experience of the teaching staff.
Identify and plan to mobilize resources to serve the experiential teaching activities of the teaching staff.
Identify feasible and effective teaching methods.
To plan the content of experiential teaching of Math teachers to ensure quality, it is necessary to base on the teaching plan of the Department of Education and Training, the goals and educational programs of the school, the teaching needs of teachers, etc. Democracy in management must be demonstrated right from the planning stage.
1.4.3. Organizing and managing experiential teaching for middle school math teachers
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Organizing the implementation of the teaching plan is the process of realizing the agreed teaching plan into reality. This is an important content, the results of teaching activities depend a lot on this stage.
The organization has a correct and complete understanding of the teaching plan of the team of teachers teaching experiential learning. The principal thoroughly grasps and directs all levels of management in the school, especially the vice principal and the head of the natural science group, to disseminate the content of the teaching plan to the school's teachers. Thereby, creating unity and consensus on the purpose and method of organization among all levels of management, between the management and the teachers in the school.
Based on the purpose, requirements, objects, and content of the teaching plan, the Principal and members of the Board of Directors agree on the assignment, arrangement of work, and division of responsibilities for teachers in a reasonable manner based on the tasks, functions, and strengths of each teacher. Professional groups are the core for teachers in experiential teaching; The teaching staff actively participates in teaching activities and provides positive feedback so that the school can make appropriate adjustments in the process of organizing teaching activities.
On the basis of unified assignment of tasks and coordination mechanism between forces in the school, the Board of Directors guides relevant forces to organize
Implement experiential teaching activities. Collect feedback through channels, organize monitoring and make appropriate adjustments; Mobilize and coordinate internal relationships within the school and relationships outside the school, creating favorable conditions for organizing teaching activities,...
To organize the implementation of the experiential teaching plan for the Math teachers to achieve high results, the school has strengthened the decentralization of teaching management activities for teachers in terms of experiential teaching capacity, and needs to carefully prepare facilities, equipment, finance and especially human resources. The principal needs to organize reasonably, assign work reasonably and scientifically. The principal needs to divide the focal points, assign staff with capacity, qualifications and experience in experiential teaching to be in charge.
For teachers' self-training in experiential teaching, school principals need to deploy and require each level to be achieved at each time and each certain stage. They need to regularly remind and seriously check the self-training activities of Math teachers to grasp the situation and provide appropriate and timely solutions.
To successfully organize experiential learning activities, the Principal needs to have policies to encourage and support teachers before, during and after the teaching process. In particular, it is necessary to design an environment and necessary conditions to implement experiential learning types in the school's teaching process so that teachers have many opportunities and conditions to participate and self-organize experiential learning according to the scope of functions, tasks and specific characteristics of Mathematics.
1.4.4. Directing the management of experiential teaching for middle school math teachers
The content of directing the implementation of experiential teaching is an important management content, necessary for realizing the goals of teaching activities. Directing is the process of maintaining stability, influencing the attitudes and behaviors of teachers and forces participating in teaching activities to achieve the goals.
teaching with high quality. The content of the direction is clearly shown through the management and guidance of the forces, the participation in teaching of the Principal, turning the requirements of teaching activities of teachers into the need for self-improvement in teaching for each teacher. The direction is clearly shown in the following contents:
The principal thoroughly understands relevant directives and guidelines. Directs and organizes propaganda so that the teaching staff understands the role and significance, and actively participates in experiential teaching for teachers to meet the teaching and educational requirements of the school.
The principal commands and guides the implementation of teaching tasks, teaching activities, and experiential teaching content;
Regularly urge, encourage and motivate teachers to participate in experiential teaching.
Monitor and track teachers' participation in teaching, implementation of teaching activities of subject groups, of each teacher,...
Direct teaching activities, update new requirements and content according to the requirements of the Department and the industry.
Create the most favorable conditions for experiential teaching activities to achieve high results.
To effectively direct, the Principal needs to have leadership qualities and abilities, prestige, and understanding of experiential activities in the educational program. He/she must build a team of good professional advisors and create unity and consensus among teachers.
1.4.5. Testing and evaluating the effectiveness of experiential teaching activities in Mathematics in secondary schools.
Inspection is an important content that helps the Principal, the Board of Directors, organizations in the school and teachers know the extent to which teachers' experiential teaching activities are being implemented. Thereby, school management levels and teachers know whether the decisions in the management are appropriate.
practical teaching activities, suitable for teachers - teaching objects or
From there, the Principal and the Board of Directors have information to evaluate the quality of teaching activities, make decisions to adjust teaching activities and organize teaching activities for the school's teaching staff to achieve the set goals.
Testing has the effect of providing information and assistance to the board of directors, professional groups, and teachers with information to implement the established teaching plan objectives.
The test has the following tasks:
Collect information, compare the suitability of the teaching situation with the determined teaching objectives. Check the awareness and level of participation of teachers and the coordination of relevant parties in experiential teaching activities.
Checking the implementation of the plan and the experiential teaching program according to the roadmap. The inspection will provide the Principal and the Board of Directors with information to evaluate the teaching content that is well implemented; the content that is not well implemented; the negative factors and difficulties arising from teaching activities.
Adjustment: The Board of Directors, headed by the Principal, based on the information collected during the inspection process, will advise the Professional Team or take actions to improve shortcomings and weaknesses, and promote strengths in the teaching and learning activities of the school's teaching staff.
To do well in the inspection stage, the Principal and the Board of Directors need to pay attention to doing well the following tasks:
Determine test standards Design test kits.
Building inspection forces and organizing inspection forces.
Measure and determine achievements in experiential teaching activities for teachers as proposed by the school.
Compare the achieved results with the teaching objectives set in the plan. Make necessary adjustments.
