Tìm kiếm

STEM education is an educational model based on interdisciplinary approach, which helps students apply scientific, technological, technical and mathematical knowledge to solve some practical problems in a specific context. There are many teaching models and methods based on STEMoriented education program such as exploring, 5E, 6E, 7E, TRIAL, 4C, etc. However, a thorough research is needed when making a choice of a design model for a suitable teaching plan with the characteristics of a subject, a topic, and a specific lesson for each student under the STEM education orientation in order to improve teaching quality, formulate as well as develop students’ qualities and competencies. This article presents the use of the 5E model for designing teaching topics of chapter 2 of the Grade 11 geometry textbook based on STEM-oriented approach, aiming at providing teachers with further approaches in designing plans for teaching Math at high schools

Based on the theoretical research and assessment of the current situation of internal inspections management in universities under the Ministry of Education and Training today, the author proposes six measures for the internal inspection management in universities under Ministry of Education and Training in the context of educational innovation and university autonomy, thereby contributing to improving the quality of the internal inspection management in universities in Vietnam

Drowning in children is not only a problem for each family but also a big challenge for society. Studying and finding out solutions to reduce drowning risks in children are attracting attention of educators and scientists. Using a survey and experimental method in the context of Chu Prong district of Gia Lai province, the paper describes the practical situation of local children drowning, and the interventional measures tested reveal that children’s awareness of drowning prevention skills is improved significantly.

Self-study in general and Chinese self-study in particular is an extremely important and necessary activity for every student of the People’s Police Academy to raise awareness, improve their personality, and meet the requirements of education 4.0. In this article, the authors analyze and propose solutions to enhance the role of the 4.0 industrial revolution in order to improve the effectiveness of Chinese self-study activities of students at the People’s Police Academy in the next time period.

Science, technology, engineering, and mathematics (STEM) education is becoming an inevitable educational trend in the world. Vietnam has recently given increasing attention to STEM education in the general education curriculum, helping students to participate in experiential activities and apply knowledge to create products or solve practical problems. In this paper, the author designs and organizes the teaching topic “Making disinfectant solutions to prevent and combat Coronavirus disease” in organic chemistry of grade 11 program based on STEM education. It aims to help students enjoy learning, develop self-control, self-study and solve practical problems in life.

Reading comprehension skills are very important in teaching and learning foreign languages, especially in academic subjects, including chemistry. Practicing reading comprehension skills in English is one of the key learning goals to help students find the lessons which are appropriate for their age level and their interests, as well as improve their English level by understanding foreign books, newspapers, magazines, and other documents, etc. Thereby, developing in students the habit of being active in learning, in lifelong learning and approaching the integration of international education in the near future. It is the aim of this article to design quantitative calculation exercises for practicing the reading comprehension skills in teaching chemistry in English at high schools. The paper also focuses on analyzing the criteria, expression, and evaluation of students’ English reading comprehension skills in chemistry subject through some specific examples of this exercise type for improving students’ reading comprehension skills in English.

Kĩ năng đọc hiểu có vai trò rất quan trọng trong việc dạy và học bằng tiếng Anh, đặc biệt là các môn khoa học tự nhiên, trong đó có môn Hóa học. Việc rèn luyện kĩ năng đọc hiểu Hóa học bằng tiếng Anh là một trong những mục tiêu học tập then chốt giúp học sinh tìm được những nội dung phù hợp với trình độ lứa tuổi, sở thích của mình và nâng cao trình độ tiếng Anh học thuật thông qua việc hiểu được sách, tạp chí, tài liệu nước ngoài. Qua đó, tạo cho học sinh thói quen chủ động trong học tập, ý thức học tập suốt đời và tiến đến việc hội nhập giáo dục quốc tế trong tương lai gần. Bài báo nghiên cứu thiết kế bài tập tính toán định lượng rèn luyện kĩ năng đọc hiểu trong dạy học Hóa học bằng tiếng Anh ở trường trung học phổ thông. Bài báo cũng tập trung phân tích kĩ các tiêu chí, biểu hiện và đánh giá mức độ sử dụng kĩ năng đọc hiểu Hóa học bằng tiếng Anh của học sinh thông qua những ví dụ cụ thể của dạng bài tập này để việc rèn luyện kĩ năng của học sinh đạt hiệu quả cao hơn

Constructivist theory is a new perspective on teaching, viewing learning activities as a process of cognitive transformation, proactively building knowledge from previous experiences of learners. The application of constructivist theory in the teaching of social sciences and humanities is a research direction showing that it is more likely to meet the innovation requirements of the teaching process in the direction of improving the activeness and the self-reliant activities to provide knowledge for learners. Based on the assessment of the current situation of applying constructivist theory in teaching social sciences and humanities, the paper proposed specific measures to ensure the organization of teaching social science and humanities based on the constructivist theory at military officers’ school for high effectiveness.

