Đánh giá của giáo viên và cán bộ quản lí về hoạt động dạy học môn Đạo đức theo hướng trải nghiệm tại các trường tiểu học Thành phố Hồ Chí Minh

Tóm tắt

Experiential learning is one of the key orientations of the 2018 General Education Curriculum, aiming to develop primary students’ qualities and competencies through Moral Education. However, existing studies have mainly focused on theoretical foundations, while empirical evidence regarding teachers’ and students’ activities during the implementation of experiential learning remains limited. This study aims to evaluate the current status of teachers’ and students’ activities in experiential Moral Education teaching at primary schools in Ho Chi Minh City. The study employed document analysis, questionnaire surveys, and product analysis. Data were collected from 792 teachers and 154 school administrators across 25 primary schools and analyzed using descriptive statistics. The findings indicate that teachers have performed well in planning and organizing experiential learning activities. However, the integration of artificial intelligence into teaching, collaboration among schools, families, and other educational stakeholders, as well as the development of students’ self-directed learning competencies, remain limited. The findings provide empirical evidence on teachers’ and students’ activities in experiential Moral Education teaching and serve as a basis for proposing solutions to improve teaching quality, thereby contributing to the effective implementation of the 2018 General Education Curriculum.