Dạy học tích hợp trong môn địa lí 9 ở trường trung học cơ sở tt tiếng anh

Hoang Thi Thanh Giang 2019, “Current status of teaching subject integrated interdisciplinary subject in teaching Grade 9 Geography at secondary school”, Scientific journal of Hanoi Natio

MINISTRY OF EDUCATION AND TRAINING

HA NOI NATIONAL UNIVERSITY OF EDUCATION

HOANG THI THANH GIANG

INTEGRATED TEACHING IN GEOGRAPHY 9

The study is completed at Hanoi National University of Education

Advisor (s): 1 Assoc.Prof.Ph.D Kieu Van Hoan

Reviewer 1: 1 Assoc.Prof.Ph.D Đo Vu Son

Office: Thai Nguyen University of Education

Reviewer 2: 1 Prof.Ph.D Nguyen Viet Thinh

Office:Hanoi National University of Education

Reviewer 3: 1 Assoc.Prof.Ph.D Đo Thuy Mui

Office: Hanoi Pedagogical University of Education 2

The dissertation is defended at Hanoi National University of Education

At , date Month 2020

This thesis can be found at:

- National Library of Viet Nam

- Library of Hanoi National University of Education

- Library of Faculty of Geography - HNUE

RELATING TO THE THESIS PROTOCOL

1 Hoang Thi Thanh Giang (2016), “Integrating historical content in teaching

Geography at high school”, Educational Equipment Journal, No 119, July

2 Hoang Thi Thanh Giang (2016), “Integrating life skills education for

students in teaching Geography 10 - High School”, Proceedings of the

workshop on Geography Science in the cause of education and training and socio-economic development of the country

3 Hoang Thi Thanh Giang – Nguyen Thi Hue (2016), “The importance of integrating the content of "Green Economy" in teaching Geography in high

school”, Proceedings of the 9th National Geographic Workshop / December

4 Nguyen Thi Hue - Hoang Thi Thanh Giang, “Integrating climate change education in geography teaching for high school students oriented to approach

capacity”, Proceedings of the 9th National Geographic Conference / December

5 Hoang Thi Thanh Giang (2017), “Some issues in developing integrated teaching capacity for students majoring in Geography at Northwest

University”, Journal of Teaching and Learning today, number of months 6

6 Hoang Thi Thanh Giang, “Studying solutions to develop integrated teaching capacity for students in the pedagogical field of Northwestern

University”, research topic at the grassroots level, 2016-2017

7 Hoang Thi Thanh Giang (2017), “Measures to develop integrated teaching capacity for students in the pedagogical field of Northwestern University”,

Scientific Journal of Northwest University, No 11 (12/2017)

8 Hoang Thi Thanh Giang (2018), “Requirements and principles of organizing theme teaching integrated sustainable development in the

Mekong Delta in Geography - Secondary school”, Proceedings of the 10th

National Conference on Geography

9 Hoang Thi Thanh Giang – Le Thi Dung (2019), “Organize teaching the topic

of labor - employment and quality of life in teaching Geography 9 in secondary

schools”, Proceedings of the 11th National Geographic Conference

10 Hoang Thi Thanh Giang – Nguyen Thi Hue (2019), “Applying project

method in teaching integrated subject Geography 9”, Proceedings of the 11th

National Geographic Conference

11 Hoang Thi Thanh Giang (2019), “Current status of teaching subject integrated interdisciplinary subject in teaching Grade 9 Geography at

secondary school”, Scientific journal of Hanoi National University of

Education, No 1

12 Hoang Thi Thanh Giang – Nguyen Thu Hue (2020), "Enhancing the application of information and communication technology in integrated

teaching of 9th grade Geography at secondary school", Journal of

Educational Equipments No 216, term 1, p.7-9

INTRODUCTION

1 Urgency of the topic

- The rapid development of science, technology and technology, the knowledge of humanity requires general education to be fundamental and comprehensive innovation Teachers must teach how to integrate science, teach students how to collect, select, process information, especially know how to apply the knowledge learned in dealing with real life situations sacrifice

