What are regulations on methods of teaching Chemistry according đá bóng trực tiếp the 2018 program in Vietnam?

What is general orientationof methods of teaching Chemistry according đá bóng trực tiếp the 2018 program in Vietnam?

Pursuant đá bóng trực tiếp Subsection 1, Section 6 of the General Education Chemistry Program issued together withCircular 32/2018/TT-BGDDT, the general orientation for teaching methods for Chemistry according đá bóng trực tiếp theChương trình giáois as follows:

(1) Promote students' proactivity, creativity, and active participation; avoid unilateral imposition and mechanical memorization; focus on fostering autonomous learning abilities and self-study so that students can continue đá bóng trực tiếp explore, expand their knowledge, and develop qualities and competencies after graduating from high school.

(2) Train skills đá bóng trực tiếp apply chemical knowledge đá bóng trực tiếp identify and solve real-life problems; encourage and create conditions for students đá bóng trực tiếp experience and be creative by organizing various learning activities, inquiry, exploration, and application.

(3) Flexibly and creatively apply educational methods suitable đá bóng trực tiếp educational goals, content, student characteristics, and specific conditions.

Depending on the requirements đá bóng trực tiếp be achieved, teachers can use a combination of many teaching methods within a topic.

Traditional teaching methods (lectures, dialogues, etc.) are utilized in ways that promote students' active participation and initiative.

Increase the use of teaching methods that emphasize students' roles as learners (hands-on learning, problem-solving-based learning, project-based learning, experiential and exploratory learning, differentiated learning, etc., with appropriate teaching techniques).

(4) Teaching forms are conducted diversely and flexibly; combining individual learning, group learning, class-based learning, project-based learning, self-learning, etc.

Strengthen the application of information and communication technology in teaching Chemistry.

Value sources of materials outside oftextbooksand the equipped teaching devices; fully exploit the advantages of information and communication technology in teaching across knowledge-multimedia platforms, increase the use of electronic materials (such as experimental films, virtual experiments, simulated experiments, etc.).

What is general orientation of methods of teaching Chemistry according đá bóng trực tiếp the 2018 program in Vietnam?​ (Image from Internet)

What are other orientations on teaching methods for chemistry according đá bóng trực tiếp the 2018 program in Vietnam?

According đá bóng trực tiếp the General Education Chemistry Program issued together withCircular 32/2018/TT-BGDDT, other orientations on teaching methods for Chemistry according đá bóng trực tiếp the 2018 program include:

* Orientation on Methods đá bóng trực tiếp Form and Develop Key Qualities and General Competencies

(1) Methods đá bóng trực tiếp form and develop key qualities

Through organizing learning activities, teachers help students form and develop a scientific worldview, cultivate honesty, a love for labor, and a sense of responsibility;

Based on experimental and practical activities, especially field trips, and practices in laboratories, production facilities, and various locations, đá bóng trực tiếp enhance students' awareness of protecting and rationally using natural resources, workers' sense of responsibility, and principles ensuring safety in production, especially in chemical-related industries.

Teachers apply diverse learning forms đá bóng trực tiếp foster students' enthusiasm and self-confidence in learning, scientific inquiry, appreciation for scientific achievements, and the ability đá bóng trực tiếp apply scientific knowledge in life.

(2) Methods đá bóng trực tiếp form and develop general competencies

- In teaching Chemistry, teachers organize for students đá bóng trực tiếp perform inquiry, exploration, and scientific practices, especially researching and processing self-study support resources (including digital resources), designing and conducting experiments, and learning projects đá bóng trực tiếp enhance students' autonomy and self-learning ability.

- Chemistry has many advantages in forming and developing communication and cooperation skills when students regularly perform group learning projects and laboratory experiments, exchanging, presenting, sharing ideas and learning content, creating opportunities for communication and collaboration.

- Solving problems and creativity is a feature of exploring and understanding the scientific world.

Through learning activities in Chemistry, teachers create opportunities for students đá bóng trực tiếp apply chemical knowledge đá bóng trực tiếp explore, discover, identify problems in the natural world, and propose solutions, plan, and execute plans đá bóng trực tiếp solve problems creatively.

Applying project-based learning and group work methods đá bóng trực tiếp help students objectively and honestly identify and solve problems based on scientific analysis.

* Orientation on Methods đá bóng trực tiếp Form and Develop Chemical Competencies

(1) đá bóng trực tiếp develop chemical cognitive competency, teachers create opportunities for students đá bóng trực tiếp mobilize their pre-existing knowledge and experience đá bóng trực tiếp participate in forming new knowledge.

Focus on organizing activities that connect new knowledge with the learned knowledge system such as: comparison, classification, systematization of knowledge, applying learned knowledge đá bóng trực tiếp explain phenomena or solve simple problems, etc.

(2) đá bóng trực tiếp develop the competency đá bóng trực tiếp understand the natural world from a chemical perspective, teachers apply some advantageous teaching methods such as: visual methods (especially experiments, etc.), problem-based learning methods, project-based learning methods, etc., creating conditions for students đá bóng trực tiếp ask questions, identify issues đá bóng trực tiếp explore, find evidence đá bóng trực tiếp analyze information, check predictions, hypotheses through experiments, or seek and gather information from books, the Internet, etc.;

At the same time, focus on developing students' chemical thinking through chemistry exercises that require critical and creative thinking (open-ended problems, multiple solutions, etc.), exercises related đá bóng trực tiếp practical contents reflecting the essence of chemistry, reducing problem-solving calculations, etc.

(3) đá bóng trực tiếp develop the competency đá bóng trực tiếp apply learned knowledge and skills, teachers create opportunities for students đá bóng trực tiếp read, access, present information about practical issues requiring chemical knowledge and propose solutions.

Teachers need đá bóng trực tiếp pay attention đá bóng trực tiếp training skills in identifying problems; planning research; solving problems (gathering, presenting information, processing information đá bóng trực tiếp draw conclusions); evaluating problem-solving results; proposing remedial and improvement solutions;

At the same time, combine STEM education in teaching đá bóng trực tiếp develop students' ability đá bóng trực tiếp integrate knowledge and skills from Mathematics, Technology, and Chemistry into researching and solving some practical situations.

What are regulations on forms, methods, and tools for assessing Chemistry in Vietnam?

Pursuant đá bóng trực tiếp Subsection 3, Section 7 of the General Education Chemistry Program issued together withCircular 32/2018/TT-BGDDT, the forms, methods, and tools for assessing Chemistry are as follows:

(1) Forms of assessment:

Combination of formative assessment (continuous assessment), summative assessment (periodic assessment), and large-scale assessment at the national and local levels and international assessment cycles đá bóng trực tiếp ensure comprehensive, continuous, and integrated assessment into teaching and learning activities of teachers and students.

(2) Assessment methods and tools:

- Combine teacher assessment with self-assessment and peer-assessment of students.

Coordinate scenario-based assessment; assessment through multiple-choice tests; project-based and portfolio assessment; assessment through feedback and reflection; assessment through observation.

- Combine assessment of learning products (essay tests, objective multiple-choice tests, oral responses, presentations, laboratory work, research projects, etc.) with assessment through observation (attitudes and behaviors in discussions, group work, experiments, field trips, etc.).