awAw U wAe pyc DOI Mdl MO H I N H DAO TAO GIAO VIEN TRONG CAC IRIiiiNG DAI HOC SO PHAM THEO HUONG TliP CAN NANG lUC O TS BUI MINH DUC TS D A O THI VIET ANH ThS H O A N G THj KIM H U Y I N '''' 1 Xu the t[.]
awAw U wAe pyc DOI Mdl MO H I N H DAO TAO GIAO VIEN TRONG CAC IRIiiiNG DAI HOC SO PHAM THEO HUONG TliP CAN NANG lUC O TS BUI MINH D U C - TS D A O THI VIET A N H - ThS H O A N G THj KIM H U Y I N ' Xu the t h ^ gioi thiet ke cfiuong trinh (CT) gido due thong (Q^PT) theo huong tiep can nang lijc (TCNL) Xu the chung cOa the gloi viec xdy di/ng CT GDPT la chuyen sang huong tiep can ket qua dau (tuc la fiep can nang luc) TCNL la quan diem xay dung CT giao dye theo huong hinh thanh, phot trien vd nang coo cac NL cho ngucri hoc Trong thi^t ke vd phat triln CTGD, day dugc coi Id mot dgng cOa tiep can ket qua dau - «cdch Hep can neu ro ket qu6 - nhung khd ndng hoflc kr nang (abilities or skills) md HS mong muon dqt duoc vao cuoi moi giai doqn hoc tap nhd truong mot mon hoc cy the" Khac v6i each ti^ can noi dung - each tiep can theo danh myc de tdi, chu de cua mot Irnh vyc/mon hoc ndo do, chu y^u tap trung vdo viec trd Idi cau hoi: Chung to muon HS biei cai gi ? (What v/e want pupils to know?), TCNL nham tra Idi cdu hoi: chung fa muon HS hief va c6 fhS lam duoc nhung gi ? (What we want pupils to know and to be able to do?) Lcfi noi dau cua CT giao dye New Zealand viet: «Chuong trinh huong vdo ket qu6 dau Id CT nham xde djnh nhung gi c^ung ta muon HS biet vd CO the Idm duoc; c6 Ni cbinh nham giup HS cung co kien thOc, tham gia xa hoi CO hieu qud vd nhan manh hoc suot 6d\ " (1) CT Quebec cua Canada viet: «SLr thdnh eong cua GD dut?c the hien d cho giup cho HS su dung duoc cac tri thuc md chung gidnh duoc vdo viec hieu thegioi quanh minh vd huong dan cac hogtdpng eua chung" {2} Tuong tu, myc tieu c^an cua he thong gido dye o cdc nuoc ehdu Au Id: «Chud'n bj cho the he tre thdnh eong doi mat vdi nhung thdch thuc cua xd hoi thong tin vd nhqn duoc toi da loi ich h> nhung co hoi md xa hoi too ra" Dieu ndy da djnh huong cho su thay doi chinh sdch GD, xem xet Iql noi dung CT vd PPDH Xdc djnh viec chuyen doi CT theo huong TCNL nen CT cua nhieu nuoc cijng dd dua he thong quan diem ridng cua minh ve NL vd nhung NL md nhd truong can hinh thdnh cho nguoi hoc Theo quan diem cua giao dye Indonesia: khdi niem NL dupe hieu Id: a) l ^ d ndng eua HS Idm mot edi gi nhOng boi cdnh khdc nhou; b) NL the hien kinh nghiem hoe tap, d HS phdi Id nguoi thdnh thqo; c) Ket qua hoc tap theo NL the hien d viec gidi thich sy vdt thong quo phuong phdp hoc tap cOa HS; d) NhOng HS c6 NL Idm mot cdi gi d d can xac djnh rd Wid ndng mot tieu chud'n rong, co the dgt dupe k^t quo thong quo v\ec thuc hien vd co the dem dupe (Puskur, 2002a) CT Clio New Zealand neu mot each ngdn gon: «NL Id mot khd ndng hdnh dong hieu qua hoqc Id sy phdn