Tạp chí Giáo dục

Các khung lí thuyết nghiên cứu về bản sắc giáo viên

Ngô Huỳnh Hồng Nga, Võ Đoàn Thơ — Mon, 20 Jan 2025 00:00:00 +0000

Teacher identity is a decisive factor influencing teaching and learning outcomes. Despite the large amount of empirical research on teacher identity, there have been only few studies conducted to review the theoretical foundations widely used to investigate teacher identity. This article presents five main theoretical frameworks for researching teacher identity. The results from this study indicate that positioning theory, communities of practice theory, self-determination theory, dialogical-self theory, and dynamic systems model of role identity are commonly employed as theoretical bases for exploring teacher identity. This article would serve as a reference for prospective teacher identity research.

Năng lực sáng tạo của giáo viên trong bối cảnh Cách mạng công nghiệp 4.0

Dương Thị Nga, Đàm Thị Kim Thu — Mon, 20 Jan 2025 00:00:00 +0000

In the context of the fourth industrial revolution 4.0, teachers’ creative capacity plays a particularly important role. It has been shown that creative capacity not only helps teachers develop teaching methods and adapt to changes in education, but also promote students’ soft skills, shaping their professional future, and improving the quality of educational scientific research. The paper analyzes the structure of teachers' creative capacity comprising professional knowledge, creative thinking skills, vocational adaptability, communication skills in a multicultural environment, passion and motivation. The research results affirm that creativity is a core factor in improving the quality of education and professional development of teachers in the Industry 4.0 era, thereby highlighting research directions to propose measures to foster creative capacity for teachers.

Nghiên cứu đề xuất Rubric đánh giá năng lực giáo dục kĩ năng sống của giáo viên tiểu học trong bối cảnh đổi mới giáo dục

Nguyễn Thị Dung — Mon, 20 Jan 2025 00:00:00 +0000

Primary school teachers' life skills education competency is vital for teachers to organize, guide and evaluate life skills education activities for students. Therefore, it is necessary to develop a tool to assess the very competency of primary school teachers. This research article proposes a rubric to assess primary school teachers' life skills education competency in the context of educational innovation based on the theory of life skills education competency and the structure of life skills education competency of primary school teachers. The proposed rubric includes 5 component competency, namely Identifying life skills education content for primary school students; Designing life skills education topics; Designing life skills education activity plans; Implementing life skills education plans; Evaluating life skills of primary school students, with a 5-level assessment scale (Initial competency formation; Developing; Basic; Competent: performing well; Competent, proficient). Rubric is an important tool to comprehensively assess the level of life skills education competency of primary school teachers, thereby building an effective plan for further competency development.

Các yếu tố ảnh hưởng đến hoạt động phục vụ cộng đồng của giảng viên trường đại học

Trần Trung Dũng, Lê Thái Hưng, Trần Thị Thu Hương — Mon, 20 Jan 2025 00:00:00 +0000

Given higher education’s increasingly essential role in community service, this paper presents factors influencing faculty participation in these activities. Through an analysis of relevant literature and theories, the study identifies four main groups of factors: organizational factors (policies, structures, leadership, and organizational culture) with direct influence on the level of commitment and participation; personal motivation (need for self-actualization, desire for recognition and promotion opportunities) which promotes active participation; faculty perceptions (understanding and views on the importance of community service) determining the level of commitment; and workload (pressure from teaching, research and other duties), which limits the time and energy available for these activities. Based on the findings, the paper proposes a comprehensive model, providing a scientific foundation for developing policies and strategies to encourage faculty participation, thereby improving the quality of education and strengthening the role of universities in societal development.

Dạy học biện pháp tu từ so sánh và nhân hóa cho học sinh tiểu học theo hướng tích hợp

Đặng Thị Lệ Tâm — Mon, 20 Jan 2025 00:00:00 +0000

The Vietnamese subject plays an important role in the primary education program. In order to promote teaching effectiveness, teachers need to combine many different teaching methods, creating a lively and attractive learning environment. Specifically, one way to help students become familiar with and proficiently use rhetorical devices is for teachers to integrate many real-life situations and regular practice. After analyzing the teaching content related to the rhetorical devices of comparison and personification in the Canh Dieu textbooks for primary schools, the author proposes some recommendations to improve the integrated teaching of rhetorical devices in primary schools, contributing to the innovation of teaching according to the 2018 general education curriculum. Integrating the teaching content of rhetorical devices into different lessons helps students consolidate knowledge naturally and effectively, improving their ability to express themselves, and enriching their vocabulary.

Vai trò của tri thức lịch sử toán trong dạy học môn Toán ở trường phổ thông

Cao Thị Hà, Đào Phương Bắc, Đào Thị Hoa Mai, Lê Huy Hoàng — Mon, 20 Jan 2025 00:00:00 +0000

Mathematical knowledge is associated with specific historical and socio-cultural contexts. Mathematical knowledge may be the result of an individual's great scientific effort or a product refined over multiple generations. Leveraging historical knowledge in mathematics teaching in secondary schools can help students gain insight into the scientific work, thinking methods, and problem-solving approaches of mathematicians, thereby enhancing student interest and cultivating their critical thinking skills. This paper highlights that historical mathematical knowledge helps students develop a positive attitude, stay motivated, and enhance their thinking skills in learning mathematics. The findings from this study will continue to be revised through experimental implementation to provide assessments and recommendations for mathematics teaching in secondary schools as well as for developing professional development program for mathematics teachers.