- Integration is one of the educational perspectives that has become a trend in the development of general education programs in many countries around the world, towards the development of learners' capacity, linking intellectual activities with practical and practical activities; making learning more meaningful than studying subjects in a single way Geography as an interdisciplinary science, has an advantage in integrated teaching, both internal and interdisciplinary, many contents are linked to the reality of life

- In the teaching practice of Geography, the full implementation of the tasks of the subject as well as the exploitation of the relationship between the subjects has not been given adequate attention With the traditional teaching approach, there are teachers who are unable to fulfill the goals of the positive teaching lesson That leads to the quality of high school education, but the specific expression is the ability to apply knowledge into practice, as well as the capacity of students to solve problems

From the above reasons, PhD students select the topic "Integrated teaching in

Geography 9 in Secondary school" as the research content of the thesis

2 Objectives

The research project builds processes and measures to organize integrated teaching in Geography 9 in secondary schools to promote the activeness, creativity, and capacity development of students in learning, contributing to change new methods and improve the quality of teaching Geography in high schools

- Developing integrated teaching process in Geography 9 in secondary school;

- Proposing measures to organize integrated teaching in Geography 9 in secondary schools;

- Design and organize teaching some integrated lessons in Geography 9 in secondary schools;

- Organize experiments to verify the feasibility and effectiveness of research topics

4 The subject and scope of the study

The dissertation investigated and interviewed 64 Geography teachers and

300 students in 35 secondary schools in 18 provinces nationwide

The thesis was experimented at 08 grade 9 in 4 secondary schools: Chu Van An primary, secondary and high schools, Son La city, Son La province; Thi Tran Sa Pa Secondary School, Lao Cai Province; La Bang Secondary School, Dai Tu District, Thai Nguyen Province and Cao Duong Secondary School, Thanh Oai, Hanoi

5 Scientific hypothesis

If applying integrated processes and measures to organize teaching in Geography 9 in secondary schools, it is flexible, ensuring that the requirements and principles of teaching will develop the capabilities for students and contributors part of innovative methods and improving teaching quality - studying Geography at secondary school

6 Overview of research issues

Organization of integrated teaching is becoming a modern teaching trend, researched and applied in schools around the world, including Vietnam Integration is one of the guiding points to develop education programs in general and social sciences in particular in most countries around the world from primary

to high schools

6.1 Studies of integrated teaching in the world

The integrated approach in building education programs began to be highly valued in the US and European countries from the 50s and 60s of the twentieth century, in Asia in the 1970s and in Vietnam from the 80s of the century From the late 90s of the twentieth century back here, research on a unified science from the point of view of integrated systems and views in education to form and develop the capabilities for real new learners interest

Concerning the concept of integrated teaching, there are many different concepts Xavier Roegiers in the study of Pedagogical integration or how to develop the competencies in the school emphasizes that teaching teaching is an action that links the learning and teaching subjects in one or several other subject areas each other in the same specific teaching plan In particular, in many studies, the authors also emphasized the role of case study with the development of learners' capacity and the connection between scientific knowledge and practical knowledge

Research on the degree of integration of educational programs may refer

to Robin Forgary's works, Xavier Roegiers, Susan M.Drake Classification

of integrated teaching levels arranged by level gradual increase The views complement each other and support each other, thereby helping the researcher

to have a comprehensive and deeper view of the problem of teaching teaching The integration implementation is very diverse, not only a level but also flexible implementation of integration levels such as internal integration, multi-disciplinary integration, interdisciplinary integration, cross-disciplinary integration in the chapter

