A. INTRODUCTION
1. REASONS FOR CHOOSING THE TOPIC
We have been taking the first steps of the 21st century, the century of intelligence, of modern civilization, the period of knowledge explosion and science and technology... However, no matter how modernized and highly developed society is, that development still requires people to be perfected in education. Therefore, to integrate with the speed of development of science and technology,
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art in the world
world, matter
Education industry must also innovate quickly.
to create people with enough
level
knowledge, intellectual capacity
creativity and good moral qualities. In the comprehensive innovation of our country today, innovation in education is one of the top issues. This innovation requires schools to create autonomous, dynamic and creative workers. Therefore, the Resolution of the Central Committee
the second time
Central Executive Committee
Communist Party of Vietnam
The 8th session affirmed: "Innovation in teaching and learning methods at all levels"
study, level of education, apply modern educational methods to foster
"to foster students' creativity and problem-solving abilities" [1] and has been institutionalized in the Law on Education. Article 28.2 states that "General education methods must promote students' positivity, self-awareness, initiative, and creativity, in accordance with the characteristics of each class, foster self-study methods, practice skills in applying knowledge into practice, influence emotions, and bring joy and interest in learning to students". Clearly, the trend of educational innovation to train people for the 21st century is posing many new requirements for teachers.
In recent years, under the direction of the Party and the State, educational reform has been carried out. One of the important contents of the reform
Education is innovation in teaching methods. The following are guiding arguments on innovation in teaching methods:
Using advanced teaching methods in the spirit of promoting students' initiative and creativity.
Move from
main method
mainly teacher's lecture
to main method
weak is the nest
organization for student activities
to acquire knowledge and skills on your own.
Enhance individual learning, harmoniously combined with cooperative learning.
Focus on cultivating self-study methods.
Focus on skill training as much as knowledge transfer.
Strengthening experiments in teaching.
Innovate the way of preparing lesson plans in which teachers must have orientation for students to be active, be the ones directing activities, with the important function of organizing learning situations, testing, orienting learning activities and institutionalizing knowledge. [5]
In the general physics program system, mechanics is the first knowledge and plays an important role. It is the luggage that helps students enter the next part.
other knowledge of physics
In the body
learn, knowledge about
forms of energy
Quantum is built after presenting Newton's laws and forces in mechanics. This is an important and general content in all physics knowledge in particular and science and technology knowledge in general. The section "Conservation laws" _ Physics textbook 10 is not too difficult, but the current imposition and acceptance of knowledge causes students to make many mistakes, making it difficult to apply knowledge to solve problems.
problem
relevant in practice
. To
help students grasp knowledge
The chapter “Conservation Laws” can also develop activities
To stimulate students' active perception when learning this knowledge, it is necessary to research the knowledge content and draft the teaching process of the knowledge in the chapter so that students are autonomous, flexible, and seek to solve problems.
For the above reasons, I chose the topic "Designing teaching plans".
Lessons "Momentum Law of Conservation of Momentum", "Potential Energy"
(Physics textbook grade 10) is oriented towards developing students' active cognitive activities of exploring and solving problems.
2. PURPOSE OF THE STUDY
Applying modern teaching theory perspectives on organization
Organizing students' cognitive activities in physics teaching, designing teaching plans for the lessons "Momentum, Law of Conservation of Momentum", "Potential Energy" (Physics Textbook 10) to promote students' active cognitive activities in finding and solving problems.
3. RESEARCH OBJECTS
Teaching and learning activities of teachers and students in teaching
Lessons "Momentum Law of Conservation of Momentum", "Position" (Physics Textbook 10).
4. SCIENTIFIC HYPOTHESIS
power"
If we apply modern teaching concepts to design
Teaching lessons appropriately will promote students' active cognitive activities of finding and solving problems.
5. RESEARCH TASKS
To achieve the above goals, the following tasks must be performed.
after:
Research on theoretical basis of teaching method towards developing problem-solving exploration activities in students.
Analyze the basic knowledge content of the lessons "Momentum, Law of Conservation of Momentum" and "Potential Energy".
Design teaching plan for lesson "Momentum"
"Law of conservation of momentum" and "Potential energy" (Physics textbook 10).
6. RESEARCH METHODS
To perform the tasks
As mentioned above, I have used
use a combination of
following research methods:
Study teaching theory documents to clarify the viewpoints that the topic will apply to organizing learning situations, guiding students to solve problems in teaching physics, and designing teaching plans.
Study physics documents: textbooks, teacher's books, reference books on conservation laws to determine the knowledge content that needs to be mastered.
Find out the mistakes and difficulties students have when learning this knowledge.
B. CONTENT SECTION
Chapter 1: THEORETICAL BASIS OF THE TOPIC
The modern view of teaching today holds that: "Teaching through activities through students' activities so that students can be self-reliant and actively acquire knowledge". That means that teaching science subjects at school is not simply aimed at helping students gain specific knowledge. More importantly, in the teaching process, specific knowledge trains students' potential so that when they graduate, they can continue to study on their own, have the ability to research and solve problems, and meet the diverse demands of constantly developing practical activities. To achieve that goal, in teaching, teachers must have a solid understanding of the knowledge to be taught and visualize the path to solving problems and build that knowledge to guide students in practicing problem solving.
1.1.SETTING UP A SIMULATION DIAGRAM OF THE COGNITIVE PROCESS
SCIENCE, BUILDING A NEW KNOWLEDGE.
1.1.1. Phases of the scientific process of solving problems and building new physical knowledge.
To help students master basic knowledge and skills in physics, while ensuring the intellectual development and creativity of students, in the process of teaching specific knowledge, it is necessary to organize and orient students' learning actions in accordance with the requirements of the scientific process of knowledge construction.
The process of problem solving and building new physical knowledge is represented by the following diagram:
“Propose the problem, speculate on the solution and implement the solution.
method (theoretical and/or empirical investigation) results”. [3]
a) First phase: Proposing the problem
test, apply results
From what is known and the task to be solved, arises the need for something unknown, for a solution that is not available but hopefully can be researched and built. Express that need into a problem.
b) Second phase: Inferring solutions, implementing solutions.
Solution speculation:
To solve the problem
pose, speculate point
starting point allows finding solutions, choosing or proposing
possible model output
luck
to arrive at what is needed; or to infer empirical events
possible occurrences by which to find.
empirical research to build what is needed
Implement the solution (theoretical or experimental survey): operate
model to draw logical conclusions about what is needed or design a solution
experiment, conduct experiments, collect data, examine, draw conclusions about what is being found.
c) Third phase: Check and apply results:
whether necessary and
Consider the acceptability of the results found, on the basis of applying them to explain and predict events and consider the conformity of theory and experiment. Consider the gap between the conclusion obtained by theoretical reasoning, and the conclusion obtained from experimental data for induction, accept the results found when there is conformity between theory and experiment; or consider, supplement, modify the experiment or object.
with the construction and operation of the starting model when there is no consistency between theory and practice in order to continue to explore and build what needs to be found, and at the same time, on the basis of the results found, new problems arise that need to be solved. [2]
1.1.2. Diagram simulating the scientific cognitive process, building new physical knowledge.
Establishing a diagram to simulate the scientific cognitive process, building
The new construction must answer the questions: What is the knowledge that needs to be built, how is it expressed? It is the answer drawn from solving the problem.
math
body
Which? Originated from
Which question? Prove
scientific validity
How does the answer to this question work? [4]