Suggest other related issues | ||
8 | Teamwork skills | Distribute team members appropriately Determine the right goals, appropriate to the assigned work Put the overall goal of the discussion first There is a leader who leads the team to achieve the set goals. Members ensure punctuality. Team members respect each other Members present their ideas clearly and concisely. The final outcome of the group should be consensus. |
9 | KN self-assessment of THT results | Have a specific self-assessment plan Define clear self-assessment goals Self-assessment accurately Self-assessment takes place regularly and continuously. Self-assessment is objective. Evaluation must be accompanied by timely comments, analysis and lessons learned. Grasp the criteria to be achieved in each lesson Build confidence and self-esteem through self-assessment |
10 | Skill in converting math problem solutions into elementary math language | Understand the Math program and math solving methods in Primary School Able to solve elementary school math problems using various methods Put yourself in the role of an elementary school student to express the solution. problem |
11 | KN organizes stimulating situations self-learning | Master the methods, forms and techniques of teaching organization Grasp the characteristics of students Understand the advantages and disadvantages of grouping methods |
Maybe you are interested!
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Content Two: Understanding the Current Situation of Training and Developing Math Self-Study Skills for Elementary Education University Students -
Measure 3: Building and Applying Self-Study Math Situations for Elementary Education University Students -
Measure 2: Organizing Self-Study Math Activities for Elementary School Pedagogical University Students -
In Teaching Math Word Problems, Do Teachers Regularly Pay Attention to Developing Students' Mathematical Communication Skills? -
Process of Building an M-Learning System to Support 12th Grade Students in Self-Study Math
Group for Primary School Students | Situations that help students to be active and learn by themselves Situations that stimulate students' need to solve Situations that contain many different solutions Situations that are within students' ability Record results and feedback for action. adjust accordingly | |
12 | Skills in applying information technology in teaching Math in Primary School | Proficient in using electronic computers to exploit and apply to support lectures The lesson plan complies with the content, time and objectives, ensuring it is appropriate to the situation. Ensure adequate equipment for lessons using information technology Coordinate teaching methods appropriate to lesson content and audience. Record results and feedback for action. adjust accordingly |
13 | KN applying mind maps in teaching Math in Primary School | Understand and use mind maps fluently and flexibly The lesson plan complies with the content, time and objectives, ensuring it is appropriate to the situation. Ensure adequate equipment for lessons using mind maps. Coordinate teaching methods appropriate to lesson content and audience. Record results and feedback for action. adjust accordingly |
APPENDIX 3
Questionnaire to assess the level of self-study math skills of primary school pedagogical university students
Frequent | Sometimes | Seldom | Not included hour | |
I. Cognitive skills group 1. In each content, I set out specific, clear and detailed goals. 2. In each content, the goals I set can be measured and evaluated. 3. In each content, the purpose I set has a suitable challenge. 4. In each content, the purpose I set ensures time to complete. 5. Before starting a job, I visualize the success that will follow. 6. I do THT work with enthusiasm and a high sense of responsibility. 7. I find value and meaning in completing my work. 8. I am cooperative when doing work. 9. I find ways to demonstrate the results achieved during the THT process. 10. I record results and reward myself when I achieve THT results. II. Operational skills group 1) Some necessary skills for self-study of Math to meet university study requirements (38) |
question)
11. I plan my THT and pay attention to influencing factors.
12. I have outlined specific goals in my personal THT plan.
13. I ensure my THT plan is regularly self-assessed.
14. I carry out the THT plan goals seriously and persistently.
15. I use English for translation and Internet searching.
16. I clearly define my mission and search goals.
17. I save and cite the necessary information
18. I review existing knowledge, identifying the necessary basic knowledge for each lesson.
19. I apply the knowledge, skills and experience available in each specific lesson to learn new knowledge.
20. I identify the “gaps” in my knowledge and fill them in each lesson.
21. I find ways to record and portray knowledge.
22. I read in order from general to specific and think about them, taking time to study the illustrations (if any).
23. When reading Math materials, I take notes and
Highlight important points or ideas that are not understood
24. I find ways to ask and answer questions about the content of knowledge.
25. I review and apply the knowledge I read to solve exercises.
26. When taking notes, I highlight the main ideas of the lesson content and highlight my own thoughts about the lesson content.
27. I listen and observe the content of the lesson, develop branches of ideas and create subjective ideas.
28. I read the lesson content in advance and prepare questions in advance.
29. Before each lesson, each specific content, I identify the key content.
30. Before each problem, I find the relationship between what is given and what must be found and the background knowledge needed to solve the problem.
31. I have a critical and creative mind when facing every problem and situation.
32. I suggest other situations that are relevant to the research problem.
33. I set the right goals, appropriate to the task at hand, and put the overall goal of the discussion first.
34. I respect all team members and make sure to follow the rules of the team.
group
35. I present my ideas clearly, concisely and agree with the final work results in the group.
36. I plan and set goals for self-assessment of specific THT activities and results.
37. I evaluate myself accurately, objectively and regularly.
38. I evaluate with comments, analysis and lessons learned.
2) Some necessary skills for students to self-study Math to meet teaching requirements in primary school practice (12 questions)
39. I understand the Math program and math problem solving methods in Primary School.
40. I am able to solve elementary school math problems using many methods.
41. I put myself in the role of an elementary school student to express the solution to the problem.
42. I master and coordinate methods, forms, and organizational techniques in the teaching process.
43. I grasp the characteristics of the student population.
44. I understand the advantages and disadvantages of different grouping methods.
45. I create situations that allow students to be active and to work at their own pace.
46. I record results and feedback.
feedback to make appropriate adjustments
47. I am proficient in using computers to exploit and apply to support lectures.
48. When preparing a lesson, I adhere to the content, time and objectives, ensuring it is appropriate to the situation.
49. I ensure adequate equipment for each lesson using information technology or using mind maps.
50. I know the professional standards of teachers
Elementary
APPENDIX 4
Expression of Math teaching focusing and not focusing on developing Math self-study skills for students of University of Education
Math teaching expression focuses on development
Developing practical skills for students
Signs of math teaching not paying attention Developing technical skills for students | |
Teacher preparation activities | |
When preparing lessons, teachers focus on the goals of skills, knowledge, and attitudes. Teachers apply teaching methods and forms to help students gain skills and methods. receive knowledge in the lesson. | When preparing lessons, teachers focus on knowledge objectives. Teachers apply teaching methods and forms to help students understand and remember easily. |
Teachers provide students with a systematic, detailed and complete exam review outline. before starting the course. | Teachers provide students with a concise review outline before the exam. |
Teachers mobilize their own knowledge and experience to build lessons and interactive situations for students. Teachers exploit lesson content suitable to students' needs and cognitive skills. Teachers focus on the lesson's goal of students being interested in interactive situations to master knowledge. awake | The content taught strictly follows the content and order of the curriculum. Teachers focus on the goal of fully teaching the content in one lesson. |
Classroom learning organization activities | |
Teachers organize and guide students' activities. mastery of knowledge content (students construct and exploit knowledge themselves). | Teachers impart knowledge. |
Teachers encourage and create opportunities for students to express their personal opinions and thoughts on the issue at hand. learn, ask questions while researching, | Teachers listen to students' answers or look at their work and immediately give conclusions. true, false |