ung thich ddng cdc finh huong phuc tap ndo d o " (3) Khong chi xde djnh quan niem v l NL,CTGDPT o nhieu nuoc cung da de xud't he thong NL can hinh thdnh cho HS Nhin chung, hdu hetcdc nude deu chia Idm lopi chinh: nhung NL chung (general competence) vd NL cu the, chuyen hiet (specific competence) NL chung Id NL co ban, thie't yeu de ngudi cd the song vd Idm viec binh thudng xa hoi NL ndy dupe hinh thdnh vd phdt trien nhieu mon hoc, lien quan den nhieu mon hoc NL cy the, chuy§n biSt Id NL rieng dupe hinh thdnh vd phdt trien mot nnn v y c / m o n hoc ndo d o ; vl the CT Quebec goi Id NL mon hoc cu rfie (Subject-specific competencies) de phdn biet voi NL xuyen CT- NL chung Khdc voi NL chung, NL cy the rd't phong phu, theo mye tieu, quan diem gido dye cOa moi nude Chinh vi vgy, cd nhiJng NL ch? rieng cho mot nuoc ndy md khdng thd'y d mdt so' nuoc khdc, * Tnrong Bal )ufc sir pham Ha Noi Tap chi Giao due s6 7 (ki i • i/aou) chdng nan: NL/i(eyD/eif?eovionrfoa|Australia); N i fryc gidc (Nhdt); N i rfiom gia va dong gop ( N e w Z e a l a n d ) ; NL nhqn thuc toan cau (Singapore); NL hieu bief ve van hoa, nghe thuqf (Toy Ban N h a ) ; NL hoc doc lap (Due); NL xa hoi (Australia, Sigopore) N h u v d y , ket qua khdo sdtCTGDPT nhieu nude d d cho thd'y: viec chuyen doi CT GDPT theo huong tiep cdn ket qud dau ro (outcome based approach hope outcome Focused approach) md tdm Id TCNL Id xu the tren the gioi hien Day Id mot nhi?ng cdn cu, co sd tham chieu quan de xdy dung CT gido dye cdc cap d Viet N a m nhung nam tiep theo C h u ^ n NL nghe nghiep G V thong d cdc nude tren the g i o i O nhieu nuoc tren the g i o i , nhdt Id nhung qudc g i a ed nen g i d o dye tien lien, cung voi viec do'i moi CT GDPT theo huong TCNL, cdc CT d d o too vd b o i d u d n g G V cung dupe cdi tien, dieu ehfnh, thdm chi dd'i mdi todn bo theo chu truong hinh thdnh vd phdt trien cdc NL nghe nghiep cho nguoi d a y hoc M o t s6' nuoc d d xdy d y n g cdc chuan ve NL ngh4 nghiep cho G V v d i cdc yeu cau khd cy the, chi tiet Chdng hpn d Hoa Ki (bang California), mot G V trung hoe phdi dot dupe cdc nhom NL nhu: IjNL nen tang (basic competencies) bao g6m NL giao tiep hieu q u d , NL cap nhdt vd ndng cao kien thuc, NL ton nhung tiSu chuan dqo due ung x u v d ludt p h d p , NL x d y dyng vd cung co' sy tin nhiem nghe nghiep; 2} NL dqyhqc (teaching competencies) b a o g o m : NL x d y d u n g ke hogch v d tdi lieu d a y hoe; NL chuan b| bdi len Idp, NL kich thich, tri su ham hoe vd su tham gia cOa HS ; 3}NLkiemtra, doludng, danh gia (test and measurement competencies) boo g o m : NL ddnh g i d qud trinh hoe v d hieu quo hoc tdp cue HS, N L d d n h g i d hieu qud qud trinh hudng dan cua G V O Due, G V phdi dot dupe 10 NL nghe nghiep thuoc nhdm: 1) NL day hoc (xdy d y n g k^ hogch bdi hoc, ho trp viec hoc cOa HS ); 2) N L g i d o dye - nghTa hep (hieu cdc dieu kien song cOa HS; truyen dot cdc g i d trj vd chud'n muc }; 3) NL ddnh g i d , N I doi m d i O T r u n g Quoc, GV phdi dgt dupe cdc NL: x u li g i d o trinh, to' ehue Idp hoc, su d y n g PPDH, ddnh g i d ket q u d hoc tap, nghien cuu d g y hoe, thdm d d d u lugn, tim hieu kien thuc v d NL eua HS Tap chi Giao due so 7 (k* i - i/aoia) Ngodi ra, xu the doi mdi gido dye theo hudng TCNL, cde nhd khoa hoe gido dye cdn ed nhung nghien cuu chuyen sdu ve mot sd' NL eua G V , d d d d n g chu y Id NL nghien cuu khoa hoc su phgm ung dyng (Action Research) v d NL su d y n g cde PPDH tich cue (Active teaching methods) Theo cdc nhd khoa hoc ndy, bang viec nghien cuu khoa hoc su phgm ung d y n g , G V se iTnh hoi cdc k l ndng mdi ve tim hi^u thdng tin, gidi quyet vd'n d e , nhin Igi qud t r i n h , g i a o tiep v d h o p tdc Trong d d , Botliner R & Collum J nghien euu sdu ve nhieu kr thudt d g y hoc ddnh cho GV: Phillips XYZ, tia chdp (Flashlight), b l cd (Fishbowl), gidm thu thdo lugn tren Idp (How to successfully discourage classroom Dicussion) Vdi nhung kr thudt ndy, G V ed them nhung cdch thi>c to' ehuc cdc h o g t d o n g hoc tap eua ngudi hoc tren Idp theo hudng tieh eye hoa Chuan nghe nghiep G V ihong cOo Viet N a m Ti^p can xu the doi mdi chung cua gido dye the gidi, cdc nhd nghien cuu gido dye nude to dd nghien cuu vd d l xud't bo Chuan nghe nghiep GV THCS va THPT Theo chud'n ndy, moi SV su phqm mud'n trd thdnh G V dgt chuan phdi dgt dupe he thdng nhiJng NL co bdn sou: 1} NL tim hieu doi tuong va moi truong giao d^ic; 2} NL dqy hoc (xdy dyng ke hogch dgy hoe; ddm bdo kien thuc mon hoc vd chuong trinh mon hoe; van dyng cdc PPDH; su dyng cdc phuong tien dgy hoc; xdy dyng moi truong hoe tap; qudn li ho so day hoc; kiem Ira, ddnh gid ket qud hoc tap cua HS ); 3} NL giao due {xay dyng ke hooch cdc hoot dpng gido dye; gido dye qua mon hoc; gido dye qua cdc hogt dgng eong d o n g ; van dyng cdc nguyen tac, phuong phdp, hinh thuc to ehue gido dye; ddnh gid k§'t qud ren luyen dgo due eua HS); 4) NL hoqt dong cbinh tri, xa hdi (phoi hop vdi gia dinh HS vd eong dong, tham gia hogt dgng chinh trj, xd hoi); 5) NL phat trien nghe nghiep (tu ddnh g i d , tu hoc vd ty ren luyen; phdt hien vd gidi quyet van de ndy sinh thyc tien gido dye nham ddp ung nhung y%u cdu mdt frong gido dye) E)d Jd nhung NL nghe nghiep cdn bdn md mor GV phdi d g l dupe Dong thdi cung Id thude de ddnh gid son phd'm ddo tgo cua cdc truong DHSP hope cdc truong ed ddo tgo GV THPT Td't nhien, chud'n d day dupe hieu Id nhung yeu cdu toi thieu chu khdng phdi Id toi da V i the, viec boi duong, ndng cao ehudn van phdi dupe tien hdnh thudng xuyen sou SV d d tot nghiep trudng CT DTGV cua cdc Iniang DH Vief N a m Khdo sdt CT ddo tqo SV su phgm cuo cdc truong DH d Vi§t N a m (cd CT ddo tgo theo nien ch§' Ian hgc che tin chi), ed the