Tạp chí Giáo dục

Phát triển năng lực số cho sinh viên sư phạm tại Việt Nam: Mô hình tiếp cận và giải pháp

Biên Thùy An — 2025-06-20

Despite the existing body of research on digital competence development in general, specific solutions tailored to pre-service teachers in Vietnam remain limited. Drawing upon established theoretical models of digital competence development, this study proposes a set of solutions for fostering digital competence among pre-service teachers. These solutions encompass a comprehensive implementation process for digital competence development, alongside solution clusters addressing curriculum, teaching and learning activities, the learning environment, and faculty development. The proposed solutions provide a foundation for subsequent empirical evaluation to assess their effectiveness in enhancing digital competence among pre-service teachers in the Vietnamese context.

Xây dựng bộ tiêu chí đánh giá năng lực giáo dục STEM của giáo viên trung học cơ sở

Ngọc Sơn Phạm — 2025-06-20

STEM education plays an important role in equipping students with the necessary skills for the 21st century; helping learners connect theoretical knowledge with practice through experiential activities and learning projects. This study focuses on developing a set of criteria to assess the STEM education competencies of secondary school teachers to meet the urgent demand for high quality STEM teachers in Vietnam. Applying the method of comprehensive document review, combining the Delphi technique through three rounds of expert consultation, the set of assessment criteria was built including 28 criteria, divided into 3 main groups of competencies: (1) Knowledge and understanding of STEM education; (2) Skills in delivering and organizing STEM teaching activities; (3) Professional qualities and ethical values in STEM education. The research results aim to bridge theoretical and practical gaps in assessing STEM education competency in Vietnam; thereby proposing specific applications of the criteria set in educational practice and future research directions.

Nâng cao chất lượng giáo dục cho người khuyết tật ở Việt Nam: Phân tích SWOT và đề xuất giải pháp

Thị Kim Hoa Nguyễn — 2025-06-20

The enactment of the Law on People with Disabilities represents a key advancement and foundation for enhancing Vietnam’s legal framework and prioritizing education for individuals with disabilities. However, significant challenges remain in providing education to people with disabilities, particularly due to limited infrastructure, significant disparities in social awareness, and uneven distribution of specialized teaching staff. The study utilized the SWOT model to analyze the current situation of education for people with disabilities in Vietnam, identifying strengths, weaknesses, opportunities, and challenges within the education system. Based on this analysis, comprehensive measures are proposed, including infrastructure investment, strengthening teacher capacities, developing suitable curricula, as well as expanding international cooperation as well as community and family engagement. These solutions aim not only to warrant equal education rights for people with disabilities but also to foster an inclusive educational environment that contributes to a more tolerant and equitable society for all citizens.

Vận dụng chu trình học tập trải nghiệm của David Kolb vào quá trình dạy đọc văn bản văn chương ở trường trung học phổ thông

Thị Mai Hoàng — 2025-06-20

Experiential learning is a form of active learning. Applying David Kolb's experiential learning cycle to teaching literary reading at the upper secondary level contributes to the realization of this teaching approach. In current research and teaching practices in Literature, the term 'experiential learning' has been presented. However, a systematic and effective understanding and application of experiential learning remains an underexplored area. This article aims to highlight the compatibility between experiential learning theory and the teaching of literary texts, thereby proposing an approach for integrating Kolb’s experiential learning cycle into literary reading instruction at the high school level. This approach aligns with the goals and requirements of the 2018 General Education Curriculum for Literature. The research findings indicate that the experiential learning cycle can be applied throughout all stages of the teaching process, particularly in developing students’ genre-based reading comprehension skills and their ability to interpret literary texts.

Vận dụng mô hình lớp học đảo ngược trong dạy học nội dung “Hình lăng trụ đứng, hình lăng trụ đều” (Toán 11) nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh

Thị Ngọc Trâm Trần — 2025-06-20

The flipped classroom model helps students actively acquire knowledge at home through online learning materials such as videos or lectures, then utilize class time to practice, discuss and solve problems. This model not only enhances the interaction between students and teachers but also helps optimize class time, improving teaching efficiency. The study proposes a teaching process based on the flipped classroom model for Mathematics to develop students' mathematical problem-solving skills and illustrates this process in teaching the content “Right prism, regular prism” (Math 11). To improve the quality of teaching Mathematics with this model, it’s required that teachers prepare diverse, rich and easy-to-understand learning materials. During class time, teachers need to create a positive learning environment, allowing students to share ideas, then to provide them with guidance to solve problems. In addition, teachers need to monitor and evaluate students' learning process regularly to adjust teaching methods, to ensure each student's learning effectiveness and progress.

Hiểu nhầm khái niệm của học sinh trong học tập chủ đề “Xác suất có điều kiện” (Toán 12): Một nghiên cứu trường hợp

Thị Duyến Nguyễn — 2025-06-20

Probability is an important field with many applications in sciences and practice. Many professions require basic knowledge and reasoning about probability to make decisions on uncertainty-related problems. However, conditional probability is an abstract concept which causes many difficulties and misunderstandings for students when solving problems. This study aims to examine and classify the types of misperceptions related to the concept of conditional probability among grade 12 students when solving problems in a real-life context, subsequently pinpointing the issues for further research to overcome these misunderstandings. The research results emphasize the need for further research to seek effective teaching methods for the topic “Conditional probability” (Mathematics 12) to promote students' understanding and overcome their misperceptions.