tóm tăt tiêng anh vận dụng quan điểm hoạt động vào dạy học số học và đại lớp 6 ở trường phổ thông nước cộng hoà dân chủ nhân dân lào

In terms of practical: - Improvement of the status positive way of students learning mathematics in schools Lao PDR by active teaching-learning methods.. Pedagogy experimental Chapter

Introduction 1.Motivation of research

The process of active teaching-learning related to intellectual abilities,qualifications, professional qualities and personality attributes perceived to operatetransformed into property for him The theory asserted teaching-learning method issolving active learning tasks The selection and use of appropriate teaching-learningmethods are very important significance for the quality of teaching In strategic reform

of national education systems Laos, years 2006-2015 proposed "innovation objectives,new contents of educational "and "training teachers and innovative methods teaching-learning " But in reality, teaching mathematics in secondary schools Lao PDR showsinnovation is not significant and no research on the application of perspective in activeteaching-learning in math From the above reasons, the topic chosen is "Applyingtheory active learning to teaching-learning Arithmetic and Algebra in grade six atschools the Lao People's Democratic Republic."

2 Research objectives

To find out ways on applying the theory active learning to teaching-learning

Arithmetic and Algebra in grade six at schools Lao PDR

3 Research function • Survey requirements and the status of mathematics

teaching methods in schools Lao PDR • System view of theory active learning was operated teaching-learning in mathematics in secondary schools • Apply perspective

of active learning to teaching Arithmetic and Algebra in Grade 6 to improve the quality

of learning for pupils • Pedagogical experiments to evaluate results of the topic

4 Sciences hypothetical

If the math teacher is fostering operational perspective theoretical approach combines the practical point of view it may be used effectively in teaching practice,

contributing to innovative teaching methods because point operations are core elements

of active teaching methods in the schools

5 Research Methodology • Use research methods to solve reasoning tasks (2), (3), and a part of the mission (1) (requirements for teaching math in Laos) • Investigate and observe( the status of teaching methods in Laos) and part of the task (4)

(experimentally observed when teachers) • Using empirical methods to solve

pedagogical tasks (4)

6 Donation of the topic

In terms of theory: To prove the correctness of the theory active has effectively

quality to apply in a new condition and circumstances of teaching mathematics in schools country Laos

In terms of practical: - Improvement of the status positive way of students learning

mathematics in schools Lao PDR by active teaching-learning methods - The content

of thesis can reference for mathematics teachers in secondary schools Lao PDR

7 The structure of the thesis The thesis consists of an introduction, threechapters and concludes: Chapter 1 Based theory and real status; Chapter 2 Apply thetheory active into teaching-learning methods to teach arithmetic and algebra in gradesix schools Lao PDR; Chapter3 Pedagogy experimental

Chapter 1: Based theory and real status

1.1 The theory active in teaching-learning math in schools Some contents of actives in the psychological The actively process and through active of activities, each person into their ownthemselves, creating and developing their own sense In Thought ethics, C Mac and PH Angghen " when people developments material product and transformed his material has change of his real thinking and the products

of their thinking." The actively goals/subject is really active engine According thesis L.S Vugotski and A.N Leonchiev "actives is the essence of psychology" meaning, human activity is the birthplace of the human psyche Consciousness is the product of

active and human middle line to influence the phenomena, psychological phenomena are truth actively The relationship between psychology and actively is relationship between, one hand are conditions, the purpose and the engine and other one hand are methodology, actions and actives.

1.1.1.1 The concept of actives

We understand the actives are works process interaction between people andaround the world to create products to the world and to the human product Humanshave created products to the world, has created its own psychology, and humanpsychology to be revealed, to occur inactive and through the actives According to

Marxist psychology, human life is an actives stream, is the goal of human actives

interchangeably Nguyen Xuan Thuc said the actives are mode of human existence.The first is action process of humans as material of goal in the world (world materials),

to create products which contain the psychological characteristics of the person whocreated it The second is the process of humans transforming those contained in worldinto myself; get more experienced of the world, these attributes, the rules of theworld the human can comprehension and understanding process

