helps students not get bored, the knowledge of the lesson is drawn out in a gentle, proactive, and practical way so they understand deeply and remember for a long time.
The process of building a lesson outside the classroom (teaching in nature) is usually carried out in the following steps:
Step 1: Develop a plan to organize lessons in nature.
The effectiveness of organizing outdoor learning activities depends largely on preparation. Therefore, in this step, teachers need to:
Develop a thoughtful plan for organizing outdoor lessons: Clearly define the purpose and requirements of "outdoor learning activities"... Develop outdoor teaching content.
Go to the location where the outdoor learning activity will be held to specifically study the learning object, and supplement the necessary teaching aids and tools for conducting outdoor learning activities. The location for the class can be the school yard, school garden, park, craft village, etc.
Determine the means of transportation for students to the location of outdoor learning activities. The means of transportation can be on foot or by car depending on the teaching location.
Determine appropriate outdoor teaching time (avoid teaching in hot weather: period 3, 4 in the morning or period 1, 2 in the afternoon). In addition, teachers also need to clearly determine the time for student transportation, teaching time, time for each activity of the lesson and time to bring students home.
Disseminate the outdoor learning plan to students fully and clearly before the outdoor learning day so that students have a good mindset and prepare necessary materials/equipment.
Plan how to manage students: studying outdoors in a large space has many external factors that affect students' concentration. Therefore, teachers need to plan how to manage students during the process of moving to the teaching location, during the learning process and when moving students back to class.
Plan alternative options in case of unfavorable weather conditions: rainy weather, too sunny,...
Step 2: Conduct teaching in nature:
An outdoor lesson is usually organized according to the following process:
Teachers pose problems for students to directly perceive real objects (things, phenomena) of the lesson at the teaching location.
Teachers ask suggestive questions to help students think in order to make comments about things and phenomena. Teachers guide students in methods of collecting information to achieve the set goals, encourage students to think and analyze by asking and answering questions: Why/Why? How?
Students discuss in groups (based on observing real objects, experiments, etc.) to solve the problem raised by the teacher.
The teacher guides students to report the results of observation, collection and then draw conclusions. The teacher comments, supplements and concludes the correct conclusion.
Teachers organize activities for students to practice, consolidate and deepen their knowledge of the lesson.
Step 3: Summary
Teachers should provide/direct other resources so that students have the opportunity to explore more content related to the lesson.
Teachers and students evaluate the effectiveness of the lesson for themselves, and draw conclusions about the lesson.
In some lessons, teachers can incorporate experiential activities into part of the lesson content and organize learning outside the classroom:
For example: In lesson 100 "oi - ay" (Vietnamese Textbook Grade 1, Volume 2, Canh Dieu series), students can observe trees in the school yard or garden. After observing the trees, the teacher can assign the students to draw the tree they observed today.
Chapter 2 Summary
With a highly integrated interdisciplinary curriculum and modern teaching methods, Vietnamese 1 not only helps students learn Vietnamese but also explore the world around them; exchange ideas, participate in interactive activities; have the opportunity to connect with personal experiences in approaching new things, developing healthy personalities and independent thinking. According to the requirements of the new program, Vietnamese 1 focuses on spending time on extensive reading activities. This activity gives students the opportunity to find more books to read according to their interests with the guidance, support and testing of teachers. In reality, the content of experiential activities outside of class hours in the past did not completely help students in the school but only helped a certain group have the opportunity to participate. As for shy students who are afraid of communication, they may or may not participate in experiential activities because this is not a mandatory activity. Currently, the newly compiled textbooks have included experiential activities as a compulsory subject, thereby forming in students the necessary habits, skills, and qualities for the process of growing up later. When organizing experiential activities for students, teachers need to ensure basic requirements such as the logical framework of activities in an experiential activity topic, the experience of students and especially each school so that students can freely create. There are many ways to organize experiential activities in the subject of Spelling in particular as well as other subjects of the current educational program in general, but teachers need to know how to combine different forms and clearly understand the characteristics of their students' psychology to design the most suitable experiential activities.
CHAPTER 3: TEACHING PRACTICE
3.1. Purpose
– Initial verification of the feasibility of the proposed solutions in chapter 2
– From research, teachers need to apply it to practice to survey and evaluate their results. From there, there are steps to adjust to suit the teaching situation.
– Recognize what limitations teachers have in the process of designing experiential activities in teaching the Phonics subject.
