Nghiên cứu về việc sử dụng phương pháp dạy học dự án

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Tác giả: Thị Thương Huyền Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ Đại học Thái Nguyên 2022

Mô tả vật lý: 316-321

Bộ sưu tập: Metadata

ID: 406629

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Tóm tắt
Chủ đề

Nghiên cứu được thực hiện nhằm tìm hiểu quan niệm của người học về hiệu quả của việc sử dụng phương pháp dạy học dự án trong việc cải thiện kỹ năng nói cho sinh viên trường Đại học Y Dược Thái Nguyên. Nghiên cứu thực nghiệm bao gồm hai nhóm, nhóm áp dụng dạy học dự án và nhóm dạy theo phương pháp truyền thống. Phần mềm phân tích số liệu thống kê, phiên bản 20 được áp dụng để phân tích các giá trị trung bình, độ lệch chuẩn, T-tests và các hệ số tương quan của đề tài. Sau sáu tuần học tập, nghiên cứu tìm ra rằng có sự cải thiện tích cực trong việc sử dụng phương pháp dạy học dự án để cải thiện kỹ năng nói cho sinh viên, đặc biệt thông qua các tiêu chí như độ trôi chảy, phát âm, từvựng và ngữ pháp. Qua đó, nghiên cứu đề xuất việc áp dụng phương pháp dạy học dự án trong lớp học, đặc biệt trong việc học kỹ năng nói cho sinh viên., Tóm tắt tiếng anh, The study aimed to find out the effectiveness of using project-based learning on improving speaking skill at Thai Nguyen University of Medicine and Pharmacy by using a quasi-experimental research consisting of two non-equivalent groups, an experimental and a control one. Each group consisted of 30 students, in which the experimental group was taught by using project-based learning while the control group was taught in traditional method. The statistical package for the social sciences, version 20 was utilized to analyze the mean and standard deviation which were to check the differences between pre-test and post-test
the Pair sample T-tests which were to check the impact of the treatment
and the correlation coefficients finding out the significant correlation of the study. After six weeks of learning, the study found that there was an improvement of using Project Based Learning in speaking skill through the four dimensions including fluency, pronunciation, vocabulary and grammar, thereby this research suggested that project-based learning should be widely implemented in the classroom.

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