1.1.1.2 The actives characteristics - Actives are always the object of activesavailable or appear during action process Actives learning are aimed at knowledge,skills to know, understand, acquire and put into the experience itself, which isacquiring knowledge &skills - Actives are always carried out by the goal/subject toaction The teacher is the subject of teaching-learning actives Students are subject toacademic actives The subject is a person, sometimes some people Both teachers and students are the subject of teaching-learning actives - Actives action indirect of the principle or using tools People using voice, writing,numbers and pictures of

psychology as a tool for organizational psychology and control in every human spirit

- Actives are always certain purposes In all the actives of human purpose is very clear Learning to get knowledge, skills and perception preparing action into life

1.1.1.3 Structure of actives Life is a series of human actives Actives are alwaysmotivated; take action to achieve the goals and to solve a given task The aim isregulated by the means and the specific conditions where the action takes place Action

by the manipulation of the city, the actives depend on the means and conditions toachieve specific goals

1.1.1.4 Types of actives Human actives are divided into two categories: activelabor and actives indirect If individual development, are three types succession ofactives such as fun actives, learning and working In other addition, actives are dividedinto four categories such as change actives, cognitive actives, value-oriented activesand indirect actives Active teaching and learning are a cognitive actives; that mean is akind of mental active, do not change the real objects, real relationships, etc There forhumans analyze, synthesize, generalize, and remember that image [42, p.54-55]

1.1.2 The actives theory of teaching-learning math in schools

1.1.2.1 Content math in schools "The content of general education to ensureuniversal, fundamental, comprehensive, user-system to real life, in accordance withphysiological age students, meet the goals education at each level ., capacitydevelopment to meet the aspirations of students "[27] Thus, the contents ofmathematics consists mainly of arithmetic, algebra, calculus and geometry with theworking methods, the idea all contents as a basis for teaching comprehensive

education • Arithmetic, algebra and calculus consists of content aggregation,transformation homogeneous equation and any equations, functions and graphs, theelements of calculus analysis and cluster random sampling • Geometry is the concept

of geometry, geometric quantity, relation of the geometry, and allows offsetting auniform, vector coordinates

1.1.2.2 Students of actives learning mathematics in schools

Content math in school is closely associated with the actives such as active

recognition and expression, complex math, intelligence actives in mathematics, andgeneral intellectual actives language actives.

1.1.2.3 The theory actives in teaching-learning mathematics in schools

Compositions of the basic psychological actives are engine, manipulation, content andresults [19, p.73] View of actives teaching methods are shown in the following:

a) Give students implement and training actives and action components compatiblewith the contents and teaching purposes b) Recommendation engine and conductlearning actives c) Transfer knowledge, especially knowledge as means of approachand results of actives d) Divide sub-level actives which to base in teaching processcontrol

1.1.3 The student actives of grade 6 to learning math:Each learning content arerelated to certain activities Contents mathematic grade 6 of teaching actives areconcepts, rules and exercises The principal activities of secondary school students ingrades 6 Laos is: identify activities, express a concept, a principle, a method, complexmath operations, intelligence operations and joint operations the lanquage

1.1.4 The meaning of an active perspective in teaching math in school

Active perspective reflects the basic components of psychological, elements basis ofteaching-learning methods and prove the Marxist theory on human development In teaching actives for students to conduct self-learning, actives, positive, effective and ensure overall development of the body

1.2 Innovative of teaching-learning methods

1.2.1 The need for innovation teaching-learning methods The strengthening development of human resources needed to enhance teaching-learning methods by towards strengthening and training actives to foster level of knowledge, skills,

autonomy regular school (self-learning, self-study) and lifelong learning andcreativity, enabling students to make collective a favorable learning environment,

students interact and learn from each other emulation mutual learning and promoteactive learning process.

1.2.2 Orientation innovation of teaching-learning methods. If not the only onceway, is to create opportunities for students learning by active, self-discipline, initiativeand creativity The needs to become oriented the innovation of teaching-learningmethods and is call orientation actives [23] Orientation innovation of teaching-learning methods that can be applied effectively and contribute to schools Lao PDR

1.3 Contents of curriculum and textbooks in Mathematics grade 6 schools at Lao PDR Secondary program in Laos consists of 4 layers: 6, 7, 8 and 9 Grade 6program of Laos equivalent of grade 6 in Vietnam 6th grade math texbook of Laos wascompiled by education reform program and was released in 2010 to use

6th grade math texbook Laos consists of 2 parts: there are 21 articles on algebra,geometry and 10 posts of distribution is 143 lesson time period is 33 weeks, a semesterteaching 17 week, 16-week semesters and two teaching teach 4 periods per week.1.4 Current status of teaching mathematics in school Lao PDR

