Một số vấn đề chung về xây dựng chuẩn trong Chương trình Giáo dục phổ thông

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Đức Quang Phạm

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: Khoa học giáo dục Việt Nam 2022

Mô tả vật lý: 45297

Bộ sưu tập: Metadata

ID: 397205

Thêm vào giỏ Liên kết toàn văn

Đến nay, còn có nhiều cách hiểu về chuẩn trong xây dựng Chương trình Giáo dục phổ thông, vì có nhiều cách tiếp cận khác nhau như từ bình diện: Xây dựng chuẩn đầu ra hay đánh giá kết quả học tập của học sinh, quản lí dạy và học theo chuẩn... Vì thế, cũng có nhiều cách tiếp cận về xây dựng chuẩn như: Phục vụ cho đánh giá tổng kết hay dạy và học theo chuẩn... Bài viết này làm rõ cách tiếp cận xây dựng chuẩn trong Chương trình Giáo dục phổ thông từ bình diện dạy học theo chuẩn ở Việt Nam. Theo đó, chuẩn là sự cụ thể hoá các yêu cầu cần đạt, giúp người đọc hiểu được chiều sâu của chương trình đó cũng như hình dung được vùng phát triển gần nhất của học sinh được mô tả thông qua các mức độ cần đạt. Trên cơ sở đó, minh hoạ chuẩn trong Chương trình Giáo dục phổ thông môn Toán ban hành năm 2018. Vì thế, chuẩn hỗ trợ thẩm định cũng như chọn lựa sách giáo khoa trong bối cảnh một chương trình và có nhiều bộ sách giáo khoa
giúp chỉ đạo dạy học và kiểm tra, đánh giá theo chuẩn. Đặc biệt, chuẩn không chỉ hỗ trợ đánh giá tổng kết mà còn giúp đánh giá thường xuyên, vì người dạy và người học đều biết rõ yêu cầu cần đạt với từng đơn vị kiến thức (hay chủ đề/bài học) trong Chương trình, góp phần tránh được hiện tượng người học "ngồi nhầm lớp"., Tóm tắt tiếng anh, Up to now, there are many ways to understand the concept of standards in developing the General education curriculum due to different approaches from the perspective of building output standards, assessing students' learning outcomes, managing the teaching and learning process based on standards. Therefore, the standard development is also approached in different ways with purposes such as summative assessment, teaching and learning based on standards. This article aims to identify the standards-building approach in the General education curriculum from the perspective of standards-based teaching and learning in Vietnam. Accordingly, the standard is the concretization of the requirements to be achieved, helping teachers to understand the depth of that curriculum and visualize the student's nearest development zone, which is described through the levels to be achieved. On that basis, the article provides an illustration of the standard in the general education curriculum of Mathematics in 2018. Therefore, the standard supports the assessment and selection of textbooks in the context of only one curriculum and many sets of textbooks
helping the teaching and testing follow the standards. In particular, the standard not only supports summative assessment but also continuous assessment because both teachers and learners understand the requirements to be achieved with each unit of knowledge (topic/lesson) in the curriculum, aiming to avoid the problem of students 'sitting in the wrong class".

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR