Skills for Working with Text Channels and Combining Image Channels

The highest level of diagramming is to identify the primary information and express it in the most appropriate terms, identify secondary information and represent it in a reasonable diagram with appropriate pictures and illustrations, and name the diagram.

Information evaluation skills

The skill of evaluating information from text channels is the ability of students to recognize the value of information obtained in solving learning and research tasks. To recognize the value of information, students must quickly collect and process information accurately in the direction of solving learning and research tasks. This skill requires students to have the ability to analyze, synthesize and have high intuitive thinking to recognize the accuracy or noise of information, the quantity and quality of information, the purpose of the information provided, and to which audience and to solve what task. This is a high-level skill in the skills of processing information from text channels in textbooks. Training students to have this skill has a particularly important effect in the era of chaos "information about the same object, phenomenon, the same specific, unchanging real topic. Thereby helping students have a solid awareness in all situations, contributing to creating a generation of Vietnamese people who are steadfast in ideology, ethics, politics, etc., serving the country's Industrialization and Modernization in a sustainable and right direction.

When evaluating information, students can evaluate the application value of information but not solve the cognitive task, or evaluate and apply to solve part of the cognitive task, or at a higher level, students evaluate the value of information and thoroughly solve the cognitive task. These are also the levels of information evaluation skills of high school students.

Thus, in general, the skills of processing information from text channels include a number of similar operations.

c) Information application skills group

Applying information is the activity of using existing information to solve cognitive problems or learning tasks that students have received or set. The result of this activity is to improve the knowledge system of students. This result is shown through the fact that students solve learning and cognitive tasks that they have received or set by themselves thanks to the application of information in a reasonable way.

First. In high school physics learning, students often solve learning tasks through solving qualitative exercises and quantitative exercises. Physics exercises in high school teaching have many effects, including the effect of reviewing, deepening, expanding knowledge, training high self-study skills, and developing creative thinking of students [70 ] . Therefore, training students in the skills of applying information to solve exercises has practical significance for them to study independently, to explore their own knowledge and abilities.

The group of information application skills includes the following basic skills: Information application skills to answer qualitative questions, Information application skills to solve quantitative exercises.

Skills to apply information to answer qualitative questions

The skill of applying information to answer qualitative questions is the ability of students to select and use the information obtained to answer qualitative questions or solve problems posed in qualitative questions. These questions can be posed by teachers or by students themselves when perceiving a phenomenon related to physics. Here, students must recognize what the physics phenomenon mentioned in the qualitative question is. From there, determine the essential relationship between the physics phenomenon mentioned in the question and the laws, laws, and physics theories that have been learned or self-learned and logically reasoned about that relationship in many directions, and finally choose the most accurate and optimal direction of application.

The skills of applying information to answer qualitative questions can be divided into the following levels: choosing the correct knowledge content to apply but answering incompletely, choosing the correct knowledge content to apply and answering fully but not concisely, choosing the correct knowledge content to apply and answering accurately, concisely, and correctly with the nature of the material.

Skills to apply information to solve quantitative exercises

The skill of applying information to solve quantitative exercises is the ability of students to select and use the information obtained to find solutions to quantitative exercises. Here, students need to recognize the physical nature of the problems that the problem refers to, determine the relationship between them and the phenomena, laws, theories of physics, laws of physics and physics equations describing that relationship. From there, analyze the relationship in different directions and select and use the most important relationship to solve the task set by the exercise. Students with this skill will be confident in their studies, confident in grasping

knowledge and easily have new ideas, ready for learning activities

creativity in learning, research and future work.

The levels of knowledge in applying information to solve quantitative exercises include: selecting the right knowledge needed for the problem but not solving it thoroughly; selecting the right knowledge needed for the problem and solving it thoroughly but not creatively; selecting the right knowledge needed and solving the problem thoroughly and creatively.

Thus, the skills in the group of information application skills include similar operations.

2.2.3.2. System of skills for working with visual channels

The visual channels in physics textbooks have special features, therefore, it is necessary to have corresponding skills to work with visual channels. Visual channels in physics textbooks are very diverse and rich. Each type has its own characteristics, so the skills with visual channels are also very diverse and complex. Depending on the specific type, students are required to work with images with separate operations. The research of the topic determines the system of visual skills with visual channels including: skills working with drawings, skills working with images (photos), skills working with graphs, skills working with tables and skills working with diagrams.

a) Skills in working with drawings

The skill of working with drawings is the ability that students rely on observing drawings, using intuition and logical reasoning with possible information from the drawings to solve learning and research tasks related to that drawing. The result of this is that students have full information from the drawing and solve learning and research tasks. To work with drawings effectively, students must perform some basic operations such as: comprehensively observing the drawing, reading notes about the drawing, analyzing the meaning of the information contained in the drawing and identifying what physical knowledge content that information contains, how that knowledge content is related to the learning and research tasks. From there, choose the most appropriate content to solve learning and research tasks.

