Giáo dục bằng hành động và động lực học tập: Một số vấn đề lí luận và hàm ý sư phạm

Tóm tắt

In the context of educational reform in Vietnam, oriented towards developing learners' qualities and competencies, the organization of active learning activities is increasingly emphasized. This study aims to clarify the theoretical basis of the link between action-based education, the structure of learning activities, and the formation of learners' learning motivation through a combination of conceptual analysis and theoretical synthesis based on secondary sources to build a theoretical framework for the research problem. The analysis results show that teaching and learning activities can be considered a socio-cognitive structure, in which learners construct knowledge and deeply understand the meaning of learning; this process contributes to the formation of learners' learning motivation. An analysis of Dewey and Alain's ideas shows that action-based education is the theoretical basis for explaining the mechanism of forming learning motivation through meaningful activities. This research aims to establish a theoretical framework for the relationship between learning activities and learning motivation, guide the organization of teaching and learning activities towards increased learner participation, and suggest directions for experimental research in specific teaching contexts.