T A M Li H9C • f INH Li H9C LtfA Vl6l Cd sd CHO VIEC GIAO DUC Kf NANG SONG NHIN TO GOC DO T A M l i HOC Q ThS NGUYJN TH| THU H A N G '''' R |in luy$n Iff ndng sdng f/CNSJ c/io hqc sinh Id mdt trong ndm n[.]
T A M Li H9C • f INH Li H9C LtfA Vl6l Cd s d CHO VIEC GIAO DUC Kf NANG SONG - NHIN TO GOC DO T A M l i HOC Q ThS NGUYJN TH| THU HANG' |in luy$n Iff ndng sdng f/CNSJ c/io hqc sinh hqp vdl ddc dilm tdm sinh li Ong vdl dd h^dl Id mdt ndm ndl dung cOa phong trdo phdt trlln cOo h-i, mdl trudng glao hip, hqc tdp thi duo «Xdy d\fng trudng hqc thdn thl$n, noi tri sinh sdng hqc sinh Hch eye* h'ong ede hvdng phd thdng Thuylt xd hdl hqc hay thuylt nhdn thOc glal doqn 2008- 2013 Dllu dd dd Ididng djnh xd hdi (Social Learning Theory or Social Cqgnittve gido dye KNS Id ndl dung quan trqng cdc Theory) U thuylt ndy duqe dua ro chO yeu dya bdc hqc d nhd hvdng D l gido dgc KNS mdt trin cdc nghldn cOu eOa Albert Bandura (1977) cdch oS hl$u qud thi cdn dyo h-in nhOng ca sd Nghldn cOu chl rdng: hri em hqc edeh Ong xO khoo hoe nhdt djnh ihdng quo hal eon dudng: hudng dfin vd quon Li thuylt vi sy phdt h-lln d hri em vd vj sdt Hdnh vl cOa h-i em cd bin vOng hay thay ddi (hdnh niin (Child ana Adolescent Development Id kit qud K> nhOng hdnh ddng cOa chOng, Theories) TO hidi du tho din hjdi vj thdnh nlin, cung nhu phdn ung cOo ngudi khde 7-14 hjdl Id giol doqn ddnh ddu sy pndt ddl sdng xd hdl Cdc kr ndng ndy boo gdm: Kr h-iln quon trqng v l mdt sinh hqc (hjdi ddy thi) vd phi phdn, qudn li cdng thdng; h/kllm sodt mdt xd hdl (hinh thdnh Knh cdch, thdi quen, nhdn bdn thdn vd quylt ^nh gldl quylt vdn d l thOc, quan h$ xd hdi) Do dd, vl$c djnh hudng vd Mdt khdc, d l gido d'ye KNS cd h i ^ qud, qud hinh thdnh cho h-i nhOng gld h-l sdng dOng ddn h-inh gido dye phdi phdt huy duqc qud h-Inh h; (krndng (KN) xdc djnh gid hi); h-i sS cd khd ndng nhlin nf>d h i em hqc hdnh vi ung xO xd hdl, dOng vung trudc nhuhig Idi kio, rO r i cOa bqn b i Kre Id bin cqnh vl$c hudng dfin bdng Idl ndl, phdi vd ngudi xdu (KN klin djnh); cd thdi dd cu xO cho tri auan sdt, ddng vol, tuong tdc xd hdl dOng myc, gioo tilp cd hl$u qud vdl nhOng ngudi TUyft't vd'n d l - hdnh vi (Problemxung quanh [KN glao t i ^ ) ; nhdn thuc dOng ddn Behavior Theory) Richord Jessor (1977) Id ngudi v l ndng lye, sy phdt trien eOa bdn thdn (KN h/ sdng Idp ro If thuylt ndy dng cho rdng: hdnh vl nhdn thuc); khd ndng suy nghT, ddnh gid vd gldl cOo thonh thilu nlin Id sdn phdm cOo mdi quon quylt cdc vdn d l xd hdi {KN ro quySt dnh vd h$ glOa eon ngudi vdl mdl hvdng cOa hq Li thuylt gidi quvlt vd'n dl) si cd vol trd to Idn ddl vdl ndy quon tdm din mdi quan h$ cOa ylu td: h$ sy thdnn cdng vd phdt h-lln cOa dOa tri sou ndy thong nhdn edeh, hd thdng mdi hvdng nhdn thOe Bin cqnh dd, li thuylt ndy cOng chf rdng, v d h i thdng hdnh vl h-ong cung mdt dd hjdl hodc d cdc lOo tudi l^dc TO l( thuylt ndy, cd thi thdy rdng: Hdnh vi cOo thi sy phdt trlln tdm