Chiến lược dạy học theo chương trình giáo dục phổ thông 2022

Sáng tạo không phải là một môn học mà nó là một trong các nhiệm vụ của giáo dục mà để phát triển có hiệu quả, đòi hỏi một chiến lược mang tính hệ thống, từ chương trình học cho đến phương pháp giảng dạy và đánh giá [NACCCE, 1999]. Chương trình giáo dục phổ thông 2018 của Việt Nam đã đưa sáng tạo vào một trong ba nhóm năng lực chung mà học sinh cần được thúc đẩy [MOET, 2018a]. Đây là bước đột phá trong giáo dục, vì chuyển từ dạy học truyền đạt kiến thức sang phát triển năng lực. Mục tiêu chính của bài nghiên cứu này nhằm tìm hiểu xu hướng và cơ sở khoa học của việc đánh giá cao sự sáng tạo trong chính sách giáo dục ở các nước tiên tiến sau đó nghiên cứu phương pháp sư phạm nhằm phát triển sự sáng tạo của học sinh như là một trong các giải pháp nhằm thực hiện có hiệu quả chương trình giáo dục phổ thông 2018 theo định hướng phát triển phẩm chất và năng lực học sinh. English abstract: Creativity is not a subject but it is a mission which requires a systematic strategy involving curricurum, teaching pedagogy and assessment [NACCCE, 1999]. The Vietnam general curricum 2018 has chosen creativity as one of three general competences that students need improving [MOET, 2018a]. This is indeed an innovation in education because it shifts from knowledge-based teaching to skill-based teaching. The main aim of this papaer is to investigate the tendency and theory of creativity in developed countries then examine teaching pedagogy for creative competence with a belief that it is one of the best practice of implementing the general curriculum 2018.

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December 2021 · International Research Journal of Management IT and Social Sciences

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May 2021 · PLoS ONE

  • Lan Huu Nguyen
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