DẠY HỌC TRẢI NGHIỆM MÔN TÂM LÍ HỌC KĨ SƯ TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM KĨ THUẬT TP. HỒ CHÍ MINH

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Tác giả: Thị Kim Oanh Dương

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học - Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục, 2023

Mô tả vật lý: tr.176

Bộ sưu tập: Metadata

ID: 342189

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Sự phát triển mạnh mẽ của cuộc cách mạng công nghiệp lần thứ 4 đang đặt ra những yêu cầu mới về kiến thức, kĩ năng và thái độ đối với nguồn nhân lực được đào tạo. Thực tế này đòi hỏi giáo dục đại học cần có sự đổi mới toàn diện, trong đó nhấn mạnh đổi mới phương pháp dạy học theo hướng trải nghiệm để phát triển các kĩ năng chuyên môn, kĩ năng cốt lõi (kĩ năng giải quyết vấn đề, kĩ năng tư duy sáng tạo, kĩ năng tư duy phản biện, kĩ năng làm việc nhóm, v.v...) cho sinh viên. Dạy học trải nghiệm tạo cơ hội cho sinh viên học qua quan sát, khám phá, thao tác trực tiếp các sự vật, hiện tượng trong bối cảnh có ý nghĩa liên quan trực tiếp tới bài học\môn học\chương trình học, qua đó áp dụng được kiến thức lí thuyết vào giải quyết các tình huống thực tiễn của cuộc sống và nghề nghiệp. Bài báo trình bày một số vấn đề lí luận về dạy học trải nghiệm trong giáo dục đại học như học tập trải nghiệm và dạy học trải nghiệm, các phương pháp dạy học trải nghiệm. Bài báo còn phân tích kết quả tự đánh giá của sinh viên về mức độ thực hiện hành động học tập, sự thay đổi về kĩ năng giải quyết vấn và kết quả học tập của họ khi áp dụng các phương pháp dạy học trải nghiệm vào dạy học môn học Tâm lí học Kĩ sư tại trường Đại học Sư phạm Kĩ thuật TP. Hồ Chí Minh.The vigorous development of the fourth industrial revolution is placing new equirements on knowledge, skills, and attitudes towards trained human resources. This fact requires higher education to have a comprehensive innovation, which emphasizes the innovation according to experiential learning-centered teaching to develop students' professional skills and core skills such as problem-solving, creative thinking, critical thinking, teamwork, etc. Experiential teaching provides students with opportunities to learn by directly observing, discovering, and manipulating objects and phenomena in meaningful contexts related to the lesson\subject\program, thereby applying theoretical knowledge to solve practical situations of life and profession. The article presents some theoretical issues in higher education, such as experiential learning and experiential teaching methods. The article also analyzes the results of students' self-assessment on the level of performing learning actions, the change in problem-solving skill, and their learning outcomes when applying experiential teaching methods in teaching Engineering Psychology course at Ho Chi Minh City University of Technology and Education.

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