MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI THANH HUYEN ORGANIZING EXPERIENCE ACTIVITIES IN TEACHING HUMAN BODY BIOLOGY IN SECONDARY SCHOOL
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN THI THANH HUYEN
ORGANIZING EXPERIENCE ACTIVITIES
IN TEACHING HUMAN BODY BIOLOGY IN SECONDARY SCHOOL
TO DEVELOP PHYSICAL COMPETENCY FOR STUDENTS
Major: Theory and Method of Teaching Biology
Code: 9140111
SUMMARY OF EDUCATION DOCTORAL THESIS
HA NOI – 2019
Trang 2NATIONAL UNIVERSITY OF EDUCATION
Scientific Instructors
1 Prof Dr DINH QUANG BAO 2 Dr NGUYEN THI BICH NGOC
Criticizer 1: Assoc Prof – Dr NGUYEN VAN HONG
Thai Nguyen University of Education
Criticizer 2: Assoc Prof – Dr NGUYEN DINH NHAM
Vinh University of Education
Criticizer 3: Dr NGO VAN HUNG
Ha noi Metropolian University
The thesis is defended under School level thesis scoring board
at Ha Noi National University of Education
at … hour…… day… month…… year 2019
The thesis can be referred at:
1 National Library of Vietnam
2 Library of Ha Noi National University of Education
Trang 31 Nguyen Thi Thanh Huyen, Nguyen Thi Bich Ngoc (2018) The stucture of Physical competency as well as its application in teaching human body biology
in secondary school, Vietnam Journal of science Education, No 10, pp.77-82
2 Nguyen Thi Thanh Huyen (2018) Reality about the organization of experience activities to develop Physical competency for students in teaching human body biology in secondary school, Vietnam Journal of Education, No 443, pp.54-58
3 Nguyen Thi Thanh Huyen, Dinh Quang Bao (2018) Developing physical competency for students through experiential activities in teaching human biology
at secondary level, Vietnam Journal of Education, Vol 4, 2018, pp 53-57
4 Nguyen Thi Thanh Huyen (2019) Building experience activities in teaching Human Biology to develop physical competency for students, Vietnam Journal
of Education, No 453, pp.54-58
Trang 4INTRODUCTION
1 RATIONALE
The issue of education innovation has been included in the Resolution of the
IX, X, XI Party Congresses and institutionalized by the Education Essay However, at present, in secondary schools, teachers are too focused on the transmission of knowledge, and are not really interested in teaching students to form and develop special skills, especially Physical competency Physical competency is taught by physical education as equipped with health knowledge, select appropriate forms of self-exercise to practice; adapt to living conditions, optimistic and share with people; having a healthy physical and mental life and this energy is very convenient to be trained in teaching Human body biology in secondary school by organizing
Experimental Activities From the above reasons, we choose the topic: "Organizing
experience activities in teaching Human body biology in secondary school to develop Physical competency for students" to study
2 AIMS OF THE STUDY
Study theoretical basis of physical capacity, physical education and experiential learning model, build experience activities to teach human body biology and integrate training, capacity development Physical for middle school students
3 3 SUBJECTS AND RESEARCH OBJECTS
3.1 Research subjects Organize the teaching of human body biology by experiencing
and integrating physical competency education for students
3.2 Object of research: The process of teaching human body biology at the middle
school level
4 THEORY OF SCIENCE
If a Physical competency structure is successfully built and teaching process of human body biology by an Organizing experience activities and the integration of physical competency education, the student will both acquire the knowledge of human body biology and developed physical competency
5 SCIENTIFIC RESEARCH TASK
5.1 Studying the theoretical and practical basis of experience activities to teach
Physical competency for students
5.2 Analyzing human body biology's content and objectives to organize experience activities for students
5.3 Determining the structure of Physical competency and building the process of organizing experience activities to educate Physical competency for secondary school students; develop procedures and measurements for evaluating
Physical competency of secondary school students
5.4 Pedagogical experiment is carried out to verify the scientific hypothesis of
the topic
Trang 56 METHOD OF THE STUDY
6.1 Method of theoretical research
6.2 Basic investigation method
6.3 Expert consultation method
6.4 Experimental method of pedagogy
6.5 Data processing by mathematical statistics
7 SCOPE OF THE STUDY
7.1 Limit research content
Building experiential activities to teach in teaching Human body biology follow David Kolb model to integrate physical education in 5 chapters of the first semester
