Cấu trúc năng lực tự chủ và kinh nghiệm đánh giá năng lực tự chủ của Australia

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Tác giả: Nguyễn Thị Hương

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: Tạp chí Giáo dục 2022

Mô tả vật lý: 60-64

Bộ sưu tập: Metadata

ID: 399823

Thêm vào giỏ Liên kết toàn văn

Chương trình Giáo dục phổ thông tổng thể 2018 xác định năng lực tự điều chỉnh, tự học là một trong những năng lực then chốt mà học sinh phổ thông cần đạt được. Tuy nhiên, khái niệm về năng lực này chưa được làm rõ, và năng lực không được mô tả dưới dạng các chuẩn năng lực/tiêu chuẩn đánh giá mà chỉ với một số chỉ báo về kết quả mong đợi. Trong phạm vi bài viết này, tác giả chọn Australia là quốc gia có nhiều kinh nghiệm và thành công trong việc xây dựng và đánh giá năng lực tự điều chỉnh của người học để phân tích, so sánh với thực tế của Việt Nam. Kinh nghiệm đánh giá năng lực tự điều chỉnh của Úc được giới thiệu trong nghiên cứu này có thể là tài liệu tham khảo và làm cơ sở để xây dựng cấu trúc, khái niệm năng lực tự điều chỉnh cũng như mô tả năng lực dưới dạng chuẩn năng lực/chuẩn đánh giá, đáp ứng nhu cầu phát triển năng lực của CT giáo dục phổ thông 2018, Tóm tắt tiếng anh, The General Education Curriculum 2018 identifies the competency of self-regulating and self-study as one of the key competencies that high school students need to achieve. However, the concept for this competency has not been made clear, and the competency is not described as competency standards/assessment standards, but only with some indicators of expected outcomes. In the scope of this article, the author chooses Australia as a country with a great deal of experience and success in building and assessing learners' self-regulating competency to analyze and compare with the reality of Vietnam. The experience of assessing self-regulating capacity from Australia introduced in this study can serve as a reference and a basis for building the structure, concept of self-regulating capacity as well as describing the capacity in the form of competency standards/ assessment standards, meeting the capacity development needs of the General Education Curriculum 2018

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