Phát triển năng lực tự học của sinh viên ngành Giáo dục mầm non trong học phần “Phương pháp tổ chức hoạt động tạo hình cho trẻ mầm non” thông qua dạy học theo dự án kết hợp dạy học vi mô

Tóm tắt

This paper reports an action research study examining changes in the self-study competence of 45 Early Childhood Education students in the course “Methods of Organizing Art Activities for Preschool Children.” The eight-week process comprised two weeks of baseline assessment and six weeks of an integrated intervention combining project-based learning, micro-teaching, a self-study planning matrix, and a rubric supporting self-reflection. Quantitative pre-post data were supplemented by reflective logs and end-of-cycle interviews. The overall mean self-study competence score increased from 2.30 to 3.05 (mean difference = 0.75, p < 0.001), while self-assessment and self-adjustment showed the largest increase (mean difference = 0.90). The preliminary findings indicate a statistically significant improvement in self-study competence after the intervention and suggest the potential of the integrated approach to support planning and reflective self-regulation in this course. Because the study used a single-group pre-post design, the findings are interpreted as evidence of change rather than proof of causal effectiveness.