At the same time through his research, many researchers also affirmed that integration is an inevitable trend in the development of general education programs This concept is affirmed through practical development and program development in many countries around the world Through studying the program of more than 20 countries in the world, it is shown that integrating is one of the educational perspectives that has become a trend in determining the content of teaching in high schools and in developing programs subjects in many countries around the world The integrated view is built on the basis of positive notions about the learning process and teaching process

6.2 Studies on integrated teaching in Vietnam

In our country, integration is not new but it is not after 2000 that this issue was actually studied systematically, the approach was implemented in a completely new way

Overview of theoretical and practical issues on the integration trend in the education program of some typical countries in the world such as Korea, France, England, Australia, Finland, Germany, Austria many researchers save interest

In particular, the authors analyzed the situation of applying integrated teaching and learning perspectives in Vietnam's education program; has emphasized active teaching methods that address the issue of targeted education with "cross-disciplinary and interdisciplinary" content

Integration in general education programs in general and Geography in particular is an inevitable trend, which has been deployed in our country for a long time Based on time, it is possible to divide the process of integrating in high school into 2 basic stages as follows: The period in the 80s - 90s of the twentieth century: integration in primary education is a form of "integration", contact In the current period, to contribute to fundamental, comprehensive innovation of education and training, integrated integration and teaching issues are addressed on a wider scale (in all subjects in the spectrum)

7 Research perspectives and methods

7.1 Research perspectives

Perspectives used in the thesis research: System approach perspective; practical perspective; teaching-oriented development perspective; Integrated teaching perspective

7.2 Research methods

The research methods used to study the thesis are: Methods of collecting and analyzing materials; methods of observation and investigation of sociology; professional solution; Experimental method of pedagogy; Mathematical statistical methods

8 Additional contributions of the thesis

8.2 On the practical side

- Analyze the current situation of integrated teaching in Geography 9 today in secondary school;

- Design and organize integrated teaching of some lessons / topics in Geography 9 in secondary school;

- Verify the effectiveness and feasibility of the research project through pedagogical experiment

9 Structure of the thesis

In addition to the opening; Conclusion and Recommendation; List of references and Annexes; The main content of the thesis consists of 3 chapters:

Chapter 1 The theoretical and practical basis of integrated teaching in

Geography 9 in secondary schools;

Chapter 2 Process and measures to organize integrated teaching in

Geography 9 in secondary schools;

Chapter 3 Pedagogical experiment

CHAPTER 1 THEORETICAL AND PRACTICAL BASIS OF THE TEACHING INTEGRATED IN THE LOCATION 9 OF THE

SECONDARY SCHOOL 1.1 Issues of general education innovation

1.1.1 Innovating the general education program

The current Education and Training Program has paid adequate attention to comprehensive education, making an important contribution to the innovation of educational methods in the direction that teachers are the organizers and instructors; Students are active, proactive, creative, step by step apply new technologies, encourage self-study, self-exploration and discovery However, the

current program still leans toward the scientific logic of each subject, not yet being able to train students to self-detect and solve problems in real life In order to adapt

to the changing amount of knowledge in the world, a new education program is founded on the basis of inheriting the current education program, approaching the direction of formation and development of learners' competencies, Huy value himself Integration is promoted in teaching, reflected in official letters, decided to guide integrated content, build integrated topics

1.1.2 Innovation in teaching methods

Innovating teaching methods is a key task of modern education renovation today Applying positive and creative teaching techniques to suit educational objectives, content, students and specific conditions; enhance the application of information and communication technology in teaching to ensure the principle that students complete their cognitive tasks under the guidance and organization of teachers (GV)

1.1.3 Innovation on inspection and evaluation

Renovating the general education program only ensures the goal when implemented simultaneously with the innovation of teaching method and innovation of assessment and assessment activities In order to ensure the educational goal of developing capacity, teachers need to diversify forms of assessment and evaluation, focusing on evaluating the whole process of learning, giving the right to assess for learners; shifting from primarily assessing knowledge and skills to assessing learners' abilities

