Invention, creation). For example, every day everyone sees an apple falling from a tree to the ground, but only Newton saw a “problem” in this phenomenon. He raised the question, why does an apple always fall to the ground in a straight line? Why does it not fall sideways but always towards the center of the earth? This is the premise for him to invent the theory of gravity. At a simple level, an experienced worker can discover that a certain step in the production process of a product is unreasonable, if this point is overcome, it will bring many significant benefits.
Example 1.1: Problems often exist objectively but not everyone can detect them. On nights when it has just rained, the sky is moonless and starless (the sky is pitch black), looking up we see bright spots and “crackling” sounds around the high-voltage lines. For people who are not in the electrical field, sometimes they do not pay attention, but for those who are studying electrical field, they see these as problems: “Why are there bright spots and sounds like that? What is this phenomenon? How to solve this phenomenon?”.
For students of engineering and technology, practical problems and issues arising in professional activities are very important. They will be an unlimited source of reality for them to apply the knowledge, skills and experience they have learned to recognize and improve them in order to accumulate professional experience.
PH&GQVĐ capacity is the ability to perform actions with a certain effort and use resources reasonably such as knowledge, skills and what is learned at school and in practice along with personal qualities such as thinking methods, beliefs, will, interest and passion... to successfully perform one or more types of activities to reach the prescribed standards.
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Professional Qualifications, Teaching Ability, and Sense of Responsibility of the Teaching Staff
The concept of practical PH&GQVĐ capacity is first of all also a concept
Regarding the general PH&GQVĐ capacity, the PH&GQVĐ process is the same, only different in some points below:
- These two concepts differ in the problem to be solved. In the first concept, the problem to be solved is a common problem. In the second concept, the problem to be solved is a practical problem. Practical problems in professional activities have two characteristics that are different from other common problems:
+ Firstly, to solve practical problems, one needs to have deep, solid specialized knowledge and skills in a specific field, have sharp, sensitive thinking methods, and sometimes even professional experience. To solve common problems, one needs broad knowledge and skills, without having to specialize in any field.
+ Second, practical problem solving is often urgent and must be resolved quickly by all means. If delayed, it will lead to unpredictable damage. Any practical problem, when successfully resolved, will bring joy and benefits to many people.
In short, the capacity for problem solving in professional practice, here referred to as practical problem solving capacity: is the ability of learners to flexibly apply knowledge, skills, thinking methods and scientific research processes to detect and solve problems arising in professional practice. In other words, it is the ability of learners to apply a synthesis of knowledge, skills and attitudes to detect problems, and at the same time effectively establish and implement problem solving plans in professional practice.
1.2.3.3. Measuring and evaluating the ability to detect and solve practical problems
- Assessment purpose: Assess the learner's ability to apply what has been learned in school to solve practical problems in professional activities.
- Evaluation criteria: Evaluate the progress of learners, not evaluate to classify learners as before.
- Evaluation method: Use process evaluation (regular evaluation), not periodic evaluation as before.
- Evaluate practical PH&GQVĐ NL based on criteria and standards
– National vocational skills standards.
- Evaluation content:
Assess the depth and solidity of professional knowledge. Knowledge must be understood to be able to apply knowledge in practice to be able to participate in practical PH&GQVĐ. Assess the ability to apply knowledge in aspects such as problem solving quality and problem solving time and creativity of proposed solutions.
Skill assessment includes both intellectual skills and motor skills. Intellectual skills such as thinking skills, in which thinking operations (analysis, synthesis, comparison, etc.) are emphasized, reasoning skills, skills in applying knowledge to practice, paying attention to assessing high-level thinking methods such as critical thinking and creative thinking. Intellectual skills assessment is the assessment of the process (analysis, comparison, synthesis), assessment of the process of reasoning, debating, debating, etc. and assessment of the results of the above intellectual activities, the proposed solutions, the number of solutions, etc. Motor skills assessment is based on criteria such as accurate, quick, creative actions, choosing and using tools and instruments that are appropriate for the purpose of the work; Ability to use advanced technologies, etc. and assessment of the products of the activities such as value, accuracy, purposefulness, and creativity.
