HNUE Journal of Science Hanoi National University of Education
Not a member yet
606 research outputs found
Sort by
PROPOSED COMPETENCY FRAMEWORK FOR MENTORING PRESCHOOL TEACHERS DURING TEACHING PRACTICUM
Get PDFBài báo này trình bày việc đề xuất một khung năng lực hướng dẫn thực tập sư phạm cho giáo viên mầm non, dựa trên tham khảo từ các khung năng lực hướng dẫn thực tập sư phạm của giáo viên trên thế giới. Khung năng lực này được phát triển thông qua phương pháp nghiên cứu Delphi với sự tham gia của 210 chuyên gia đến từ các lĩnh vực giáo dục mầm non, quản lí giáo dục và giảng dạy đại học. Khung năng lực gồm 7 nhân tố chính, bao gồm: năng lực phối hợp với các trường đại học, phát triển năng lực tổ chức và chuyên môn, thiết lập mối quan hệ hiệu quả với sinh viên thực tập, tạo điều kiện thuận lợi cho việc học tập của sinh viên, mô hình hóa giảng dạy hiệu quả và kết nối lí thuyết với thực tiễn, cung cấp hướng dẫn và hỗ trợ, và khuyến khích tư tưởng cấp tiến để phát triển bản sắc nghề nghiệp. Bằng cách áp dụng các phương pháp Delphi qua hai vòng khảo sát, khung năng lực đã được điều chỉnh và tinh chỉnh để đạt được sự đồng thuận cao từ các chuyên gia, phản ánh tính khả thi và tính thực tiễn của nó trong môi trường giáo dục mầm non tại Việt Nam.This paper proposes a competency framework for mentoring preschool teacher practicums, referencing competency frameworks used globally for teacher practicum guidance. The framework was developed using the Delphi method with the participation of 210 experts from the fields of early childhood education, educational management, and higher education teaching. The competency framework comprises seven key factors: collaboration with universities, development of organizational and professional competencies, establishing effective relationships with practicum students, facilitating the learning process of practicum students, modeling effective teaching and linking theory to practice, providing comprehensive guidance and support, and encouraging progressive thinking to foster professional identity. Through two rounds of Delphi surveys, the competency framework was refined and adjusted to achieve a high level of consensus among experts, reflecting its feasibility and practicality in the preschool education context in Vietnam
PRINCIPLES OF UNIVERSAL EDUCATION FOR LEARNING (UDL) IN INCLUSIVE EDUCATIONFOR CHILDREN WITH DISABILITIES IN PRESCHOOL
Get PDFCó rất nhiều cách tiếp cận các mô hình, phương pháp giáo dục khác nhau trong quá trình tổ chức hoạt động cho trẻ khuyết tật ở trường mầm non. Bài viết này tập trung phân tích các nguyên tắc cơ bản của UDL được sử dụng trong giáo dục hoà nhập cho trẻ khuyết tật cấp mầm non. Các nguyên tắc đó bao gồm: (1) Đa dạng cách trình bày thông tin trong các hoạt động (Multiple means of Representation); (2) Đa dạng hành động và biểu đạt của trẻ trong mỗi hoạt động giáo dục (Multiple means of action and expression); (3) Đa dạng cách kích thích sự tham gia của trẻ trong các hoạt động (Multiple means of engagement). Dựa trên những phân tích từng nguyên tắc theo cấu trúc: Khái niệm, ý nghĩa và hướng dẫn áp dụng các nguyên tắc UDL tromg giáo dục hoà nhập hì giáo viên sẽ biết cách thiết kế, tổ chức các hoạt động giáo dục cho trẻ khuyết tật cấp mầm non phù hợp với đặc điểm đa dạng của các em cũng như đáp ứng được yêu cầu của thực tiễn địa phương.There are many approaches to different educational models and methods of organizing activities for children with disabilities in preschools. This article analyzes the basic principles of Universal education for learning (UDL) used in inclusive education for children with disabilities in preschool. These principles include: (1) Multiple means of representation; (2) Multiple means of action and expression; (3) Multiple means of engagement. Based on the analysis of each structural principle: Concepts, meanings, and instructions for applying UDL principles in inclusive education, teachers will know how to design and organize educational activities for children with disabilities. Kindergarten-level disability is suitable for the diverse characteristics of children and meets the requirements of local practice
COMPREHENSIVE EARLY FAMILY INTERVENTION FOR CAREGIVERS OF CHILDREN WITH DEVELOPMENTAL PARENT TRAINING PROGRAM FOR ELEMENTARY SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS
Get PDFThe purpose of this study was to implement a psychological program based on parent training for caregivers of elementary school students with Autism spectrum disorders (ASD) and to examine the effectiveness of the program. The gender of the 22 parents was all female, with a mean age of 40.95 years (SD 5.08). The content of the program included learning how to objectively view their children\u27s behavior in a systematic way and providing positive feedback on their children\u27s positive behavior. Each session of the program lasted approximately two hours and was conducted a total of nine times over a period of approximately eight months. At the beginning and end of the program, parents and children were measured using three psychological scales. After the program, the parents\u27 negative attitudes toward child-rearing tended to improve. In addition, there was a tendency for the children\u27s communication and daily living skills to develop. Finally, with regard to the parents\u27 mental health, there was a trend toward a reduction in depression. Finally, the participants discussed issues related to the effectiveness and evaluation of the program, as well as ways to improve the content of the program.The purpose of this study was to implement a psychological program based on parent training for caregivers of elementary school students with Autism spectrum disorders (ASD) and to examine the effectiveness of the program. The gender of the 22 parents was all female, with a mean age of 40.95 years (SD 5.08). The content of the program included learning how to objectively view their children\u27s behavior in a systematic way and providing positive feedback on their children\u27s positive behavior. Each session of the program lasted approximately two hours and was conducted a total of nine times over a period of approximately eight months. At the beginning and end of the program, parents and children were measured using three psychological scales. After the program, the parents\u27 negative attitudes toward child-rearing tended to improve. In addition, there was a tendency for the children\u27s communication and daily living skills to develop. Finally, with regard to the parents\u27 mental health, there was a trend toward a reduction in depression. Finally, the participants discussed issues related to the effectiveness and evaluation of the program, as well as ways to improve the content of the program
ORIENTATION FOR CONTENT OF EXPERIENTIAL ACTIVITIES IN TEACHING READING LITERARY TEXTS FOR 2ND AND 3RD GRADE STUDENTS
Get PDFTrải nghiệm là một hoạt động có vai trò quan trọng trong thực tiễn dạy học hiện nay. Trải nghiệm được xem là quá trình con người có được nhận thức hay kĩ năng qua việc trực tiếp dấn thân hành động (làm), qua quan sát hoặc cảm nhận các sự vật, hiện tượng, con người,… trong thế giới bằng tất cả các giác quan vật chất, tư duy và những xúc cảm, tác động ở chủ thể trong những điều kiện không gian thời gian nhất định. Bài viết trình bày định hướng nội dung hoạt động trải nghiệm trong dạy học đọc văn bản văn học theo bốn nội dung: Trải nghiệm ngôn ngữ nghệ thuật trong văn bản văn học; Trải nghiệm thế giới nghệ thuật trong văn bản văn học; Trải nghiệm quá trình sáng tạo văn bản văn học của tác giả; Trải nghiệm thông điệp nghệ thuật của văn bản văn học trong thực tiễn đời sống giúp giáo viên xác định đúng nội dung hoạt động trải nghiệm, giúp học sinh đạt được hiệu quả cao trong quá trình đọc và tiếp nhận văn bản văn học.Experience is a crucial activity in contemporary teaching and learning. Experience is regarded as the process through which individuals acquire knowledge or skills by actively engaging in actions, observing, or perceiving objects, phenomena, people, etc., in the world through all sensory, intellectual, and emotional aspects that impact the subject within specific spaces and times. This article presents the content orientation of experiential learning activities in reading literary texts, consisting of four main aspects: experiencing artistic language in literary texts, experiencing the artistic world in literary texts, experiencing the creative process of literary texts by the author, and experiencing the artistic message of literary texts in practical life. These aspects help teachers accurately determine the content of experiential activities and help students achieve high effectiveness in reading and comprehending literary texts
