LIST OF TABLES
Table 2.1: Scale of network of schools, classes, and students at secondary level 28
Table 2.2: Results of two aspects of education in the past 3 years 29
Table 2.3: Secondary School Management Team in the past 3 years 30
Table 2.4: Secondary school teaching staff in the past 3 years 31
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Table 2.5: Current awareness of managers and teachers about integrated teaching activities of natural science subjects 35
Table 2.6: Current status of determining integrated teaching goals of natural science subjects by teachers and staff of secondary schools in Quang Yen town 39
Table 2.7: Level of achievement of integrated teaching goals of natural science subjects in secondary schools in Quang Yen town 40
Table 2.8: Teachers' assessment of the level of suitability of integrated teaching content of natural science subjects with students' perception 42
Table 2.9: Implementation level and effectiveness of forms and methods in implementing integrated teaching of natural science subjects in secondary schools in Quang Yen town 43
Table 2.10: Current status of building integrated teaching plan for natural science subjects in secondary schools in Quang Yen town 45
Table 2.11: Current status of organizing and implementing the management plan for integrated teaching activities of natural science subjects in secondary schools in Quang Yen town 46
Table 2.12: Current status of directing professional groups to guide teachers in planning teaching and learning of natural science subjects 48
Table 2.13: Current status of directing professional groups to foster teachers' capacity
about DHTH of natural science subjects 50
Table 2.14: Current status of testing and evaluating the results of implementing natural science teaching in secondary schools in Quang Yen town 52
Table 3.1: Results of testing the necessity and feasibility of 7 measures to manage teaching activities of natural science subjects at secondary schools in Quang Yen town, Quang Ninh province 77
LIST OF CHARTS, DIAGRAMS
Chart:
Chart 2.1: The level of suitability of the content of natural science teaching with the perception of 42-year-old students
Chart 2.2: Current status of directing professional teams to train capacity for
Teachers of Natural Science Subjects 51
Figure 3.1: Correlation between the necessity and feasibility of the
Proposed Measures 78
Diagram:
Diagram 1.3: Management of elements of the DH 11 process
INTRODUCTION
1. Reason for choosing the topic
Education has always been identified as an important factor for the development and progress of society. The lesson of many countries that have made great strides in socio-economic development is to know how to invest and use the results of education properly.
Our country is entering the 21st century, the century of the knowledge economy with strong development in the fields of science and technology. Our country is facing great opportunities and challenges to successfully carry out the cause of industrialization and modernization of the country. The development trend of the times and the cause of national construction require us to have high-quality human resources. In Resolution No. 29-NQ/TW dated November 4, 2013, the 8th Central Conference, Session XI on fundamental and comprehensive innovation of education and training affirmed " Proactively and actively integrate internationally to develop education and training, at the same time education and training must meet the requirements of international integration to develop the country " [9].
To train human resources to meet the needs of today's society, it is necessary to continue the correct orientations of current educational goals, but it is necessary to adjust and overcome the limitations of "heavy emphasis on teaching words, light emphasis on teaching people", ensuring comprehensive development and maximizing the individual potential of each student; harmoniously developing the individual and social person; attaching importance to educating both the qualities and abilities of learners.
Resolution No. 29-NQ/TW dated November 4, 2013 of the 8th Central Conference, Session XI, on fundamental and comprehensive innovation of education and training clearly stated that " Developing education and training is to improve people's knowledge, train human resources, and foster talents. Strongly shift the educational process from mainly equipping knowledge to comprehensively developing learners' capacity and qualities. Learning goes hand in hand with practice; theory is linked to practice; school education is combined with family education and social education " [9].
In the orientation of innovation of general education program in our country after 2015, integrated education is one of the important contents implemented to aim at the goal of transforming our country's education from mainly providing knowledge and skills to education that develops students' qualities and abilities. Therefore, managing educational activities in an integrated direction is extremely important for innovation and improvement of training quality in schools...
Currently, integrated education in general and integrated natural science subjects in particular have not really received much attention. Many teachers do not even understand what integrated education is. Because they do not clearly understand the importance of integrated education, the management of this issue in schools today has not received adequate investment in human resources and finance, leading to low quality education.
Secondary school is the basic unit of the national education system in our country, directly responsible for educating students from grades 6 to 9, meeting the requirements of teaching in the direction of promoting positivity, self-awareness, initiative, creativity, training habits and self-study ability, and cooperative spirit of students in accordance with the characteristics of each class and subject. Innovation in teaching methods trains the skills of applying knowledge to different situations in learning and practice, affecting emotions to bring joy and interest in learning to students. Important changes in content and teaching methods aim to achieve the goals of the program. This is the key issue of secondary education. To achieve the educational goals of secondary school level, innovation in the management of integrated teaching activities in general and integrated teaching of scientific and technological subjects in particular is a breakthrough to improve the quality of students' learning.
Quang Yen is a young town located in the Southwest of Quang Ninh province. In recent years, the Department of Education and Training in general and secondary education in particular has implemented many diverse management measures to direct and operate.
activities to innovate teaching methods and assessment, maintain order and discipline, implement quality teaching content and programs, ensure educational goals. However, the management of innovative teaching methods at all levels still has some limitations such as: The application of integrated teaching methods, especially the management of integrated teaching activities of natural science subjects of schools in the direction of promoting students' positivity, initiative and creativity, developing students' self-study and thinking capacity is not regular, continuous, and has not met the needs of teachers and students; investment in exploiting and using equipment and supplies is still limited, student assessment and assessment is not close to actual quality, the quality of inspection and supervision of teaching activities of schools is still limited, ... These existing limitations require secondary schools in Quang Yen town to innovate and improve the quality of implementing measures to manage teachers' teaching activities so that teaching activities are more effective.