– Not fully understanding the concept of "experiential activities" and not closely following the lesson's objectives.
– The teacher's teaching methods are still limited and inappropriate.
3.2. Location and time
– Time: October 26, 2020 to December 18, 2020
– Location: Nghia Tan Primary School
3.3. Subject
– Grade 1 students
3.4. Content
Design a contrasting lesson for Lesson 77: ang – ac
I. Objectives
1. Knowledge
– Recognize the rhymes ang, ac; spell correctly, read correctly the words with the rhymes: ang, ac
- Look at the words, find and read correctly the words that rhyme with ang and ac.
- Read the reading lesson correctly: The Little Mermaid.
- Write the correct rhymes: ang, ac, tieng thang, vac.
2. Skills:
– Know how to pause at commas and end of sentence marks.
3. Attitude
– Educating students to love nature
– Love the subject
4. Capacity - quality
– Stimulate curiosity and apply what has been learned into practice.
- Patient, observant, and able to present writing assignments beautifully.
– Cooperate effectively with friends in groups, teams, and classes.
II. Teaching aids
1. Teacher:
– Electronic lectures, textbooks
– Pictures and pre-recorded videos of squash trellis.
– Pictures of theater, welder, curtain, goose, bowl, beans, longan.
2. Students:
Textbook
III. Teaching and learning activities
1. Review (3'):
- Students read the lesson: Surfing.
2. New lesson: (29')
CONTENT
TEACHER ACTIVITIES | STUDENT ACTIVITIES | |
a. Introduction b. Share and explore | SECTION 1 - Today we learn new spellings: ang, ac. * Exercise 1 Teaching the rhyme ang - Sharing: Teacher points to each letter a, ng - Discovery: The teacher shows a picture of a ladder and asks: + What is this? - Analysis: The word thang has the initial th sound and the final ang rhyme. - Teacher introduces the rhyme model ang | -Students listen. - The whole class reads: ang - Students observe + The ladder. - Spell and read fluently. |
Maybe you are interested!
-
Identify Rating Levels and Rating Scales
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zt2a3gstourism,quan lan,quang ninh,ecology,ecotourism,minh chau,van don,geography,geographical basis,tourism development,science
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of the islanders. Therefore, this indicator will be divided into two sub-indicators:
a1. Natural tourism attractiveness a2. Cultural tourism attractiveness
b. Tourist capacity
The two island communes in Quan Lan have different capacities to receive tourists. Minh Chau Commune is home to many standard hotels and resorts, attracting high-income domestic and international tourists. Meanwhile, Quan Lan Commune has many motels mainly built and operated by local people, so the scale and quality are not high, and will be suitable for ordinary tourists such as students.
c. Time of exploitation of Quan Lan Island Commune:
Quan Lan tourism is seasonal due to weather and climate conditions and festivals only take place on certain days of the year, specifically in spring. In Quan Lan commune, the period from April to June and from September to November is considered the best time to visit Quan Lan because the cultural tourism activities are mainly associated with festivals taking place during this time.
Minh Chau island commune:
Tourism exploitation time is all year round, because this is a place with a number of tourist attractions with diverse ecosystems such as Bai Tu Long National Park Research Center, Tram forest, Turtle Laying Beach, so besides coming to the beach for tourism and vacation in the summer, Minh Chau will attract research groups to come for tourism combined with research at other times of the year.
d. Sustainability
The sustainability of ecotourism sites in Quan Lan and Minh Chau communes depends on the sensitivity of the ecosystems to climate changes.
landscape. In general, these tourist destinations have a fairly high level of sustainability, because they are natural ecosystems, planned and protected. However, if a large number of tourists gather at certain times, it can exceed the carrying capacity and affect the sustainability of the environment (polluted beaches, damaged trees, animals moving away from their habitats, etc.), then the sustainability of the above ecosystems (natural ecosystems, human ecosystems) will also be affected and become less sustainable.
e. Location and accessibility
Both island communes have ports to take tourists to visit from Van Don wharf:
- Quan Lan – Van Don traffic route:
Phuc Thinh – Viet Anh high-speed boat and Quang Minh high-speed boat, depart at 8am and 2pm from Van Don to Quan Lan, and at 7am and 1pm from Quan Lan to Van Don. There are also wooden boats departing at 7am and 1pm.
