Phát triển năng lực dạy học thực hành cho sinh viên ngành sư phạm sinh các trường đại học tt tiếng anh

Research theoretical and practical basis for developing practical teaching competencefor students in pedagogical students in universities.Determining the structure of the capacity for te

Instructor: Associate Professor – Dr Nguyen Van Hien

Dr Lê Thanh Oai

at … hour…… day… month…… Year 2019

The dissertation can be referred at:

1. National Library of Vietnam

1 Do Thanh Trung (2012), Forming the capacity of high school Biology practice for students

of pedagogical universities, University of Education, No 294 (September 2012).

2 Do Thanh Trung (2014), Building document intruction for practice biology at high

school for department of Biology students at the Universities, scientific journal of

Hanoi University of Education, October 2014

3 Do Thanh Trung (2015), Testing and improvements experimental in chapter I, II 11

biology at high school, educational magazine, special issue, 2015.

4 Do Thanh Trung (2016), Determining the competency structrure of practical for

biology pedagogy students of univesities , scientific report on Biology research and

teaching in Vietnam, Proceedings of the 2nd National Science Conference, HanoiNational University Publishing House, p1487 - 1493

5 Do Thanh Trung (2016), Application of Lamap method to organize the teaching of

plants reaction in biology of class 11 at high school, special number, July 2016.

6 Do Thanh Trung (2017), The reality of teaching practical bilogy in high school

nowadays, cause – solutions, proceedings of the International Conference: Developing

the capacity of natural science teachers to meet the requirements of general educationinnovation, natural science and technology publishing house, p: 393 - 401

7 Do Thanh Trung, Man Thi Hang (2018), Apply science experiments to teach new

knowledge of chaptet I, II, III biology 11, scientific report on the 3rd research and

teaching of Biology in Vietnam, Natural Science and Technology Publishing House,

pp 328 - 337

PART I INTRODUCTION

1 The reason for choosing the topic

Educational revolution aims to build the system including the characteristics ofnational and modern education, thoroughly grasping the principle of learning go withpractice, the theoretical associated with practice, and orienting the fostering of capacity forlearners at all levels

Biology is an experimental subject Almost phenomena, concepts, rules, andprocesses in biology are origined from real life The practical method is a modelrepresenting objective reality, which is the basis for students' cognitive process Teaching bypractice, experiments have important and urgent role in teaching biology and meeting therequirements of education innovation to improve creative capacity and practical capacity(human resources) for learner In order to have effectively using experiments in teachingbiology, it is necessary to focus on exploiting and using experiments in biological teachertraining in pedagogical universities

In fact, teaching biology of teachers in high school still has many obstacles Teachersoften lack confidence when organizing teaching, leading to lessons / contents that are notfully implemented, or when organizing practice, the results are not as expected As a result,the traditional biology lessons are less organized

The process of forging teaching pactice skills for students in training institutions hasnot been focused, students only focus on practice skills, but the way to organize teachingpractices has not been much forged

From the above reasons, we selected the researching topic: "Developing practical teaching capacity for biological students of pedagogical universities".

2 The purpose of the study

Determining the structure of bio-teaching practice capacity, developing the processand proposing solution to develop students' capacity to teach practical in high school,contributing to improving the quality of teacher training in universities

3 Scientific hypothesis

If the structure of practical teaching capacity is determined, the process andappropriate training solutions are built, it will develop practical teaching capacity forBiology Education students of universities

4 Subjects and objects of research

Research subjects: Structure of practical teaching capacity (biology), process andsolution to train practical teaching capacity for students

Object of research: The process of teaching theory of biology and the curriculum ofBiology methodology for students in pedagogical universities

5 Researching tasks of the topic

Overview of research in our country and in over the world of teaching capacity,practical teaching capacity in high school and university level

Research theoretical and practical basis for developing practical teaching competencefor students in pedagogical students in universities.