thd'y, hdu het cdc CT deu dupe xdy d u n g theo hudng tiep cdn d y a vdo noi dung hogc chu de (content or topic based approach) Nghlo Id CT dua ro mot danh mye cde mon hgc theo tung khd'i kien thuc (chung/ d g i cuong vd ehuyen ngdnh ) chu khong phdi Id xde dinh cdc mon hoc theo he thong NL chung vd rieng md mSi SV cdn phdi dgt dupe neu mud'n trd thdnh GV tuong loi Theo cdch tiep cdn noi dung, ed the ndi cdc CT DTGV d nude to hien chu yeu hudng tdi vi$c xdc dinh vd trd Idi edu hdi: Chung ta muon SV can biet cdi gi? (What w e want students to know?) chu khdng phdi Id: Chung fa can SVbiet vd Idm dugc nhung gi ? (What we wont students to know and to do?) Ndi cdch khdc, yeu to' «thyc hdnh" (kTndng,kTxdo nghe nghiep) rd'tmdnhgt day Id mot edc yeu to' cdn bdn nhdt thyc tien hogt dpng nghe nghiep cuo GV Thyc ra, CT cung cd edc hgc phan hogc tin chr ren luyen cde kx ndng d g y hoe, Idm edng tdc G V chu nhi$m (gpi chung Id cdc k i ndng NVSP), song, khdng thd'y neu cdc kl ndng cy the NhiJng kt nang ndy bj hoa Ian vdo «khot kien thuc nghiep v y " Vi chu yeu dua vdo yeu edu npi dung hoc vd'n cua mot khoa hoc bp mon nen CT dupe xdy dung theo hudng tiep cdn npi dung thudng mong tinh «hdn lam", ndng ve li thuyet md it chu den tiem ndng, edc gioi dogn phdt trien, nhu cau, thu vd kt ndng loo dgng nghe nghiep cOa ngudi hoc V d he qud td't yeu Id, nhung SV dupe ddo tgo trudng ehu yeu Id nhOng ngudi ndm kid'n thuc mon hgc md khong thdnh thgo kT ndng day hoc Nhung kien n g h j , d e xud't 1) Cac truryng DTGV can do! mai CT theo huong TCNL Hi$n tgi vd nhung ndm tdi ddy, chung to edn cd nhung nghien cuu cy the, cd tren li lugn Ian thyc tien, cd tham chieu, hgc tap nude ngodi Ian cdn cu vdo thyc tien dot nude de thdng nhdt ehung ve noi dung, phuong phdp DTGV phd* thdng 2} CT DTGV fwoc bet c6n xdc dinh duqc be thong cac NL chung (general competencies) - nhCmg NL md SV cua edc ngdnh cdn phdi c6 vd nhung NL rieng (NL mon hgc) cho SV cdc ngdnh cy the Tu he thd'ng edc NL ndy mdi xdc djnh cdc iTnh vye/mon hoe bdt bupc, tu chpn, co vai trd ey the viec hinh thdnh vd phdt trien NL Tiep den Id xdc djnh nhOng NL md moi mon hgc phdi ddm nhdn, dd chu y kS't qud cdn dgt v l NL vd nhi/ng tieu chi, cdch thuc kiem tra, ddnh gia ket qud ddu ro ve NL 3j Cung voi nhung tbay doi vi CT, viec dao tqo, boi duong GV rfieo buong TCNL chi c6 fbetbdnb eong doi ngu gidng vien - nhung nguoi true tiep Idm eong tdc gidng dgy, ddo tqo - tbay doi ve nhqn tbue, kf ndng, PPDH, kiem tra, ddnh gid Bdn thdn ho eOng phdi co nhung NL edn thie't (basic competencies), NL ehung (general competencies) vd nha't Id, phdi gidi nhung NL mon hoe cy the (Subject-specific competencies) Chang hgn, mdt gidng vien bg mon PPDH khdng the khdng dgt edc y&u edu chud'n vd tren chud'n ve: NL phdn tieh CT; NL phdn tich myc tieu bdi hgc; NL thie't k i ' gido d n ; NL to' chuc