^ 1 . if.lj IS
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QUAN LY BOI DUONG NANG LUC SIT PHAM CUA
G I A N G V I E N N G H E THUAT A M N H A C TRUdNG DAI HOC VAN HOA NGHE THUAT QUAN DOI
TliS. Ph^m VHn Giap TrudngD^ihgc VHNTQu&nd^i SUMMARY
The requirements for the quality of education and training increasing new trend, along with the training and retraining ofthe work of fostering in the current period, especially capacity building issues professor violation of the faculty of music has been the study of science education really interested caid insight into research.
Practices according to feedback jrom managers and trainers working in fostering capacity activities and pedago^cal material based on year annual summary, synthesis results show that, advantages and disadvantages of existence is quite high derived by a number of causes, including: The construction ofthe steering mechanism, the operating activities ofprofessional training ofthe teaching stqfflacks art music sync; The needs ofthe majority of music teachers in teacher ccpacity building is high but the content and form of missing foster practical and theoretical: Time to organize capacity building activities pedagogy was not reasonably depend on many reasons both subjective and objective.
From a theoretical basis and practical, the subject has proposed four measures to organize the ccpability fostering activities ofthe pedagogical trainers of music. In particular, the identification of measures to manage the ccqjability fostering activities ofthe pedagogical trainers of music is directed toward the common goal to improve the quedity of education and training ofthe School, attached with the task of building the University of Military culture and arts.
Management measures operating amiability fostering pedagogical trainers of art music have to be synchronized, scientific, practical and feasible, promote the strength of the force organization and management trainers. Creating consensus in cognitive and organizational task performance capability fostering pedagogical trainers of musical art.
Thereby should focus on implementing measures to mtmage operational capability fostering pedago^cal trainers of art music as a whole,focusing on the implementation ofthe proposed measures anonymous processes, techniques construction, implementation, evaluation cmd developmerU capability fostering activities pedagogy.
While implementing measwes to direct and support the operational management capabilityfosteringpedagogjcal trainers of musical art; implementation ofthe application ofscierKe education, increase investment, efficient use of material and technical basis for management training activities.
Keywords: Management, fostering, capacity, music trainers Ngdy nh^n bdi: 06/18/2014; Ngay duy^l dSng: 23/10/2014
1, D^t vaD de t o ^ dan <13 day m^nh vi|c x3 h?! h6a gido dye, t9ng Tmdc y£u c4u nSng cao chat lugng GD&DT, cabng ca sis v^t ch4t tnrcmg hoc, dSy m ^ ddi m6i cung vdi cong tdc ddo t^o vk dao t^o 1^ thi cong n$i dung, chucmg trinh d^y hpc \k cdng tdc qudn ly tdc boi duftig trong giai do^n hi?n nay, d$c bi?t b6i giao dye de chat lugng GD&DT dugrc ndng cao.
du&ng nSng lyc su phgm (NLSP) cCia dOi ngu gidng Ben c ^ vi?c thyc hi?n bi?n phdp qudn ly d6i vien (DNGV) dd daqz cdc nhd nghien cthi khoa hgc v6i cdc hogt dgng boi du&ng DNGV n6i chung, thi gido dye trong vd ngodi nu6c thyc sy quar tam. bi^n phdp qudn ly boi du&ng NLSP cfia gidng vien Nh?n thur vai tr6 vd t ^ quan trgng ciia GD&DT nghf thu§t dm nhgc (NTAN) cua truong nhdm ndng trong phdt triln ngu6n nhdn lyc (NNL) Id nhdn to cao cong tdc qudn ly vd chi dgo ci^ d$i ngu Cdn bO quyet djnh thdng Igi sy nghifp CNH, HDH ddt nuoc. qudn ly (CBQL), thiic d^y vi?c chuin h6a DNGV, NhiJng ndm qua, cdc cdp Ddng iiy, Chinh quyln cimg ddp umg nh&ng yeu cau ve myc tieu, hifu qud vd chdt TAP Off THifT B| GlAO DMC - S6112 -12/2014 • 1
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lugng ddo tgo NTAN trong ^ai dogn mdi.
