Tạp chí Giáo dục

Stemming from the requirements of the fundamental and comprehensive innovation in education and training in the context of globalization and international integration, early childhood education in Viet Nam currently seek breakthrough developments, especially teaching approaches in educational activities. This study shows that the Reggio Emilia approach is appropriate for the cause of reforming early childhood education in Vietnam. Applying this approach to learning projects for preschool children at Hoa Thuy Tien Practical Kindergarten has achieved positive results: children were active in discussing, interacting in groups and proposing ideas; creative in developing ideas and designing project activities; proud of the achievements. Teachers’ professional capacity and necessary pedagogical skills were improved. The cooperation between the school and parents was really effective. Thus, it can be affirmed that the application of the Reggio Emilia approach to preschool education innovation in Vietnam is currently the right direction, yielding encouraging results.

Lí thuyết giáo dục toán thực (Realistic Mathematics Education) đã được nghiên cứu triển khai ở nhiều nước trên thế giới, trong đó có cả Việt Nam. Tuy nhiên, ở Việt Nam cũng như nhiều nước trên thế giới cũng còn có những tranh luận khác nhau về cách hiểu cũng như triển khai, vận dụng hay hiệu quả, hạn chế của lí thuyết RME. Nghiên cứu này nhằm tổng hợp lại một số ưu điểm, thách thức cũng như một vài tranh luận liên quan đến lí thuyết RME trên thế giới. Từ đó, chúng tôi đưa ra cách hiểu khái quát, một số khuyến nghị cho việc triển khai, vận dụng lí thuyết này trong nhà trường ở Việt Nam, trong bối cảnh thực hiện Chương trình giáo dục phổ thông môn Toán mới.

The renovation of education and training needs to start from the preschool level, the first level of education in the national education system, and continue to the next education levels to create unity, sustainability and global quality. In this article, we introduce the STEAM-education-based form of teaching, the process of organizing this form of teaching and some recommendations when organizing it for preschool children as an orientation for innovation in organizing educational activities for children in preschools. The application of STEAM education to early childhood education needs to be flexible instead of mechanical to match the practical conditions of the educational institution, teachers’ professional qualifications, children’s cognitive level, and school-family-society cooperation.

The flipped classroom model is one of the methods of organizing combined teaching that has been proven capable of meeting the requirements of teaching innovation. The article focuses on developing a teaching process according to the model of “Flipped classroom”, conducting experimental teaching on the topic “Chemical bonding” at a number of high schools in the suburb of  Hanoi city. The research results show that the organization of teaching according to the flipped classroom model with the support of information technology helped promote the learning activities, as the learners actively explored and accessed knowledge through their learning activities. The interaction between learners and the learning environment in order to update and improve knowledge from background to targeted knowledge. The effective teaching organization of the “Flipped Classroom” model has contributed to the development of self-study capacity for high school students in the 4.0 education period.

One of the basic goals of STEM education in general education is to develop STEM competencies for students. Accordingly, the student's STEM competency framework serves as the foundation to build assessment tools and guide teachers' STEM teaching goals. This study reviews a number of studies on the STEM competency framework in the world, thereby proposing the STEM competency framework of high school students in Vietnam, including 05 components (including: information collection, information management and usage, solution implementation, technical safety, community sharing) and 15 behavioral indicators. Set in the context of the implementation of STEM education in Vietnam, the structure of the STEM competency framework is also consistent with the STEM teaching process, meeting the requirements of general and specific competencies in the Education Program. This will be the basis for educators to develop tools to assess STEM competencies of high school students and policies on STEM teaching in Vietnam.

This study analyzes how sustainable development (SD) topics are integrated in the teacher education curricula of three teacher education institutions (TEIs) namely: Hanoi National University of Education, University of Education (Vietnam National University Hanoi), and School of Education (Can Tho University). The author employs a mixed approach combining qualitative and quantitative analysis with the support of MAXQDA software to analyze 1442 syllabi of the three TEIs. The findings reveal that SD topics were integrated in the curricula to some extent; however, the integration level was moderate: 28.6% at Hanoi National University of Education, 29.7% at University of Education (Vietnam National University Hanoi), and 14.5% at School of Education (Can Tho University). SD topics were mostly integrated horizontally. These findings provide the implications for TEIs to deploy a holistic strategy in integrating various dimensions of Education for Sustainable Development (ESD) in training curricula to equip pre-service teachers with a better and systematic understanding of ESD as well as the role of education in fulfilling SD objectives towards the ultimate goals of a better world.

In the context of the Industrial Revolution 4.0 with the rapid development of science and technology, rapid and drastic changes in economy, culture and society, affecting both positively and negatively to the learners, creating learning motivation has become even more important. The article presents the results of a survey using a questionnaire for teachers and students of public high schools in Ho Chi Minh City on learning motivation and factors affecting students' learning motivation. The 2 most appreciated expressions of students' learning motivation included: hard work and efforts to overcome difficulties to complete learning tasks; other expressions such as self-discipline and initiative; enthusiasm and eagerness; excitement and passion in learning were not highly appreciated. The development of science and technology (internet, modern learning medium) is found to have the highest influence on students' learning motivation. In addition, subjective factors related to individual students as well as factors related to teaching are all found to have a great influence on students' learning motivation. The research results contribute to proposing measures to help high school teachers effectively motivate students.

Bảo đảm chất lượng bên trong là một thành tố quan trọng của giáo dục đại học. Nhiều trường đại học trên thế giới đã xây dựng và triển khai thành công mô hình bảo đảm chất lượng bên trong, góp phần nâng cao chất lượng đào tạo, quản lí và cơ hội việc làm cho người tốt nghiệp. Nghiên cứu gần đây của UNESCO về triển khai bảo đảm chất lượng bên trong tại tám trường đại học khác nhau trên thế giới đã cung cấp những kết quả có giá trị học học thuật và thực tiễn cao. Bài báo này phân tích các công cụ bảo đảm chất lượng bên trong ở các trường đại học trên thế giới qua các nghiên cứu của UNESCO để từ đó đưa ra các khuyến nghị cho các trường đại học Việt Nam. Khi mà hệ thống bảo đảm chất lượng bên trong ở nhiều trường đại học Việt Nam vẫn còn đang ở giai đoạn ban đầu phát triển thì những kết quả từ nghiên cứu của UNESCO sẽ rất hữu ích để các trường tham khảo.

Chemistry exercises play a very important role in teaching chemistry, helping students develop thinking skills and necessary competencies to solve problems in life. This study proposes a process to design chemistry exercises in teaching Chemistry to assess students' knowledge application competency. This process is illustrated through designing the exercises in teaching the topic “Organic compounds with functional groups” (Chemistry 11) in high schools. The results of pedagogical experiments at a number of high schools in Ho Chi Minh City show that the use of the chemistry exercise collection could assess students' knowledge application competency.

The content of environmental protection education has been integrated in the general education system, but at the general education level, there is no subject on environmental protection education. As a result, the content of environmental protection education is not still absent from a number of school subjects and activities. The article shares the research results on integrated teaching of environmental protection education, including the concept of integration, the degree of integration, some points for consideration as well as the process of designing an integrated lesson plan. The paper also presents an example of integrating environmental protection education in the subjects of Natural Sciences and Social Sciences. The findings serve as a reference for teachers’ knowledge and application into experiential subjects and activities integrating environmental protection education.