TRADITIONAL HIGHLANDS CULTURAL EDUCATION FOR STUDENTS IN ETHNIC BOARDING HIGH SCHOOLS
Get PDFBài viết đề cập đến kết quả của quá trình dạy và học văn hoá truyền thống Tây Nguyên cho học sinh các trường trung học phổ thông dân tộc nội trú. Mặc dù giáo viên và học sinh nhận thức được vai trò rất quan trọng của việc giáo dục văn hoá truyền thống Tây Nguyên, thế nhưng việc dạy và học chưa thật sự đạt hiệu quả cao. Có sự chênh lệch rất lớn về việc đánh giá hiệu quả của quá trình giáo dục giữa học sinh và giáo viên mà nguyên nhân do việc lựa chọn tiêu chí đánh giá khác nhau. Bên cạnh đó, chúng tôi đã đưa ra những đề xuất nhằm cải thiện, nâng cao chất lượng, hiệu quả của việc giáo dục văn hoá truyền thống Tây Nguyên cho học sinh các trường trung học phổ thông dân tộc nội trú.The article discusses the results of the process of teaching and learning in the traditional culture of the Central Highlands for students at ethnic boarding high schools. Although teachers and students recognize the crucial role of educating the traditional culture of the Central Highlands, the education activities have not yet achieved high effectiveness. There is a significant discrepancy in evaluating the effectiveness of the educational process between students and teachers, which is due to the different assessment criteria. Additionally, we have made suggestions to improve the quality and effectiveness of educating students about the traditional culture of the Central Highlands at ethnic boarding high schools
FOUR PERSPECTIVES ON TWO FUNDAMENTAL CONCEPTS - MATHEMATICS AND PHYSICS TEACHERS\u27 PERCEPTIONS OF MODELS AND MODELING IN THE CLASSROOMS
Get PDFThe terms model and modeling are central concepts in mathematics and physics teaching. It is known, however, that the focus of the perspectives on these concepts in the two subjects are shifted against each other. Therefore, as part of an interview study, the views of teachers who teach both mathematics and physics are investigated. The article presents the results of this study for the concept of modeling, for which no fundamental differences can be found, but attitudes that are not conducive to successful integration in the classroom. Results on the different perceptions of central concepts in questions of interdisciplinary teaching and also in increasingly widespread STEM lessons appear to be particularly significant. Finally, selected impulses for the integration of modeling tasks are briefly outlined.The terms model and modeling are central concepts in mathematics and physics teaching. It is known, however, that the focus of the perspectives on these concepts in the two subjects are shifted against each other. Therefore, as part of an interview study, the views of teachers who teach both mathematics and physics are investigated. The article presents the results of this study for the concept of modeling, for which no fundamental differences can be found, but attitudes that are not conducive to successful integration in the classroom. Results on the different perceptions of central concepts in questions of interdisciplinary teaching and also in increasingly widespread STEM lessons appear to be particularly significant. Finally, selected impulses for the integration of modeling tasks are briefly outlined
TEACHING PROCESS OF A RIGHT PRISM IN GRADE 7 TO DEVELOP MATHEMATICAL COMMUNICATION COMPETENCE FOR STUDENTS
Get PDFIn the 2018 Mathematics General Curriculum, the content of mathematics is integrated into three branches of knowledge: numbers, algebra, and elements of analysis; geometry and measurement; and statistics and probability. In grade 7, geometry and measurement focus on shapes in practical contexts. Moreover, mathematical communication competence is one of the core competencies outlined in the 2018 Mathematics General Curriculum. This article introduces a method for developing students\u27 mathematical communication competence through lessons on triangular and quadrilateral right prisms in grade 7. The study involves designing a math teaching process comprising four phases: Phase 1: Students work individually to answer Worksheet 1; Phase 2: Students work in