Tạp chí Giáo dục

Xây dựng bộ tiêu chí đánh giá kĩ năng tổ chức dạy học của giáo viên trung học phổ thông

Đức Quế Đỗ — 2024-12-05

Teaching organization skills have long been identified as a component of teaching skills. Every teacher, in general, and a high education teacher, in particular, needs to be equipped with a knowledge system related to teaching organization skills and to regularly practice these skills. Identifying the manifestations of each assessing criterion and proposing the composition of a rubrics to assess teaching organization skills is meaningful for teachers in general and high education teachers in particular to meet the goals of the 2018 General Education Curriculum. This article presents the concept of teaching organization skills, presents the system of component skills and the manifestations of each subskill. Thus, it proposes a process to create a set of criteria for evaluating component skills and a rubrics for assessing teachers' teaching organization skills, contributing to improving teaching quality. The research results serve as a suggestion to help teachers effectively apply teaching organization skills to develop students' competencies, meeting the objectives of the 2018 General Education Curriculum.

Xây dựng tiêu chí đánh giá các yếu tố tạo động lực làm việc cho đội ngũ giảng viên ở Đại học Thái Nguyên

Thanh Huyền Nguyễn — 2024-12-05

Faculties are a high-quality workforce, as well as an essential factor in training and supplying qualified human resources for the whole society. Hence, fostering their work motivation is one of the most important tasks of the state, of the education sector and of universities. The research focuses on generalizing working motivation theories, thereby identifying the factors creating work motivation for the lecturers at Thai Nguyen University. The research aims to identify and develop criteria for evaluating the factors creating work motivation for lecturers that are more specific and easy to measure.

Đề xuất quy trình hướng dẫn học sinh chọn đề tài viết trong dạy học viết văn ở trường phổ thông

Thúy Hằng Lê — 2024-12-05

In the process of teaching Literature at the high school level, choosing writing topics is a crucial part of developing students’ writing skills. However, in the current context at high schools, guiding students in choosing writing topics has not been implemented flexibly and still falls short of competence developing objectives of the 2018 General Education Curriculum (GEC). This article researches principles, measures, and procedures for facilitating students in choosing writing topics to maximize their creativity, initiative, and proactivity in developing writing skills according to the 2018 GEC. Choosing writing topics not only helps learners collaborate to solve problems and develop creative ideas but also optimizes their independent thinking abilities, creating a positive learning environment that fosters self-reliance and self-study skills.

Dạy học giải một số bài toán ở trung học cơ sở với sự hỗ trợ của phần mềm Geometer’s Sketchpad

Đình Châu Trần — 2024-12-05

In teaching Mathematics, the use of mathematical softwares helps students practice the skills of using modern teaching technologies and equipment, supporting the process of exploring and discovering knowledge, and solving mathematical problems. Geometer's Sketchpad is essentially a tool that allows the creation of geometric shapes, with many useful applications in teaching Mathematics. The main function of the software is to draw, simulate the trajectory and transformations of plane geometric shapes, draw graphs in the plane, perform simple arithmetic calculations, etc. This study proposes a teaching process for solving math problems with the support of Geometer's Sketchpad software and illustrates this process in teaching and solving some math problems in secondary schools. Thereby, it helps students explore and discover knowledge, practice problem-solving skills, employ information technology skills in learning, etc. to be more active, self-motivated and enjoy learning Mathematics.

Khả năng kết nối giữa tiếp cận cổ điển và tiếp cận tần suất của học sinh trung học phổ thông trong giải quyết vấn đề về xác suất

Kiêm Minh Trần — 2024-12-05

Probability is a fundamental mathematical branch with extensive practical applications. The 2018 Vietnamese mathematics curriculum for the secondary school level underscores probability and statistics by augmenting their content and instructional time in the teaching syllabus. However, an in-depth analysis of the curriculum and textbooks reveals that the classical approach to probability holds a central and dominant status in both textbooks and teaching practices. The connection between the classical and frequentist approaches in teaching high school probability remains limited. In this study, we examined 11th-grade students' ability to link these two approaches when solving probability problems. The preliminary findings confirm that the classical approach is predominant among most students, while the connection between the classical and frequentist approaches is rarely observed during problem-solving. These results highlight the need to promote the frequentist approach and its connection to the classical approach in teaching high school probability.

Thực trạng nhận thức và nhu cầu sử dụng video kèm câu hỏi tương tác trong môn Khoa học tự nhiên

Thị Ngọc Ánh Trần — 2024-12-05

In the context of digital transformation and increased technology application in education, videos with interactive questions are becoming a useful tool in teaching Natural Science subjects. This study aims to assess the awareness, needs, and challenges of secondary school students in Vietnam regarding the use of interactive question videos in learning. Through a survey with 709 students from the provinces of Bac Lieu, Khanh Hoa, Dong Nai and Ben Tre, the results show that students are generally well aware of the benefits of this tool, particularly in enhancing initiative and self-study skills. However, the study also highlights the limitations stemming from technological infrastructure, which hinder learning effectiveness. The survey results form the basis for recommending schools to invest in and provide more systematic training to maximize the benefits of interactive videos in Natural Science teaching to meet the demands of an advanced and globally integrated education system.