Một số biện pháp phát triển năng lực tư duy và lập luận toán học cho học sinh trong dạy học chủ đề “Phân số” (Toán 6)

Nguyễn Thị Thanh Tuyên — Mon, 20 Jan 2025 00:00:00 +0000

Mathematics contributes to the formation and development of students' mathematical competence, including mathematical thinking and reasoning competencies. Mathematical thinking and reasoning capacities not only help students develop important thinking skills such as analysis, synthesis, generalization, etc., but also help them practice logical and systematic thinking, serving their learning and problems solving in life. The article presents some teaching methods to develop students' mathematical thinking and reasoning capacities in teaching the topic “Fractions” (Math 6). To effectively develop students' mathematical thinking and reasoning capacities, teachers need to apply appropriate teaching methods, encourage students to think independently, and at the same time create a positive learning environment through practice and practical experience, thereby helping them develop creative thinking, improve their reasoning and problem-solving capacities.

Dạy học “Định lí Côsin” (Toán 10) nhằm bồi dưỡng năng lực mô hình hóa toán học cho học sinh

Nguyễn Ái Quốc, Nguyễn Thị Tường Vy — Mon, 20 Jan 2025 00:00:00 +0000

According to the General Education Curriculum for Mathematics, one of the five core mathematical competencies that need to be formed and developed for students in teaching Mathematics is the mathematical modeling competency. This study proposes a mathematical modeling process in teaching the “Cosine Theorem” (Math 10), consisting of five steps: determining the data of the initial practical problem; building a mathematical model; solving the mathematical problem; interpreting and determining the rationality of the results in a practical context; accomplishing the solution and answering the initial practical problem. Next, the mathematical modeling process is applied to the experimental teaching of the Cosine Theorem for grade 10 at Nguyen Huu Tho High School, District 4, Ho Chi Minh City. The results of the experimental teaching show that the students actively participated in the mathematical modeling process, discovering the Cosine Theorem through solving practical problems; thereby developing personal capacity, teamwork capacity and mathematical modeling capacity.

Đặc điểm ngữ dụng xã hội của trẻ rối loạn phổ tự kỉ 4-5 tuổi và phát triển ngữ dụng xã hội cho trẻ trong môi trường hòa nhập

Đoàn Thị Thanh Thủy, Nguyễn Nữ Tâm An — Mon, 20 Jan 2025 00:00:00 +0000

Social pragmatics refers to the ability to use language appropriately in various social situations, including understanding and adhering to social rules in communication. For children with autism spectrum disorder, developing social pragmatic skills is a challenging process that requires adequate intervention and support from teachers, families, and the surrounding environment. With the aim of helping these children develop social communication abilities and integrate socially effectively, this paper discusses the social pragmatic characteristics of 4 to 5-year-old children with autism spectrum disorder and the development of these skills in an inclusive environment. The research results clarify several issues related to the social pragmatic features of 4 to 5-year-old children with autism spectrum disorder and the factors affecting the development of these skills in an inclusive setting. Based on these findings, the study suggests activities to promote social pragmatic abilities in 4 to 5-year-old children with autism spectrum disorder in an inclusive learning environment, centered around the theme of “Family” to help them understand and use appropriate context in daily communication.

Năng lực động viên học sinh của giáo viên tiểu học vùng Đông Nam Bộ

Nguyễn Thị Tuấn Anh — Mon, 20 Jan 2025 00:00:00 +0000

Motivating students is considered a core competency within a teacher's pedagogical competencies, referring to inspiring students, encouraging their effort, and fostering their love of learning. However, most scientific studies on motivating skills fall within the field of managerial psychology. There is a gap of research on assessing elementary school teachers' competence to motivate students in the Southeastern region of Vietnam. This article examines how elementary teachers in this region demonstrate their competence to motivate learners in teaching activities, aiming to identify their strengths and limitations in this area. The findings reveal that the examined competence was at an average level, with inconsistent performance across its components. Significant disparities were also found in the examined competence scores based on variables such as gender, educational qualifications, and years of experience, while no significant differences were observed concerning the location of teaching assignments. These findings serve as a foundation for proposing psychological and educational measures to enhance teachers' competence to motivate students.

Ứng dụng công nghệ số trong giáo dục đại học của Canada: Kinh nghiệm và khuyến nghị

Mon, 20 Jan 2025 00:00:00 +0000

Digital technologies have gained traction in higher education as they not only reshape and digitize lecturer-student communication on campus but also - in the era of globalization - bring education to the world. The application of digital technologies in higher education aims to improve the quality of teaching and learning, increase access to technology, enhance students’ interaction and learning experience. Such capabilities of digital technologies offer new opportunities for universities, and allow them to parade into a completely new market. The purpose of this article is to recap Canada’s experience in applying digital technologies in higher education, thereby drawing lessons and implications for Vietnamese higher education. The findings underscore manifold benefits of digital technologies application in Canadian higher education including improving teaching quality, flexible learning and research, and enhancing lecturer-student interaction. The proposed lessons can be applied in Vietnam to improve the quality of local higher education, meeting the requirements of the digital age.