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Academic Quality Characteristics of Tn and DC Classes

Specifically, if using the experimental method in teaching, discovering and solving problems when teaching the chapter "Conservation laws" of basic physics 10, it will contribute to promoting the positivity, self-reliance and creativity of students in mountainous areas.

3.2 Pedagogical experimental tasks.

During the pedagogical experiment we performed the following tasks:

- Organize and guide the use of experimental methods in teaching, discovering and solving problems in some lessons in the chapter "Electric current in the environment" for students of the general and technical classes.

- Compare and contrast the learning outcomes in experimental and control classes to preliminarily evaluate the effectiveness of organizing learning situations and orienting students' activities in promoting students' positivity, autonomy and creativity in learning.

3.3 Subjects of pedagogical experiments.

Based on the purpose of TNSP, we choose TNSP objects as

Grade 10 students at 3 high schools in Cao Bang province. Specifically including:

Canh Tan High School, Thach An High School and Phuc Hoa High School, with quite similar characteristics in terms of geographical location, quality and all study basic physics programs.

Canh Tan High School:

TN class:

10A

Class DC: 10B

Thach An High School:

TN class:

10B

Class DC: 10C

Phuc Hoa High School:

TN class:

10A

Class DC: 10B


TN class:

10C

Class: 10D

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Academic Quality Characteristics of Tn and DC Classes

3.4 Pedagogical experimental method.

In the TN classes, teachers teach according to the lesson plans we have prepared. These lesson plans apply the process of organizing teaching and learning to discover and solve problems.

with experimental methods to contribute to promoting students' initiative. Meanwhile, the DC classes are taught according to the lesson plans that the teachers have prepared and often use.

TN lectures belong to the chapter " Conservation laws " - Basic Physics 10, including :

+ Lesson 23: Momentum. Law of conservation of momentum.

+ Lesson 27: Mechanical energy.

Lessons are conducted according to the schedule prescribed by the curriculum of the Ministry of Education and Training.

When teaching the TN class, we monitored and recorded the learning process and methods.

presentation, number of speeches... of students then analyze the lesson to draw lessons

Evaluate the feasibility of the drafted process, point out shortcomings to supplement and modify to achieve the highest efficiency.

At the end of the experimental period, we gave students a test to preliminarily evaluate the effectiveness of the teaching and learning process of discovering and solving problems with experimental methods to contribute to promoting students' positivity, self-reliance and creativity after completing this chapter.

3.5 Time to do teaching internship.

February 2013.


3.6. Preparation for pedagogical experiment

3.6.1. Select experimental and control classes


According to the purpose of the topic, we choose TN and DC classes with the following number of students:

equal quantity and equivalent quality. We do not take all students in the class as research subjects but leave out the list of excellent students and very poor students and take the total number of students so that the groups of good, excellent, average, weak, and poor are equal. Classes still proceed normally but when analyzing and evaluating, we only consider the selected students.

Table 3.1: Characteristics of learning quality of TN and DC classes

High School


Class


Number of students

Physics learning results for the school year

2012-2013

Good, quite

Medium

Weak, poor

Number

HS

%

Number

HS

%

Number

HS

%

Reform

TN: 10A

31

9

29.03

14

45.16

8

25.81

Address: 10B

31

8

25.81

15

48.38

8

25.81

Thach An

TN: 10B

27

8

29.63

10

37.04

9

33.33

Address: 10C

27

9

33.33

10

37.04

8

29.63

Restoration

TN:10A,C

59

17

28.81

31

52.54

11

18.64

Address: 10B,D

59

17

28.81

30

50.85

12

20.34



3.6.2. Pedagogical experiments

+ Lesson 23: Momentum. Law of conservation of momentum.

+ Lesson 27: Potential energy.

With each lesson we pay attention to:

- Teach according to the correct process and spirit of the lesson plan, absolutely do not disrupt the order of the lessons.

- Pay attention to observe, monitor, and cover the gestures and psychological attitudes of students to promptly grasp developments that take place in the next stage.

- Create a fun, gentle, respectful, and timely encouraging pedagogical atmosphere so that students are bold, interested, and actively build lessons.

3.6.3. Prepare facilities.

Find out about the school's facilities to prepare the necessary experimental equipment (T/N) for the lesson. If there are any shortages, you can borrow or create some T/N yourself. Do the T/N many times in advance to ensure the success of the T/N.

3.7. Evaluation of pedagogical experiment results

3.7.1. Evaluation criteria


3.7.1.1. Evaluate students' expressions of attitude, positivity and self-reliance during class.

To evaluate these characteristics, we rely on observation

closely monitor attitudes, actions and learning processes, specifically as follows:

- External signs:

complete your tasks during the process

+ Number of students focused and paying attention to the lecture.

+ Number of students speaking up and voluntarily participating in learning tasks.

+ Number of students actively participating in expressing opinions and discussing lesson construction.

+ Actively take notes, ask questions...

+ Participate in group discussions and experiments.

+ Number of students who understand and apply lesson knowledge right in class.

+ The quality of students' answers participating in building the knowledge of the lesson.

+ Number of students applying learned knowledge to explain related phenomena in reality

- Internal signs:

+ Expression of interest and passion

+ Students' progress in predicting the evolution of physical phenomena.

+ Ability to analyze, propose solutions, compare and generalize events.

