- Manage the actual assessment of the elective topics.
Topic lessons are lessons built by groups, so they are really important if the teacher is responsible for doing them. However, they are really dangerous and can easily become a "relaxing" lesson or an "extra" lesson in between. Therefore, the management and evaluation of the results of elective topics is extremely important. This is a difficult and sensitive issue for managers. How can managers both check the results of students and evaluate the teaching of teachers without the teachers knowing that they are being tested? However, within the framework of this thesis, I will not go into "testing" teachers.
1.4.2. For micro-level differentiation (in chemistry class)
- Provide understanding for Chemistry teachers about the issues of DHPH
One of the advantages of being a manager is being able to decide what areas teachers are trained in. Right from the beginning of the school year, I let all Chemistry teachers participate in training on some issues of differentiated teaching in Chemistry so that all Chemistry teachers can see the importance of differentiated teaching in Chemistry.
- Monitor and evaluate teachers' Chemistry teaching hours, emphasizing differentiation criteria.
Based on the observed lessons and inspection lessons, the members of the Board of Directors evaluate and give comments based on the DHPH criteria.
- Monitor the methods and results of evaluating Chemistry learning of student groups.
1.5. Factors affecting the management of teaching Chemistry in the direction of DHPH in high schools today
1.5.1. Subjective factors
First of all, it is the capacity of the school principal to organize and manage teacher training activities. The principal must have the capacity to plan training in the direction of differentiated teaching, determine training objectives and content, develop teacher training programs, select reporters to participate in training, mobilize all resources to organize training and evaluate training results in an objective and fair manner. Most importantly, the objectives and content of the training program must closely meet the training needs of the majority of teachers in the school, and the methods and forms of organizing training must promote the initiative, positivity and self-awareness of teachers in training activities.
Invited reporters must have the ability to teach differentiated learning, master the objectives and content of the differentiated learning program, have methods and skills to train teachers, understand the learning styles of adults to choose methods and forms of training organization suitable for the training recipients.
The school principal needs to have measures to organize, operate, and supervise so that all training activities comply with the established regulations and thoroughly understand the training objectives. In order to ensure consistency in training activities for teachers in differentiated teaching.
The subjects participating in teacher training in the direction of differentiation are teachers, the central characters of the training activities, who must be proactive and actively participate in the training process to perfect their ability to receive new knowledge and skills in differentiated teaching, improve personal capacity, and avoid formalism and perfunctoriness.
1.5.2. Objective factors
Objective factors affecting differentiated teaching activities are all resources, finance, training environment, training location, and teacher training time.
Teacher training activities in the direction of differentiated teaching must be organized at the right time and in a convenient location to create conditions for teachers to participate with a comfortable mentality and create excitement for teachers.
The source of documents serving differentiated teaching activities must be complete, the documents compiled in the direction of differentiated teaching promote the role of self-study and self-research of teachers, the presentation style must be easy to understand and remember to meet the training goals.
Support facilities for training activities must be fully prepared and convenient for teachers and students.
Managers must create a differentiated teaching and learning environment to attract teachers to participate in training voluntarily, actively, and proactively.
Chapter 1 Conclusion
To clarify the theoretical basis of teaching Chemistry in a differentiated manner in high schools, the author analyzed a number of issues:
- Systematize and analyze basic concepts of the topic, which are: Management, management functions, educational management, school management, DH and teaching management in the direction of PH.
- Teaching activities of Chemistry subject in the direction of PH in high school:
Position, role and objectives of Chemistry in high school; structure of Chemistry program content in high school; teaching Chemistry at high school level in a differentiated direction.
Analyzing the basic content of Chemistry teaching management in the direction of high school education includes: managing teachers' teaching activities, managing students' learning activities and managing facilities and teaching materials of Chemistry; determining factors affecting the management of Chemistry teaching in the direction of differentiation in high schools today.
Through research, the author found that good management of teaching activities plays a key role in improving the quality of teaching. There are many factors affecting the teaching activities of Chemistry in high schools. Therefore, to improve the quality of teaching the subject, managers must have scientific and comprehensive measures to affect all factors affecting the teaching process.
Those measures will be proposed in chapter 3, based on the theoretical basis of chapter 1 and the current status of Chemistry teaching management in chapter 2.
Chapter 2
CURRENT STATUS OF CHEMISTRY TEACHING MANAGEMENT IN THE DIFFERENTIATION DIRECTION AT HIGH SCHOOLS IN BINH GIANG DISTRICT -
HAI DUONG PROVINCE
2.1. How to survey the current situation
2.1.1. Questionnaire survey method
2.1.1.1. Research purpose
- Grasp the current status of Chemistry teaching content in the direction of differentiation.
- Grasp the current status of Chemistry teaching management in the direction of differentiation.