The results of students working with drawings can reach the following levels: identifying the main hidden content in the picture but not solving the task, identifying the main hidden content in the picture and partially solving the task, identifying the main hidden content in the picture and completely solving the learning and research task.

b) Skills in working with images (photos)

The skill of working with images is the ability that students rely on observing images, using intuition and logical reasoning with possible information from images to solve learning and research tasks related to that image. The result of this is that students have full information from images and solve learning and research tasks. To work with images effectively, students must perform some basic operations such as: reading notes about images, observing the image as a whole, analyzing the meaning of the information contained in the image and identifying what physical knowledge content that information contains, how that knowledge content is related to learning and research tasks. From there, choose the most appropriate content to solve learning and research tasks.

The levels of visual literacy that students can achieve can be: identifying the main content hidden in the image but not solving the task, identifying the main content hidden in the image and solving the task but not completely, identifying the main content hidden in the image and completely solving the learning and research task.

c) Skills in working with graphs

The skill of working with graphs is the ability of students to perform a number of appropriate operations to obtain the full content of physical knowledge contained in the graph and solve learning and cognitive tasks. The basic operations of working with graphs in order are: reading the notes of the graph name, observing and naming the axes of the graph and the corresponding units on each axis, recognizing the variability of the quantities given on the graph based on the form of the graph. From there, create expressions representing the relationship between the quantities given in the graph and the learning task, then generalize the relationship between those quantities. Finally, apply the knowledge obtained from the graph to solve learning and cognitive tasks.

Levels of working with graphs that students can achieve: identifying the properties of variation but not yet writing the relationship between quantities; identifying the properties of variation and writing the relationship between quantities but not yet solving the cognitive task; identifying the properties of variation, writing the relationship

relationship between quantities and solve cognitive tasks.

d) Skills in working with tables

KNLV with tables is the ability that students can exploit and apply information obtained from tables to solve learning and research tasks. Students need to perform the following operations to work with tables: read notes about the table they are observing, read general information about the rows and columns including the units of measurement if any in those rows and columns, analyze the relationship between information from the rows and columns and the learning task. From there, establish the relationship between information in the rows and columns and the content that needs to be solved. Finally, choose the most appropriate relationship to solve the learning task.

The levels of skills achieved with tables that students can achieve: identify the names of columns and rows; identify the meaning of the table and write down the relationship between the quantities contained in the rows and columns; write down the relationship between the quantities in the rows and columns and solve the learning task.

e) Skills in working with diagrams

The skill of working with diagrams is the ability of students to collect, process and use information contained in the diagram to solve learning and cognitive tasks. The operations that need to be performed when working with diagrams in the Physics textbook include: reading the diagram notes to know what the diagram summarizes, identifying the central object of the diagram to know the main information content that the diagram refers to, reading the main branches, additional branches and images, illustrative expressions to have full information that the diagram wants to provide, analyzing the relationship between information in the branches and central information, synthesizing the relationships and expressing generalizations of the content of the diagram, and finally selecting and applying information from the diagram to solve learning and cognitive tasks.

The levels of working with diagrams that students can achieve include: identifying the main content of the diagram; identifying the main content of the diagram and summarizing the main content; identifying the main content of the diagram, generalizing the diagram and applying it to solve learning tasks.

2.2.3.3. Skills in working with text channels in combination with image channels

As presented in the previous section, the image is not just a collection of all the signs, lines, etc. that make up the image but is often explained and annotated by the image.

The word channel with pictures helps to describe more clearly the meaning of the picture and the information from the picture. Many knowledge contents are presented in the Physics textbook, the word channel is illustrated with pictures to help students easily visualize, imagine,... about the things and phenomena mentioned by the word channel. Therefore, in many cases, working with the word channel or working with the picture channel has a combination of words and pictures. Therefore, students who have the skills to work with the word channel and the picture channel will be able to work with situations that combine both words and pictures.

2.2.4. Measures to practice skills in working with textbooks for students

The determination and selection of measures or measures to practice textbook skills for students is often based on the level of skills that students have and the requirements of the teaching objectives of each lesson, each section and of the subject. Measures to practice textbook skills for students include: modeling, explanation, practice organization, and adjustment testing.

