This management activity is performed at a “good” level. This assessment level shows the attention of managers to the dissemination of teachers' lesson plans when implementing teaching content that integrates many different specialized knowledge.
The contents of "Disseminating to teachers the regulations and requirements for planning integrated lessons, Building integrated teaching plans for natural science subjects of the school" have an average of 3.00 and 2.96, reaching the "fair" level. The scores show the consistency in the management work of the management staff in directing the team and teachers in implementing the planning of integrated interdisciplinary teaching programs.
The content "Guiding professional groups to develop integrated teaching plans and programs of professional groups; Directing and guiding teachers to develop integrated teaching plans and topics within subjects" these two contents have an average score of 2.89, reaching the "fair" level, showing attention to the direction work from planning development of groups and teachers.
The content "Instructing the CM group leader to make a plan to check and approve the integrated teaching plan" has an average score of 2.50, ranked as "DYC". The score is quite low compared to the whole table, the management activity has a great influence on the results of integrated teaching. If the management staff pay attention to the instructions for building the plan as well as urging the professional groups to regularly check to help teachers draft teaching plans that meet professional requirements, the teaching activities of teachers will have the required results. In this content, the standard command of 0.86 shows that there are still opinions at a higher level of classification, however, the content "Instructing the CM group leader to make a plan to check and approve the integrated teaching plan" needs a direction plan to improve the effectiveness of this work.
Through interviews with HT1, HT2, PHT3, TTCM3 said that "In the management of plans and programs for teaching natural sciences in an integrated direction at secondary schools, the following contents have been implemented: The majority of managers and teachers have a firm grasp of plans and programs for teaching natural sciences in an integrated direction, the school has done a good job of disseminating plans and documents on innovation in teaching in an integrated direction, and managers have developed criteria for developing integrated teaching plans". However, HT2 and PHT3 also had some opinions that the work of directing professional groups, approving and checking plans
The plan has not been implemented effectively, the inspection process is still open, and lessons have not been summarized.
Although there are different opinions on the planning and curriculum management activities of natural science subjects in the integrated direction of managers and group leaders, the average score of the survey contents is 2.96. This score is at the "fair" evaluation level, so it can be concluded that the planning and curriculum management work of current managers at the surveyed schools meets the requirements.
2.4.2. Management of natural science teaching activities of teachers in an integrated manner in secondary schools
The management of teaching activities of managers affects the stages of the teaching process of teachers and the subjects participating in that process. The survey results of the current status of management of teaching activities of natural science subjects by teachers in the integrated direction are in table 2.12.
Table 2.12. Current status of managing integrated teaching of natural science subjects by teachers in secondary schools
Status
Content | Ratio (%) | Average | DLC | TH | Obtain level | ||||
Good | Rather | DYC | KĐYC | ||||||
1 | Building a core group of teachers to implement innovative teaching in a positive direction fit | 70.1 | 26.9 | 3.0 | 0.0 | 3.67 | 0.53 | 1 | Good |
2 | Innovation in professional group activities towards specialized research integration | 13.2 | 70.6 | 15.0 | 1.2 | 2.96 | 0.57 | 4 | Rather |
3 | Organize training for teachers on lesson design in teaching direction integration | 12.0 | 65.3 | 20.9 | 1.8 | 2.87 | 0.62 | 11 | Rather |
Status | Content | Ratio (%) | Average | DLC | TH | Obtain level | |||
Good | Rather | DYC | KĐYC | ||||||
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4
Direct the CM group leader and teacher to discuss and contribute ideas on the lesson plan. integrated learning | 12.0 | 65.9 | 20.9 | 1.2 | 2.89 | 0.61 | 7 | Rather | |
5 | Managers and professional groups disseminate to teachers the requirements for innovation in teaching forms and methods. in an integrated manner | 12.0 | 65.9 | 20.9 | 1.2 | 2.89 | 0.61 | 7 | Rather |
6 | Organize and guide teachers to implement teaching forms and methods in the direction of integrated in the subject | 8.4 | 73.0 | 15.6 | 3.0 | 2.87 | 0.59 | 11 | Rather |
