, HCM TNTP Team activities, Sao Nhi Dong activities) are independent educational activities within the school.
As we know, educational activities include classroom educational activities and extra-curricular educational activities aimed at cultivating morality, developing abilities, nurturing talents, and assisting weak students in a way that suits the psychological characteristics of primary students.
Classroom educational activities are conducted through teaching compulsory and elective subjects in the Primary Education program issued by the Minister of Education and Training.
Extra-curricular educational activities include extracurricular activities, recreational activities, sports, tours, cultural exchanges; environmental protection activities; public work and other social activities.
2. Role of Extra-Curricular Educational Activities
- GDNGLL activities are an important part of the school's educational program. They continue the teaching activities of cultural subjects; serve as an important path to connect learning with practice, theory with reality, the school with society. GDNGLL activities provide students with opportunities to practice and experience what they have learned in real life. On this basis, they consolidate, deepen, and expand the knowledge and skills of subjects for students.
- GDNGLL activities play a crucial role in contributing to the education of character and comprehensive development for primary students.
Psychological and educational studies also show that many basic human traits are formed before and during school age. Engaging in rich and diverse GDNGLL activities creates opportunities for students to express, reveal, and assert themselves; provides opportunities for exchanges, learning with peers and people around them; enables students to participate actively in community life... This positively impacts students' awareness, emotions, beliefs, and behaviors, helping them develop many positive qualities such as: team spirit, sense of responsibility, compassion, tolerance, empathy, discipline, honesty, boldness, confidence,... and helps them develop essential collective activity and life skills like: communication skills, self-awareness skills, value determination skills, decision-making and problem-solving skills, assertive skills, critical thinking, creative thinking, stress management skills, negotiation skills, cooperation skills, planning skills, skills to express thoughts and ideas, time management skills, information collection and processing skills, ... On a broader scale, GDNGLL activities create conditions for students to participate, integrate into the flow of common activities of children locally, nationally, regionally, and globally. This helps develop practical activity competencies, political-social activity competencies, and community integration competencies for students. These are the basic and essential qualities and competencies of Vietnamese citizens to meet the requirements of national innovation and international integration today.
Through forms of activities like games, tours, camping, sports, culture, arts,..., GDNGLL activities also educate students on love for nature, the country, and people, help them develop physically and aesthetically; at the same time help them relieve fatigue and stress during a full day of school.
3. Characteristics of Extra-Curricular Educational Activities in Primary Schools
3.1. GDNGLL activities suited to the characteristics of primary students' age
3.2. GDNGLL activities are flexible, pliable, and open compared to teaching activities.
3.3. The content of GDNGLL activities is integrated, aggregating knowledge from many subjects, many fields of study, and education.
3.4. Various forms of GDNGLL activities help convey educational content to students in a light and attractive way.
3.5. GDNGLL activities have the ability to coordinate and link many educational forces inside and outside the school.
4. Objectives of GDNGLL Activities in Primary Schools
- Contribute to consolidating, deepening, and developing primary students' knowledge about nature, society, and people suitable for their age.
- Create opportunities for students to practice and experience in life situations, initially forming important qualities for students like: team spirit, boldness, confidence, self-esteem, independence, sense of responsibility, compassion, tolerance, empathy, sharing, honesty, discipline, love for labor... and develop essential life skills suitable for their age such as: planning skills, skills to express thoughts and ideas, communication skills, positive listening skills, negotiation skills, information seeking and processing skills, critical thinking skills, creative thinking skills, decision-making and problem-solving skills, assertive skills, seeking support skills, cooperation skills,...
- Educate collective awareness and develop collective activity skills for students (activity design skills, planning skills, activity preparation skills, organization and leadership skills, activity evaluation skills).
- Create opportunities for primary students to initially participate in community life. On this basis, initially form students' practical activity competency, political-social activity competency, adaptability competency, integration competency,...
- Educate a love for arts; develop physical health and a rich, optimistic spiritual life for students;
- Contribute to discovering and nurturing students' talents.
5. Principles of Organizing GDNGLL Activities in Primary Schools
To achieve the above objectives, organizing GDNGLL activities in primary schools must ensure the following basic principles:
5.1. GDNGLL activities must create opportunities for students to maximize their potential; provide opportunities for them to be trained and develop comprehensively in aspects: morality, life skills, aesthetics, intellect, physical, labor,...
5.2. The content and form of GDNGLL activities must be rich, diverse, lively, suitable for the characteristics of primary age, meet students' activity needs, attract and engage students, and not be imposing, heavy, rigid, causing boredom for them.
5.3. GDNGLL activities must ensure they are suitable for the characteristics, conditions, and realities of the school (duration, physical conditions, equipment, staff, school financial capability, parental contribution capability,...); must be close to students' real life; must fit local cultural characteristics and educational requirements of each region, area, locality.
5.4. Organizing GDNGLL activities must ensure active student participation in all stages of the activity process in a way that suits their abilities: from proposing activity ideas; designing, planning activities; preparing content, human resources, and necessary equipment for activities; to conducting and evaluating activity results.