C6ng tdc b6i dudng NLSP ciia gidng vien tru&ng Dgi hgc VHNT qudn dgi nhung ndm qua da dugc sy quan tdm ciia Bg Qu6c phong; Bg GD&DT;
T6ng cyc Chinh trj thudng xuyen chi dgo, tgo dilu kifn thudn lgi de gop phdn ndng cao chdt lugng dao tgo cila Nhd tru&ng. Tuy nhien, thyc te kit qud cCia hogt dfng ndy c6n thdp, cy thi Id dgi ngii CBQL va DNGV chua nhgn thirc ddy du NLSP NTAN. Vifc doi moi phuong phdp giao dye am nhgc con nhieu hgn chl, khai thdc sOr dyng tdi lifu, thilt bj dgy hgc chua thyc sy tr& thdnh nhu chu cua gidng vien. Vifc tu van, hu&ng dan cho gidng vien xdy dyng ke hogch gidng dgy ciing nhu ty boi du&ng, ndng cao kiln thuc, NLSP chua dugc chti trgng. Cong tdc boi duang NLSP cQa gidng vi€n gifta cdc Khoa chua d6ng bf, nfi dung cua cdc hogt dgng b6i du&ng van cdn hinh thirc vd chua thi hifn dugc hit tinh cap thilt, to chitc chi dgo cua hogt dgng ndy cila CBQL cdc Phong, Bon, K.hoa cdn bgc lg nhilu bat cgp. Do dd, dd gay dnh hudng khong nhd din chat lugng hifu qud qudn ly hogt dgng bSi du&ng.
2. Qua phan tfch vd tong hgp nhQng tdi lifu c6 lien quan vl vifc quan 1^ ho^t dfng bM du&ng DNGV cua cdc Uc gia cho thay. De tdi nghi€n cihi vl qudn ly hogt dfng b6i du&ng dd cd nhilu, nhung di sdu vdo van de qudn ly hogt dfng b6i du&ng NLSP cua dfi ngii gidng vien NTAN thi chua cd. Trong hau hit nghien ciiru cua cdc tdc gid chd ylu dua ra nhftng bifn phdp tgp trung vao vdn dl bbi du&ng CBQL, bdi duOng vd phat trien DNGV.
Theo S kiln ddnh gid cOa CBQL vd GV trong hogt dgng boi du&ng NLSP vd cdn cir s6 lifu t6ng ket ndm hgc hang ndm cho thdy, nhihig thi4n 1^, khd khdn cdn ton tgi Id khd cao, do mgt so nguyen nhdn sau:
Vifc xdy dyng ca che chl dgo, dieu hdnh cdc hogt dgng boi du&ng chuyen mon nghifp vy cila DNGV NTAN cdn thieu dong bg.
Nhu cau cua dong ddo gidng vien NTAN ve b6i du&ng NLSP Id cao nhung ngi dung, hlnh thuc boi du&ng cdn thieu tinh thyc tien vd cdn ndng vl ly thuyet.
Thdi gian dl to chirc hogt dfng boi du&ng NLSP chua hgp ly bdi cdn phy thugc vdo nhilu ly do cd chii quan lan khdch quan.
Nhftng nguyen nhdn tr6n Id co sd dl xuat mft s6 bifn phdp nhdm nang cao hon hifu qud qudn ly
I • TAP CH! m f r BIGIAO DUC-sd 112-12/2014
hogt dfng b6i du&ng NLSP ciia DNGV NTAN ciia tru&ng.
3. Bifn phdp to chiix hogt dfng b6i dir&ng NLSP ciia DNGV NTAN
3.1. Th^c hi$n tot khdu l^p ki hogch hda, xk:
dinh nhu chu, xdy difng ngi dung hogt dpng bdi du&ngNLSPcua DNGV NTAN cua Tnrdng
K I hoach hda hoat dgng boi du&ng NLSP ciia DNGV thyc chdt Id xdy dyng chuang trinh hanh dgng cua chu the qudn ly trong hogt dgng bli du&ng NLSP cila DNGV NTAN. Ddy la giai dogn quan trgng nhdt trong qud trinh t6 chitc hogt dfng. VI vgy, de tien hdnh hogt dfng bdi du&ng NLSP ciia DNGV NTAN tren co sd nhifm vy ddo tgo cila Nhd tru6ng, Ban gidm hifu chi dgo co quan hudn luyfn xay dyng ke hogch b6i du&ng ndi chung vd NLSP ndi rieng theo tirng ndm hgc. Ke hogch phdi neu r5 nfi dung, th&i gian, thdnh phan b6i du&ng.