pairs to answer Worksheet 2 (identical in content to Worksheet 1); Phase 3: Students work in groups of four to answer Worksheet 3 (identical in content to Worksheets 1 and 2); Phase 4: Students apply the knowledge from the previous phases to create a vertical prism with a known base and height by individually answering Worksheet 4 (similar in content to Worksheet 1). Data, including recordings and answer sheets, were collected from 11 grade 7 students. The data was analyzed quantitatively and qualitatively to assess the development of students\u27 communication skills. The research findings demonstrate that this method is an effective teaching process. It not only helps students solve problems but also enhances their communication competence. Students learn to observe and draw a plane shape of a prism on A4 paper, cut out the shape, and fold it to create a vertical prism.In the 2018 Mathematics General Curriculum, the content of mathematics is integrated into three branches of knowledge: numbers, algebra, and elements of analysis; geometry and measurement; and statistics and probability. In grade 7, geometry and measurement focus on shapes in practical contexts. Moreover, mathematical communication competence is one of the core competencies outlined in the 2018 Mathematics General Curriculum. This article introduces a method for developing students\u27 mathematical communication competence through lessons on triangular and quadrilateral right prisms in grade 7. The study involves designing a math teaching process comprising four phases: Phase 1: Students work individually to answer Worksheet 1; Phase 2: Students work in pairs to answer Worksheet 2 (identical in content to Worksheet 1); Phase 3: Students work in groups of four to answer Worksheet 3 (identical in content to Worksheets 1 and 2); Phase 4: Students apply the knowledge from the previous phases to create a vertical prism with a known base and height by individually answering Worksheet 4 (similar in content to Worksheet 1). Data, including recordings and answer sheets, were collected from 11 grade 7 students. The data was analyzed quantitatively and qualitatively to assess the development of students\u27 communication skills. The research findings demonstrate that this method is an effective teaching process. It not only helps students solve problems but also enhances their communication competence. Students learn to observe and draw a plane shape of a prism on A4 paper, cut out the shape, and fold it to create a vertical prism
COMPOSITION AND DISTRIBUTION CHARACTERISTICS OF BUTTERFLY SPECIES (Lepidoptera: Rhopalocera) AT CO LUNG COMMUNE OF PU LUONG NATURE RESERVE, BA THUOC DISTRICT, THANH HOA PROVINCE
Get PDFThe research was carried out on the composition and distribution characteristics of the butterfly species (Lepidoptera: Rhopalocera) in different habitats (residential habitat and agricultural land; stream, grassland, and shrub habitat; and natural forest habitat) in Co Lung commune, Pu Luong nature reserve, Ba Thuoc district, Thanh Hoa province. The result has shown the identification of 73 species, 47 genera, and 6 families. Among them, the Appias, Euploea, Junnonia, and Papilio genera have more common species, while the Leptosia, Lexias, Potanthus, and Ypthima genera have less common species. The Nymphalidae family has the highest number of genera and species, with 26 genera and 37 species. However, the Riodinidae family has just 1 genus and 1 species. Among the habitats, the Natural forest habitat was recorded as the most abundant butterfly species (42 species), then followed by the Residential habitat and agricultural land with 37 species and the least number of species, while there were only 18 species found in Stream, grassland, and shrub habitat. Moreover, there are two species, Danaus genutia of the Nymphalidae family, and Graphium sarpedon of the Papilionidae family, which appear widely in two habitats: residential and agricultural land habitat, Stream grassland and shrub habitat.The research was carried out on the composition and distribution characteristics of the butterfly species (Lepidoptera: Rhopalocera) in different habitats (residential habitat and agricultural land; stream, grassland, and shrub habitat; and natural forest habitat) in Co Lung commune, Pu