- Know the teaching status of Chemistry teachers in the direction of differentiation.
- Understand the current status of student learning activities in a differentiated manner.
- Thereby, we can see the successes, limitations, and causes of the successes and limitations through the self-assessment of managers and teachers in teaching Chemistry.
2.1.1.2. Research content
- Learn the content of Chemistry teaching in the direction of PH.
- Study the content of Chemistry teaching management in the direction of PH.
- Study the factors affecting the teaching of Chemistry subject in the direction of pH.
2.1.1.3. Scale
- Each question is asked at four levels: Good, Fair, Average, Poor.
- Very necessary; necessary; unnecessary
2.1.1.4. Rating scale
- Good - 3 points; Fair - 2 points; Average - 1 point; Poor - 0 points
- Calculate by percentage and average score.
Using the formula to calculate the average score:
X : Average score X i : Score at level i
k
X i K i
X i n
n
K i : Number of people participating in the assessment at level X i n : Number of people participating in the assessment
2.1.2. Interview method
2.1.2.1. Research purpose.
Clarify the content of the questionnaire survey method.
2.1.2.2. Research content.
Similar to the 3 contents in the questionnaire survey method.
2.1.2.3. How to proceed
- Prepare questions, meet and interview directly with management staff and Chemistry teachers according to the prepared questions.
- Record interview content, analyze and process information.
2.1.3. Product research method
2.1.3.1. Research purpose
Collect data from documents of the Department of Education and Training, of high schools in Binh Giang district.
2.1.3.2. Content
Study documents and records of the Department of Education and Training and high school documents on the management team, Chemistry teachers, and Chemistry students.
2.1.3.3. How to proceed
- Contact the management staff of the Department of Education and Training and high schools to borrow documents and records.
- The research results are presented below.
2.2. Current status of teachers and students studying Chemistry at high schools in Binh Giang district, Hai Duong province
2.2.1. Scale of high school development
- Binh Giang district has 04 high schools including: Binh Giang High School, Duong An High School, Ke Sat High School and Vu Ngoc Phan High School.
- In the scope of the research topic, we only took data from 3 high schools: Binh Giang High School, Duong An High School and Ke Sat High School.
2.2.2. Team of managers and teachers
Team of managers, group leaders of high schools.
Table 2.1. Management staff and group leaders of high schools
TS | Female | Party member | Level Expertise | Level of reasoning politics | Year old | |||||
On University | University | high-class | Level | Primary | Under 45 | Over 45 | ||||
1. Principal | 3 | 0 | 3 | 1 | 2 | 0 | 3 | 3 | 1 | 2 |
2. Board of Directors - Binh Giang High School - Duong An High School - Ke Sat High School | 9 3 3 3 | 0 0 0 0 | 9 3 3 3 | 4 1 2 1 | 5 2 1 2 | 0 0 0 0 | 9 3 3 3 | 9 3 3 3 | 6 2 2 3 | 3 1 1 0 |
3. Team leader - Binh Giang High School - Duong An High School - Ke Sat High School | 19 6 7 6 | 8 3 3 2 | 19 6 7 6 | 5 2 1 2 | 14 4 6 4 | 0 0 0 0 | 0 0 0 0 | 19 6 7 6 | 12 2 7 3 | 7 4 0 3 |
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(Source: Survey from high schools, statistics at the end of the 2015-2016 school year)
- In the 2015-2016 school year, the above schools had 9 management staff, the proportion of female staff was 0%. The professional qualifications of the management staff met the standard (University), 40.91% of the management staff had a higher level of qualification (Master's degree), in terms of political theory, 6 management staff had intermediate level. There were 3 management staff over 45 years old (accounting for 33.33%), in which all 3 were Principals.
- The school management staff are all enthusiastic, love their jobs, have a high sense of responsibility, are self-studying and self-improving, have solid professional qualifications, and have good relationships with colleagues.
- Regarding management skills, there are still limitations because when promoted to management staff, they have not received formal training in management. Computer skills are only at a basic level, mainly knowing how to draft documents, not yet exploiting internet information technology well and applying information technology to management activities.
- From the statistics in the table above, we see that the proportion of female group leaders is 8/19, accounting for 42.10%, the number of party members is 19/19, accounting for 100%. Professional qualifications: 100% have university degrees, 5 group leaders have master's degrees, management levels need to create more favorable conditions for time and study costs for teachers in general and group leaders in particular to participate in studying to improve their professional qualifications.