Determining the structure of the capacity for teaching biology practice

Develop the process of developing high school biology teaching capacity for students

in Biology pedagogy universities

Develop a set of tools to evaluate teaching capacity for students in the pedagogicaluniversities

Pedagogical experiment to test and evaluate hypotheses

6 Researching method

The methods used: Method of theoretical research; Methods of investigation;Professional solution; Experimental method of pedagogy; and processing data bymathematical statistics

7 New contributions of the topic

Contributing to the theoretical basis of practice, teaching practice, and the capacity ofteaching biological practice

Determining the structure of teaching capacity in biological practice

Develop a set of tools for assessing the capacity of teaching biological practice forpedagogical students of universities

Build up the process of training bio-teaching practice capacity in high school forpedagogical students of universities

Proposing some types of questions and exercises to practice the practical teachingskills for students of pedagogical universities

PART II RESEARCH CONTENT CHAPTER 1 THE THEORETICAL BASIS AND PRACTICAL BASIS OF THE

THESIS 1.1 Overview of research related to the topic

1.1.1 Overview of teaching capacity, development of teaching capacity

1.1.1.1 Some research in the world

Studies on teaching capacity have been conducted quite early in the world Thesestudies have shown the structure of teaching capacity, concepts that constitute and at thesame time determine the role and importance of training according to learners' competence.Typical representatives are: X.I.Kixegof, N.V.Kuzmia, F.N.Gonobolin, O.A Abdullina,J.Watshon (1926), A.Pojoux (1926), Skinner (1963), X.Regegiers (1996), Hermann Satedag(2004), Michaeel Steig (2006), James H.Strong (2013)

1.1.1.2 Some studies in Vietnam

The problem of teaching capacity, training and developing teaching skills has beenapproached, inherited and researched by quite educated people in different fields, fromsocial sciences and natural sciences typical are the authors: Tran Ba Hoanh (1993, 2004),Nguyen Canh Toan (2000), Bui Thi Mai Dong (2005), Nguyen Thi Kim Anh (2012),Nguyen Van Hien (2009) , Nguyen Trong Khanh (2010, 2018), Do Thi Loan (2018),

Through analysis and overview of research projects on teaching capacity in the worldand in Vietnam, we found that there have been many studies on teaching capacity in generaland specialized teaching capacity Studies have brought about the system of teaching skillsand teaching skills needed for teachers and pedagogical students In particular, theorientation of training according to capacity has been focused on research by countries InVietnam, studies on formation and development of skills for pedagogical students have alsobeen studied and applied in teaching However, for teaching practice capacity group, noauthor has gone into research

1.1.2 Some studies on practice and teaching practice

1.1.2.1 In over the world

In the research projects in the world, the theory of practice, experiments in teachinghas been researched by many educational scientists The projects all identified practice has avery important role in teaching and organizing the process of comprehending knowledge oflearners With the field of experimental science such as Physics, Chemistry, Biology,conducting experiments to discover knowledge is one of the typical methods Representingthe research on practice teaching has the authors: I.I Samova, Skinner, P.N Ximbixep(Czech), P.I Boro-Vixki, II Samova (Russia), Skinner (USA), Wieslaw Stawinski (1986),Peter Nonnon (2005), Phan Thi Thanh Hoi (2007), MC Pavlova (2010)

1.1.2.2 Some studies in Vietnam

In Vietnam, there are many research projects, experiments in general education aswell as in training teachers to promote the activeness of learners and improve the quality ofteaching natural science subjects as objects, physics, chemistry, biology

In teaching Biology in high school, research directions focus on improving,developing lessons, making standard processes for lessons, and proposing teachingorganization in some stages of the teaching process Representatives include authors such asNguyen Quang Vinh, Tran Ba Hoanh, Dinh Quang Bao (1980), Nguyen Duc Thanh, Truong

Xuan Canh (2015), Do Thi Loan (2018)

Thus, the problem of practice, and case study has been studied quite a lot in the worldand in Vietnam The studies focused on the following directions: 1) Forging practical skills forstudents; 2) Using the results of experiments in teaching (mainly in the stage of consolidatingand illustrating knowledge); 3) Improving lessons and tests Although the studies cover fromhigh school to university, however, researches in the direction of equipping pedagogicalstudents with practical skills, building and using lessons in high school biology are not toomuch We focus on developing for students in biological pedagogy to learn skills: practice;designing and improving lessons, organizing for students to implement practice activities This is one of the basis and premise for improving the quality of teaching subjects At the sametime, it is a necessary and right direction, supplementing both the theoretical and practical basis

of the research of biology experiments in general, using experiments and skills in teachingbiology in high school in particular

1.2 Theoretical basis

1.2.1 Biological practice

1.2.1.1 Definition of biological practice, teaching biological practice

The definition of practice:

In Hoang Phe’s Vietnamese dictionary, practice is defined as a way to apply theory

into reality (In general) or to make it become true through specific activities In another way, Practice means to follow the rules and orders specifically.