+ Applying learned knowledge to solve problems

consolidate or apply explanations of related phenomena in practice.

- Comparing the abilities of students in the experimental and control groups will determine the level of students' active learning, thereby evaluating the qualitative effectiveness of a lesson.


3.7.1.2. Positive assessment and self-reliance of students through tests.

To quantify the students' initiative and self-reliance, we base on the scores of the test papers. The content of the test papers is built according to 3 basic levels of requirements as follows:

+ Recognition (Level 1 ) : Requires students to remember and repeat knowledge

knowledge and experience learned without analyzing, explaining or using that knowledge and experience.

use

+ Comprehension (Level 2 ) : ​​Students must know how to convert, explain, organize, and express known knowledge and experience according to different requirements .

+ Application (Level)

3,4):

Includes common and special applications.

creative application. At the normal level of application, students are required to know how to apply

Applying learned knowledge and experience to solve familiar situations or solve simple applied problems; With creative application: Students must know how to transform or move knowledge from a familiar context to a completely new context. However, with the characteristics of ethnic students in the survey area, we only require them to apply at a normal level (Please see the appendix for the KT lessons).


3.7.1.3. Evaluation and classification

To evaluate the results of TNSP, we use two methods:

- Comparative analysis method based on monitoring students' activities during class ( with the above bases ) .

- Quantitative comparative analysis method based on 10-point scale results and classification as follows:

KT articles with

Excellent: Score 9, 10

Fair: Score 7, 8;

Average: Score 5, 6

Weak type: Points 3, 4;

Poor: Score 0, 1, 2.

Base

into results

obtained from

observe and test students, by method

Mathematical statistics, processing and analysis of experimental results, allow us to evaluate the quality and effectiveness of teaching. From there, we can evaluate the quality and effectiveness of teaching and test the scientific hypothesis of the topic.

3.8. Conducting pedagogical experiments and processing results

Teaching of TN lessons is arranged according to the class schedule. According to the program distribution of Cao Bang Department of Education and Training.

3.8.1. General requirements for processing pedagogical experiment results

* To analyze and process the process evaluation results, we perform the following steps:

- Make a statistical table of the results of the manifestations of TTC and TTL during the experiment;

- Calculate the percentage of times students in the experimental class and the control class participated in and completed activities.

* To

analysis and processing

Quantitative analysis of the learning outcomes we achieve

perform the following steps:

- Make a statistical table of test results during the experiment; calculate the average score of the experimental class and the control class.

- Create a learning ranking table, draw a learning ranking chart through each test, to compare learning results between the experimental and control classes.

- Create a frequency distribution table, draw graphs of lines representing the frequency.

Frequency distribution of experimental group and control group through each test to continue comparing learning outcomes.

- Calculate statistical parameters according to the following formulas:

* The average score is a parameter that characterizes the convergence of the number table.

whether


Class


strictly:


X  ni xi ; Control class: Y 

n

TN


this is the case

In which: xi are the score values ​​of the actual group, the number of students achieving test score xi or yi;

test;

yi are the score values ​​of the pairwise group;

nTNĐ,nC

is the number of students in the class

serious

and couple

leg

g is checked.

* Variance S2 and standard deviation δ are parameters that measure the dispersion of data around the mean.

+ Variance of experimental and control groups:


2 �n ( x  X )2


2 �n ( y  Y )2

STN ii ;

nTN 1

SDC ii

nDC 1

+ Standard deviation of experimental and control groups.


S 2

TN

S 2

Address

TN  ;  DC 


* The coefficient of variation V indicates the degree of dispersion of values ​​around the value.

mean

X and Y:

 

VTN

 TN 100% ;

X

VDC

 DC 100 %

Y


* Calculate Studen coefficient (t) according to the formulas:


t  X  Y

nDC nTN

S n  n


good.

DC TN


- Create a learning ranking table according to 5 levels: Poor, weak, average, good,

- Draw a ranking chart to compare the learning outcomes between the experimental and control groups.

DC


3.8.2. Evaluate the effectiveness of teaching in promoting students' initiative and self-reliance through their performance in class.

Based on the observation of the collaborating teacher and the assessment of the manifestations of students' positivity and self-reliance in group activities, we have the following summary table:

Table 3.2. Observation results of manifestations of positivity and self-reliance:


The signs

TN

(117)

Address

(117)

1. Number of students focused and paying attention to the lecture.

91%

75%

2. Number of students taking notes

94%

85%

3. Average number of times students raise their hands during class

4

1.7

4. Number of students actively participating in expressing opinions and constructive discussions

build lesson

3.1%

1.4%

5. Average number of times students answered correctly what they learned

7/10

4/10

6. Number of students participating in group discussions and experiments

90%

39%

7. Number of students preparing assigned content

79%

57%

8. Number of students who can apply knowledge to solve exercises and

explain real phenomena

8/10

6/10


* In the experimental class : We have selected and coordinated teaching methods in groups in a way that is appropriate to the content of each lesson. The way of posing problems associated with vivid, realistic images or with simple and practical experiments has shown to arouse interest in students through each lesson.

- In the first lesson, most students did not actively participate in solving the problems given by the teacher, did not actively participate in doing T/N and following activities.

groups. Students still have the habit of waiting for teachers to present knowledge like

Old teaching method. Students are still shy and do not dare to express their opinions in groups or in front of the class.

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