Based on the above reasons, I chose the topic: "Management of integrated teaching activities of natural sciences at secondary schools in Quang Yen town, Quang Ninh province" as my thesis topic.
2. Research purpose
Based on theoretical research and the current status of management of integrated teaching activities of natural science subjects, the topic proposes a number of management measures to contribute to improving the quality of integrated teaching of natural science subjects in secondary schools in Quang Yen town, Quang Ninh province.
3. Research object and subject
3.1. Research object
Managing integrated teaching activities of natural sciences in secondary schools.
3.2. Research subjects
Managing integrated teaching activities of natural sciences at secondary schools in Quang Yen town, Quang Ninh province.
4. Scientific hypothesis
The management of integrated teaching of natural sciences in secondary schools in Quang Yen town has initially had some successes but still has many limitations. The cause of these limitations and shortcomings is that the management is not really suitable. If scientific and feasible management measures are proposed, the quality of comprehensive education in secondary schools in Quang Yen town, Quang Ninh province will be improved.
5. Research tasks
5.1. Systematizing the theoretical basis for managing integrated teaching and learning of natural science subjects in secondary schools
5.2. Assessment of the current status of management of integrated teaching activities of natural science subjects in secondary schools in Quang Yen town
5.3. Proposing measures to manage integrated teaching activities of natural science subjects in secondary schools in Quang Yen town
6. Scope of research
6.1. Limitation of research scope
The topic focuses on studying some integrated teaching activities and managing integrated teaching activities of natural science subjects of staff, teachers and students in secondary schools in Quang Yen town .
6.2. Limitations of research area
Conduct a survey of the current situation and test the management of integrated teaching activities of natural sciences in some secondary schools in Quang Yen town .
6.3. Limitations on survey subjects
- Managers, teachers and students of secondary schools.
- Leaders and experts of the Department of Education and Training related to the direction and management of secondary schools.
7. Research methods
7.1. Theoretical research method
Research and synthesize theoretical documents, systematize policies and resolutions of the Party and State, circulars and directives of the Ministry of Education and Training.
education related to the research problem; refer to theses in the same field and other documents on integrated teaching management in secondary schools to build a theoretical framework for the topic.
7.2. Practical research methods
- Written survey method: Develop survey forms for managers and teachers to collect information on the current status of management of integrated teaching activities of natural sciences at secondary schools in Quang Yen town.
- Interview method: Conduct interviews with managers, teachers, and students about integrated teaching of natural sciences at secondary schools in Quang Yen town to collect practical information for the topic.
- Observation method: Observe students' attitudes and behaviors and how to organize integrated teaching activities of natural science subjects at secondary schools in Quang Yen town.
- Expert consultation method: Ask for experts' opinions on the necessity and feasibility of proposed measures.
7.3. Mathematical statistical methods
Use some mathematical formulas to process the obtained data.
8. Thesis structure
In addition to the Introduction, Conclusion and Recommendations, References and Appendices, the main content of the thesis is presented in 3 chapters:
Chapter 1: Theoretical basis for managing integrated teaching activities of natural science subjects in secondary schools.
Chapter 2: Current status of management of integrated teaching activities of natural science subjects in secondary schools in Quang Yen town, Quang Ninh province.
Chapter 3: Measures to manage integrated teaching activities of natural science subjects at secondary schools in Quang Yen town, Quang Ninh province.
Chapter 1
THEORETICAL BASIS FOR MANAGING INTEGRATED TEACHING ACTIVITIES OF NATURAL SCIENCES IN SECONDARY SCHOOLS
1.1. Overview of the history of research on the problem
There have been many scientists in the world who have researched the integration perspective, including Xavier Roegiers (1996) with his research work "Integrated pedagogy or how to develop competencies in schools". In his research, he emphasized that it is necessary to put the entire learning process into a meaningful situation for students. At the same time as developing individual goals, it is necessary to integrate these learning processes into a meaningful situation for students. The integration goal is to form practical competencies for students - the ability for students to cope with specific situations that occur in life. But it is also necessary to pay attention to selecting information appropriate to the situation and purpose of the lesson.
X. Roegiers also believes that it is necessary to go beyond the learning content. The knowledge learned is only truly meaningful when it is mobilized into specific situations and that knowledge will be remembered by students longer. Learning just to know, to remember and to solve problems in the lesson is not enough, students must know how to creatively apply the knowledge learned to situations that occur in practice [26].
In our country, managing teaching activities (T&L) in general, managing integrated teaching activities (ITL) in particular, is the central activity of teachers as well as the central and most important goal of school management. Therefore, it is an issue that many people are interested in and research. Therefore, many educational researchers have researched the theoretical basis of integration and measures to apply integration to the teaching process such as:
Author Dao Trong Quang with the article: " Compiling textbooks according to the integrated perspective, theoretical basis and some experiences" mentioned the nature of integrated pedagogy.