sinh If, thdi quen cOo mdt ngudi bj dnh hudng bdl gid h-j, nilm tin vd h i cOrig khdc Do dd, thilt k l cdc hoqt ddng m h i thom gla rin KNS phdi chO jr phO * Tnttif B|i lipc HT pli9M - B^i boc TUi Kmrta R ^ f h i BI^O due s6 (id a - 4/aota) _# thdi dd cOo hq, cung nhu nhdn thOc v l hdnh vl Intelligence" vd «intrapersonal intelligence'^ cOo bqn b i vd gla dlnh D l gido dye KNS cd «Intropersonal intelligence" Id khd ndng hl^*" hl$u qud, edn phdi ed sy kit hqp ch$t chi ed bo hdn Di|t duqc ede edm xOc vd ^ djnh cOo npudl; ylu td: nhdn thOe, thdi dd vd hdnh vl Dllu dd cd idc, cdn «Interpersonal intelligence" Id khd^ndng nghTo Id, vi^c phdt h-lln cdc kr ndng phdi Idm hilu duqc edm xOe vd ddng lye cOo chfnh nilnh: cho ngudi hqc hllu rd ede gld h-j vd nilm tin eOa Vl|c nhdn bllt, ddnh gld edm xOc eOa bdn thdn bdn thdn, h> dd, bllt tu phi phdn d l nhdn vd ngudi khdc Id mdt ylu td quan trqng cOo sy vd phdn tfch nhOng gld h-j cOo mdl hvdng xd hdl thdnh cdng h'ong eudc song vd nd cung duqc ddnh nhdm xdy dyng thdi dd tfch eye, phO hqp mdl cd gld nhu mdt loqi h-f t u | (Emotional Intelligence) thi tdc ddng vdo v i ^ hinh thdnh vd phdt trlln (Daniel Goleman, 1997) hdnh vl Li thuylt ndy nlu dp dyng vdo gido dye Thuyi't dnh hudng x d hdl (Social KNS, duqc hllu Id: nlu da dqng hod ede htnh thOc gido dye ICNIS (SO dyng phuong phdp hqc Influence Theory) Nghiin cOu nhOng dnh hudng cuo xd hdl ddi vdi hdnh vi cOo eon ngudi duqc Idp cd sy tham gla, phuong phdp hqc tdp tidi dya trin cdc kit qud cOo Bandura vd ede nhd eye thdng qua v l ^ su c^ing dm nhqc, khdng ^cu^ nghiin cOu tdm If khde, nhu Me Gulre Theo quon t\f nhlin vd cdc k>qi h-f h i | khdc d l ngudi hqc cd dilm eOo hqc thuylt ndy, sy thom gla cOa tri em thi huy ddng vd sO dyng ddng thdi nhllu trf h>$ vdo cdc hdnh vi, nguy eo cd hqi chO ylu bj dnh khdc nhou gldl quylt vdn dl) si kich thich hudng bdi ede dp lye xd hdl Hdnh vl cOa nguM hqc thi hl$n phong cdch hqc tdp vd nhfjji^ ^.' ~ ngudi chju sy tdc ddng cOo dnh hudng xd hdl dilm mqnh cuo minh mdt cdch tdl aa nhllu hon sy cung cdp thdng Hn Mdt khdc, mfil cd nhdn sS ed ndng khilu, l t i | Chinh vl vdy, cdn hinh thdnh mdt hdnh vl mqnh ndi bdt d mdt loql h-f t u | ndo I d Do ydy„ h'ch eye cho ngudi, edn phdi kit hqp hinh qud h'lnh gido dye KNS, cdn tqo dlli^k^Hf thdnh vd rin lu;^n cd kiln thOc, kl ndng, tndl dd d l mfil cd nhdn cd thi t\f bdc Id, edm n h ^ i ' ^ vd phdi ludn gdn vdl xd hdi vd ede v ^ d l cOa phdt huy duqc nhOng edm xOc, tllm ndng cua xd hqi Do dd, qud h-inh gido dye KNS, odn thdn minh, ddng thdi, phdi lya chqn cdc mudn thay dot hdnh vi hiu eye, hinh thdnh hdnh phuong phdp gido dye phO hqp vdi f^Kxig cddi, vi h'ch eye thi qud trinh gido dye phdi gdn vdl trf h i | cOo nifil ed nhdn d l ede em ed the phdt vl$e cho hqc sinh thyc hdnh, rin luy$n h-ong ede huy duqc cao nhdt tllm ndng trf tu$ cuo bdn tinh hudng thye hin, gdn vdl cdc hoqt ddng hdng thdn minh ngdy cOa ngudi hqc