hogt d d n g d g y hoc, NL st} dyng cde PPDH truyen thd'ng v d hien d g i ; NL kiem tra, ddnh g i d ; NL u n g d y n g CNTT vd truyin thdng (ICT) 4) Cong tac qudn li, to chuc ddo tqo cua cac bq pbqn chuc nang trudng cung phdi tbay doi theo hudng TCNL ngudi hgc Chdng hgn, eong tdc chi d g o , to chuc phdi hop ren nghe NVSP phdi d u p e tdng eudng hon nua theo hudng hinh thdnh vd ndng cao edc NL nghiep vy cho SV Bon gidm hieu nhd trudng ed the giao quyen ehu dpng cho edc khoa vd bg mon phucmg phdp viec ddo tgo NL nghe nghiep cho SV ddng thdi tien hdnh viSc kiem tra, ddnh gid ket qud ddo tgo - sdn phdm ddu md cdc khoa dd ddm nhdn vd cam ket O ddy, each kiem tra, ddnh g i d cOa SAT (Scholastic Aptitude Test hay Scholastic Assessment Test) - ki thi kilm tra NL cua HS p h d thdng dupe cdc trudng dgi hgc Hoa Ki Id'y Idm mot nhiJng can cu q u a n t r o n g de t u y e n sinh h o y PISA {The Programme for International Student Assessment) - CT ddnh gid HS quo'c t§' cOa edc nude thugc nhdm OECD (To' chOc Hpp tdc vd Phdt trien kinh te) Id nhung g p i y md ehung ta ed t h ^ hgc tap Bdi cd SAT vd PISA deu tdp trung ddnh gid NL eua HS, chu khong ehi kiem tra kien thuc Cdch ddnh gid ndy logi b d hodn todn sy phu thugc Tap chi Giao due so 7 (kt i • vaoiai m d y mde cua ngudi hge v d o n h u n g v a n Hgiy / / 1 , tgi Ha (Le Thj Thuy Hdng, GV Trudng THPT N0i,Bo6iH)Tph5ihgpv6JT6tliirc Tom Duong , Tom Duong, Vinh Phuc) b d n d d hgc CT, vd'n Id mot t r o n g nhOng cdn nguyen c u a n g n hoc vet C d c h kiem tra rd't d a d g n g , thugc nhieu CIOPianlgiViglNamdattfchiJc 5) Ihay I6i' f^m Thj Thuy Hdng, GV l o g i hinh khdc n h a u , v u a g d n g u i v d i trao gidi cuOc thi Viet'NH(TNGKI Tnidng THCS Nhon NghTo A, Chdu Thdnh m d i t r u d n g hgc thudt v u o g d n v d i d d i N I E M SAU SJ(C Vf GIAO Vl£N A, Hdu Giong); 6) Toi da lOng Id bk so'ng thyc te Dgc biet, cd SAT v d PISA CHU N H I E M V A CONG TAC CHU j f c6a riSng em' (Ldnh Th[ Hoa, GV chu y d d n h g i d n h u n g NL edn thie't d e NHI^MLdP'.PIidtdOngti; thong Tnidng tieu hgc Ton Thdnh, Hiru Lung, chud'n bj cho n g u d i hgc cd the tham g i a / 1 , a^n / 1 , BTC da v d o thj trudng lao d g n g mot each hieu nhgndifot 14.347 tdc phdm dv tdi' (Nguyin Van Hodng, GV Trudng thi, to khdp cdc vung mi^n tren c5 THCS thj Iran CdtId,TP Cdn Tho;fl; q u d v d c d the tiep tyc hge t a p d bpc hoc coo hem • (1) Tricti lai noi ddu cua chuong trinti giSo due New Zealand (foreword of New Zealand Lgng Son); 7) 'Cd giao diu nhiem cua nubt Ket qud: *Gi6i nhi • Gidy 'Cau chuyen tiet kiem tra' chljng nhgn (GCN) BO GIHIT (Nguyen Th| Thu Huong, GV Trudng vd TC Plon t g i VN cop vd THPT Nguyen Trdi, Trdng Bdng, Tdy 7.000.000dt[dn thudng cho m5i Ninh; 9) 'Gid day dang nha' (Phgm (2) (3) Quebec Educational Reform - www gidi: D'JruySn c6 cku nlii$m Is Th| Thanh Nhan, GV