Dinh Quang Bao, Nguyen Duc Thanh (2001) stated that practice was a human

activity, in which materials were affected to: create products Also, practice was seen as a

way to apply our understanding into real life, connect the theory collected from the theoretical research with work or practice is a habit or a method usually used at work.

Therefore, the definition of practice (in teaching) can be understood as follows:

Practice is to act or do some activities to discover the knowledge, accumulate skills or reinforce, complete your knowledge.

The definition of biological practice:

According to Dinh Quang Bao and Nguyen Duc Thanh, biological practice is a

method in which students themselves observe or conduct experiments, deploy the technical process into the practice of farming or raising animals.

From all the definitions above, it is concluded that biological practice is student’s

impact on the living objects for the sake of reaching study goals (such as discover the knowledge, accumulate skills or reinforce, complete your knowledge).

1.2.1.2 Categorize biological practice at high school

* Based on practical activities and contents, we classify biological at high school into

experimental practice and observation practice.

Experimental practice is an activity in which learners do their own experiments to

achieve new knowledge, reinforce and complete their leaning and also improve their experimenting skills.

Observation practice is an activity in which learners directly affect the observed

objects through their senses to form new knowledge, reinforce, complete their learning and practice their skills.

* Based on the purpose of teaching philosophy: Practice is used in different steps

during the teaching process Practise forming new knowledge, reinforcing, illustrating

knowledge; practice checking or evaluating.

1.2.1.3 The role of practice in teaching biology.

The main role of practice teaching is to explore knowledge and improve In short,

learners not only practice skills but also achieve knowledge in the most positive and creative way

The role of practice in training students for teaching biology

Practice in training students is both a method and a training content It helps learnersform new knowledge and practice their skills; is a condition for learners to be able toorganize practical teaching well in high school Especially, practice is a content in whichteachers must organize teaching for students, so it is important that pedagogical studentsfacilitate themselves with skills and practical knowledge when they are still at university

1.2.1.4 The process of biological practice

Based on the fact of biological practice, it is seen that to do biological practice, learners

follow this process: Step 1: identify the practical contents and aims -> Step 2: prepare the necessary conditions -> Step 3: conduct the practical steps -> Step 4: collect and process the practical results -> Step 5: bring out the science results or adjustment (if possible)

1.2.2 Teaching biological practice

1.2.2.1 The definition of teaching biological practice

From the definition of practice, biological practice and practical teaching, we define:

Teaching biological practice as an pedagogical process, in which teachers, through their activities, give students chances of impacting on “ living objects” (do experiments) in a specific process to achieve the study purpose (explore the knowledge, practice skills, reinforce and complete knowledge).

In other words, teaching biological practice is the process of teacher guides, which

organized for students to perform practical activities (observation, experiment) on objects

"live" to establish, consolidate, apply knowledge and develop skills.

1.2.2.2 Structure of teaching a practical biology lesson

Teaching a practical lesson includes: Practice objectives; Practice preparation, Practice implementation (conducting the practice); Report; Summary

1.2.2.3 Process of organizing a practical biology lesson

Step 1: Disseminate laboratory safety rules -> Step 2: Describe the practice

objectives, guide students to identify practical goals -> Step 3: Guide students to practice ->

Step 4: Students follow the forms or follow the instructions -> Step 5: Students observe,

collect and process the data -> Step 6: Students explain the results, draw scientific conclusions Write a report -> Step 7: Summarize, evaluate – report

 Organization of a Biology practical teaching lesson

o Organizing a practice in forming new knowledge

The process of organizing a practice in the formation of new knowledge can besummarized as follows:

Step 1: Teacher raises the problem -> Step 2: Students raise research questions -> Step 3: Students form hypotheses -> Step 4: Students design exercises -> Step 5: Students do the design work -> Step 6: Students collect and process practice results -> Step 7: Students

compare results with hypotheses, draw conclusions

o Organize a practice in consolidating and illustrating knowledge

The process of organizing a practice in consolidating and illustrating knowledge shall

be carried out as follows: Step 1: Describe the practice objectives -> Step 2: Guide students

to identify practical processes (design a practice) -> Step 3: Guide students to practicefollowing the design / form -> Step 4: Students observe, collect and process data -> Step 5:

Explain the results, draw scientific conclusions -> Step 6: Guide students to write a practicereport -> Step 7: Summarize, evaluate – report

1.2.3 The competence of teaching practical biology

1.2.3.1 The concept of competence

The competence is understood in many different ways, but in general it can be

understood in three ways: the first one is based on the competence structure, the

components that make up the competence; the second one is based on psychological signs;

the third one is based on the origin, the process of developing competence.

Thus, capacity is a concept that is viewed in many different ways In this topic, the

concept of competence is considered from X Roegier’s view: "Competence is the

integration of skills that naturally affect content in a variety of situations given to solve the problems posed by these situations "

1.2.3.2 Teaching competence

Basing on the research of Truong Dai Duc, Vu Xuan Hung, Tran Ba Hoanh, Pham

Thi Huong (2016), we introduced the concept: Teaching competence is the ability to

combine smoothly, to use knowledge, skills and attitudes creatively to effectively carry out the work and teaching tasks of teachers in specific conditions and circumstances.

1.2.3.3 The competence to teach practical biology lesson

As discussed above, to teach a Biology practical lesson, teachers need:

- Understand well the basic knowledge of the lesson; Be proficient in using practicalequipment; Carry out proficiently the experiments of the lesson; Develop a plan to organizethe lesson; Organization of practical teaching lesson in class must ensure the maturity,accuracy and ensure the objectives of the lesson

Basing on the concept of practice, practical biology, teaching practical biology,competence, teaching competence, it is possible to generalize the competence of Biology

practical teaching as follows: The competence of Biology practical teaching is teachers'

ability to guide and to organize students to impact on "living" subjects (observing, doing experiments) to well solve a learning task (formation, review, consolidation, perfecting, knowledge adaptation and skills training)

1.2.3.4 Structure of the competence of teaching practical biology

The competence of teaching practical biology includes the following component

competencies: Practical competence; Competence to prepare practical teaching lessons;

Competence to organize practical teaching lessons

Table 1.1 Table of structure of biological practice teaching competence

- Identify practice goals Identify, prepare materials andequipment practice  Identify thesequence of practice steps (design,layout)  Perform practicaloperations (do experiments, doobservation templates, dosurgery ) Collect practiceresults  Analyze, process,evaluate, explain and drawscientific arguments

to identify the content (topic)

of practice and design the process of organizing practice.

- Determine the content (topic) ofpractice  Identify practice goals

Determine the conditions fororganizing biological practice Preparing conditions to organizepractical teaching  Determine theprocess of organizing biologicalpractice teaching  Expectinspection and evaluation activities

to certain processes in order

to complete learning tasks (consolidate and improve knowledge and form new knowledge and sharpen skills)

- Set rules, require for thelaboratory Guide students toidentify practical goals  Guidestudents to identify practical steps

 Organize for students to practice

 Guide students to collect,analyze and process practice results

 Guide students to explain, drawconclusions or write practicereports  Review, reviewsummarizes the practice

From the component competencies, we identify the skills that make up that capacity and

at the same time determine fundamental requirements of each component skill

Requirements to achieve practical competence

Table 1.2 Requirements to achieve practical competence

Types of practice

Component

skills

Experimental practice Observation practice

Determine the objective of

+ Choose and preparesamples, instrumentsand chemicals

+ Prepare chemicals asrequired of theexperiment

- Identify the observation object

- Identify, prepare the means and toolssupporting observations

Designpractice

Set up experiment

experiment,develop steps to

experiment

+ Able to identify the subject andcontent which needs observing.+ Develop observing steps+ Notice the relationship betweencontent and concepts to explain thefurther phenomenon better