Đề xuất xây dựng khung kĩ năng phiên dịch dành cho chương trình đào tạo trình độ đại học ngành Ngôn ngữ Trung Quốc tại Việt Nam theo mô hình kĩ năng phiên dịch nối tiếp của Gile

Ngọc Lân Nguyễn — 2024-12-05

The skills framework is an important component in building output standards for university-level training programs in the field of translation-oriented linguistics. This article aims to develop an interpretation skills framework for the undergraduate training program of Chinese Language oriented towards Translation and Interpretation in Vietnam according to Gile's consecutive interpretation skills model. The article uses the method of synthesis, analysis, survey, comparison and contrast on interpreting competence along with introducing Gile's consecutive interpreting skill model, thereby proposing a skills framework including: Multitasking skills, Information organization skills, Memory skills, Note-taking skills, and Communication skills. Applying these proposed skills will support the development and implementation of training programs as well as learners' interpretation skills during the course and in their future practical interpretation work.

Một số chiến lược quản lí nhằm thúc đẩy văn hóa học tập chuyên nghiệp cho giáo viên: Phân tích và khuyến nghị

Thị Huệ Nhân Trần — 2024-12-05

Professional Learning Culture (PLC) is critical in improving the quality of teaching and developing the professional capacity of teachers. To promote a PLC for teachers, management strategies are essential to engage teachers, contributing to creating a sustainable learning environment and supporting long-term professional development. The article analyzes some management strategies to promote a PLC, including: building a common vision and mission, facilitating collaborative learning, encouraging participation in the decision-making process, building continuous feedback mechanisms, and evaluating and flexibly adjusting management strategies. These strategies are evaluated through empirical studies to propose implications for flexible application in different educational contexts. Applying these management strategies effectively will bring about significant improvements in building a PLC and improving the quality of teaching at educational institutions.

Thực trạng can thiệp lời kể cho trẻ rối loạn ngôn ngữ phát triển 5-6 tuổi tại trung tâm can thiệp

Thị Hương Mai Lê — 2024-12-05

In the field of language, narrative is a factor in assessing children's ability to use extended and consistent language based on their structure, content and purposes. The development of narrative is very important for children's progress. Therefore, along with early identification, narrative intervention for children with developmental language disorders is critical. The article involves a survey of the current state of narrative intervention for 5-6 year old children with developmental language disorders from 51 teachers working at 5 specialized centers using a mixed research method of quantitative (written survey) and qualitative (in-depth interviews). The survey results show that narrative intervention is one of the intervention contents for children with developmental language disorders. The teachers have a proper perception of the necessity and benefits of developing narrative for children with developmental language disorders. Most teachers evaluate the measures to develop narrative as highly effective, but in reality, the implementation of these measures is still difficult. The results of the current study are meaningful in guiding future research in the narrative development of children with developmental language disorders in Vietnam.

Tri giác không gian ở trẻ rối loạn phố tự kỉ: Thực trạng và bình luận

Thị Mai Anh Nguyễn — 2024-12-05

In the context of specialized educational institutions striving to support children with Autism Spectrum Disorder (ASD) to develop essential skills, spatial perception plays a crucial role in enhancing their independence and interaction abilities. This article investigates the current state of spatial perception development in children aged 5-6 with ASD in Hanoi, through data collected from 33 children, 60 teachers, and 33 parents. The findings reveal that children with ASD face difficulties in three main areas: spatial recognition, spatial interaction and movement, and spatial problem-solving. While their ability to recognize space was rated relatively higher, they still experienced significant challenges in interaction and problem-solving, affecting their ability to locate themselves and surrounding objects. This leads to increased dependence on adults in daily activities. The study also indicates that the higher the severity of ASD, the lower the spatial perception abilities. Based on these results, we emphasize the importance of early intervention and personalized educational programs, as well as the need for close collaboration between families and schools in supporting children with ASD to develop these skills.

Thực trạng ngược đãi trẻ em: Nghiên cứu ở một trường trung học cơ sở tại huyện Hiệp Hòa, tỉnh Bắc Giang

Hồng Ngọc Vũ — 2024-12-05

Child abuse is a concern worldwide. Children who have been abused often have behavioral and mental health disorders including: behavioral disorders, attention deficit hyperactivity disorder, and reactive disorders; these symptoms can appear in childhood or adolescence, but they can also appear and last until adulthood. A cross-sectional descriptive study with a sample size of 241 students was conducted at Doan Bai Secondary School, Bac Giang province with the aim of describing the current situation of child abuse and identifying some related factors. The research results show that the percentages of abuse forms namely physical, mental, sexual abuse, and neglect were 51.9%; 49%; 15.4%; 48.1%, respectively. Some demographic factors such as grade, age; family factors, i.e. parental separation or divorce; family socio-economic conditions; academic performance were found to be associated with various forms of child maltreatment. The researchers highlight the role of schools in detecting and responding to child maltreatment in the family in order to intervene promptly.