GENERAL CONCLUSION
After conducting the research topic, comparing with the purpose and tasks to be solved of the topic, we have achieved the following results:
1. On theoretical and practical basis
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- We have clarified the concepts of DHTH, systematized the basic contents of SPTH theory, and then applied them to the teaching process to develop students' interest and ability to apply knowledge. Make students know how to coordinate the knowledge and skills they have acquired in situations to achieve the goals in each physics lesson, creating conditions for the development of positive thinking and creative application of knowledge.
- Researching the practice of teaching physics in some high schools to see that the purpose of learning is not only to acquire and master knowledge but also to form and develop in students the ability to independently find a way to acquire knowledge and know how to use knowledge, apply knowledge into practice. Thereby, proposing a plan to apply TTSPTH into teaching physics to develop students' interest and ability to apply knowledge, contributing to improving the quality of education.
2. We have developed steps to apply DHTH in physics teaching combined with DHTC methods to achieve integrated goals.
3. Based on the theoretical and practical basis of applying TTSPTH to develop students' interest and ability to apply knowledge, we have built a teaching process for some specific lessons in the basic physics program for grade 10 high school.
Lesson 1: Structure of matter. Kinetic molecular theory of gases. Lesson 2: Internal energy and internal energy changes.
Lesson 3: Principles of thermodynamics.
4. The process of experimental teaching proves the feasibility of the prepared teaching process, students have mobilized previously acquired knowledge, knowledge from many other subjects, practical knowledge... to solve learning situations. Therefore, the application of experimental teaching in each physics lesson has brought excitement to students, the ability to apply knowledge of students is not only improved but also performs well other educational aspects in the tasks and goals of teaching physics.
5. Due to time constraints, we were only able to conduct 3 experiments, 3 rounds of experiments with a limited number of students participating. To accurately evaluate the effectiveness of the topic, we will continue to develop it in the next lessons in the general physics program, draft and conduct experiments on a large scale for widespread application.
The topic has completed the research task and achieved the set objectives.
* Through research on the topic, we have some suggestions and recommendations :
- To apply TTSPTH to physics teaching, physics teachers must be trained in theory and practice of DTTH, therefore it is necessary to include theoretical foundations of TTSPTH in the training and regular training program for teachers. It is necessary to draft documents to guide teachers on DTTH.
-High school teachers must be regularly trained, attach importance to independent teaching methods, regularly apply and effectively coordinate teaching methods in each physics lesson to improve lesson quality.
Strengthening facilities, equipment, laboratory equipment, subject classrooms, etc. to better support the teaching and learning process in schools.
REFERENCES
1. Education Law (2005), National Political Publishing House.
2. Ministry of Education and Training (2006), General education program - high school level , Education Publishing House.
3. Ministry of Education and Training (2006), Training materials for teachers implementing the program of replacing textbooks for grade 10 high schools , Hanoi.
4. Luong Duyen Binh (editor-in-chief) and a group of authors (2006), Textbooks - workbooks - basic physics 10 teacher's books , Education Publishing House.
5. To Van Binh (2008), Research and analysis of general physics program , Thai Nguyen University of Education.
6. Nguyen Gia Cau (2005), To help students know how to study and learn by themselves , Education Magazine 10/2005.
7. Nguyen Thu Cuc (2003), Interest and learning enjoyment in learners , Education Magazine, 6 (April 2003).
8. Nguyen Van Duong (2002), Integration in teaching literature at secondary school , Education Magazine 4/2002.
9. Vu Thanh Ha (2008), Applying TTSPTH in teaching some knowledge about "Atomic nucleus - Physics 12" to improve the quality of student education , Master's thesis in educational science, University of Education - Hanoi National University.
10. Vu Trong Ha (2001), Applying some cognitive methods of physics to promote students' cognitive activities when teaching molecular kinetic theory in grade 10 high school , Master's thesis in educational science, University of Education - National University of Natural Sciences.
11. Duong Xuan Hai (2006), Applying TTSPTH to teaching some lessons on "Magnetic Field" and "Electromagnetic Induction" in grade 11 high school to improve the quality of student education , Master's thesis in educational science, University of Education - National University.
12. Nguyen Thanh Hai (2006), Review and test of physics 10 high school , National University of Education Publishing House.
13. Nguyen Trong Hoan (2002), Integration and association towards connection in teaching literature , Education Magazine 2002.
14. Bui Thuy Hanh (2006), Combining forms and methods of teaching physics to develop interest and self-study capacity of ethnic boarding students through teaching the chapter "Mechanical oscillation" of physics 12 high school , Master's thesis in educational science, University of Education - National University of Natural Sciences.