3.2. TUng cudng to chirc tSt hogt dpng bdi dudngNLSPcua DNGV NTAN cda Trttdng
Thyc tl vifc qudn !y t6 chvrc cdc hogt dfng boi du&ng ciia trudng dd cd nhieu kinh n^ifm, nhung dl ndng cao chdt lugng cho hogt dgng ndy thi cEin tdng cuang cdc hogt dgng sau:
To chirc tot hogt dgng b6i du&ng theo djnh Iq' md ke hogch dd xdy dyng; L§p cdc nhdm bli d u ^ dl giilp d& nhau; To chiic mgng ludi c6t cdn boi du&ng cua Nhd tru&ng; B6i du&ng bdt bufc doi vdi gidng vien chua dgt chudn va GV mdi; To chiic thi G V dgy gidi cap khoa vd cdp tru&ng; To chiic tot cdc hogt dfng trg gidng, theo ldp, gidng thii cho GV mdi;
T 6 chiic hfi thdo, trao d6i kinh nghifm trong nhi truang vd giao luu vdi cdc tru&ng bgn; T6 chftc cho GV ddng ky due kit vd vilt sdng kiln kinh n^ifm nghign Cliu khoa hgc (NCKH) vd ung dyng cong nghf mdi vdo gidng day
3.3. Kiem tra, gidm sdt ch$t chS vifC th{fc hi^n cdc hogt dgng boi du&ngNLSP cua DNGV NTAN
Day Id gidi phdp quan trgng trong qudn ly ho?t dfng bli du&ng NLSP eiia DNGV NTAN nhd tru6ng.
Dl thye hifn t6t thi can thyc hifn nhftng vdn de chinh sau: Xdy dyng cdc tieu chudn hda; Dilu chinh cac sai Ifch; Xde djnh cdc tieu chudn dl kilm tra, dinh gid hogt dfng b6i du&ng NLSP cOa DNGV NTAN phdi theo hudng: miic df nfim dugc kien thitc, trinh dg vgn dyng ndng lyc su phgm vao gidng dgy de ^ ^ quyet edc vdn de thyc tien.
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3.4. Tgo ra cdc diiu kifn sir phgm thugn Igri cho hogt dpng tif bdi du&ng di ddi vdi NCKH cua DNGVNTANcua Trudng
De thyc hifn cd hifu qud cao dli vdi bifn phap ndy, cdn dya tren tinh d$c thu cila hogt dgng ^dng dgy NTAN. Muon vgy, can to chiic nhihig ngi dung sau:
Xdy dyng mdi truang su phgm, t§p the su phgm tot nhdt cho hogt dgng bdi du&ng NLSP cua DNGV NTAN.
Tgo dilu kifn vl thdi gian, tdi lifu, sdch tham khdo... cho GV vifc ty hgc, ty boi dudng.
Phli hgp chdt chg vdi Ddng, Chinh quyln vd cdc t l chiic xd hgi quan tdm tdi ddi song vgt chat tinh thdn ciia GV.
Doi mdi ddnh gid thi dua khen thudng trong hogt dgng bdi du&ng ciia GV.
Nhftng djnh hudng vd nguyen tdc de xudt cde bifn phdp qudn ly hogt dfng bli du&ngNLSP DNGV NTAN cda Nhd trudng dugc cdn cii cdc vdn ban phdp quy ciia Ddng, Nha nude; Bf GD&DT; Ddng dy qudn sy TW; Cyc Nhd tru&ng - Bg QP; Tong cyc Chinh trj vl chinh sdch phdt triln gido d^c.
Trong dd, vifc xde djnh cdc bifn phap qudn ly hogt dgng boi du&ng NLSP cda DNGV NTAN phdi hudng tdi myc tieu chung nhdm ndng cao chat lugng dao tgo eiia tru&ng, gdn vdi nhifm vy xdy dyng Tru&ng Dgi hgc VHNT Qudn dgi.
