Xây dựng hệ thống chỉ báo năng lực thích ứng của học sinh tiểu học dựa trên yêu cầu cần đạt trong Chương trình Giáo dục phổ thông 2018

Tóm tắt

The 2018 General Education Program identifies adaptability as a core component of the self-reliance and self-learning competency, as well as a subject-specific competency in Experiential Activities. However, the expected learning outcomes remain overly generalized, making it challenging for teachers to assess students and identify development barriers among primary students. This study aims to construct a system of behavioral indicators for primary students’ adaptability through a literature review and preliminary survey involving 15 experts. The results established a framework of 11 indicators across three components (Cognitive, Affective, and Behavioral competencies) achieving high levels of logical consistency, suitability, and feasibility. A key novelty of this study is the independent separation of the Affective component to explicitly clarify primary students’ attitudinal expressions, self-confidence, and readiness. These findings contribute to bolstering the theoretical foundation of adaptability competency while offering a practical basis for teachers to design assessment tools and support interventions. Future studies should test this indicator system on larger sample sizes and validate it across diverse primary education contexts.