TỔ CHỨC BỒI DƯỠNG NĂNG LỰC TỔ CHỨC HOẠT ĐỘNG TRẢI NGHIỆM CHO GIÁO VIÊN TIỂU HỌC

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Tác giả: Văn Tú Hà, Mai Khanh Hoàng

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.254 - 262

Bộ sưu tập: Metadata

ID: 339846

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Để triển khai thực hiện hiệu quả hoạt động trải nghiệm theo yêu cầu của chương trình giáo dục phổ thông 2018 thì một trong những yêu cầu cấp thiết là phải củng cố và phát triển năng lực tổ chức hoạt động trải nghiệm cho giáo viên tiểu học. Nghiên cứu này được thực hiện nhằm mục đích đề xuất tổ chức bồi dưỡng năng lực tổ chức hoạt động trải nghiệm cho giáo viên tiểu học. Bài viết đã sử dụng phối hợp các phương pháp nghiên cứu tài liệu lý luận, phương pháp điều tra bằng phiếu hỏi và phương pháp thực nghiệm sư phạm để xác định các vấn đề cơ bản về lý luận và thực tiễn tổ chức bồi dưỡng năng lực tổ chức hoạt động trải nghiệm cho giáo viên tiểu học. Bài viết đề xuất những thành tố cơ bản để tổ chức bồi dưỡng năng lực tổ chức hoạt động trải nghiệm. Kết quả đánh giá sau thực nghiệm cho thấy giáo viên tiểu học đã củng cố, phát triển được năng lực tổ chức hoạt động trải nghiệm theo hướng tích cực. Vì vậy có thể vận dụng đề xuất này để tổ chức bồi dưỡng năng lực tổ chức hoạt động trải nghiệm cho giáo viên tiểu học trong tương lai.In order to effectively implement experiential learning activities as required by the 2018 general education program, one of the urgent requirements of the education system is to develop and strengthen the capacity to organize experiential activities for primary school teachers. This study was conducted to propose the professional development for primary school teachers to enhance their capacity in organizing experiential learning. The article employed a combination of methods—document analysis, questionnaires, and pedagogical experimentation to identify the basic issues of theory and organizational practices to foster the capacity to organize experiential learning for primary school teachers. The results of the post-experimental evaluation show that primary school teachers have developed and strengthened this capacity. Therefore, this proposal can be used to foster primary school teachers’ capacity to organize experiential learning in the future.

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