Cdc bifn phdp qudn ly hogt dfng boi du&ng NLSP ciia DNGV NTAN phdi mang tinh ding b^, khoa hgc, thilt thyc vd khd thi, phdt huy siic mgnh t l chftc ciia cdc lye lugng qudn 1^ vd DNGV. Tgo sy ding thugn cao trong n h ^ thirc vd t l chirc thyc hifn nhifm vy boi du&ng NLSP cila DNGV NTAN.
Bk ldm rd mli tuong quan, chiing toi dd sir dyng hf so tucmg quan Spearman-Brown Prophecy
6SD'
4.Kltlu$n
R = l -
N(N2 - 1 )
Trong do: R : Hf s6 tuang duang; D : Hf s6 thi b§c giita 2 dgi lugng tham gia so sdnh; N : s6 don vj dugc nghifn ciiu; Ket qud R '^ 0,87 (Xem sa db dudi).
Vdi kit qud tucmg quan trfn cho thay, cilng vdi kit lu4n giilra mure df edn thilt vd miic df khd thi theo
^ kiln chuygn gia thi 4 bifn phdp qudn ly dl xudt la tuang quan thugn vd chdt che, cd nghia cdc bifn phdp qudn ly dugc nhgn thtic can thiet d mirc dg ndo thi ciing cd mirc dg khd thi phii hgp tucmg dng.
Tlniclutalil Xing caiAng I^ Kiiinlii,gifai T i o n c i c i t i k UUUIBIBICII chuctiihiiit iMchtidii loiniuilifm hb^xKigh dvfig b^ dirdng tiftcditfclu^ lha|nJoidu
•hu CHl. xiy NLSP c k hofL dong hov ^ n g tkr dyng n^i dung bij dudng bdi dudng di hoadDDgbii NLSP dnvAin^udi
dudngNLSP t i n i t h n i n c tAidgingaCV
• M u c d a c t n t h i e l • Muc do k U Ihi
Cd thi ndi, ddy Id 4 bifn phdp de xudt ea bdn nhdt, dugc cac chuyfn gia ddnh gid cao. Cdc bifn phdp cd moi quan hf ch$t chS va bo trg lan nhau.
Ket qud khdo nghifm 4 bifn phdp vd kit qud ddnh gid diu ed tinh cdn thilt vd cd tinh khd thi cao, phd hgp vdi ddc diem cua trudng, Nlu cdc bifn phdp ndy dugc to chic thyc hifn mgt cdch hgp 1^ vd dong bf s€ cd tdc dyng doi mdi trong qudn 1^ hogt dfng bli du&ng NLSP cda DNGV NTAN gdp phdn ndng cao chdt lugng ddo tgo cua tru&ng.
Tdi lifu tham khao
1. Nguyen Dinh Binh, Trdn Dinh Huynh, Ddng Quic Bdo (1999). "Khoa hoc to chiic va qudn ly, mgt so van de ly lugn vd thvc tien". NXB Thong ke, Hd Nfi.
2. Bg GD&DT (2006). "Ky yiu hdi thdo khoa hgc doi mdi PPDH vd phuang phdp ddnh gid ddi vai gido dyic phd thong, cao ddng vd DHSP". NXB DHSP. HdNfi.
3. Ddng tiy quan sy TW (2007). "Nghf quyit vi cong tdc GD&DT trong tinh hinh mdi, sd 86/NQ -
£)t/e57'tr'. NXB QDND, HdNgi.
4. Hgc vifn Chinh trj qudn sy (1997). "Doi mai PPDH trong cdc nhd truang qudn s^\ D I tdi khoa hgc cap bg, Hd Nfi.
5. Tran Kilm (2004). "Khoa hoc QLGD. MQI S6 vdn di ly ludn thifc tien". NXB Gido dye, Hd Nfi.
6. Lugt Gido dye (2005). NXB Chinh trj quoc gia, HdNfi.
TAP CHi THifr BIGIAO DMC-sfi 112-12/2014 • 3
