The 2018 educational program is oriented to develop learners' competencies comprehensively through subjects. However, in order to develop students' capacity, it is necessary to have teaching activities suitable for each subject. Especially in Vietnamese for primary school students, the reading section clearly shows the students' listening, speaking, reading, and writing abilities. In order for students to manifest those abilities, experiential learning is extremely necessary. Students need to be given opportunities to express themselves through specific activities that are consistent with the lesson objectives. The study has selected the Kolb’s Model for Experiential Learning to build the tasks, and choose the effective learning method that is suitable for the reading subject with the aim to develop learner’s comprehensive reading, writing, listening, and speaking skills. From there, it is proposed to design a teaching plan according to the Kolb experiential model to develop specific competencies in Vietnamese: listening, speaking, reading, and writing.

The main objective of this research was to analyze the relationship between eduation levels of Vietnamse Youth and their puposes of life. We used the data from the School-to-Work Transition Survey-SWTS in 2012-2015. Both descriptive statistics and multinomial logit regression analyses were used for the study. We provide the first evidence that higher levels of education is closely linked with having purpose of non-monetary life purposes, namely contributing to society; a successful career or a happy family. In addtion, such effects tend to increase with higher levels of education. Thus, our research finding implies that better education not only offers economic benefits for educated individuals but also for their family, communities and society.

Using theoretical research, this article presents the structure of student’s collaborative problem solving competence. Based on the results published by Patrick's team in 2014, 2015 and OECD 2015, the author proposes 4 levels corresponding to each specific criterias of three component competencies: (1) establishing and maintaining shared understanding, (2) taking appropriate action to solve the problem, (3) establishing and maintaining a team organization. Based on this theory, the paper also proposes a matrix of assessment toolkits and corresponding criterias of collaborative problem solving competence teaching chemistry of the non mental using interdisciplinary integrated teaching perspective and Kolb's Experiential Learning Cycle. Each assessment tool specifically analyzes the functions and techniques implemented in students' collaborative problem solving processes

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Study the structure of collaborative problem solving (CPS) competence through teaching of the topic “nonmetals” using integrated natural science approach, the paper proposes a topic-building process, corresponding indicators, assessment toolkit, and teaching implementation process and measures for the formation and development of students’ CPS competence. Key words Competence, collaborative problem solving competency, integrated natural science teaching, teaching properties of nonmetals References 1. Greiff, S. (2012), From interactive to collaborative problem solving: current issues in the Programme for International Student Assessment. 2. Grinffin, E. C. (2015), Assessment of Collaborative Problem Solving. 3. NESTA, Solved! Making the case for collaborative problem-solving4. Kỉ yếu hội thảo dạy học tích hợp dạy học phân hóa (2014)5. Patrick Griffin, Esther Care, 2015, Assessment and teaching of 21st Century 6. Patrick Griffin, Esther Care, 2015, Developing learners’ collaborative problem solving skills. 7. PISA 2015, Draft Collaborative Problem Solving framework, OECD Programme for International Student Assessment 2015 8. PISA 2015 Released field trial cognitive items, OECD Programme for International Student Assessment 2015 9. PISA 2018, Draft framework 10. Richard M. Fealder, Rebecca Brent, Cooperative Learning 11. Rod Ellis, The Methodology of Task-based teaching 12. Weinert, F. E. (2001), Concept of Competence: a conceptual definition. In: Rychen, D.S.; Salganik, L.H., eds. Defining and Selecting Key Competencies, p46. 13. Worf, A. (1995), Competence – Based Assessment.14. Lê Thái Hưng, Vũ Phương Liên, Nguyễn Thị Phương Vy, Assessing Collaborative Problem Solving Competency Through Integrated Theme Based Teaching Chemistry, Proceedings of the International Conference on Research of Educational Administration and Management (ICREAM 2017), October 17, 2017, Bandung, Indonesia, Taylor & Francis Group, UK.15. Trần Trunh Ninh, Vũ Phương Liên, Năng lực hợp tác giải quyết vấn đề của học sinh thông qua dạy học Hóa học THPT, Tạp chí Khoa học Giáo dục, Số 2, 02/ 2018. 16. Vũ Phương Liên, Ngô Nam Sinh, Hình thành năng lực hợp tác giải quyết vấn đề thông qua dạy học hóa học theo hình thức trải nghiệm, Tạp chí Khoa học Giáo dục, Số 146, 11/2017 17. Vũ Phương Liên, Lê Thái Hưng, Ngô Ngọc Kiên, Bước đầu triển khai dạy học tích hợp liên môn các môn khoa học tự nhiên ở trường THPT, Tạp chí Giáo dục, số 380, 4/2016