of the Human Biology and Hygiene (Biology 8) section
7.2 Limit the study area
The project was studied at 6 secondary schools in 3 cities / provinces: Ha Noi, Hai Dương, Phu Tho
8 NEW CONTRIBUTION OF THE THESIS
8.1 Contribute to perfecting the theoretical and practical basis of organization experience activities to develop the Physical competency for secondary school students through teaching human body biology - biology 8 Clarifying the theoretical basis of Physical competency in teaching human body biology
8.2 The structure of Physical competency and the process of organizing experience activities in teaching human body biology to form and develop the financial capability for grade 8 students
8.3 Constructing experience activities to develop Physical competency for students in teaching human body biology at secondary school constructing experience activities educate Physical competency for students in grade 8
8.4 The set of criteria for assessing each level of proficiency of each skill of Physical competency and the set of measurements to evaluate the Physical competency of students through teaching human body biology by experience activities
8.3 Proposing the process of designing experience activities to integrate human body biology, forming and developing physical capacity for students
8.4 Identify the process of organizing experience activities to develop physical capacity for grade 8 students
8.5 Develop a set of criteria and tools for assessing physical capacity of grade
8 students
9 THESIS STRUCTURE
In addition to the introduction, conclusions and recommendations, references,
appendices, research works The thesis consists of 3 chapters: chapter 1 The theoretical and practical basis of the thesis; chapter 2 The organization of experience
activities in teaching human body biology at secondary school to develop Physical
competency for students; chapter 3 Pedagogical experiment
Trang 6RESEARCH RESULTS CHAPTER 1 THEORETICAL BASIS AND PRACTICE OF THE THESIS
1.1 HISTORICAL RESEARCH ON PHYSICAL COMPETENCY AND EXPERIMENTAL ACTIVITIES
Physical competency is educated through the content of physical education In each country, the contents of physical education designed and taught for students are different
In some countries like ghana and south africa physical education for students isn't got any attention, some countries such as china, greece, slovenia Emphasize that education for students focuses on good motor skills/manipulation the ability to exercise without paying attention to educate students on the awareness of the human body so that it can reveal behaviors and habits that are conducive to health In countries such as singapore, laos and france In addition to educating students on motor skills, the program has integrated knowledge and skills to the physical and mental health care for students Researchers in Physical competency in vietnam go deep into researching the education of Physical competency by not doing research on Physical competency education awareness Teaching through experience activities has been of interest to many educational researchers around the world Although there are many different approaches, there is a common point of view: teaching by organizing the experience activities will help learners attach theory to practice; through the experience activities will help learners be more dynamic and creative while also showing the building of a collaborative environment, bringing learners into the experience activities, sharing their experiences in the teaching process has been a problem and an interest in theoretical and practical research The research works have been tested on a wide range of different age groups but none of them have been fully studied, the system of processes and measures to organize experience activities and develop the Physical competency for secondary school students
1.2 RATIONALE
1.2.1 Physical, Physical development, Physical education
General education program (2018): “Physicality is the whole body form and function
formed and developed due to genetic factors, living conditions and training” Error!
Reference source not found In this study, we share the same view of physical definition
in the general education program and we focus on studying the effect of the educational process on the physical formation of people through teaching human body biology by
experience activities
Through teaching human body biology, we say that:
“Physical development is a process of the formation, change for the better in the perception, morphology and biological function of the human body under the influence of the educational environment”
Trang 7“Physical education is a process of forming and developing physical capacity.”