15. Dao Huu Ho (2001), Probability and statistics , National University Publishing House, Hanoi.
16. Tran Duy Hung (2001), Organizing teaching in groups , Journal of Educational Research No. 21/2001.
17. Nguyen Van Khai (2007), Applying TTSPTH in teaching physics to improve the quality of student education , Education Magazine, 176 (11/2007).
18. Nguyen Van Khai (2008), Applying TTSPTH to teaching physics in high schools to improve the quality of student education , Summary report of the Ministry-level scientific project, January 2008.
19. Nguyen Van Khai (editor-in-chief), Nguyen Duy Chien, Pham Thi Mai (2008),
Theory of teaching physics in high school , Education Publishing House.
20. Nguyen The Khoi (chief editor and group of authors) (2006), Textbook - exercise book - teacher's book for advanced physics 10 , Education Publishing House.
21. Vu Thanh Khiet (editor-in-chief) and group of authors (2006), Methods of solving physics problems grade 10 , Education Publishing House.
22. Nguyen Minh Phuong, Cao Thi Thang (2002), Trends in subject integration in schools , Education Magazine No. 22 (February 2002).
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24. Xavier Roegirs (1996), Integrated Pedagogy or How to Develop Competencies at School , Education Publishing House, (translator: Dao Ngoc Quang, Nguyen Ngoc Nhi).
25. Nguyen Trong Suu, Doan Thi Hai Quynh (2006), Introduction to basic physics lesson plan for grade 10 , Hanoi Publishing House.
26. Duong Tien Sy (2001), Teaching integrated sciences to improve the quality of education and training , Education Journal, 9 (7/2001).
27. Duong Tien Sy (2002), Methods and principles of integrating subjects to improve the quality of education and training , Education Magazine, 26(3/2002).
28. Nguyen Duc Tham, Nguyen Ngoc Hung, Pham Xuan Que (2002),
Physics teaching methods in high schools , National University of Education Publishing House, Hanoi.
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30. Pham Huu Tong (1999), Applying scientific cognitive methods in teaching physics , Education Publishing House.
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APPENDIX 1
PHYSICS TEACHER INTERVIEW FORM
Please answer the following questions.
Full name: ……………………………………………Age: …..
Work unit: ……………………………………Graduation year: …..
1. What teaching methods do you use in class? Presentation, explanation [ ] Problem posing [ ] Open discussion [ ] Visual method [ ] Group teaching [ ]
2. According to you, what factors greatly influence the teaching of new knowledge in physics?
Lack of materials and experimental equipment [ ] students' learning awareness [ ] Teachers' limited methods [ ] Students' abilities [ ]
3. What factors affect students' process of acquiring and applying knowledge?
Learning materials [ ] Students' abilities [ ] Teachers' teaching methods [ ] Students' learning awareness [ ] 4. When teaching physics, do you pay attention to the issues of "Interest" and "Ability to apply knowledge" of students?
Often [ ] Sometimes [ ] Never [ ]
5. The importance of the issues of "Interest" and "Ability to apply knowledge" in improving the quality of education in physics teaching?
Very important [ ] Normal [ ] Not important [ ]
6. How do you evaluate the level of knowledge application of students today?
Good [ ] Fair [ ] Average [ ] Weak [ ]
7. Please evaluate the level of knowledge application of students when studying the chapters "Gases" and "Basics of Thermodynamics"?
Good [ ] Fair [ ] Average [ ] Weak [ ]
8. According to you, what is the attitude of students when studying the chapters " Gases " and " Basis of Thermodynamics "?
Like to study [ ] Normal [ ] Dislike [ ]
9. During the process of teaching physics, you have:
- Innovate methods, apply active teaching methods? Regularly [ ] Occasionally [ ] Never [ ]
- Use measures to integrate knowledge close to reality?
Often [ ] Sometimes [ ] Never [ ]
- Using multimedia teaching aids?
Often [ ] Sometimes [ ] Never [ ]
- Use practical, technical problems?
Often [ ] Sometimes [ ] Never [ ]
- Apply new testing and evaluation methods?
Often [ ] Sometimes [ ] Never [ ]
10. Have you applied integrated pedagogical thinking in teaching physics?
Regularly [ ] Sometimes [ ] Never [ ] 11. According to you, what should be done to make students interested in learning the subject?
……………………………………………………………………………………………………………….....
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12. According to you, what should be done to develop students' ability to apply knowledge?
……………………………………………………………………...................
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
13. What is your opinion on the application of integrated teaching in physics teaching? Do you think it is necessary to apply integrated teaching in physics teaching? Why?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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(This form is for scientific research purposes only, not for evaluation.
We look forward to receiving cooperation from teachers)