All of the above skills are component competencies, sub-competencies of practical PH&GQVĐ competency, and all need to be assessed in the circumstances and contexts of real-life activities.
- The issue of measuring practical PH&GQVĐ capacity: The tools for measurement and assessment are questions (questions and answers, multiple choice, essays), exercises (theory
and practice) in situations and contexts of professional activities. Based on direct questioning and answering, on observing actual operations, on mastering intellectual products (tests, projects, a proposal for a new solution, explanations and arguments...) to assess the level of students' practical problem solving and problem solving capacity. When assessing, there must be a detailed table to ensure objectivity and standards according to regulations.
1.3. Teaching is oriented towards developing the ability to detect and solve practical problems .
1.3.1. Overview of teaching oriented towards the ability to detect and solve practical problems
Teaching oriented towards developing practical PH&GQVĐ capacity is an extremely important capacity in vocational training, therefore it needs to be developed for learners to improve the quality of vocational training in the current period.
Teaching and learning oriented towards developing practical problem solving capacity is understood as a system of activities of teachers and students. In which teachers are the organizers and controllers, students are the ones who are proactive and self-reliant based on accumulated resources such as knowledge, skills, solid thinking methods and other qualities such as belief, will, readiness anytime, anywhere and creativity, passion, exploration and discovery... A pedagogical process in which learning takes place through problem solving and teaching activities (hypothetical and practical) performed by students under the control of teachers. The result of these activities is that the knowledge, skills and experiences that learners have learned will be consolidated and expanded; new knowledge and skills will be created. The goal of this type of teaching is to use problem-solving and problem-solving teaching as a tool to teach students to apply their existing experiences and acquired professional knowledge and skills to detect hidden problems in professional activities (which partly limit the effectiveness of professional activities) and solve them with
The purpose is to improve the quality of professional activities. This goal is difficult to solve if using traditional methods.
Practical PH&GQVĐ capacity is an extremely important capacity in vocational training, it ensures that after graduation, learners will be able to perform the jobs and tasks of the trained profession creatively. These capacities are contained in the National KNN standards, which are also the goals of vocational training. In vocational training, the concept of output standards is often not used but the concept of National KNN standards is used. The teaching objectives of subjects, chapters and lessons are all aimed at implementing National KNN standards (the results students must achieve after completing a training program - which also means the output standards of the training process).
1.3.2. Levels of teaching oriented towards developing the ability to detect and solve practical problems
1.3.2.1. Level 1: Teacher-centered teaching activities
In the first lessons following the practical problem-solving and problem-solving skills, teachers should apply this level 1 so that students can gradually get used to this teaching method. Up to now, people have often criticized the teaching method in which the teacher is the center, also known as the monologue teaching method, where students are completely passive, a negative teaching method. This teaching method is also often called the traditional teaching method, with low efficiency. However, level 1 of this teaching method oriented towards developing practical problem-solving and problem-solving skills is not like traditional teaching but has its positive aspects. At first, teachers often teach by creating problem-provoking situations to attract the attention and interest of learners.
The next stage is the problem solving process that has been raised. Before teaching specifically, the teacher often tells the whole class what new knowledge and skills need to be acquired? What is the problem solving method? Which theory, theorem, formula will be applied... Then the problem solving process begins (also done by the teacher himself). At the end of the lesson, the teacher also asks at least one student to repeat the problem solving process that the teacher has presented. The teacher also asks the class to review the problem solving process that the teacher has presented.
Also often remind the whole class when listening to lectures to pay attention to the problem solving methods that the teacher has announced from the beginning so that they can apply them at home to solve the problems that the teacher has taught - self-study like that is very easy to achieve results. If you do not pay attention to taking notes and self-study like that, it will be very difficult for students to memorize the content that has been taught.
This way of teaching will help students with problem-solving thinking methods. At the same time, this presentation method is very necessary for abstract theoretical content such as Physics theory, for example.