High school teaching staff (statistics at the end of the 2015-2016 school year)
Table 2.2. Teaching staff of high schools
High School
Number of classes | Number of teachers | GV ratio above class | Classified by subjects | ||||||||||||
Maths | Reason | Chemistry | Born | Literature | History | Land | Ng. Language | C. Turmeric | Civic Education | TD | Believe | ||||
Binh Giang High School | 24 | 48 | 2.0 | 8 | 5 | 4 | 4 | 8 | 3 | 3 | 4 | 2 | 2 | 3 | 2 |
Duong An High School | 27 | 56 | 2.1 | 9 | 5 | 4 | 4 | 10 | 3 | 3 | 6 | 2 | 3 | 4 | 3 |
Ke Sat High School | 21 | 42 | 2.0 | 8 | 4 | 4 | 3 | 5 | 3 | 2 | 4 | 2 | 2 | 3 | 2 |
Total | 72 | 146 | 24 | 14 | 12 | 11 | 23 | 9 | 8 | 14 | 6 | 7 | 10 | 8 | |
(Source: Survey from high schools, statistics at the end of the 2015-2016 school year)
- Based on the data in the table above, we see that the ratio of teachers per class is only an average of 2.0 teachers/class, not meeting the staffing requirements of the Ministry of Education and Training (2.25 teachers/class), so the number is not enough, requiring the recruitment of more teachers, the structure is also not really reasonable, there are excess subjects (Math, Literature), and shortage subjects (Geography, History, Biology, Chemistry, etc.); in the 2015-2016 school year, schools had to contract additional teachers for the subjects: Chemistry, Geography, Biology, etc., which also significantly affected the quality of teaching and professional management.
Table 2.3. Quality of teaching staff of high schools
High School
Total GV | Education level | Age | ||||||
Master Doctor | Grand learn | High class | Below 31 | 31 to 40 | 41 to 50 | Above 50 | ||
Binh Giang High School | 48 | 5 | 43 | 0 | 15 | 25 | 4 | 4 |
Duong An High School | 56 | 3 | 53 | 0 | 27 | 23 | 3 | 3 |
Ke Sat High School | 42 | 2 | 40 | 0 | 20 | 15 | 4 | 3 |
Add | 146 | 10 | 136 | 0 | 62 | 63 | 11 | 10 |
Ratio (%) | 100 | 6.85 | 93.15 | 0 | 42.47 | 43.15 | 7.53 | 6.85 |
(Source: Survey from high schools, statistics at the end of the 2015-2016 school year)
- The number of teachers with master's degrees is not much (accounting for 6.85%), the number of young teachers under 40 years old (accounting for 85.62%) are teachers with basic training, enthusiasm, dynamism, and good access to information technology. Besides, the young teachers also have limitations such as little teaching experience, no educational measures suitable for the psychology of high school students in the current period, and many confusions in moral education.
- The number of teachers over 50 years old (accounting for 6.85%), most of these teachers have a lot of experience in teaching and educating students' ethics, but on the other hand
Besides, this teaching force still has many limitations such as not actively self-studying, self-improving to improve, very limited in applying information technology in teaching, slow to innovate in methods, afraid to use equipment, which also affects the overall quality of education.
2.2.3. Chemistry teaching staff
The Chemistry Department of Binh Giang District High School currently has 12 teachers, of which 6 are female. The number of teachers aged 25-30 is 03, the age of 30-40 is 09, and 01 teacher has a master's degree.
In the 2015-2016 school year, 02 teachers achieved the title of grassroots emulation fighter, 10 teachers achieved the title of advanced worker.
Through discussions with the school leaders, the author found that the school's Chemistry teachers are all young, enthusiastic, responsible, passionate about their profession, eager to learn and explore new knowledge and teaching methods; committed to the school and wanting the school to develop; their professional quality and pedagogical skills mostly meet the requirements of educational innovation.
2.2.4. Student academic performance and conduct
Table 2.4. Academic performance of high school students
School name
Arithmetic born | Good | Rather | TB | Weak | |||||
SL | % | SL | % | SL | % | SL | % | ||
Binh Giang High School | 962 | 78 | 8.10 | 780 | 81.10 | 99 | 10.30 | 5 | 0.5 |
Duong An High School | 1078 | 65 | 6.03 | 543 | 50.40 | 454 | 42.07 | 16 | 1.5 |
Ke Sat High School | 840 | 55 | 6.55 | 410 | 48.81 | 357 | 42.50 | 18 | 2.14 |
Table 2.5. Chemistry learning outcomes
School name
Arithmetic born | Good | Rather | TB | Weak | |||||
SL | % | SL | % | SL | % | SL | % | ||
Binh Giang High School | 962 | 89 | 9.2 | 467 | 48.50 | 380 | 39.50 | 26 | 2.8 |
Duong An High School | 1078 | 96 | 8.95 | 501 | 46.50 | 429 | 39.80 | 52 | 4.75 |
Ke Sat High School | 840 | 42 | 5.00 | 298 | 35.50 | 450 | 53.55 | 50 | 5.95 |
(Source: High school survey, statistics at the end of the 2015 - 2016 school year)