1.4.1 Purpose, object status of survey The survey to understand and assess

the status of teaching-learning for a basis condition to suggestions of using the theory active into teaching grade six math at the secondary school Vientiane, Lao PDR The numbers are 100 teachers of 18 schools survey on mathematics subject in secondaryschools and results of 3812 students learning objects

1.4.2 The situation in general education Number of student dropout ismorespecific in 2010, lower secondary school student dropout 12.6%, high secondaryschool students dropout 9.3%, graduation rate by volume is 68.9% lower secondaryschool and high secondary school is 75.3% The teachers training not yet widespreadand deep expertise, fostering teacher quality is low, fewer teachers use teachingmethods to encourage student learning, teachers mostly use teaching methods byteacher lecture -student listening, recording and fellow teachers form and lack of

teacher explained Number of students in overcrowded classrooms, low qualityteaching, learning outcomes between cities and rural areas are different.

1.4.3 Results of the survey in the state of mathematics teaching some

schools in years 2006-2010

1.4.3.1 Status of teachers a) Use of teaching-learning methods of teachers b) The self-training and retraining of teachers on teaching-learning methods c)The difficultieswhen applying active teaching-learning methods d) The interest of the manager

1.4.3.2 Status of students learning

1.4.3.3 Conclusions of the survey situation Mathematics teaching situation inthe schools at Vientiane, for generally are poor quality study when compared to the requirements of science - society today Poor academic results due to many causes which are related as follows: • The majority of teachers do not use many of positive teaching methods They use teaching methods require less active students, teachers work mainly The cause of this situation is by teacher limited retraining to innovation teaching methods Although, some teachers have train themselves fostered by reading, but confusion in the application of the actual teaching. • Student motivated to

learning weak, lazy thinking and lack of initiative The cause of the students' learning not high because teacher to teach not create encouragement for students interested in learning is a significant of part The survey was conducted in schools in Vientiane seensuch poor quality that the schools in remote rural areas, many learning conditions is limited, such as the quality of learning will how? This is inevitable and urgent reform

of teaching-learning methods to enhance the quality of student learning

Chapter 2: Applying active theory into teaching-learning arithmetic and algebra grade 6 at school Lao PDR In chapter 1 we was present an overview

of the actives theory in teaching-learning, students actives learning mathematics in schools of grade 6 and innovative of teaching-learning methods Orientation applied to

solve the problems above of teaching arithmetic and algebra in grade 6 schools Lao PDR are: Author directly applied to teaching specific contents; Applying through teachers by training of teachers.

2.1 Applying direct to teaching specific contents.

2.1.1 Active and components active

Example 1: lesson "signs are divisible of 3, and 9"

 The content of the lesson: Teach to students about the signs some of number

divisible to 3, to 9

 The purpose of the lesson: Helping students remind the signs are divisible to 3 and 9

 Compatible between contents and teaching-learning purposes was mentioned

above can give students practice actives and generalized language actives as follows:Teacher: Observe students 15  1 10  5;

9 ) 5 1 ( 5 1 9 1 5 ) 1 9 (

1 5

Student: You have commented on each expression Student: ???

Teacher: Please comments with the general contents Student: ???

Teacher: Start from divisibility properties of an overall view, you explain why 378 can divisible to 9 and but 253 can not divisible to 9 Student: ???

Teacher: Let the conclusion of each case and the general conclusion?

Student: + Conclusion 1: "The sum of the numbers is equal 9, is divide to 9"

+ Conclusion 2: "The sum of the numbers is not equal 9, is not divisible to 9" The general conclusion: "The total numbers is divisible to 9 and that's just the

numbers divisible to 9"

Teacher: Observe students 2031  2 1000  0 100  3 10  1

1 ) 1 9 (

3 ) 1 99 (

0 )

0

2

  6  9 ( 2 111  3 )  6  3 3 ( 2 111  3 )

Let's analyze a similar the following 3414; Students: ???

Teacher: have you (students) a comment about the expression (1) and (2)?

Student: - expression (1) is the sum of two expressions which are an expression is the

sum of the numbers and is an expression of the number is divisible to 9

- Expression (2) is the sum of the two expressions is an expression which is the sum of

the numbers and is an expression of the number is divisible to 3

Teacher: Start from the examples and comments, please explains some of the

nature number divisible to 3 Student:???

