Dòng Nội dung
1
Đề xuất khung kĩ thuật về thiết kế công cụ đánh giá phẩm chất và năng lực theo chương trình giáo dục phổ thông 2018 / Đặng Xuân Cương, Nguyễn Thị Hương, Nguyễn Tất Thắng // Giáo dục Thành phố Hồ Chí Minh . - 2024-1. - tr. 33-38. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 371.26
With the trend of innovating curriculum development from a content approach to a competency approach, the relationship among curriculum, teaching, and assessment needs to be given proper attention. Teaching and assessment are two parallel activities, in which assessment provides reliable and valuable information to serve teachers' teaching and students' learning. In the challenges of implementing many different sets of textbooks, assessment plays an important role in providing information for implementation according to the regulations and requirements in the approved curriculum. The article proposing a theoretical framework for developing instrument to assess characters and competencies according to the 2018 curriculum, which proposes the types of instruments that can be used, provides corresponding types of instruments for formative assessment and summative assessment of characters, general and domain-specific competencies as well as the process of designing and using instruments for each type of assessment. This framework provides detailed instructions that teachers can apply in the process of teaching their subjects and educational activities.
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Làm rõ nội hàm "Chính sách xã hội hóa xuất bản sách giáo khoa" tại Việt Nam trong bối cảnh thực hiện chương trình giáo dục phổ thông 2018 / Nguyễn Thanh Tâm, Lê Anh Vinh, Đặng Thị Minh Hiền, Nguyễn Bích Diệp, Nguyễn Anh Đức // Giáo dục Thành phố Hồ Chí Minh . - 2023-11. - tr. 35-40. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 379.4
The implementation of the 2018 General Education Curriculum has entailed manifold changes and reforms, as well as the introduction of new policies, one of which is “Socialization of writing, editing and releasing general education textbooks” (“Socialization” of publishing general education textbooks). At the present time, fundamental studies are needed to help guide the implementation and evaluation of this policy. Stemming from that need, this study focuses on clarifying the content (concept, nature) of the textbook publishing “socialization” policy in Vietnam to answer the question: How can the textbook “socialization” policy currently implemented be interpreted? Through an overview of research and policies in the world as well as in Vietnam, the article conducts comparisons to draw scientific conclusions, thereby clarifying the content of “socialization” policy in education in general and the “socialization” policy in general education textbook publishing in Vietnam in particular. Finally, the study draws conclusions about the correct interpretation of this policy. The research results contribute to build an appropriate perspective which is also consistent with international trends about a new policy in Vietnam, supporting educational management when implementing the 2018 General Education Curriculum.
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