- Van Don - Minh Chau traffic route:
Chung Huong high-speed train, Minh Chau train, morning 7:30 and afternoon 13:30 from Van Don to Minh Chau, morning 6:30 and afternoon 13:00 from Minh Chau to Van Don.
f. Infrastructure
Despite receiving investment attention, the issue of infrastructure and technical facilities for tourism on Quan Lan Island is still an issue that needs to be resolved because it has a direct impact on the implementation of ecotourism activities. The minimum conditions for serving tourists such as accommodation, electricity, water, communication, especially medical services, and security work need to be given top priority. Ecotourism spots in Minh Chau commune are assessed to have better infrastructure and technical facilities for tourism because there are quite complete and synchronous conditions for serving tourists, meeting many needs of domestic and foreign tourists.
3.2.1.4. Determine assessment levels and assessment scales
Corresponding to the levels of each criterion, the index is the score of those levels in the order of 4, 3, 2, 1 decreasing according to the standard of each level: very attractive (4), attractive (3), average (2), less attractive (1).
3.2.1.5. Determining the coefficients of the criteria
For the assessment of DLST in the two communes of Quan Lan and Minh Chau islands, the students added evaluation coefficients to show the importance of the criteria and indicators as follows:
Coefficient 3 with criteria: Attractiveness, Exploitation time. These are the 2 most important criteria for attracting tourists to tourism in general and eco-tourism in particular, so they have the highest coefficient.
Coefficient 2 with criteria: Capacity, Infrastructure, Location and accessibility . Because the assessment area is an island commune of Van Don district, the above criteria are selected by the author with appropriate coefficients at the average level.
Coefficient 1 with criteria: Sustainability. Quan Lan has natural and human-made ecotourism sites, with high biodiversity and little impact from local human factors. Most of the ecotourism sites are still wild, so they are highly sustainable.
3.2.1.6. Results of DLST assessment on Quan Lan island
a. Assessment of the potential for natural tourism development
For Minh Chau commune:
+ Natural tourism attractiveness is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined as average (2 points) and the coefficient is quite important (coefficient 2), then the score of Capacity criterion is 2 x 2 = 4.
+ Exploitation time is long (4 points), the most important coefficient (coefficient 3) so the score of the Exploitation time criterion is 4 x 3 = 12.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is assessed as good (3 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 3 x 2 = 6 points.
The total score for evaluating DLST in Minh Chau commune according to 6 evaluation criteria is determined as: 12 + 4 + 12 + 4 + 4 + 6 = 42 points
Similar assessment for Quan Lan commune, we have the following table:
Table 3.3: Assessment of the potential for natural ecotourism development in Quan Lan and Minh Chau communes
Attractiveness of self-tourismof course
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
CommuneMinh Chau
12
12
4
8
12
12
4
4
4
8
6
8
42/52
Quan CommuneLan
6
12
6
8
9
12
4
4
4
8
4
8
33/52
b. Assessment of the potential for humanistic tourism development
For Quan Lan commune:
+ The attractiveness of human tourism is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined to be large (3 points) and the coefficient is quite important (coefficient 2), then the score of the Capacity criterion is 3 x 2 = 6.
+ Mining time is average (3 points), the most important coefficient (coefficient 3) so the score of the Mining time criterion is 3 x 3 = 9.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points.
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is rated as average (2 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 2 x 2 = 4 points.
The total score for evaluating DLST in Quan Lan commune according to 6 evaluation criteria is determined as: 12 + 6 + 6 + 4 + 4 + 4 = 36 points.
Similar assessment with Minh Chau commune we have the following table:
Table 3.4: Assessment of the potential for developing humanistic eco-tourism in Quan Lan and Minh Chau communes
Attractiveness of human tourismliterature
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Quan CommuneLan
12
12
6
8
9
12
4
4
4
8
4
8
39/52
Minh CommuneChau
6
12
4
8
12
12
4
4
4
8
6
8
36/52
Basically, both Minh Chau and Quan Lan localities have quite favorable conditions for developing ecotourism. However, Quan Lan commune has more advantages to develop ecotourism in a humanistic direction, because this is an area with many famous historical relics such as Quan Lan Communal House, Quan Lan Pagoda, Temple worshiping the hero Tran Khanh Du, ... along with local festivals held annually such as the wind praying ceremony (March 15), Quan Lan festival (June 10-19); due to its location near the port and long exploitation time, the beaches in Quan Lan commune (especially Quan Lan beach) are no longer hygienic and clean to ensure the needs of tourists coming to relax and swim; this is also an area with many beautiful landscapes such as Got Beo wind pass, Ong Phong head, Voi Voi cave, but the ability to access these places is still very limited (dirt hill road, lots of gravel and rocks), especially during rainy and windy times; In addition, other natural resources such as mangrove forests and sea worms have not been really exploited for tourism purposes and ecotourism development. On the contrary, Minh Chau commune has more advantages in developing ecotourism in the direction of natural tourism, this is an area with diverse ecosystems such as at Rua De Beach, Bai Tu Long National Park Conservation Center...; Minh Chau beach is highly appreciated for its natural beauty and cleanliness, ranked in the top ten most beautiful beaches in Vietnam; Minh Chau commune is also home to Tram forest with a large area and a purity of up to 90%, suitable for building bridges through the forest (a very effective type of natural ecotourism currently applied by many countries) for tourists to sightsee, as well as for the purpose of studying and researching.