7 | Direct the development of professional reference materials to serve teaching content. integrated learning | 67.1 | 27.5 | 5.4 | 0.0 | 3.62 | 0.59 | 2 | Good |
8 | Organize and train to improve teaching capacity in an integrated direction for teacher | 13.2 | 70.6 | 15.0 | 1.2 | 2.96 | 0.57 | 4 | Rather |
9 | Direct the CM team to develop standard teaching hours for natural science subjects in the direction of integration | 8.4 | 47.3 | 30.5 | 13.8 | 2.50 | 0.83 | 13 | DYC |
Status
Content | Ratio (%) | Average | DLC | TH | Obtain level | |||
Good | Rather | DYC | KĐYC | |||||
10
Organize class observation, analysis and evaluation of teaching experience of integrated teachers (Question) 3.2.10) | 8.4 | 35.3 | 38.3 | 18.0 | 2.34 | 0.87 | 14 | Good | |
11 | Ensure adequate textbooks, materials, facilities, time, etc. for Integrated teacher | 12.0 | 65.9 | 20.9 | 1.2 | 2.89 | 0.61 | 7 | Rather |
12 | Organize for teachers to go on field trips and study experiences experience at your school | 8.4 | 74.2 | 15.6 | 1.8 | 2.89 | 0.55 | 7 | Rather |
13 | Organize teachers to innovate testing forms suitable to the content. integrated teaching | 9.0 | 83.2 | 6.6 | 1.2 | 3.00 | 0.45 | 3 | Rather |
14 | Adjust, supplement, and contribute to active teaching. suitable for teachers | 13.2 | 68.8 | 15.0 | 3.0 | 2.92 | 0.63 | 6 | Rather |
General Average | 2.94 | ||||||||
Reached | Rather | ||||||||
The overall average of the survey is 2.94, achieving a “fair” level of implementation. The management staff and teachers are very aware of the importance of organizing integrated teaching and learning. However, there are still specific “good” or “adequate” assessments as follows:
The survey content highly appreciated in table 2.11 includes "Building a core group of teachers to implement innovative teaching in the direction of integration" with a mean score of 3.67, accounting for 70.1%, ranked "good" and ranked 1st, and "Directing the development of professional reference materials to serve the content of integrated teaching" with a mean score of 3.62, reaching a "good" level of 67.1%. This shows that the school's management staff is interested in creating favorable conditions for teachers to fully develop their abilities and capacities. The management staff and professional groups are interested in and direct the search, development, and drafting of a list of reference materials to serve integrated teaching.
The standard deviation of these two contents is not high 0.53 and 0.67 showing high concentration in this assessment.
Interview results of HT 3, PHT4, TTCM3 have the following opinions: In managing the teaching of natural science subjects in an integrated direction, there are many difficulties due to the fear of innovation, lack of specialized teachers, and managers who are close to creating conditions for young, enthusiastic, creative and dedicated teachers to take the lead in integrated teaching. There should be timely commendation and reward policies. HT 1 said: "The work of setting an example and rewarding has not received much attention. TTCM3 commented: "There are not many training sessions on integrated teaching, there are no in-depth seminars on integrated teaching, there should be a plan to purchase, collect and disseminate a system of reference materials".
The content "Organizing for teachers to innovate testing forms suitable for integrated teaching content" has a GPA of 3.00, reaching the "fair" level. The agreement rate of 83.2% from this result shows that: there is direction from managers in innovating testing and assessment forms in integrated teaching. The standard deviation of 0.45 shows that the survey results accurately reflect the current situation.
The content "Organizing and training to improve teachers' capacity for integrated teaching; Innovating professional group activities towards integrated thematic research" has a GPA of 2.96, reaching the "fair" level, ranking 4th in the table. This level shows that managers are often interested in improving their capacity to implement integrated teaching activities. These are important premises for teachers in improving their ability to analyze lesson plans and specifically animate students' learning tasks. The fact that managers organize and innovate professional activities towards integrated teaching will create an environment for learning experiences and imparting practical teaching skills to other teachers in a more convenient, systematic and logical way.
Content "Adjustment, supplement, comments on integrated teaching for teachers" Average survey score 2.92. With this score, the evaluations mainly focus on the evaluation level of this activity as "fair". In addition to requiring teachers to have in-depth expertise, experience in teaching in this form is also an important factor. The standard deviation of 0.63 shows that there are still some opinions that disagree with the "fair" level of this activity.
of current management staff. These options mainly focus on the "ĐYC" support level with this assessment level really not having breakthrough support from other sources for teachers.