1.2.2 Capacity, physical competency, physical capacity structure
According to the general education program of the Ministry of Education and Training (2018): “Capacity is an individual attribute formed and developed thanks to the available qualities and the process of learning and training, it allows people to mobilize to synthesize knowledge, skills and other personal attributes such as excitement, faith, will, successfully implement a certain type of activity and achieve the desired results under specific conditions” In the study, we also agree with the definition of the Ministry of Education and Training (2018)
Physical competency in teaching Human body biology is: "Physical competency is the ability to apply the knowledge of human body biology to explain phenomena, select the measures, rules of protection and health care, which serves as
a basis for implementing health care behaviors”
The structure of Physical Capacity includes 6 elements: 1) Living adaptation and
harmony with the environment; 2) Determine the appropriate diet; 3) Implement basic forms of movement; 4) Identify and choose how to balance emotions; 5) Measure and evaluate some health indicators; 6) Prepare study, living and health care plans
David kolb's experiential learning cycle consists of 4 phases: 1) specific experience: learning through specific activities, behaviors, actions, directly linked to the actual context 2) reflection observations: learning through observations of activities by other people performing or contemplating themselves, pondering and summarizing new experience ideas 3) conceive of concepts: learning through building concepts, synthesizing and analyzing what is observed 4) Positive testing: learning through suggestions, testing solutions to solve problems
1.3 CURRENT SITUATION OF ORGANIZATION EXPERIENCE ACTIVITIES
TO DEVELOP THE FACILITIES FOR STUDENTS IN HUMAN BODY BIOLOGY AT SECONDARY SCHOOL
In order to find out the situation of experience activities organization to develop the Physical competency for students in teaching human body biology of teachers, we designed 01 survey questionnaire and conducted an investigation on 218 votes of junior high school teachers in cities / provinces: ha noi, hai duong, phu tho and some other provinces obtained the following results:
Trang 81.3.1.1 Teachers’ awareness about Physical competency in the teaching process
82.57% Teachers agree with the concept of Physical competency: "The
Physical competency is the ability to take care of physical and mental health shown
by health care, measure and evaluate a number of health indicators for words It is
adaptive and harmonious with the environment”
1.3.1.2 Teachers’ awareness of the role of Physical competency education for students
Teachers believe that the education of Physical competency for students plays great role: helping students have basic knowledge to prevent themselves, their families and communities (93.6%); contributing to the protection and improvement of human health for the highest proportion (92.2%); changing the ways of thinking and lifestyle harmful to the health of students (86.7%); reducing morbidity, disability and mortality rates in students (60.55); Students have knowledge about protection and health promotion by self-defense ability of students themselves (68.8); help students know how to live in harmony with normal life when having problems in life (83.5)
1.3.2.3 Teachers’ perspective on the level of teaching the structure of Physical competency
Teachers in secondary schools often train students: skills like living and harmony with the environment is 2.8%; appropriate ration determination skill was 1.8%; emotional recognition skills are 5.0; measuring and evaluating skills for some health indicators is 0.9%; Living, learning and health care planning skills are 0%, in which the skills to implement basic forms of exercise are highest at 36.2%
1.3.2.4 Teacher's point of view on selecting human body biology chapters in secondary school level for Physical competency education
From the level of consent of teachers in 11 chapters of biology 8, we choose 5 chapters: advocacy; circulation, respiration, digestion, metabolism and energy in the first semester of the human body biology section of secondary school is the content
of the integration of the components of the Physical competency during the experiment process because the contents of the first semester chapters are benefit more than the content of chapters in the second semester (> 50% of the teachers think that it is possible to integrate the components of the components of financial literacy)
1.3.2.5 Awareness of junior high school teachers about experience activities during the teaching process
With a rate of 73.4% teachers think that experience activities: "experience activities is the activity that the teacher teaches, organizes, supports the cognitive process of learners by taking them directly to implement experience activities to occupy knowledge, forming and developing qualities and general and specific skills
" Thereby, it can be seen that most teachers understand the nature of experience activities
Trang 91.3.2.6 Frequency of organizing learning activities in the teaching process of human body biology
Teachers in secondary schools when organizing experience activities for students regularly use the form of watching movies, video tapes is 21.0%, observation activities (82.6%), discussion is 76.6%, activities simulations, games, practice / experiments were used very little, especially the survey and campaign activities only reached 1.83% and 1.4% because these activities had to be investment
in terms of time, space and organization costs
