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The 2018 General Education Curriculum was built toward developing pupils’ qualities and competencies. Therefore, the assessment of primary pupils needs to be based on identifying their qualities and competencies that shaped through studying subjects and participating in educational activities. Evaluation is the process of determining the level of performance required by the education curriculum, and the evaluation standards of pupils’ qualities and competencies in Ethics subject at primary level under the 2018 General Education Curriculum are the basis for administrators and teachers to evaluate pupils toward developing their qualities and competencies. The article mentioned the general issues of assessment and evaluation standards as well as proposed the process of developing evaluation standards in Ethics subject as a basis for educators in conducting the evaluation for primary pupils toward the orientation set out by the 2018 General Education Curriculum.

In recent years, there has been a growing focus on developing teachers in Hanoi city and across the country. The percentage of teachers who meet or exceed standards has been steadily increasing. However, there are many requirements for the assessment and management of teacher assessment activities, especially those related to the competence-based approach, when implementing the 2018 general education curriculum for lower secondary schools. This article presents the results of a study on the real situation of managing the assessment activities for lower secondary school teachers in Hanoi city toward the competence-based approach. The study covers the management of participants in teacher assessment, concretizing assessment criteria, managing assessment procedures, managing the assessment process, and the use of teacher assessment results. The research findings. will serve as a scientific and practical basis to propose solutions to manage assessment activities and develop professional capacity for teachers to meet the requirements of the 2018 general education curriculum.

Project-based learning is one of the active teaching methods contributing to the development of pupils' competence and understanding. In particular, with its practical nature, project-based learning has an advantage in educating local and community-related contents. This study aims to find out the current situation of applying it to teaching the content of Local Education in History and Geography subjects at primary schools in Hanoi. The research results are drawn based on the opinion of 90 teachers who participated in the survey by answering questionnaires through the Google Form from April 3, 2023 to April 7, 2023. Research results show that, although most teachers approach this method through training or selfstudy, they still face difficulties in implementation. These difficulties include inadequate awareness of this method, under-appreciation of the roles of teachers and pupils, as well as factors in terms of time spent on subjects and the parents’ participation in the educational process. Some measures were also suggested, with particular attention to the teachers’ training and education. Besides, the connection between schools and parents should be improved so that they understand better their role in participating in their child's learning.

The context of implementing new textbooks is teaching toward developing pupils' qualities and competencies. Therefore, teachers’ professional competencies need to be developed in response. Surveying the current situation of managing primary teachers’ professional competence development in Ho Chi Minh City, the author stated that the effectiveness of this management is still weak. Thus, the author proposes measures to improve the quality of designing teaching and education plans, using teaching and education methods, and renewing teachers’ testing and assessment methods in primary schools.

This paper discusses the significance of citations in academic research and focuses on understanding the APA citation style, which is one of the most widely used styles today. The research also explores various automated citation tools available to researchers, including a tool that the author partially developed. This study aims to provide insights into the process of accurately and efficiently citing sources, highlighting the benefits and challenges associated with using automated citation tools. By examining the APA style and exploring the functionalities of automation tools, this research aims to facilitate improved citation practices among researchers and promote the effective integration of tools in the citation process.

The design and organization of games in teaching and learning play a crucial role, especially in teaching History in high schools. The article focuses on clarifying some contents, such as: 1/ The role and meaning of learning games in teaching History; 2/ Some principles of designing and organizing games; 3/ Overview of various games in teaching History; 4/ Illustrating some games in teaching History. The research results are helpful for teachers to build a game system in the teaching process with various forms, such as classroom lessons, checking old lessons, homework, extracurricular lessons… creating interest in learning for students, meeting the needs of learning by playing, playing - learning, and contributing to innovate teaching methods in high schools.

Thiết kế và tổ chức trò chơi trong dạy và học có ý nghĩa quan trọng, đặc biệt là trong giảng dạy Lịch sử ở trường phổ thông. Bài viết tập trung làm rõ một số nội dung như: 1/ Vai trò, ý nghĩa của trò chơi học tập trong dạy học Lịch sử; 2/ Một số nguyên tắc khi thiết kế và tổ chức trò chơi; 3/ Khái quát một số trò chơi trong dạy học Lịch sử; 4/ Minh họa một số trò chơi trong dạy học Lịch sử. Bài viết là kênh tham khảo cho giáo viên khi xây dựng hệ thống trò chơi trong quá trình giảng dạy với nhiều hình thức khác nhau như bài học trên lớp, kiểm tra bài cũ, bài tập về nhà, bài học ngoại khóa... nhằm tạo hứng thú học tập cho học sinh, đáp ứng nhu cầu học mà chơi, chơi mà học, góp phần đổi mới phương pháp dạy học trong nhà trường phổ thông.

Many studies have shown that problem-based teaching is a modern method of student-centered learning. Its application in teaching the subjects of social sciences and humanities at military officer universities plays a crucial role in promoting students' positivity, self-discipline, independence, and creativity, contributing to the training of new people, cadres, and officers with qualities and capabilities, as a high-quality human resource to serve the development of the army and defend the Fatherland. The aim of this article is to analyze the concept of applying the problem-based teaching method in teaching the social sciences and humanities subjects at military officer universities towards developing learners' competence and the factors affecting the application of this method in teaching social sciences and humanities at military officer universities today

Nhiều nghiên cứu chỉ ra rằng, dạy học nêu vấn đề là kiểu dạy học hiện đại, lấy người học làm trung tâm. Vận dụng dạy học nêu vấn đề trong dạy học các môn khoa học xã hội và nhân văn ở trường sĩ quan quân đội có vai trò to lớn trong việc phát huy tính tích cực, tự giác, độc lập, sáng tạo của học viên, góp phần đào tạo những con người mới, những cán bộ, sĩ quan phát triển hài hòa cả phẩm chất và năng lực, là nguồn nhân lực chất lượng cao phục vụ đắc lực cho sự phát triển của quân đội cũng như sự nghiệp xây dựng và bảo vệ Tổ quốc. Bài viết phân tích, luận giải làm rõ nội hàm quan niệm vận dụng dạy học nêu vấn đề trong dạy học các môn khoa học xã hội và nhân văn ở trường sĩ quan quân đội theo hướng phát triển năng lực người học; Những yếu tố tác động đến việc vận dụng kiểu dạy học này vào thực tiễn dạy học các môn khoa học xã hội và nhân văn ở trường sĩ quan quân đội hiện nay.