Ranked 7th in table 2.11 are the contents "Guiding the CM group leader and teachers to discuss and contribute ideas on integrated lesson plans; Managers and professional groups disseminate to teachers the requirements for innovation in teaching forms and methods towards integration; Ensuring enough textbooks, materials and conditions of facilities, time... for teachers to teach integrated lessons; Organizing for teachers to visit and learn from experiences at other schools" These contents have an average score of 2.89. Although the average score is within the range of assessing the level of implementation of "fair" in current schools. But the standard deviation of the survey contents is still high. The dispersion of survey opinions is also a matter of concern. The standard deviation of 0.61 is quite high, showing that some survey opinions only agree with the management of directing professional groups and teachers to design integrated lessons at the "DYC" level. With this assessment, the role of managers has not really had a positive impact on professional performance.
The two contents with relatively low survey scores of the management work are "Organizing training for teachers on designing lessons in the direction of integrated teaching; Organizing and guiding teachers to implement forms and methods of teaching in the direction of integrated teaching in the subject" with an average score of 2.87, reaching the "fair" level. From there, it shows that the management staff is interested in the capacity of teachers when designing integrated teaching programs, so they regularly organize training sessions, thematic talks, experience exchanges, etc. to orient teachers on lesson planning techniques, skills in organizing group activities and the ability to judge students' cognitive activities when participating in interdisciplinary and multi-subject integrated classes. However, according to the ranking results in the table and the standard deviation from 0.59 to 0.62, there are still many opinions that only evaluate the management level of the above two contents at the "Satisfactory" level.
The two contents with the lowest scores on the table are "Guiding the CM team to develop standards for teaching hours for natural science subjects in an integrated direction, Organizing class observations, analyzing and evaluating teaching experiences of integrated teachers" with an average score of 2.50 and 2.34, reaching the "Required" level. Class observation and class visits are regular professional activities.
regularly in high schools. Through this activity, teachers can learn skills and give each other feedback on strengths and weaknesses, in order to gain experience in preparing lessons and organizing classroom activities. With assessments at this level, managers need to increase the urging of professional groups and teachers to actively participate in class observation and contribute opinions, on the one hand, and help other teachers recognize shortcomings.
Through interviews: HT3, PHT1, PHT4, TTCM3 said: the organization of class observation is still done carelessly, mainly in the form of model lessons, the implementation of lesson evaluation in the spirit of integrated teaching is still heavy on content, the analysis and evaluation of teaching is motivating and encouraging, the lessons to review experiences are still heavy on content, and the way of organizing teaching is underestimated. HT2 proposed "There should be clear standards in evaluating the teaching of natural science subjects in the integrated direction"
In summary: Managing the teaching of natural science subjects by teachers in an integrated manner in secondary schools is an important task in general teaching management. To do this well, managers must regularly pay attention to directing all stages of the management process, from planning to checking and evaluating the implementation of the plan.
2.4.3. Managing students' natural science learning activities in an integrated manner in secondary schools
Managing learning activities is to ensure that teachers' teaching and learning organization process is fully implemented and achieves learning outcomes according to set goals.
Table 2.13. Current status of managing integrated learning activities of students in natural science subjects in secondary schools
Status
Content | Ratio (%) | Average | DLC | TH | Obtain level | ||||
T | Rather | DYC | KĐYC | ||||||
1 | Organization of internal implementation Rules and regulations for studying natural science subjects | 12 | 65.9 | 20.9 | 1.2 | 2.89 | 0.61 | 7 | Rather |
2 | Instruct teachers to train students in active learning methods appropriate to relevant teaching content. subject | 12 | 65.3 | 20.9 | 1.8 | 2.87 | 0.62 | 10 | Rather |
3 | Instruct teachers to guide students in learning methods appropriate to the content. interdisciplinary teaching | 7.8 | 35.3 | 39.5 | 17.4 | 2.34 | 0.86 | 11 | DYC |
4 | Instruct teachers to foster students' learning capacity according to integrated topics. interdisciplinary | 8.4 | 74.8 | 15.6 | 1.2 | 2.90 | 0.53 | 5 | Rather |
5 | Instruct teachers to guide students to use modern teaching techniques suitable for continuous teaching. subject | 9.0 | 83.2 | 6.6 | 1.2 | 3.00 | 0.45 | 2 | Rather |
6 | Support and guide students on how to access multiple reference sources in interdisciplinary learning | 13.2 | 68.8 | 15.0 | 3.0 | 2.92 | 0.63 | 4 | Rather |