d ThuylTt n}i ro vd ung phd (Risk and Khd ndng dqng hay thuylt da h-f t u | Resilience Theory) U thuylt ndy tdp trung Idm (Multiple Intelligences) Li thuylt ndy duqc phdt rd: Idil d h-ong cOng mdt nghjeh ednh hodc Hnh h-lln bdi Hov/ard Gordner («Frames of Mind*, hudng cdng thdng iql cd sy Ong phd khde 1993) Ong cho rdng: eon ngudi cd khd ndng giOo ede ed nhdn, cd ngudi ung phd tdt, cd ngudi h-r h i | khdc (hri hj$ ngdn ngO hqc - linguistic Iql l^dng ung phd duqc Thu>«t Ong phd em ro intelligence; tri hid logle/todn hqc - logical/ rdng ed nhllu ylu td bin hong (Idng h/ hqng, mathemahc Intelllgenee; h-f hj$ dm nhqc - musical kllm sodt edm xOc) vd ylu td b ^ ngodi (cdc tdc intelligence; tri t u | khdng gian - spatial ddng, hd hqt h> gio dinh, nhd trudng vd c$ng Intelllgenee; tri t u l ty nhlin - naturalist ddng) ed thi glOp ngudi h; bdo v i , chdng Iql lntelllg»ice; h-f hj$ nhdn thuc edm xOc bdn thdn cdc hdnh vi iutdng Idnh mqnh, cdc cdng thdng - Interpersonal Intelllgenee, tri hi$ thi chdt -JxxJlly hayrOlro(LutharandZigler, 1991;Rutter, 1987) Intelligence, h-i tu$ nhdn thOc edm xOe ngudi khdc Khi h i cd sy hilu bllt vi mdl quan h$ cOa bdn - intropersonal intelligence), nhung chOng'phdt thdn vdi mdl hvdng si h;io ro n ^ tdng d l h i c6 Iriln khdc mdl ngudl^.' 1^1 phdt thi i ^ t huy tdl da khd ndng Ong phd vd gidm h-iln kT ndng hodc gldl quylt vdn d l , moi cd thilu rOi ro cho bdn thdn, gla dinh vd eqng dong nhdn sO dyng tdi ndng eOa minh theo nhung l i thuylt v l rOl ro vd lend ndng Ong (wd cOa edeh khde ngudi cung cdp mdt nIn tdng quan hqng Cdc nhd nghiin cOu dd md rdng hon kit qud cho mdt edeh tilp cdn KHS Cdc chuong h'lnh cOo Gardner vdl v l ^ Idm rd hal loqi tri hii Ilin KNS phdi duqc thilt k i d l ngdn chdn nhung vdn quon din suy nghT cuo ed nhdn Id:«interpersonal d l cy thi v l hdnh vl nguy co cd thi dnh hudng B Tap chifiliiodjIC s6 Cfa a • 4/aoii) xdu din cd nhdn vd ngudi khdc [su dyng chd't ngudi Id mdt qud h'lnh phOc tqp, khd khdn gdy nghiin, thyc hi^n hdnh vl bqo lye, ) hodc vd phdi hjdn theo mdt quy trinh xdc djnh, quy d l thOc ddy nhung hdnh vl tfch eye (xdy dyng h-lnn dd phdi dl Kr nhdn thOe, thdi d^ (sy quan mdl hvdng hqc tdp Hch eye, xdy dyng mdl quon tdm mong mudn vd hllu rd If cOa vl^c thyc h i binh ddng, Idnh mqnh) Ddng thdi, cdn gdn hidn hdnh vl) din krndng, hdnh vl (tlln hdnh thye Ilin vlic t h l l i i ^ cdc edm xOc cua t r i vdl v l ^ hl$n nhOng vl^c Idm, hdnh ddng cy thi) Do dd, gidi quylt nhOng vdn d l , nhOng ndi dung cy thi mudn h-i trioy ddi hdnh vi tiiu eye, hinh thdnh cOa odi sdng xd hqi xung quanh hdnh vl tfch eye (mye tiiu quon h-qng cOo GDKNS) Thuyl^t tdm U kliTn tqo (eonstruetivist thi trudc hit cdn glOp cho h-i hilu rd v l hdnh vi Psychology Theory) Trqng tdm cOo thuvlt ndy minh si thyc hi^n (hri thOc), h> dd hpo vd vun chirardng: sy phdt trlln cua cd nhdn Id bdt ngudn ddp ddng lye cho tri (thdi dd) h> xd hdl Cdc kiln thOe md cd