Thiết kế và tổ chức dạy học chủ đề “Các hình khối trong thực tiễn” (Toán 8) theo định hướng giáo dục STEM
Tóm tắt
With the requirements for innovation in teaching according to the 2018 General Education Program, the role of teachers must shift strongly from the position of “teacher” to the position of “organizer, inspector, orientator” of students' learning activities, implementing more effectively and thoroughly the requirements of the “learning by doing” teaching method. This study presents the process of building STEM lessons and the process of teaching STEM lessons, illustrating this process through teaching the STEM lesson on the topic “Shapes in practice” (Math 8). Organizing STEM lessons with visual, vivid images suitable for students' level is an opportunity to help them develop their ability to think positively and proactively seek ways to solve problems. Real-life situations are included in class to help students feel interested, arouse their love and passion for mathematics and know how to apply the knowledge they have learned into practice.
Tài liệu tham khảo
Bộ GD-ĐT (2018). Chương trình giáo dục phổ thông - Chương trình tổng thể (ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26/12/2018 của Bộ trưởng Bộ GD-ĐT).
Bộ GD-ĐT (2020). Công văn số 3089/BGDĐT-GDTrH ngày 14/8/2020 về việc triển khai thực hiện giáo dục STEM trong giáo dục trung học.
Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science and Mathematics, 112(1), 3-11. https://doi.org/10.1111/j.1949-8594.2011.00109
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Hsu, Y. S., & Yeh, Y. F. (2019). Asia-pacificSTEM teaching practices: From theoretical frameworks to practices.In Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices. https://doi.org/ 10.1007/978-981-15-0768-7
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1-16.
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