1.3.2.2. Level 2. Teachers and students work together to solve problems.
In problem solving, teachers play the role of organizer, supporter and controller, students have the responsibility to be proactive, positive and self-reliant, to think for themselves and propose problem solving directions. The important thing here is that teachers must prepare questions to suggest thinking directions for students. The questions are not simply pure conversation, but questions to suggest problems suitable for specific contexts, this can be illustrated through the following example:
After determining the situation that needs to be solved is that the 3-phase motor cannot start by itself. The context of the situation is that when the circuit breaker is closed, the motor does not rotate but only vibrates and makes a roaring sound, what is the cause of this situation?
If students have not found the question, the teacher will ask a question to suggest the problem. Try to apply the reverse thinking method: Why (thanks to what) can a 3-phase motor start? Answering this question will open up the next problem-solving direction. Regarding the operating principle of a 3-phase motor, when a 3-phase motor operates, it is thanks to the 3-phase rotating magnetic field when 3-phase electricity is applied to the 3 coils of the motor. So in this case, the motor cannot rotate by itself because the motor cannot form a 3-phase rotating magnetic field. Just like that, deduce to find the final cause.
This simple example is just to illustrate how to use the specific context of the situation to ask questions that suggest problems for students to think correctly.
direction. When performing step 2, the teacher is only a person who helps and controls the problem-solving thinking of the students, and the students are the ones who directly solve the problem, not the teacher. Therefore, after solving the problem, it is necessary to ask the students to repeat the entire problem-solving process to remember. At the same time, the teacher also needs to gradually reduce the support so that the students can increase their self-reliance.
1.3.2.3. Level 3: Teachers organize students to work in groups to solve problems.
Level 3 is different from step 2 in that the teacher is still the organizer and supporter, but the support is only when really necessary, and the problem solving is self-reliant, with groups discussing and proposing directions.
If there are conditions to organize problem solving groups using the brainstorming method, it is even better. Then the problem solving will get more solutions to choose the optimal solution. This method will help students learn creative problem solving methods from their friends and learn community working skills.
1.3.2.4. Level 4: Students independently discover and solve practical problems.
This is the highest form of practical problem solving oriented teaching. Teachers assign homework in the form of a problem selected from easy to difficult, initially simple problems to help students become familiar with the problem solving process to the point of proficiency. Initially, situations are chosen that are suitable for students' abilities, later on, the level of difficulty is increased so that students do not get discouraged. At first, the exercises are for problems with full available information, students only need to apply thinking methods to find a solution. Then there are problems with information that needs to be researched and supplemented to be solved.
1.3.3. Teaching process oriented towards developing the ability to detect and solve practical problems.
1.3.3.1. Teaching process.
The teaching process oriented to develop practical problem solving and problem solving capacity includes the sequence of teaching activities - teacher activities and student activities. This process can be described in the diagram below (Figure 1.2).
Teaching steps
Take the steps
Step 1. Design learning objectives for the lesson
Step 2. Design a teaching plan (scenario for teacher and student activities)
Step 3. Implement the teaching plan in class Step 3.1. Introduction
By teacher before
go to class
By teachers before class
- Teacher announces learning objectives
- Explain the problem the lecture will address.
- Exchange of teachers and students (if any)
Step 3.2. Carry out teaching and learning activities according to the designed scenario.
Step 3.3. Summary of DH activities
- Teacher and student activities
- Combination of these two activities
- Can ask a student to present the problem solving steps set out in the lecture from the beginning.
- Exchange between teachers and students, students can raise questions they do not understand
Step 4. At the end, the teacher gives instructions and draws lessons.
Figure 1.2. Teaching process to orient the development of PH&GQVĐ capacity for students.
Above is the general teaching process for this teaching method. The implementation of this process needs to be flexible depending on the teaching content, depending on the level of the 4 steps mentioned above, depending on the actual context, depending on the teaching content.
Step 1. Design learning objectives for the lesson
This is the step of designing goals for the competencies that students need to master after the lecture, different from the knowledge, skills, and attitude goals like traditional lectures. To design goals to be achieved for sub-competencies, component competencies... Teachers need to carefully study the subject program, pay attention to the program goals, usually recorded according to knowledge, skills, attitudes or according to National Vocational Skills. From these goals, teachers will propose appropriate competency goals. Competency goals need to be described clearly, specifically, measurable, and observable.