nhdn thu nhdn ••• Cdc If thuylt hin cung cdp mdt phdn co sd duqc Id kit qud cOa sy chqn Iqe, k l ihOa vd phdt quon h-qng cho v l ^ GDKNS Nd glOp cho chOng trlln h-ong mfil cd nhdn thdng quo sy tuong la t h ^ duqc myc dfch vd nhOng yiu cdu co bdn tdc vdl ngudi khdc vd vdl ntdl hvdng Chfnh thdng vi ndi dung vd phuong phdp d i gido dye KNS quo sy hiong hfie dd, xudt hi$n nhOng mdu thufin, ed hi$u qud Cd thi tdm tdt cdc f nghlo duqc rOt xung ddt giffa sy h l ^ bllt, klnh nghl$m hl$n tqi h> ofie If thuylt h-in nhu sou: cOo mdt dOa h i vdi nhOng Idin thOc, hilu bllt * Mvc dfch aSa GDKNS: GDKNS nhdm mdl, budc chOng phdi thay ddi, dilu chfnh vd hudng tdi vi$c ngdn ch^n nhiTng hdnh vl nguy co phdt h-iln kinh nghidm hilu bllt cOo bdn thdn d l vd hinh thdnh, xdv dyng hdnh vi sdng Kch eye, xdy dyng kiln thOc mdl thOc ddy qud h-Inh mong Iqi sOe khoi vd hqnh LJ thuylt ndy gqi hoi dnh hudng quan hqng phuc cho ngudi Do dd, v\^ GDKNS edn vdo edeh tilp cdn KNS Mdt Id, klnh nghlim sdng, phdi djnh hudng vd hinh thdnh cho h^i nhung gid vdn hllu blit dd cd cua mfil ed nhdn ed val h-d trj sdng dung ddn; nh^n thOc dOng v l ndng lye, quon hqng hqtimkilm, xdy dyng nhung kiln sy phdt trlln cOo bdn thdn; rin luyin khd ndng thOc, rin iuy^n cdc kf ndng mdl Do dd, cdn tqo dung vung trudc nhung Idl kio, rO r i cOo bqn b i dllu ki$n d l h i cd thi bdc Id duqe nhung hilu vd ngudi xdu; cu xu dOng myc, glao tilp cd hidu b l ^ , kiln thOe dd cd cOa minh thdng qua sy hqp qud vdl nhung ngudi xung quanh; khd ndng quan tdc vdi bqn b i xung qucmh thom gio gidi sdt, phdn Hch, suy nght, ddnh gid de ddi phd vd quylt cdc vdn d l , Hnh hudng cOo eudc sdng hdng gldl quylt dvqc ede tinh hudng khde nhou cOo ngdy TO dd h ^ sy chlo si kll^ thOc giuo cdc ddl sdng xd hqi mdt edeh cd hi^u qud ed nhdn d l hq cd thi h/ chqn Iqe, dllu chinh, bd * Yiu cdu vi n^l dung GDKNS: Phdi ddm sung, phdt hiln vdn hilu bllt ban ddu cOo minh bdo h'nh thyc tiln vd phu hqp Nghlo Id, ndl dung Holld, mdl trudng vdn hod cd vol h-d quan h-qng phdi gdn Ilin vdi cdc vdn d l , tinh hudng ey the cdc chuong trinh gido dye KNS, bdi si ed cOo cuqc sdng hdng ngdy, xung quanh cdc mdi sy tuong tdc giuo nhCmg th^>g hn ld>oa hqc md quon h$ cOo hqc sinh, dong thdi phdi phu hqp ngudi hqc thu nhdn duqe vdl nhOng kiln thOc md vdi ddc dilm tdm sinh If cOo tri, mdi trudng vdn ngudi hqc dd cd Ilin quon din mdl hvdng vdn hdo, hqc tdp, gioo tilp noi hri sinh sdng hod rling cOo chfnh hq 'Yiucduvi phuong phdp GDKNS: Thuylt thay ddi (change theory) Li thuylt -Ddm bdo st/phu hgp: GDKNS phdi phO hqp ndy duo hin mdt md hinh duqc phdt hiln bdl vdi sy phdt h-lln tdm sinh If lua hidl, mdl hvdng Proehaska (1979) vd Di Clemente (1982) U thuylt vdn hda, gido dye eOa h i ndy dd md td ede glal doqn khde trang - Ddm bdo Hnh thing nhit GDKNS phdi hjdn qud trinh thay ddl hdnh vl cOa mdt cd nhdn Qud theo nf>dt.quy h-inh nhdt djnh, ddm bdo sy thdng hrinh dd phdi trdi qua sdu glal