1.3.2.7 Difficulties encountered when organizing experience activities to develop Physical competency for students in teaching human body biology at secondary school
Most teachers think that it is necessary for teachers to educate Physical competency for students through organizing experience activities but in the process of organizing experience activities, teachers all think that there are many difficulties encountered It is necessary to provide documents to guide the organization experience activities in order to develop Physical competency for students, especially the way of evaluating Physical competency in the teaching process
The summary of chapter 1
1) In the world and in our country, there have been many researches on experience activities and physical capacity However, the development of physical capacity in particular is mainly mentioned in specific subjects such as gymnastics and sports, there are only a few studies combining physical capacity with experience activities in teaching different subjects and especially, no studies have been carried out in teaching biology in high schools
2) On the basis of theoretical researches, the author chose the definition of experience activities, physical capacity that are best suited for the topic and identified the structural components of physical capacity These are important orientations for
us to continue researching to propose the process and train physical capacity for students in secondary schools
3) The survey results show that the organization of experience activities to develop physical capacity in teaching the human body biology at secondary school is quite new for teachers Most teachers have realized the importance of teaching human body biology through experience activities so as to develop physical capacity, but the percentage of teachers who regularly practices the skills of physical capacity is very low, especially the teachers have not focused on assessing physical capacity through teaching human body biology at secondary schools
Trang 10CHAPTER 2 ORGANIZATION OF EXPERIMENTAL ACTIVITIES IN TEACHING HUMAN BODY BIOLOGY SESSION FOR DEVELOPING PHYSICAL
COMPETENCY FOR STUDENTS
2.1 TARGETS, CONTENTS OF HUMAN BODY BIOLOGY TO EDUCATION
OF PHYSICAL COMPETENCY
From the content analysis of the human body biology section we find that the human body biology content is conducive to the organization of experience activities (especially the human body biology content in the first semester) in order to help students take over human body biology knowledge and manipulate that knowledge to form and develop concepts of elements and behavioral behaviors of Physical competency , which are the foundation for training/care/protection and health promotion and learning capacity enhancement
The overall goal of the human body biology part is to provide students with scientific insights on the structural characteristics and all life activities of people On that basis, propose measures for hygiene, physical training, protection and health promotion, productivity and efficiency in learning, contributing to realizing the goal
of training flexible, dynamic and creative people, meeting the country's economic development requirements
socio-Based on the objectives, the standard of human body biology skills and the
structure of Physical competency in the process of organizing experience activities to educate Physical competency for students, teachers need to associate experience activities
with teaching all the skills of Physical competency We tabulate the components of the financial resources that can be integrated into the human body biology content as a basis for designing the lesson plan to train elemental skills of Physical competency
2.2 BUILDING EXPERIENCE ACTIVITIES FOR EDUCATION OF PHYSICAL COMPETENCY IN TEACHING HUMAN BODY BIOLOGY AT SECONDARY SCHOOL
2.2.1 Principles of building experience activities
Ensure teaching objectives; Ensure pedagogy; Ensure practicality; Ensure diversity and richness; Ensuring teaching integrated contents of human body biology knowledge and Physical competency education
2.2.2 The process of building experience activities for educating Physical
competency in teaching human body biology at secondary school
Step 1: Analyzing the content of chapter and determining the objectives to train the Physical competency ;
Step 2: Identify the types of experience activities to educate Physical competency for students;
Trang 11Step 3: Detailed design of activities according to the experience cycle
Step 4: Consult expert and test run;
Step 5: Adjust operation and put into the system
(Details of the process we presented on page 56 and 57 of the thesis)
2.3 THE ORGANIZATION OF EXPERIENCE ACTIVITIES TO EDUCATE PHYSICAL COMPETENCY FOR STUDENTS
2.2.1 Principles of organizing experience activities for students
Ensuring teaching objectives and standard of knowledge of Physical competency skills; Ensure the strength and suitability of physiological characteristics
of students; Ensuring maximum exploitation of knowledge and experience of students; Ensuring maximum mobilization of students' senses in the learning process; Ensuring the consistency between the active subjective role and the students' self-learning and the role of teachers
2.2.2 The cycle of organization of experience activities
Table 2.1 The organization of experience activities to develop Physical competency for students in teaching human body biology at secondary school The phases in the
Directing, orienting and monitoring students' activities
Reflective observation Ask, Discuss, debate, write
a learning diary
Organization, control, arbitration, advice for activities
Abstract Conceptualization
Reading textbooks, doing theory exercises, Project proposals, building theoretical models