Example 2: The lesson "The characteristic nature numbers of the addition with

 The compatible with contents and teaching-learning purposes was mentioned

above, students can practiced actives for expression, identifying the nature of the

distribution of multiplication and subtraction algorithms act of thinking through the following exercise:Calculate the value of the following expression:

21

62 10 31



A We can guidance to student perform by following steps:

Teacher: Please analysis Student: 62  31  10  62  62 ( 31  10 )

Teacher: Let shortenedA62(3121 10) Student:???

Example 3: Train in the “Calculation of the brackets expression” in “the expression”

The content of the lesson: the calculation expression of the brackets

The purpose of the article: Helping students apply the rules proficient expression

of the brackets.

 Compatible with content and teaching purposes mentioned above can be practicedfor student activities shown, therules recognize expressions of the brackets andalgorithmic thinking activities through the following exercise:

Calculate the value of the expression:

102 2 100 99 ? 9

Example 4: The lesson "Calculation of integers"

The contents of the lesson: the integer calculation

The purpose of the lesson: to helping students apply versed in the rules of integer

Compatible between contents and teaching purposes mentioned above, we can bepracticed students thinking actives through the exercise following

Please describe the process of calculating the value of the expression follow:

1

3 a with a   2  ; 1 ; 0 ; 1 ; 2 We can describe in two ways: Make a table or chart

Example 5: The lesson "greatest common divisor"

 The content: the greatest common divisor

 The purpose: to help student find skills the greatest common divisor

 Compatible between contents and teaching-learning purposes mentioned above, we can be practiced for student actives and generalized language actives as follows:

Teacher: Please find a set of estimates of 12 and 30? Student:???

Teacher: Please find a set of common divisor of 12 and 30? Student:???

Teacher: Please find the greatest common divisor of 12 and 30? Student:???

Teacher Please find the greatest common divisor of 28 and 56? Student:???

Teacher: Start from the exercise above, please give define the greatest common

divisor of two or more numbers and some general rules to find the greatest common divisor of two or more numbers Student:???

2.1.2 Active engine

Example 6: the lesson "how to know the vowels number"

To make students aware the meaning and object's of actives, teachers may suggest the beginning by two ways follow:

Option 1: Negative numbers appear due to internal demand Teacher made some calculations with natural numbers: 2  5  ?; 2 5  ?;2  5  ? ;

When it does not perform calculations 2  5  ?

Teacher will suggest engine: Need some kind of new take on how to subtraction of natural numbers is done

Option 2: Negative numbers appear due to practical needs Teacher give students to

observe a number of visual items such as thermometers prepared and introduced intemperature; drawings and introducing appropriate height, depth, temperatures andrequired students reading a temperatures of city (with heat sound level is below thetemperature, ocean temperature); convention 0 m of the sea level, altitude requirementsstudents reader certain mountain (including positive numbers, negative numbers).Teacher would suggest engine: From the above example should put some kind of newnumber how to easily recognize the knowledge mentioned above

Example 7: Unit “Ordering the set of integers” To make students aware of the

significance of the object’s operations and activities teachers may suggest opening the enginie as follows: In the set of natural numbers has a comparison, the same set of integers we have also carried out a comparison of the content that is today’s lesson

Example 8: The lesson "exponentiation with natural exponent Multiply the two

powers of the same number " In order for the teaching objectives is a guide for

students to speak rulesa m.a n a mn, teachers can conduct intermediate suggests

the engine as follows: Teacher: Writing the product of two power after a power:

1) 2 3 2 2, 2) a4.a3 Students:???

Teacher intermediate to engine are as follows: Have students a comment about

the result the exponent of the power? Student:???

Through two examples above, please to know want the two powers have the

same base how? Students:???

Example 9: When training for students of the nature of such multiplication

2.1.3 Active of knowledge

Example 10: The lesson "Plus two integers have the same sign" According the active

theory, instead of just notified that knowledge for students, teachers can create

situations for student actives as follows: Please make a calculation (  3 )  (  1 )  ?and illustration on the number line.Students:??

Teacher: According to the Convention on the left "+" sign of the positive

numbers in a calculation, the calculation on how to be rewritten?

Student: (  3 )  (  1 )  3  1  4;

+1

-2 -3

+4 +3

+1