5.5. GDNGLL activities in primary schools need to be arranged and interspersed with other teaching subjects, with other educational activities of the school reasonably to promote students' learning and educational activeness, avoiding heavy pressure on teachers and students.
5.6. GDNGLL activities require tight coordination of educational forces inside and outside the school such as: chief team leader, school leaders, multi-subject teachers, specialized subject teachers, parents, Parent representative committee, staff of local cultural centers, sports centers, experts, social activists, local community,... However, the chief team leader must play a leading role in organizing and managing GDNGLL activities at the school level. The homeroom teacher must be the person primarily responsible for organizing and managing GDNGLL activities at the class/group level.
5.7. GDNGLL activities in primary schools must ensure continuity with GDNGLL activities at lower secondary and upper secondary education levels.
6. Content and Form of Organization
6.1. Content of GDNGLL activities in primary schools
At present, under the direction of the Ministry, GDNGLL activities in primary schools are structured monthly, associated with major holidays of the year and school characteristics. To be specific:
Month
Theme
Main Educational Content
9
My Beloved School
- Education on school tradition, school rules
- Traffic safety education
- Mid-Autumn Festival fun
10
Friendship Circle
- Education on friendship
- Humanitarian and compassionate education
11
Gratitude for Teachers
- Education on respect and gratitude towards teachers
- Environmental protection education
12
Drinking Water, Remember the Source
- Education on pride and gratitude towards those who sacrificed for national independence and freedom
- Health education
1
My Homeland's Tet
- National tradition education
2
I Love Vietnam
- Education on love for the homeland and country
3
Love for Mothers and Teachers
- Education on love for grandmothers, mothers, teachers, sisters; respect, friendliness, solidarity with female friends
4
Peace and Friendship
- Education on world unity among races, nations
- Understanding and pride about the victory of April 30, 1975
5
Beloved Uncle Ho
- Education on respect and love for Uncle Ho,
- Education on team member consciousness of the HCM TNTP Team
6.2. Form of Organizing GDNGLL Activities in Primary Schools
The form of GDNGLL activities in primary schools is very rich and diverse. Here are some common forms:
- Library activities
- Group games, folk games (blind man's buff, tug-of-war, dragon-snake game, jump rope, hopscotch, cat and mouse game, bird flying game, con throwing, ...)
- Singing children's songs, folk songs, collective dance, folk dance (hat dance, fan dance, sạp dance, Thai xoe dance, ...), reading poems, storytelling, acting.
- Drawing, art exhibitions
- Publishing wall newspapers
- Sports (aerobics, shuttlecock kicking, badminton, table tennis, soccer, sports dance, Hip hop dancing, ...)
- Organizing festivals (Environmental Festival, Fun Learning Festival, Costume Festival, Mid-Autumn Festival fun, Grannie/Mother's Day, Health Day Celebration, Exchange of goods and toys, book stories, ...)
- Activities to commemorate major holidays of the year such as:
+ Vietnamese Teachers' Day November 20
+ National Defense Day December 22
+ Founding Day of the Communist Party of Vietnam February 3
+ International Women's Day March 8
+ Founding Day of the HCM Youth Union March 26
+ Founding Day of the HCM TNTP Team May 15
+ President Ho Chi Minh's Birthday May 19
- Visit and travel activities to historical sites, cultural sites, scenic spots.
- Humanitarian activities (raising funds to support disadvantaged students in the class, school, locality; support for victims of agent orange; support for people in difficult situations, natural disasters, floods, disabled people, ...).
- Activities of gratitude (visiting Vietnamese heroic mothers, Revolution veterans, wounded soldiers, martyr families in the locality).
- Exchange activities (exchange, twinning between students of classes, schools, localities, and international students; exchange between students with experts, social activists, war veterans, good local workers, ...).
- Environmental activities (cleaning school classes, village roads, streets; planting trees, flowers in schoolyards, school gardens, village roads, alleys; picking up garbage at the beach; learning about the situation of environmental pollution and environmental protection activities in the locality; ...).
- Hands-on activity (Making dolls, puppets, paper flowers, lanterns, folding lights, sewing clothes for dolls, flower arranging, preparing Mid-Autumn banquets, creating toys from boxes, beer cans; ...).
- Club activities:
+ Soccer, table tennis, martial arts clubs,...
+ Clubs for exploring enthusiasts
+ Young environment club
+ Young fashion designer club
+ Crafty hands clubs
+ Young propagandist club
+ English/Russian/French/Chinese clubs…
+ Animal lovers club
+ Young gardening club
+ Singing clubs
+ Folk singing clubs
+ Drama, mime clubs
+ Ballet, ethnic dance clubs
+ Puppet show club
III. Conclusion:
Teaching requires a selection of various teaching methods to increase the attractiveness of learning for students. I have applied many methods to educate students on active self-discipline in learning and have achieved relatively high teaching efficiency.
The above is my entire report on the content and form of organizing GDNGLL activities in primary schools. I earnestly hope to receive contributions and feedback from the school board and all colleagues to improve my report further.
Sincerely thank you!
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