doqn chfnh Id: nhdt, m hqp chdt chi glOa h-i thuc, gid h-j (If Trudc chlim nghl$m (pre-conlemplatlon ), chlim vd cdch thye hl$n hdnh vi) vdi thdi dd (mong mudn nghlim (contempbtion), chudn bj (preporotion), Ajgc thyc hl$n hdnh vl) vd kl ndng (thye hl$n hdnh ddng (action), bdo dudng (maintenance), hdnh vi) Ddng thdi, phdi thudng xuyin cd sy kl^thOc (tennlnation) kllm hn vd ddnh gid vlic hilu, mong mudn thyc t o If thuylt ndy cd thi nhdn thcfy rdng: Qud hlin hdnh vl cOo h-i vdi v i ^ thyc hl^n hdnh vl dd (XemHiphrangS]) h-inh hinh thdnh, thay ddi, phdt hrlln hdnh vl cOa Tap Chi Blio due s6 Od a - 4/aoia) tho 2, da Hin bq ro r^t (so sdnh nhung Idn ghi hinh) DHVM edn Id minh chung khdng djnh cno cdch thOc ty hqe, ty ddo tqoTd dOng hudng Ngudi hqc cd t h i tq bdn thdn nghldn cOu thilt k l k l hoqch bdl dqy, tq tdp gidng, ghi hinh, xem xdt ddnh gld rut kinh nghidm vd gidng Iqi nhllu Idn Tuy nhldn, dp dyng DHVM vdo thyc hdnh soqn gidng cOng ed nhung hqn chl Bdi gidng bj chlo cdt thdnh nhllu hoqt ddng nhd, nlu khdng khdo xO If vd khdng cd sy chuyin gioo hqp ll giita cdc SV, d l blln thdnh vyn v^t, md't Hnh bgic, thdng nhdt Trong dd, ddc trung gld dqy NgO vdn edn phdl ddm bdo Hnh chTnh thi, thdng nlidt vd thdm mT Cung chlo cdt nhd bdi gidng, ndn ddi cdc hoqt ddng l|eh nhou cdu hiDc k l hoqch bdl gidng khdng h\)ng nhou vd cdc em khdng hqp jr nhou cdch hinh bdy bdng vd dlln dqt (giuo ndi dung DH k l Hip nhau) Mdt khdc, cdc dllu kidn vQt chdt: phdng hqe, sd luqng GV, phuong Hdn ghi hinh vd kr thudt ghi hinh khd odp Ong thyc ndnh soqn gidng theo Idp hqe vl md (vf dy: td chuc thdnh nhilu kfe DHVM, GV khd quan sdt hyc Hip vd lidn h/c d i n tdt ed SV Bdl G V chl cd t h i dy gld d mdt nhdm ndo dd, Idvdng t h i cd mdt d tdt cd cdc nhdm cOng thdi dilm, ndn cd nhdm" thl^t thdi VI td ehOc DHVM Cor sd cho vlec glao dye ki nang (Tiep theo 19} cdn sy hS Hq cuo it nhdt mdt GV/mqt Idp, chO khdng thi chi mdt GV cho lihllu Idp hqc vi md nhu hi^n toi) Vi vdy, SV dd hinh thdnh duqe KN thilt k i k l hoqch bdi dqv vd Idn Idp, cdn cho SV tdp soqn vd gidng todn bdi Q Tdi iifu tham Ichdo Triin Ba Hoinh - Nguyin Tri - Cao Due Ti^n Nguyin Trpng Hoikn Ap difng d^y vd h^c tich eye mdn Vfin h9c NXB Dqi hqc suphqm Hd N^i 2003 Dqy vd hgc tich cifc Tiki li$u t$p huin, Dy an Vi$tBI, 2006 Nguyin Thanh Hung (chu biSn) Phinmg phdp d^y hfc Ngd^ vfin d- trung I19C co sd NXB Drii hqc su phqm HdN&i 2001 Website dfty v^ hpc tich eye cua Dy ka Vi$t Bi: Alt.edu.vn SUMMARY Applying micro-teading Is a good way to imfxove students' activer^ss and promote their pedagogical sWte Students ct^ Improve their skills and teaching ability through fhese steps: meting lesson-plans, peerteacNng, watching the records of the teaching, gettingfeedback Byushgmlcro-teachhg teactierscan avoid teaching In theory and prove that s^-study training Is a right way and a suitat^e tendency of our devek^ng society hqe tdp d l ngudi hqc duqc \ii