Dạy học tích hợp trong giáo dục hiện đại: Phân tích xu hướng nghiên cứu và định hướng phát triển
Tóm tắt
Integrated teaching has attracted increasing attention in modern education due to its ability to connect interdisciplinary knowledge and develop learners' competencies. However, systematic reviews of research trends in this field are limited. This paper uses bibliometric analysis on the Scopus database to provide a comprehensive picture of integrated teaching research activities. From 109 articles selected according to the PRISMA process (2007-2024), data were analyzed according to the following criteria: number and growth rate of publications, country distribution, authors, keyword system, and research orientation. The results show that the number of publications has increased rapidly, especially in the Asian region. Research focuses on many fields, notably medical education, STEM, and engineering. Some new keywords, such as “e-learning”, “curriculum mapping”, and “green education”, reflect the expansion of research content to modern topics, associated with digital transformation and sustainable development. The article not only fills the research gap in the lack of comprehensive measurement analysis on integrated teaching, but also identifies potential topics that are less explored, thereby providing an updated academic basis for future research directions, curriculum design, and integrated education policy planning in the context of globalization.
Tài liệu tham khảo
Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching. Science Education, 91(3), 347-370. https://doi.org/10.1002/sce.20186
Bùi Hiền (chủ biên), Nguyễn Văn Giao, Nguyễn Hữu Quỳnh, Vũ Văn Tảo (2001). Từ điển Giáo dục học. NXB Từ điển Bách khoa.
Fogarty, R. (1991). How to Integrate the Curricula. Palatine, IL: IRI/Skylight Publishing.
Gilbertz, S., Wood, B., Craig, C., Karabas, I., Petrun Sayers, E., & McCormick, B. (2022). Integrating and Evaluating Interdisciplinary Sustainability and STEM Curriculum in Geographical Education: A Case of Three Teaching Modalities. Journal of Geography, 121(2), 77-85. https://doi.org/10.1080/00221341.2022.2059099
Haapaniemi, J., Venäläinen, S., Malin, A., & Palojoki, P. (2021). Teacher autonomy and collaboration as part of integrative teaching: Reflections on the curriculum approach in Finland. Journal of Curriculum Studies, 53(4), 546-562. https://doi.org/10.1080/00220272.2020.1759145
Hallinger, P., & Nguyen, V. T. (2020). Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review. Sustainability, 12(5), 1947. https://doi.org/10.3390/su12051947
Han, J., Kelley, T., & Knowles, J. G. (2022). Building a sustainable model of integrated stem education: investigating secondary school STEM classes after an integrated STEM project. International Journal of Technology and Design Education, 33(4), 1499-1523. https://doi.org/10.1007/s10798-022-09777-8
Harr, N., Eichler, A., & Renkl, A. (2015). Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge. Frontiers in Psychology, 6, 738. https://doi.org/10.3389/fpsyg.2015.00738
Li, L., Huang, F., Chen, S., Pan, L., Zeng, W., & Wu, X. (2020). Exploring the curriculum development in content and language integrated learning: A systematic review. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1102-1113. https://doi.org/10.11591/ijere.v9i4.20705
Maditati, D. R., Munim, Z. H., & Schramm, H.-J. (2018). A review of green supply chain management: From bibliometric analysis to a conceptual framework and future research directions. Resources, Conservation and Recycling, 139, 150-162. https://doi.org/10.1016/j.resconrec.2018.08.004
Mård, N., & Hilli, C. (2022). Towards a didactic model for multidisciplinary teaching: A didactic analysis of multidisciplinary cases in Finnish primary schools. Journal of Curriculum Studies, 54(2), 243-258. https://doi.org/10.1080/00220272.2020.1827044
Nguyễn Thị Mai Anh (2020). Quan điểm của R. Fogarty về tích hợp và cách vận dụng dạy học tích hợp Ngữ văn - Lịch sử theo định hướng giáo dục phổ thông mới. Tạp chí Khoa học, Trường Đại học Thủ đô Hà Nội, 38, 104-112.
Nguyễn Tiến Trung, Đinh Đức Tài, Phạm Hùng Hiệp, Lương Đình Hải, Phạm Thị Oanh (2024). Nghiên cứu khoa học giáo dục Việt Nam trên cơ sở dữ liệu Scopus trong 10 năm thực hiện Nghị quyết 29-NQ/TW: xu hướng và hợp tác quốc tế. Tạp chí Giáo dục, 24(1), 1-6. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1176
Nollmeyer, G. E., Kelting-Gibson, L., & Graves, C. J. (2016). Mapping the domain of subject area integration: Elementary educators' descriptions and practices. International Journal of Learning, Teaching and Educational Research, 15(9), 1-27. https://www.ijlter.org/index.php/ijlter/article/view/745
Pham, H. H., Dong, T. K. T., Vuong, Q. H., Luong, D. H., Nguyen, T. T., Dinh, V. H., & Ho, M. T. (2021). A bibliometric review of research on international student mobilities in Asia with Scopus dataset between 1984 and 2019. Scientometrics, 126(6), 5201-5224. https://doi.org/10.1007/s11192-021-03965-4
Trần Bá Hoành (2002). Dạy học tích hợp. NXB Giáo dục.
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