1.2 The basics of integrated teaching

1.2.1 Integrated

Integration is a process of combining different objects into a unified whole The result of the combined process is the formation of a new system or may include the parts that are more or less connected to the previous systems, each with closer ties and changes change in substance in the attribute of each department

1.2.2 Integrated teaching

1.2.2.1 Integrated teaching concept

Many national and international scientists have introduced different concepts of integrated teaching Based on the conception and from the research results of the people, it is possible to understand that integrated teaching is a teaching perspective, in which teachers organize and guide students to develop the ability to mobilize general knowledge knowledge, skills, in many different areas to effectively solve problems in learning and in life, thereby developing the

necessary competencies 1.2.2.2 Integration levels

There are many ways to classify different levels of integration, including Xavier Roegiers, Susan Drake, Robin Fogaty, etc Based on theoretical research and practical teaching experience at school information, PhD student offers a classification of case study with 3 levels: Integration/ integration; Integrating subject internal subjects and intergration

1.2.2.3 The role of integrated teaching in Geography 9 in junior high school

- For teachers: Integrated teaching has the effect of fostering and improving pedagogical knowledge and skills for teachers, contributing to developing the current contingent of teachers to become teachers with full capacity of teaching

- For students: Integrated teaching helps students become positive, capable citizens solve problems of integrated issues in real life

- Meet the educational goals for sustainable development: The content mentioned in Geography 9 is related to the content of many subjects in the general education program, and also provides a lot of area addresses It also incorporates knowledge related to sustainable development, through which it aims to educate for sustainable development

1.3 Psychological characteristics and cognitive ability of grade 9 students - Secondary school

Grade 9 students are the most mature age group in secondary schoolsschool

In the majority of children there is maturity of physiological, cognitive and thinking traits, they want to show their thinking, initiative and creativity to find new things to expect In teachers, attractive lectures make them active and proactive to find new sources of knowledge Grade 9 is also a very important transitional block between learning theoretical knowledge and real-life knowledge Therefore, the program and teaching methods for grade 9 need to change, integrate more knowledge and skills necessary for their social life, educate vocational skills This is an important foundation for students to have enough knowledge, skills and ability to experience real life The organization of integrated teaching in teaching Geography 9 has very important meaning, and is really necessary, in line with the general development trend of education and training, the characteristics of the subject as well as the mind reason of the student age

1.4 Objectives, program content and characteristics of Geography 9

Through studying and analyzing the content, program structure, 9th grade Geography textbook, the author found that teaching Geography 9 has many opportunities to build and organize integrated lessons / topics At the same time, through organizing learning activities, completing exercises, cognitive situations, students actively participate in activities, have the opportunity to develop the necessary competencies, especially the problem-solving capacity subjects, self-study capacity, cooperative capacity and the ability to learn geography, the ability to apply the knowledge and skills learned to solve these situations arise in learning and in life

1.5 Current status of integrated teaching in Geography 9 in secondary schoolsschool

Purpose of the investigation: Understanding the real situation of awareness and organization of integrated teaching in Geography 9 in secondary schoolsschool as a basis for proposing principles, requirements, processes and measures to organize integrated teaching in Geography

Survey method: To properly assess the integrated teaching and learning situation in Geography 9 in secondary school, PhD student has developed a survey questionnaire of 64 teachers directly participating in teaching Geography

9 and 300 grade 9 students in 35 secondary schools, in 18 provinces and cities nationwide, including: Son La, Hoa Binh, Dien Bien, Lai Chau, Phu Tho, Thai Nguyen, Tuyen Quang, Lao Cai, Bac Giang, Ha Inner, Nghe An, Ha Tinh, Binh Dinh, Khanh Hoa, Lam Dong, Kon Tum, Ho Chi Minh City, Can Tho