Luong nature reserve, Ba Thuoc district, Thanh Hoa province. The result has shown the identification of 73 species, 47 genera, and 6 families. Among them, the Appias, Euploea, Junnonia, and Papilio genera have more common species, while the Leptosia, Lexias, Potanthus, and Ypthima genera have less common species. The Nymphalidae family has the highest number of genera and species, with 26 genera and 37 species. However, the Riodinidae family has just 1 genus and 1 species. Among the habitats, the Natural forest habitat was recorded as the most abundant butterfly species (42 species), then followed by the Residential habitat and agricultural land with 37 species and the least number of species, while there were only 18 species found in Stream, grassland, and shrub habitat. Moreover, there are two species, Danaus genutia of the Nymphalidae family, and Graphium sarpedon of the Papilionidae family, which appear widely in two habitats: residential and agricultural land habitat, Stream grassland and shrub habitat
STUDY ON PREPARATION AND CHARACTERIZATION OF SACHI SEED OIL BASED EMULSION CONTAINING COLLAGEN PEPTIDES
Get PDFIn this study, collagen peptides were carried by a Sacha inchi (sachi) seed oil-based emulsion with Tween 80 under optimal conditions: 26.26% sachi seed oil, 26.06% Tween 80, and 47.68% distilled water. Collagen peptides, varying from 5 - 30% of the total emulsion mass, were dispersed in the aqueous phase before being introduced into the emulsion. Using the sachi seed oil-based emulsion to carry collagen peptides helps prevent the hydrolysis of collagen peptides by acids and enzymes in the digestive system. The characteristics of the emulsion were evaluated using dynamic light scattering, infrared spectroscopy, and ultraviolet-visible spectroscopy. The emulsions loaded with collagen peptides have average droplet sizes ranging from 83.57 - 286.93 nm. Emulsions carrying 5 - 10% collagen peptides exhibit a high stability for up to 30 days. These results demonstrate the potential application of sachi seed oil emulsions carrying collagen peptides in functional foods and healthcare products.In this study, collagen peptides were carried by a Sacha inchi (sachi) seed oil-based emulsion with Tween 80 under optimal conditions: 26.26% sachi seed oil, 26.06% Tween 80, and 47.68% distilled water. Collagen peptides, varying from 5 - 30% of the total emulsion mass, were dispersed in the aqueous phase before being introduced into the emulsion. Using the sachi seed oil-based emulsion to carry collagen peptides helps prevent the hydrolysis of collagen peptides by acids and enzymes in the digestive system. The characteristics of the emulsion were evaluated using dynamic light scattering, infrared spectroscopy, and ultraviolet-visible spectroscopy. The emulsions loaded with collagen peptides have average droplet sizes ranging from 83.57 - 286.93 nm. Emulsions carrying 5 - 10% collagen peptides exhibit a high stability for up to 30 days. These results demonstrate the potential application of sachi seed oil emulsions carrying collagen peptides in functional foods and healthcare products
SYNTHESIS AND STRUCTURE OF SOME 8-METHOXY-2-ARYLQUINOLIN-7-OL DERIVATIVES FROM VANILLIN
Get PDFThe key compound, 4-hydroxy-3-methoxy-2-nitrobenzaldehyde (3), was synthesized from vanillin by esterification, nitration, and hydrolysis. The aldol condensation reaction of compound 3 was performed with aryl methyl ketones to obtain two chalcones 4a and 4b. The reduction reactions of these chalcones 4a and 4b were performed using SnCl2 in HCl to obtain two 8-methoxy-2-arylquinolin-7-ol derivatives 5a and 5b. The structures of the two quinoline derivatives were confirmed by 1H-NMR, 13C-NMR spectroscopic methods and MS and HRMS spectrometry.The key compound, 4-hydroxy-3-methoxy-2-nitrobenzaldehyde (3), was synthesized from vanillin by esterification, nitration, and hydrolysis. The aldol condensation reaction of compound 3 was performed with aryl methyl ketones to obtain two chalcones 4a and 4b. The reduction reactions of these chalcones 4a and 4b were performed using SnCl2 in HCl to obtain two 8-methoxy-2-arylquinolin-7-ol derivatives 5a and 5b. The structures of the two quinoline derivatives were confirmed by 1H-NMR, 13C-NMR spectroscopic methods and MS and HRMS spectrometry