Predictthe resultof

Utilize competently observing tools(telescope, camera, magnifier,surgery tools, …)

practice

Perform theprocedure ofexperiment

Appropriately perform the procedure

of observation (as the proceduredesigned)

Collect results, analyze results

+ Able to observe phenomenon, features, typicalindication (Utilize observing tools such as camera ordraw the contents observed); + Take note the result ofpractice; + Analyze the result (diagram, charts,statistics)

Withdraw conclusion and

adjust

+ Able to explain the results of practice; + Withdrawthe scientific conclusion about the content; + Discoverthe contradictions, difficulties as well as able to change,adjust steps in process of practice to make the resultclearer; + Propose the methods to improve experiment

Requirement of competence to prepare for the practice lesson

Table 1.3 Requirement of competence to prepare for the practical lesson

Determine the

process of

organizing practice

for students

+ Anticipate the main activities of the lesson

+ Identify the process of organizing each teaching activity+ Anticipate situations that may arise in the process of organizing forstudents

Requirement of competence to organize the practical lesson

Table 1.4 Requirement of competence to to organize the practical teaching lesson

Component skills Request pedagogy/advice

Guide to identify the

practical steps

+ Guide students to determine the sequence of operations in praticallesson; + Guide students to design practical lesson / experiment if thecontent used to organize student dominate the new knowledge; +Orientation for students predict the outcome of pratical lesson / experiment

write the report

+ Guide students to explainthel cause of effect relationships betweenvariables; from then on, draw conclusions accordingly

+ Guide students to explain the situations that may arise in the process oforganizing practice, explain with scientific basis

1.3.1 Contents of investigation

- Teachers teaching biology in some high schools in the different areas, teachers in

th subjects belong to the basis modules, biology pedagogical students at universitiesabout the content:

For teachers of biology in high school

- The awareness of teachers about the role and necessity of practice in teaching biology

- Level teaching pratical lesson in high school, difficulties often encountered whenteaching the practical lesson

- Level of confidence of teachers when practicing and organizing practical biology lesson

For students of Pedagogy of Biology at the University of Pedagogy

- The level of practice compentence of students; - The desire of students on formingpractical skills; - The level practised competence for practicing, organizing biologicalpractice lesson students; - The level of interest of students to the practical content inschools; - The level of confidence of the students when when practicing and organizingpractical biology lesson

For lecturers of universities of education

- Perceptions of the importance of practice in training students majored in Biologyteacher education; - The level of training practice competence for students in the process ofteaching basic subjects; - The way of teaching practice in practical lessons; - Lecturers’methods of assessment; - Lecturers‘levels of care with regard to the content of practice inhigh school curriculum

1.3.2 Comments from the results of investigating the current situation of teaching and developing teaching competence in terms of practical Biology.

After thoroughly looking at the current situation, it has been revealed that most of thelecturers, teachers and students do consider practice as a key component in teaching Biology

in schools However, as teachers have difficulties providing practical lessons as well asmanaging classrooms, the effectiveness of them is limited

Besides, lecturers have attached much importance to help students develop practicecompetence Nevertheless, the skills of designing practical lessons and skills of carrying outexperiments have not been taken into account yet That the level and methods of trainingteaching competence in terms of practice are not suitable leads to a limit on the competence

of students

On one hand, students are quite confident when doing experiments themselves Onthe other hand, they find it hard to teach how to do experiments Of all skills, the ones thatstudents expect to be trained most are skills of practice skills, design skills, innovation skillsand classroom management skills

In short, how to build up a process of training teaching competence in terms ofpractical Biology for students majored in Biology teacher education in universities ofeducation is of great importance

1.3.2 The current situation of training students majored in Biology teacher education in some universities

To examine the current situation, we have analyzed the curricula of the fourfollowing universities: HNUE, Hanoi National University of Education 2, University ofEducation (the University of Danang) and Vinh University basing on major subjects andteaching methodology As a result, we can have an overview of bachelor’s degree program