Figure 3.1: Thenmala Forest Bridge (India) Source: https://www.thenmalaecotourism.com/(August 21, 2019)
3.2.2. Using SWOT matrix to evaluate Quan Lan island tourism
General assessment of current tourism activities of Quan Lan island is shown through the following SWOT matrix:
Table 3.5: SWOT matrix evaluating tourism activities on Quan Lan island
Internal agent
Strengths- There is a lot of potential for tourism development, especially natural ecotourism and humanistic ecotourism.- The unskilled labor force is relatively abundant.- resource environmentunpolluted, still
Weaknesses- Poorly developed infrastructure, especially traffic routes to tourist destinations on the island.- The team of professional staff is still weak.- Tourism products in general
quite wild, originalintact
general and DLST in particularalone is monotonous.
External agents
Opportunity- Tourism is a key industry in the socio-economic development strategy of the province and Van Don economic zone.- Quan Lan was selected as a pilot area for eco-tourism development within the framework of the green growth project between Quang Ninh province and the Japanese organization JICA.- The flow of tourists and especially ecotourism in the world tends toincreasing
Challenge- Weather and climate change abnormally.- Competition in tourism products is increasingly fierce, especially with other localities in the province such as Ha Long, Mong Cai...- Awareness of tourists, especially domestic tourists, about ecotourism and nature conservation is not high.
Through summary analysis using SWOT matrix we see that:
To exploit strengths and take advantage of opportunities, it is necessary to:
- Diversify products and service types (build more tourism routes aimed at specific needs of tourists: experiential tourism immersed in nature, spiritual cultural tourism...)
- Effective exploitation of resources and differentiated products (natural resources and human resources)
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Managing experiential activities of students at Nam Son Secondary School, Bac Ninh City according to the orientation of the new general education program - 2 -
Management of capacity building in organizing experiential activities in a multicultural educational environment for teachers of primary schools in Bac Kan city - 16 -
Training on organizing experiential activities for teachers of ethnic minority boarding secondary schools in Nam Po district, Dien Bien province - 14 -
Theoretical Basis of Managing Experiential Activities for Secondary School Students According to the New General Education Program.
c. Practice and exercise activities
- Teacher introduces the sound ladder model. Teaching the rhyme ac: - Share: Teacher points to each letter ac - Discover: Show the image of a heron + What is this? - Analysis: The word "vac" has the initial sound "v" and the rhyme "ac", the heavy accent is placed under the letter "a". - Teacher introduces the rhyme model ac. - Teacher introduces the cauldron sound model. *Consolidation: What are the new spellings and new words you have just learned? a. Expanding vocabulary: (BT2) - Which word rhymes with ang? Which word rhymes with ac? - The teacher asks students to read the words and look at the illustrations. - Teacher asks students to connect in the textbook - In addition to the words with the rhymes ang and ac in the textbook, please find words with the rhymes ang and ac outside the book. b. Writing practice: (Small board - BT4) *Teacher writes on the board: ang, ac, thang, vac. - Write each letter and sound on the board while guiding the process. | - Spell and read fluently. - Students observe + The heron - Spell and read fluently. - Spell and read fluently. - The rhymes ang, ac and the sounds thang, vac. The whole class reads. - Students read each word and observe the picture. - Do exercises in textbook - The word "bac" rhymes with "ac", the word "vang" rhymes with "ang"…. - Students take the board. - Write on the board. |
Design a test lesson
Lesson 77: ang – ac