The results of the situation analysis show that teachers and students have a positive attitude to participate in the innovation process Most teachers have a basic understanding of the need for case study; characteristics of case study; Many teachers and secondary schools have applied integrated teaching in Geography, the Board of Directors of schools created many favorable conditions and supported teachers in applying positive teaching methods, innovating in testing HS price However, in the process of case study, teachers mainly self-learn, apply on self-learning knowledge, do not fully understand the nature of case study, do not know how to design and organize mathematical teaching in accordance with the process; forms of primary teaching are mainly at the level of integration and internal integration; The application of teaching methods and teaching methods and innovation and assessment are still limited; the ability to apply general knowledge

to solve students' learning and practical situations is not high

CHAPTER 2 PROCEDURES AND MEASURES FOR ORGANIZATION OF TEACHING INTEGRATED IN A LOCATION 9 IN SECONDARY SCHOOL

2.1 Principles and requirements for integrated teaching organizations in Geography 9 in secondary schools

2.1.1 Rule

Based on the concept and characteristics of the integrated teaching process, when organizing integrated teaching in Geography 9 in secondary school, it is

necessary to ensure the following basic principles: Ensuring the subject objectives

in the formation and development of student competencies; Ensuring the science, updating, modern and moderate for learners; Ensuring practicality, related to local social issues; Ensuring pedagogy, developing Geography thinking; Ensuring the effectiveness and feasibility of the measure

2.1.2 Request

- Organization of integrated teaching must be compatible with the content

of the training program

- Must promote the positive, proactive, creative and develop learner capacity

- In order to teach effective integration, teachers need to add some capacity to meet the requirements of case study, pay attention to the object of awareness, have a deep understanding of students to choose the content, how to organize suitable, creating opportunities for all students to participate in the awareness and evaluation process

- Students need to be active, positive, independent, cooperative spirit when implementing cognitive tasks, especially group work activities

- In addition, the organization of integrated teaching needs to pay special attention to the issue of strengthening facilities and conditions for organizing teaching activities to achieve good results

2.2 Identify the contents and topics of integration in teaching Geography 9

in secondary schools

2.2.1 Identify some integrated/related integrated content

Integrating knowledge is a link, combining, integrating knowledge of different sciences into a unified set of knowledge For Grade 9 Geography, it is primarily about the socio-economic and territorial issues of Vietnam, where each lesson can be integrated and related to the knowledge of different sciences with the level and duration Different, depending on the proximity and scientific relationship between them On that basis, the thesis proposes and studies some basic contents that can organize integrated teaching related in the lessons of Geography 9 as follows: Integration of climate change and environmental protection; Integrating educational content to use energy economically and effectively; National defense and security education; Education to prevent natural disasters; Integrating vocational education content

Based on the content of lessons in textbooks, teaching objectives, characteristics

of cognitive objects and direction in the general education program in general and in teaching Grade 9 Geography in particular, the author propose a number of integrated / intergrated addresses according to three levels: total integration, department integration

or integrated integration, contact In the integrated teaching process, teachers need to pay attention to rationally exploit opportunities to implement integrated integrated education, avoid omission as well as avoid constraint or make the reception of subject content The students themselves are more serious

2.2.2 Identify some integrated topics in teaching Geography 9

2.2.2.1 Identify some topics of internal integration in teaching Geography 9

Integrating the subject is integrated within the subject area In this form, teachers gather knowledge contents in different parts of the subject to build them into topics These contents are aggregated based on the nature or meaning, when they address a class of issues related to each other

Based on the content of the curriculum and textbooks of Grade 9 Geography in secondary school, teachers and professional teams / groups conduct a review of the program content, can determine the knowledge contents related to each other shown

in some current articles / lessons, thereby building a common problem to form a monastic subject On that basis, the thesis suggests some specific internal integration topics: The situation of population development and distribution in our country; Vietnam agricultural geography; Northern Northern region; North Central region; Mekong River Delta Region; To comprehensively develop the economy and protect marine and island resources and environment

