Tổ chức dạy học theo bối cảnh chủ đề “Âm thanh” (Khoa học tự nhiên 7) ở trường trung học cơ sở
Tóm tắt
Contextual teaching is understood as the use of context to carry out activities to achieve the goals of students' scientific knowledge, skills and attitudes, thereby forming and developing necessary competencies and personality improvement. One of the important issues of context-based teaching is to determine the appropriate context for the teaching content and learners’ interests. The study proposes a contextual teaching process and illustrates this process through the organization of teaching the topic “Audio” (Natural Science 7). The research and construction of the process of organizing teaching according to the context contributes to the theoretical and practical basis in the implementation of teaching to meet the requirements of sustainable development, and at the same time is the basis for designing the ladder of specific teaching activities in the subject.
Tài liệu tham khảo
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Aikenhead, G. (2006). Science education for everyday life: Evidence based practice. New York and London: Teachers College Press.
Amador, J. A., & Gorres, J. H. (2004). A problem-based learning approach to teaching introductory soil science. Journal of Natural Resources and Life Sciences Education, 33, 21-27.
Bennett, J. (2003). Context-based approaches to the teaching of science: 99-122. London, UK: Continuum. In Teaching and Learning of Science. London, UK: Continuum.
Eyenaka, F.D., Ekanem, C.H., & Uwak, S.O. (2013). Context - Based Teaching Strategy (CBTS) for Effective Learning of Simple Alternating Current (A.C.) Circuits in Senior Secondary School Physics. Journal of Educational and Social Research, 3(8), 55-61.
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Whitelegg, E., & Parry, M . (1999). Real-life contexts for learning physics: Meanings, issues and practice. Physics Education, 34(2), 68-73.
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