Tìm kiếm

Creativity is a psychological attribute that plays a crucial role in not only developing personal but also promoting social progress. Eliciting, nurturing, and developing children's creative abilities right from preschool age impact positively on their comprehensive development in many aspects. The article uses the TSD-Z creativity assessment test by Klaus K. Urban to explore the creativity of 120 children aged 5-6 years old in three preschools in urban, mountainous, and coastal areas in Phong Dien district, Thua Thien Hue province. Research results show that the average score children achieved is 26.36 out of a maximum average score of 72.0 points and 67.5% of children are at the average and above average level in the 7-level scale. The study also shows no statistically significant differences between boys and girls in terms of outcomes. Among the 14 criteria, the criterion of "satisfaction" shares the highest rate of children achieving it. These findings are the basis for conducting further research on pedagogical impacts to promote children's creativity to meet the general goals of preschool education curriculum.

The two main responsibilities of teachers are teaching and doing scientific research, which are closely related activities. Teachers' science research activities have received a lot of attention, as seen by the Ministry of Education and Training's June 9, 2017, Circular No. 15/2017/TT-BGDDT on revising and supplementing certain working regimes for high school teachers. As a result, mastering scientific research competence is a breakthrough toward improving the quality of education and a need for education to become a driving force for socio-economic development. The unknown nature of the development problem requires finding solutions to overcome existing shortcomings and limitations to improve the quality of education. This study focuses on assessing the current situation and proposing measures to develop scientific research competence for primary school teachers in the Mekong Delta region - one of the crucial issues for implementing the 2018 General Education Curriculum.

 

 

Children's Rights are enshrined in the United Nations Convention on the Rights of the Child. Accordingly, every child has the right to live and grow up healthy and safe. Studies show that these rights ensure that children are not only passive recipients of the exercise of rights from adults but also active participants in their own development in the exercise of rights concerning other children. Therefore, children's rights and children's rights education must be implemented first of all in the process of caring for and nurturing them in each family, social community, and school. It must continue to be reflected in the educational curricula at both the national and school levels. Based on a literature review of the children’s rights education toolkit, this paper explores children’s rights education in the current Vietnam early childhood education curriculum. The findings show some of its aspects. These findings are the basis for further improvement of the new early childhood education curriculum.

The article explores the application of David A. Kolb’s experiential learning model to draw up experiential learning activities in teaching the module “Assessment in Early Childhood Education” for university students majoring in Early Childhood Education. It is a mandatory professional module in the preschool teacher training program. After completing this module, students will develop not only general competencies but also professional and career competencies. Based on learning outcome, objective, and subject content, lecturers choose appropriate content in the subject to design experiential learning activities according to Kolb's 4-step cycle. In addition, the article gives an example of applying the experiential learning model into designing activities for specific content in the module.

Textbook evaluation is the renewal and periodic adjustment to improve the quality of education, educational goals, curriculum, and orientations to meet national education policy and planning. This article reviews relevant literature to identify categories and concepts of textbook evaluation. The aim is to clarify the core values and methods to measure the reliability and quality of designed materials for careful consideration before general use in the general education curriculum. The article also discusses the possibility of eliminating inappropriate elements of regional cultures, dialects, and other unexpected factors from evaluated books or series. To ensure its effectiveness, textbook evaluation must be based on scientific factors and user feedback to satisfy teaching and learning needs. It should also align with international criteria and national standards in terms of content, economy, convenience, autonomy, and technology applicability to adapt well to all situations and subjects.

It is essential to develop a digital library that meets the requirements of digital transformation in education today. Digital libraries are based on digital technology, which allows for the access, management, and distribution of digital resources. They provide diverse support services and tools to quickly meet users' information needs in the digital age. However, developing a digital library is not an easy task. It requires a strategic vision based on the development trend of technology and the urgent need for digital transformation in education. To build a digital library successfully and operate effectively, it is necessary to strictly adhere to basic standards and principles. This article clarifies some concepts related to digital libraries and proposes essential solutions for building and operating a digital library.

The 2018 Mathematics general education curriculum aims at equipping students with the ability to apply the knowledge they learn into real-life situations. To achieve this goal, teachers need to emphasize Mathematical modeling capacity for students. The paper discusses the fundamental concepts of Mathematical modeling and modeling competence. Then, several pedagogical measures were suggested to help teachers develop activities that can foster students' Mathematical modeling capacity while teaching Trigonometric Equations grade 11.

Mục tiêu của Chương trình Giáo dục phổ thông môn Toán 2018 đã nhấn mạnh việc hướng học sinh đến khả năng vận dụng những kiến thức đã học vào thực tiễn cuộc sống. Do đó, để góp phần thực hiện mục tiêu đó, giáo viên cần chú trọng đến năng lực mô hình hóa Toán học cho học sinh. Bài viết trình bày những khái niệm cơ bản về mô hình hóa Toán học và năng lực mô hình hóa Toán học. Trên cơ sở đó, nhóm tác giả đề xuất một số biện pháp sư phạm để bồi dưỡng năng lực mô hình hóa Toán học cho học sinh trong dạy học chủ đề Phương trình lượng giác ở lớp 11, giúp giáo viên dễ dàng hơn trong việc xây dựng các hoạt động để bồi dưỡng cho học sinh năng lực mô hình hóa Toán học.

Integrated teaching is an instructional approach that has been used for a long time. The term 'integrated' first appeared in psychological works in the 19th century. However, it wasn't until the 20th century that the application of 'integrated' in education gained significant attention. In the late 1970s and early 1980s, UNESCO recommended the integration of Science and Technology subjects in education as an important teaching approach for Science and Technology subjects worldwide. In Vietnam, after the introduction of the general education curriculum for Mathematics in 2018, the integrated teaching method has been emphasized to the fullest extent. In the realm of financial education, the integrated teaching method is particularly highlighted. In grade 10, personal investment planning is a significant part of practical activities and experiences. This content contributes to the effective integration of Mathematics and financial education. However, there is currently no research in Vietnam on this topic. Therefore, this article aims to fill this gap through research. In this article, we will discuss perspectives on integration, integrated teaching, classification of integrated teaching, integrating Mathematics with financial education, its process, as well as its organization through the establishment of personal investment plans.

Dạy học tích hợp là cách thức dạy học đã có từ lâu. Thuật ngữ “tích hợp” xuất hiện lần đầu trong các công trình về tâm lí học ở thế kỉ thứ XIX. Tuy nhiên, đến thế kỉ thứ XX thì việc vận dụng “tích hợp” vào trong giáo dục mới được đẩy mạnh. Những năm cuối của thập niên 1970 và những năm đầu thập niên 1980, việc dạy học “tích hợp” các môn khoa học công nghệ không còn là vấn đề riêng của một quốc gia nào nữa mà đã được UNESCO khuyến cáo là cách thức dạy học quan trọng đối với các môn Khoa học Công nghệ của tất cả các nước. Ở Việt Nam, sau khi Chương trình Giáo dục phổ thông môn Toán ra đời năm 2018 thì cách thức dạy học theo hướng tích hợp được chú trọng hết mức. Trong dạy học giáo dục tài chính, cách thức dạy học tích hợp được nhấn mạnh một cách đặc biệt. Ở lớp 10, nội dung thiết lập kế hoạch đầu tư cá nhân là nội dung Toán quan trọng trong hoạt động thực hành và trải nghiệm. Đây là nội dung giúp việc dạy học tích hợp Toán học và giáo dục tài chính một cách hữu hiệu. Tuy nhiên, hiện nay ở nước ta chưa có công trình nghiên cứu nào bàn về chủ đề này. Chính vì thế, đây là khoảng trống mà bài báo sẽ tập trung nghiên cứu. Trong bài báo này, nhóm tác giả đề cập đến quan điểm về tích hợp, dạy học tích hợp, phân loại dạy học tích hợp, tích hợp Toán học với giáo dục tài chính, quy trình cũng như cách thức tổ chức dạy học tích hợp Toán và giáo dục tài chính thông qua thiết lập kế hoạch đầu tư cá nhân.

In order to improve the quality of English teaching and learning, it is essential to test and evaluate the results of such teaching to develop students' abilities. This is a pressing need for educational management. The article aims to explore the current situation of testing and evaluating English teaching results in lower secondary schools in Hanoi City, with a focus on developing students' competencies. The study gathered questionnaire data from 144 administrators and 360 English teachers in the city. Results show that there is an increased awareness of the importance of assessing students' abilities, and that teachers are using various forms of testing and evaluating to develop students' competencies. The content of managing testing and assessment activities in English teaching with a view to developing student capacity is also regularly implemented. However, there are differences in the results based on teachers' and administrators' regions and seniority. These findings can aid managers and teachers in enhancing the quality of English teaching and learning at the lower secondary schools in the city by focusing on developing students' abilities.

Schools are currently teaching toward the 2018 General Education Curriculum in grades 1, 2, 3 and 4. Requirements for evaluating educational results according to the new curriculum are being set up in general schools in order to assess the level of meeting the requirements for the quality, capability, and progress of students in their learning process, and to provide accurate and timely information to adjust teaching and management activities, management and program development, and meet educational goals. The General Education Curriculum in Literature subject has established the framework for evaluating students' growth levels in two particular subject - competences (linguistic and literature competencies), which are prerequisites to be fulfilled in terms of reading, writing, speaking, and listening in each grade and levels. At Primary education level, to evaluate students' competences in 4 skills in Vietnamese language subject, assessment standards need to be developed for each skill in each grade. This article analyzes the basic requirements for writing skill stated in the curriculum, then provides guidance for building standards to evaluate writing skills based on the levels of perfomance achieved by pupils.

Tổ chức hoạt động trải nghiệm trong dạy học hiện nay được xem là chìa khóa thực hiện việc học đi đôi với hành, học thông qua làm, qua vận dụng những kinh nghiệm vào giải quyết những vấn đề thực tiễn nhằm phát triển năng lực cho người học. Vì vậy, rèn luyện kĩ năng tổ chức hoạt động trải nghiệm trong dạy học các môn học cho sinh viên sư phạm là cần thiết trong xu hướng đổi mới dạy học phát triển năng lực theo Chương trình Giáo dục phổ thông 2018. Bài viết phân tích khái quát về vấn đề rèn luyện kĩ năng tổ chức hoạt động trải nghiệm trong dạy học cho sinh viên, từ đó đề xuất tổ chức các hoạt động rèn luyện vận dụng chu trình học tập trải nghiệm của David Kolb nhằm nâng cao hiệu quả rèn luyện kĩ năng tổ chức hoạt động trải nghiệm trong dạy học các môn học cho sinh viên ngành Giáo dục tiểu học ở các trường đại học sư phạm.

Pedagogical internship is a crucial part of teacher training. Through pedagogical practice, students engage in educational and teaching activities to develop their professional knowledge and skills, and cultivate their moral and lifestyle qualities. The aim is to help students adapt to different educational environments and become effective teachers. This article explores theoretical issues related to pedagogical internships, the General Education Curriculum 2018, and the requirements for innovative pedagogical internships. By clarifying the actual situation of pedagogical internships, the article proposes some basic solutions to renew pedagogical internships at Quy Nhon University in order to meet the requirements of the 2018 General Education Curriculum.