2.2.2.2 Identify a number of interdisciplinary integrated topics in teaching Geography 9

Teaching interdisciplinary integrated subject is a design of teaching process with the application of active teaching methods, with content related to many subjects, and teaching activities associated with practical requirements Students must apply the knowledge and skills of many subjects to solve practical problems in the subject On the basis of reviewing the standard of knowledge, skills, attitudes according to the current program and learning activities, it is expected to organize for students according to active teaching methods, identify possible abilities and qualities form for students in each topic developed In the framework of the thesis implementation, we propose and develop a number of interdisciplinary integrated topics: Labor and employment; Vietnam's economy on the path of innovation and integration; Protection of marine and island resources and environment; Civilization of Red and Cuu Long rivers; Learn about water sources around you;

2.3 Process of organizing integrated teaching in Geography 9 in secondary school

On the basis of studying issues of theoretical basis of case study, principles and requirements for the organization of integrated teaching, based

on the content of the textbook program and psychological and cognitive characteristics of students Grade 9 and practical teaching in high school, PhD student proposed the process of integrated teaching in Geography 9 in secondary school including 3 stages and 10 steps:

Figure 2.2 Diagram of the process of organizing integrated teaching in

Geography 9 in secondary school

State 1

Develop teaching

plans

Step 1 Survey, learn students' objects

Step 2 Determine the objectives, content, methods, forms and means of teaching

Step 3 Design learning activities

Step 4 Planning assessment

Step 3 Student organization reports learning results

Step 4 Comment and evaluate the learning results of students

Phase 3

Evaluate

Step 1 Evaluate the process

Step 2 Periodic evaluation

2.3.1 Develop teaching plans

The development of teaching plan is the first stage with a very important role, deciding the success of the organization of integrated teaching During this period, teachers need to take the following basic steps:

Step 1 Investigating and learning about students on existing knowledge and skills; need for lessons; students' abilities, strengths or attitudes about issues raised

in the integrated lesson This is an important basis for teachers to identify knowledge and skills that need to be accumulated, to select and design appropriate learning tasks, promote their strengths and abilities For example, when teaching the topic "Civilization of Red River and Mekong River", teachers rely on KWLH questionnaire to survey students' understanding of issues related to integrated lesson/topic, survey the desire and interest of students

Based on the students' awareness level, skill knowledge standards, local practical situation, teachers determine the content to be specifically integrated

in Geography lessons; Based on the length of the lesson, select the appropriate integrated form For the selection of integrated topics, teachers in the subject and teachers of the subjects need to review and make statistics in the program and textbooks to find nearly similar content related to each other in the subject , or between program subjects, agree on an integrated topic choice For example, for the interdisciplinary subject of Labor and Employment, the Teacher of Geography and the Teacher of Citizenship Education should sit down to discuss and agree, propose specific forms and integrated content

Step 2 Determine the objectives, content, methods, forms and means of teaching Identify the objectives of the integrated lesson, including the objectives: knowledge, skills, attitudes, and orientation of capacity to form in students Ensure the right objectives in the standard of knowledge, skills of the subject and other related subjects, and identify the goals of the competence of the integrated lesson For example: When teaching lesson 4 Labor and employment Quality of life, teachers choose integrated / integrated teaching methods Besides the goal of Geography, in this lesson, the teacher also integrates the goal of integrating environmental education so that students know the environment in many places is polluted, affecting people's health, reflect the low quality of life In addition, through understanding the status of employment in our country, teachers can integrate vocational education content, impact on the sense of active learning to improve the level of students, orient their careers Future

Determine the content of integrated lessons: Based on the expected time, objectives, psychophysical factors and regional factors to select the appropriate content accordingly To do this well, it is possible to coordinate with teachers of subjects related to the topic to build the content to ensure the accuracy, science and abundance of topics For many integrated topics, targeting and topic content sometimes take place simultaneously Example: The content of the topic

"Civilization of the Red River and the Mekong River" needs to be achieved: