Thực trạng dạy học phát triển năng lực tư duy sáng tạo của học sinh tại một số trường trung học phổ thông ở phường Bình Dương, thành phố Hồ Chí Minh qua môn Công nghệ: Phân tích theo khung lí thuyết 4P
Tóm tắt
This study explores the teaching status of developing problem-solving and creativity competency for high school students through Technology education in public schools in Binh Duong province, Ho Chi Minh City, based on Rhodes' (1961) 4P theoretical framework. Using semi-structured indepth interviews with 8 teachers and qualitative data analysis via NVivo software, the results reveal interactions among elements: Regarding person, teachers play a key role in compensating for students' lack of autonomy; regarding process, active teaching methods are applied, but reflective activities remain limited. Notably, the study identifies a significant conflict between environment (hindered by exam pressure and lack of space) and product (lacking objective evaluation criteria, relying on subjectivity). These findings suggest a strategic solution focusing on building effective pedagogical methods and implementing innovative teaching approaches to develop creative thinking skills in high school students through the subject of Technology.
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