Dòng Nội dung
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Dạy học ứng dụng "Định lí sin" vào giải các bài toán thực tiễn nhằm phát triển năng lực giải quyết vấn đề toán học cho học sinh trung học phổ thông / Nguyễn Huy Thao, Nguyễn Ngọc Giang, Phạm Huyền Trang, Nguyễn Thị Nga, Dương Minh Tới // Giáo dục Thành phố Hồ Chí Minh . - 2024-1. - tr. 19-23. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 516.37
Mathematics education contributes to the formation and development of students' key qualities, general and mathematical competences. In particular, the competence to solve mathematical problems is one of the core elements of mathematical competences, helping students develop core knowledge and skills and creating opportunities for students to experience and apply mathematics into practice. The research proposes a teaching process to apply the law of sines to solve practical problems to develop mathematical problem- solving capacity for high school students and illustrate this process through solving specific problems. The research method used in the article is theoretical research. Applying the proposed process into teaching practice shows that students appear excited and active in the learning process as well as develop components of mathematical problem-solving competency.
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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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