2.2.4.1. Sampling method

This method can be used when students do not know or cannot visualize the work they have to do, do not have the skills that need to be practiced. At this time, the teacher must demonstrate the operations and steps of that skill for students to observe. During the demonstration, the teacher needs to clearly explain the operations and steps he is doing and their meaning. Only then can students understand and follow. When using the demonstration method, the teacher needs to note that the whole class must observe and hear clearly, the operations must be carried out slowly, accurately, enough for students to observe and follow. After demonstrating slowly, the teacher can demonstrate again at a faster speed and let students follow his operations to ensure that after demonstrating, students can perform the operations in the skills that need to be practiced within the time the teacher has planned.

2.2.4.2. Explanation and guidance measures

The explanation method can be used when students are proactive and can work with textbooks at a low level. In this method, teachers use words to guide, control and organize students to practice necessary skills. Instructions must be clear, detailed, sentences must be easy to understand, and explanations must be clear so that students understand why they have to do so, the meaning of those activities. Note that explanation does not stop at explaining the activities.

but also explain the objects (images, diagrams, tables, etc.) that are interacting. This process must also ensure that all students see, hear and understand clearly so that they can follow along immediately after being instructed within the time allowed. Teachers can also use suggestive questions to help students identify necessary activities.

2.2.4.3. Practice organization measures

What students see, hear, and understand will be easily forgotten in a short time if the subject does not reproduce and practice the same situation or similar situations many times. Therefore, it is necessary to organize for students to practice the skills they have been trained. This practice can be conducted for each student or group of students; organized during class time or outside of class time. It is important to note that each student or group of students must have a textbook corresponding to the teacher's requirements. At the same time, during the process of students practicing, the teacher must ensure full supervision of the activities or products of each student or group of students to facilitate adjustment and assistance. In case students have to practice outside of class time, the teacher must guide and assign tasks clearly to help them grasp the specific requirements and goals to achieve. Whether practicing in class or assigning tasks outside of class time, the teacher should pay attention to the time for students to practice in the most reasonable way.

2.2.4.4. Measures to check and adjust student behavior

This measure is carried out after a process of practicing with one or several skills with the textbook. The form, content and time of the test depend on the appropriate choice of the teacher. Teachers can use questions, exercises, etc. to test, or ask students to summarize the content of a presentation in the textbook, or verbally express tables, drawings, graphs, diagrams, etc. Teachers must have a way so that after testing, teachers can evaluate and have appropriate adjustment measures.

2.2.5. Steps to practice working skills with textbooks

2.2.5.1. Steps to practice working skills with text channels

Once the KNLV with the writing channel that needs to be trained for students has been identified, teachers apply the steps to practice the identified KN corresponding to Table 2.1 below to organize training for students.

Table 2.1. Steps to practice skills in working with text channels

KN Group

Steps to practice skills
Information Collection	Step 1: Determine the location of the information to be collected through the heading. Step 2: Skim the content, underline words, figures, and formulas. Step 3: Read through the necessary information. Step 4: Write down the main ideas and summarize the necessary information
Information processing	Step 1: Determine the information processing objectives Step 2: Analyze and select necessary information Step 3: Information processing
Applying information	Step 1: Determine the purpose of applying the information Step 2: Show the connection between information and cognitive requirements Step 3: Solve the cognitive problem

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At the end of the survey, after checking and eliminating erroneous questionnaires, the study collected 858 complete questionnaires, equivalent to a rate of about 78%. In addition, the research subjects of the thesis are only people who are using mobile phones, so people who do not use mobile phones are not within the scope of the thesis, therefore, the questionnaires with the option of not using mobile phones were excluded from the scope of analysis. The number of suitable survey questionnaires included in the statistical analysis was 835. 4.1 Demographic characteristics of the sample The structure of the survey sample is divided and statistically analyzed according to criteria such as gender, age, occupation, education level and personal income. (Detailed statistical table in Appendix 6) - Gender structure: Of the 835 completed questionnaires, 49.8% of respondents were male, equivalent to 416 people, and 50.2% were female, equivalent to 419 people. 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• Example Illustrating a Summary of an English Text
• Percentage of Investigation Articles Using Role-Playing Skills (%)

In the process of practicing the skills with the text channel, it may not be necessary to perform all the steps as presented. Any activity (step) that students have mastered can be skipped.

Below clarifies the necessary operations when performing the steps to develop and practice the skills of working with text channels with the corresponding skills.

a) Operations that need to be practiced in the group of skills to collect information from text channels

Information collection from text channels is carried out through the following steps with specific operations:

Step 1: Determine the location of the information to be collected through the heading

When students receive learning tasks from teachers, they proceed to determine which part of the lesson the main task to be solved is presented by identifying the location of the topic containing the main idea of ​​the assigned task. VL textbooks present topics in large letters and different colors from other parts of the text. The beginning of the topics is often numbered or lettered, which is very convenient for identifying the topics. Therefore, to perform this step, students need to recognize the topic by reading the large colored text, starting with a number or a letter.