Self-directed learning (SDL) competence is considered one of the professional competencies of students in pedagogical institutions. Despite several studies on students’ SDL competence, there has been no research on students at Hanoi Pedagogical University 2. This research uses the scale of Williamson, S.N., including five components (perception, learning activities, learning strategies, assessment, communication) with five levels (always, often, sometimes, rarely, never). Statistical and factor analysis results showed that students' SDL competence in all five components reached an often level and learning outcomes (GPA) were influenced by two factors, namely cognition and learning activities. Research results can be used for teachers to have appropriate teaching solutions to improve teaching effectiveness.

Năng lực tự học được coi là một trong những tiêu chí của năng lực nghề nghiệp của sinh viên các trường sư phạm. Đã có một số nghiên cứu về năng lực tự học của sinh viên nói chung, tuy nhiên chưa có nghiên cứu về năng lực tự học của sinh viên Trường Đại học Sư phạm Hà Nội 2 nói riêng. Nghiên cứu sử dụng công cụ đo của Williamson, S.N. theo năm thành tố (Nhận thức, hoạt động học tập, chiến lược học tập, đánh giá, giao tiếp) với năm mức độ (Luôn luôn, thường xuyên, đôi khi, hiếm khi, không bao giờ). Kết quả phân tích thống kê và nhân tố cho thấy năng lực tự học của sinh viên ở năm thành tố đều đạt mức thường xuyên; Kết quả học tập (điểm GPA) có ảnh hưởng bởi hai thành tố nhận thức và hoạt động học tập. Kết quả nghiên cứu có thể được sử dụng để giảng viên có giải pháp dạy học phù hợp nhằm nâng cao hiệu quả dạy học.

The schools in Northern mountainous provinces have achieved significant results in implementing the 2018 General Education Curriculum. To achieve these results, they have focused on investing in facilities and teaching equipment. However, in addition to the achievements, they still face many difficulties in investing in facilities and teaching equipment to meet the requirements of the 2018 General Education Curriculum. The article explores the current situation of facilities and teaching equipment in 14 provinces in the mountainous region, thereby proposing some solutions to enhance teaching facilities and equipment to ensure the requirements of the 2018 General Education Curriculum.

Developing the system of private schools and socializing education is an appropriate policy of the Party, State, and Hanoi Capital. In recent years, private high schools in Hanoi have received much attention and development by the city, meeting students’ learning needs after completing secondary education. However, there is still a high gap in education quality between private and public high schools. One of the main reasons is that the teaching staff is not stable, especially in the educational and teaching competence, to meet the requirements of educational innovation. Therefore, proposing solutions for managing the teaching staff toward the competency approach will help overcome the limitations and contribute to improving the education quality in Hanoi in general and high school education in particular. Based on research on human resource development and data on the current status of teachers at private high schools in Hanoi, the article proposes some solutions to the management and development of teachers in Hanoi private high schools, meeting the current requirements of educational innovation and international integration.

Chương trình Giáo dục phổ thông môn Toán ban hành năm 2018 có nhiều điểm mới trong đó điển hình là quan điểm tăng cường gắn với thực tiễn, liên môn, giúp người học có cơ hội để thực hành, ứng dụng, góp phần hình thành và phát triển được những phẩm chất, năng lực chung đã quy định. Tuy nhiên, thực tiễn cho thấy, đa số giáo viên chưa quen khi dạy học theo chương trình mới, còn lúng túng khi thiết kế bài học theo định hướng mới. Bài viết giới thiệu một cách tiếp cận, thiết kế và tổ chức dạy học Toán theo hướng tăng cường gắn với thực tiễn, minh hoạ qua khai thác chủ đề tỉ số và ứng dụng của nó trong thực tiễn, mà điển hình là tỉ lệ vàng.

Different implementation viewpoints were taken on the issue of training students towards the competency-based approach. To enhance the quality of its teaching and address social demands beginning with the 2017-2018 academic year, Vinh University has been training students using the CDIO technique. The teaching-learning process or the role of the lecturer is highlighted differently in each teaching technique, whether it be conventional or modern, so some features still need to be fully utilized by both teachers and students. There is no perfect teaching technique; thus, combining active teaching methods will produce the required effectiveness during the teaching process. This is also one of the foundations on which we will combine the role-play approach and micro-teaching to help chemistry pedagogical students build their capacity for practicing chemical experiments in the direction of the CDIO approach, and we will blend the micro-teaching with the role-play methods.

Vietnamese practice is one of the teaching contents in Literature subject. Along with the contents of reading, writing, speaking, and listening; teaching Vietnamese practice is also carried out through teaching activities. To ensure the efficient organization of these activities, exercises serve as a key element. The success of teaching Vietnamese and Literature, in general, largely depends on the quality of the exercise system. However, creating exercises that cater to the teaching activities is a challenging task for educators, and it relies on several factors. This article aims to explore the concept, importance, requirements, and process of developing exercises to teach Vietnamese practice so as to help teachers enhance their skills in designing exercises to teach this content effectively.