Orientation and help students to study in depth each chapter of the chapter
Active Experimentation
practical exercises, surveys, projects
Support students to apply knowledge into new situations or in practice
In the dissertation, we have explained clearly the steps of the process, each step clearly states the activities of teachers and students' activities and the requirements that need to be achieved in the knowledge of human body biology and element skills
of Physical competency in the process of organizing experience activities according
to the above model, depending on each circuit, the content of human body biology that teachers can start from the "specific experience" phase or it can also start from
Trang 12the phase of "forming concept" or "observing, countering luster ”even started from the" positive test "phase to train the skills of elements of financial capacity
2.4 Evaluating Physical competency of students of grade 8 at secondary school
2.4.1 Process of evaluating Physical competency
Step 1: Building objectives and requirements of the assessment of Physical competency
Step 2: Develop criteria and level of assessment of Physical competency
Step 3: Determine the way to develop Physical competency
Step 4: Select, design, use assessment tools
Step 5: Analyze the data and draw conclusions
2.4.2 Develop evaluation criteria set
* Criteria for assessing human body biology knowledge
Based on the standards biological knowledge 8 and the scale of awareness of students under Circular No 58 of the Ministry of Education and Training, we designed in accordance with the scale of 10 which is commonly used in secondary schools currently into 4 categories as follows:
* Criteria for assessing the attainment of each element skills of Physical competency through disclosing specific behaviors
+ Level 1: Not properly aware of the scientific basis element skills of Physical competency There is a lack of concentration, indifference to the learning task, not grasping the principles, processes or operations to implement that skill (not yet revealed the behavior);
+ Level 2: There is a proper awareness of the scientific basis of element skills
of Physical competency Having focused on the work, basically grasping the principles and procedures for implementing that skill, but still encountering many difficulties in implementation, the results achieved certain limitations (revealing behavior - low level / passive disclosure behavior);
+ Level 3: Willing to accept the tasks and perform the tasks, understand the principles and procedures for implementing that skill (proficiently reveal them);
+ Level 4: Mastering the principles and procedures for implementing that skill, proactively perform the tasks and quickly complete those tasks Always ready to perform tasks in daily life / guide people around to perform tasks (expressing high-
level behavior)
2.4.3 Assessment tool for Physical competency
Each tool has its own advantages and disadvantages and has different measurement values Therefore, in order to increase the reliability in the assessment
of Physical competency, it is necessary to select appropriate tools for each measurement to obtain information and evidence to accurately assess the level of expression of the skills of Physical competency ; In case of necessity, it is necessary
Trang 13to use a combination of tools to evaluate a certain skill In the process of assessing the Physical competency of students, mainly using tools such as questions, exercises, observation cards, short notes; academic records; checklist, questionnaires
Summary of chapter 2
1) In this chapter, on the basis of analyzing the content and objectives of human body biology orienting to organize experience activities to educate Physical competency
we design the process of building experience activities for educating Physical
competency in teaching human body biology at secondary school consists of 5 steps:
analyzing the content of human body biology and determining the objectives to train the Physical competency; identify the types of experience activities to educate Physical competency for students; detailed design of activities according to the experience cycle; consult experts and test run; adjust operation and put into the system
2) Built a number of experience activities in 5 experimental chapters (chapter
ii, chapter iii, chapter iv, chapter v, chapter vi) in the first semester of the human body biology section
3) On the basis of building experience activities and applying david kolb's experiential learning model, we organized experience activities to educate Physical competency for students in teaching human body biology at secondary school 4 phases: specific experience; observation and feedback; conceptual formation; positive test
4) In order to assess the achievement level of the element skills of Physical competency of students, the topic of developing the assessment of Physical competency consists of 5 steps: building objectives and requirements of the assessment of Physical competency ; develop criteria and level of assessment of Physical competency ; determine the way to develop Physical competency ; select, design, use assessment tools; analyze data and draw conclusions
CHAPTER 3: PEDAGOGIC PRACTICE
3.1 EXPERIMENTAL PURPOSE
In order to test the effectiveness of the scientific hypothesis that the thesis has put forward, we conduct experimental teaching of experience activities to develop
Physical competency for students in teaching human body biology
3.2 SUBJECTS AND METHODS EXPERIMENTAL
We tested over 515 grade 8 students of 6 secondary schools in 3 cities/ provinces: Hanoi, Hai Duong and Phu Tho
3.3 EXPERIMENTAL RESULTS AND DISCUSSION
3.3.1 Results of quantitative analysis