1.5. Factors affecting the management of experiential teaching of Mathematics in secondary schools
1.5.1. Impacts from programs, content, plans, and legal documents on the management of experiential teaching of Mathematics in secondary schools
The curriculum, content, and teaching plan in general, and teaching Mathematics in particular, are important steps that have a comprehensive and profound impact on the entire process of managing teaching activities, on teachers' perceptions and actions in teaching activities, promoting the innovation of curriculum, content, and teaching plans in an appropriate manner, ensuring the quality and effectiveness of teaching Mathematics in secondary schools is a fundamental, practical, and long-term goal.
Therefore, management entities in secondary schools must design a specific, clear, accurate, practical and feasible system of programs, contents and plans for teaching Mathematics. Programs, contents and plans for teaching Mathematics must be arranged in a unified system, ensuring stability, longevity and suitability with the development trend of education and the characteristics of teaching subjects of Mathematics and the teaching tasks of teachers, and at the same time must achieve management goals. Programs, contents and plans for teaching Mathematics in secondary schools must be close to the teaching objectives, convenient for the process of implementing tasks and checking and evaluating the results of teachers' teaching activities. The structure of the program, contents and plans for teaching Mathematics must be flexible, adaptable and scientific, in which it is necessary to clearly indicate the amount of teaching knowledge, skills and subject values that teachers and students need to achieve in each lesson.
Management documents, regulations, and rules... in the management of mathematics teaching activities are both legal tools in managing all activities and clear regulations for organizations and teachers in performing tasks, in checking and evaluating teachers' activities, ensuring that the school's teaching activities are increasingly more orderly and effective.
Thus, the program, content, and plan for teaching Mathematics are the orientations, controls, and directions for establishing and implementing management measures to improve the quality of teaching Mathematics in secondary schools today.
1.5.2. Factors of manager and managed objects
Subjective factors affecting the management of mathematics teaching activities in secondary schools include: the qualifications, capacity, and qualities of the management subject, directly the principal, the vice principal in charge of professional matters, the head of the professional group, and the team of teachers teaching mathematics, and students. Whether the school can achieve its goals and tasks or not largely depends on the qualifications, capacity, and qualities of the principal and the team of teachers directly teaching:
1.5.2.1. The capacity and qualities of the principal
To be effective in management and improve the quality of education in teaching activities, the principal must clearly understand the objectives, content, and grasp the methods, principles, and forms of organizing teaching mathematics. The principal must be an experienced, competent, and professionally reputable teacher; be the leader of the teaching staff, and know how to effectively organize teaching activities in the school.
1.5.2.2. Quality of teaching staff
In schools, teachers are the main force to carry out the tasks of teaching and educating students. Teachers who are good at their subject matter have a direct impact on their own reputation, affirming themselves before the teaching community and conversely, teachers who do not have enough professional qualifications, skills, and moral qualities will not be effective in teaching. Teachers are those who are deeply trained in professional and pedagogical skills. But in reality, the professional qualifications of each teacher are not equal. This greatly affects
Teaching activities, especially Mathematics, are a subject that requires passion from both teachers and students.
Math teachers in secondary schools not only teach knowledge but also have the task of inspiring students' passion for learning Math and mathematical thinking; Learning Math well requires talent, strengths, needs, interests, passion... Math teachers are the link between students and teachers to promote motivation and interest in learning this subject. Therefore, managing Math teaching in schools needs to pay attention to the special factors: teachers and students.
1.5.2.3. Student input quality
Reality shows that if the quality of admission is too low or not selective, it will be difficult to manage teaching activities to achieve good results. Secondary school students begin to develop strongly physically but do not have enough conditions to develop comprehensively in intelligence, thinking, and moral qualities. Meanwhile, secondary school level begins to require students to study with high intensity. That leads to conflicts in students' motivation, attitude, and interest in learning. To overcome that conflict, it is required that speaking and math subjects in secondary schools must be linked to life and create interest for students. This is one of the factors that strongly influence the teaching of math and the management of math teaching in secondary schools in Bac Ninh city, Bac Ninh province today.
1.5.3. Facilities, equipment and teaching aids
The conditions of facilities and teaching aids are also important factors affecting the quality of teaching. The management of teaching activities in Mathematics will be highly effective if the school is built properly, in accordance with regulations, and the conditions and modern teaching aids are fully and uniformly equipped.
Social circumstances affect management in secondary schools in both positive and negative directions in choosing exam blocks in natural sciences.
However, training and selection into colleges and universities, future career orientation.
Objective factors affecting the management of Math teaching activities include the attention of leadership and direction from superiors, the tradition of learning in the locality, conditions and teaching aids... The management of Math teaching activities will bring practical results when receiving the attention of leadership from superiors with the right policies and guidelines to encourage and motivate teaching activities. The educational movement and the tradition of learning in the locality are also important factors affecting Math teaching activities in secondary schools.
1.5.4. Educational environment in general and teaching environment in particular
The cooperation and coordination of members and organizations in the school community. This is the factor that creates solidarity and a positive atmosphere, helping managers to unify in directing, gathering financial resources, human resources, material resources, etc. to help the school achieve educational goals faster and better.
The connection between family - school - society. This is an important factor, implementing the educational principle of "school education combined with family education and social education" in educating students. The connection of responsibility between the school and the parents' representative board, or between teachers and parents, is a very important factor in coordinating to help students achieve good learning results. The participation in education of local organizations and mass organizations creates favorable conditions for student education in general and HĐDH in particular.
1.5.5. Information and communication technology
With the development of science and technology, many teaching aids have been born, bringing about efficiency, helping teachers to guide students to access the most abundant and easy-to-understand source of knowledge. From teaching with electronic lesson plans, teaching with on-screen presentations (Powerpoint), in recent years
There are also modern teaching technology devices such as: Blackboard.