The primary philosophical ideology of President Ho Chi Minh in training, teaching and learning theories is based on learning by doing, integrating theory with practice, and training from the needs of reality. According to Ho Chi Minh Ideology, the teaching-learning process is always required to answer the questions: who to be taught, who to teach, what to teach, and particularly how to teach, which gears towards concise, catchy and realistic teaching methods. Ho Chi Minh also emphasized that learning at school, learning from each other, and learning in people-topeople communities must go hand in hand with the sense of self-study. Those are exceptionally valuable thoughts. The study to instill Ho Chi Minh’s philosophical ideology in teaching theories will be very helpful for improving the teaching courses in political theories in particular and social sciences and humanities in general in the current context of Vietnam’s educational innovation

There has been a general growing interest in the concept of philosophy of education due to an increase in the number of “incidents” that occurred in the educational system in Vietnam in the last 15 years. In order to enable a better understanding of the subject, the author attempted to provide a comprehensive analysis of the concept. This article aims to clarify: Its relationship with the external factors (its place in a set of related concepts); The different types of philosophy of education and the different ways in which this concept can be interpreted.

Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.

Under the impact of the socialist-oriented market economy and international integration, more and more autonomy has been assigned to public higher education institutions to encourage their appropriate and effective use of resources to improve training quality. In reviewing the model of human resource management and knowledge management based on the corporate social responsibility (CSR) approach, this paper presents a model built for developing academic staff under the consideration of several factors including external factors, internal factors, the autonomy and social responsibilities of the University for outputs, stakeholders (university administration board, investors, human resources units, university members) and the quality management of higher education institutions.

: The development of scientific research in the university as well as the development of research university models is increasingly attracting the attention of many scholars as well as scientific and educational policy makers of many countries around the world, including developing countries. Developing scientific research in the university as well as building the research university model is quite expensive and requires a developed national institutional environment to a certain extent. However, the development of scientific research in universities in general and research universities in particular has a particularly important mission in national sustainable development and requires countries, including developing countries and every university needs to have appropriate solutions and steps. This paper contributes to the clarification of the role and the application of theories to explain the role of university’s scientific research.

: The development of scientific research in the university as well as the development of research university models is increasingly attracting the attention of many scholars as well as scientific and educational policy makers of many countries around the world, including developing countries. Developing scientific research in the university as well as building the research university model is quite expensive and requires a developed national institutional environment to a certain extent. However, the development of scientific research in universities in general and research universities in particular has a particularly important mission in national sustainable development and requires countries, including developing countries and every university needs to have appropriate solutions and steps. This paper contributes to the clarification of the role and the application of theories to explain the role of university’s scientific research.

There is no argument amongst educators that a teacher’s feedback represents a significant contribution to a learner’s in-class learning outcomes. However, while the contribution of a teacher’s feedback is significant there are also challenges associated with the effectiveness of a teacher’s feedback. These challenges, the authors suggest, centre mainly on the effectiveness of the discourse between the teacher and the leaner. To possibly assist in addressing some of the challenges associated with the effectives of a teacher’s feedback this paper outlines that there needs to be an emphasis on Future Actionable Knowledge. Future Actionable Knowledge, the authors contend, is driven by Assessment To Learning, which highlights the use of interconnected formative assessment tasks within the teaching and learning space. By highlighting the use of interconnected formative assessment to drive Assessment To Learning, the authors believe, influences a teacher’s feedback to the learner by providing the leaner and the teacher with Future Actionable Knowledge, facilitated through Multi-Dimensional Discourse, via Feedback-Feedforward Learning, whereby, the teaching and learning activities associated with the learning space focus on value-adding to the in-class learning of the learner

There is no argument amongst educators that a teacher’s feedback represents a significant contribution to a learner’s in-class learning outcomes. However, while the contribution of a teacher’s feedback is significant there are also challenges associated with the effectiveness of a teacher’s feedback. These challenges, the authors suggest, centre mainly on the effectiveness of the discourse between the teacher and the leaner. To possibly assist in addressing some of the challenges associated with the effectives of a teacher’s feedback this paper outlines that there needs to be an emphasis on Future Actionable Knowledge. Future Actionable Knowledge, the authors contend, is driven by Assessment To Learning, which highlights the use of interconnected formative assessment tasks within the teaching and learning space. By highlighting the use of interconnected formative assessment to drive Assessment To Learning, the authors believe, influences a teacher’s feedback to the learner by providing the leaner and the teacher with Future Actionable Knowledge, facilitated through Multi-Dimensional Discourse, via Feedback-Feedforward Learning, whereby, the teaching and learning activities associated with the learning space focus on value-adding to the in-class learning of the learner