Tmdng tieu hgc 6swlauriersb.qc.ca m^t iFudng vOng cao' (05 VOn ddn Idp flodn Thjfliem,Tir Llem, Hd Dinh, HTTrufingtnrtng THCS Ldu NOi; W) 'MOo ddng ndm dy' (Trdn Curriculum) Tai lieu tham khdo DO Ngpc ThO'ng "Xay di/ng chuong trinti giSo due phd thOng theo hudng ti^p c$n nSng Th[N8d[,8(icHd,ldoCai;^jm Binh T6o,GV Trudng THCS M n Hdi B, /ranr(NguygnThiHd[Ydn,GV Oang Hdi, Bgc Lieu); /1) 'Cd gido chu nhiem vdiHSkhuyet M/" (Nguyen Thj http://www.tiasanp.com.vn/ Tn;dng THCS Hodng Llfit, HoOng Default.aspx? tabid=113& CategorylD =6 Moi, H(l NOi; 3) "Ldp 70 ngdy Bich Thdo, GV Trudng ti^u hgc thj trdn &News = 4119 dy'drdn Thj Hogt, xQ Minh Quong, AnhSon,AnhSon,NghOAn);/^rf(3 luc", hQC trd nbd vd boi mm ngbin ddng' Chuong trinh DTGV ciia cSc tiutyng DHSP BoVi,HflNOi) *6Hi/k-GCNdo Hi NOi, DHSP Hk NOi 2, DHSP - DH Thai B0G[H)TvdTCPIai)tgiVNcdpvd (Truong Thj Thu Thdo, GV Trudng ti^u Nguyen, DHSP - DH Huff, DHSP - DH Di NSng, DHSP TP H6 Chi Minh, Khoa Sir pham - DH C^n Tha, DH GiSo dye - DHQG Hi NOi An international Comparative Study of S.OOO.OOOdtldnthu^gchomdl hgc Le Vdn Tdm, phudng , TP Bgc gidi; 1) 'Cd m I6r {NguySn Thj y«u); 13) 'Ngdisao chieu mdnh'i'Ji Khdnh, GV Truflng Hihj Nghj T78, Vdn Thien, HT Trudng tieu hoc xd Lgi Phuc Thg,Hd NOi; ^ J T / i / c f l tin Bdc, Ldc Binh, Lgng Son);- U) 'Jbdy c6c em' (Tnrong Thj Kieu Thuy, did nhiem cua chung tdi' {fldo Nhu Key Competencies A developing concept Phd HT TmOng THPT Anh Son 3, Moi, HS Trudng THPT ChuydnOHSPHd in Anh Son, Nghg An; 3} 'Mat Irdi N6i); 15) 'Con mdi m^t niem tin' School Curriculum NIER, Tokyo, 1999, pp.33 general compulsory education - Eurydice, 2002 SUMMARY In recent years, competence tjosed approach is one of the basic trends In the innovation process of curriculum and educational method in the world Accordingly, Viet Nam tias been txiildlngitie new curriculum ond text book to secondary education which is supposed to be piloted after 2015 and officially after 2018 Besides the ways oftDuilding curriculum and teacher training In Viet Nam mainly based on traditional approaches that prefers content based approach than skill development Therefore, it is neccessary to have Innovate teacher training type which Is based on competence approach In order to meet the school needs of socioty and secondary education In the camming time ti6i tim con' (66 Mgc QuJ (Nguyen Thj My Linh, GV Amerfcon Hda, SV Khoa NgOn ngff vd vQn Internotlonol School , TP Hd Chi hdo phtrong OOng, DH Ngogi ngi;- Minh £/if/pA(/-GCN Bs GD^Tvd mQmm.'^ikhi^nkhidi TC Plon Igi VN cop vd l.OOO.OOOd -GCNdoBdGMTvdTCPIanloi tign thudng cho mdi gidi: I) 'CbuySn VN cdp vd 2.000.000d lien ve mdt HS cd bidt ndm xua' (Nguyen thudng cho mdl gidi: Vdn flat, GV nghl huu, xO Xuon Huy, DTtdinQng dep' (Hodng Nggc Digp, Trudng [dm Thoo, Phu Thg); 2) 'Ngudi me THCS flen Lij, Hodng Moi, HN); kiin 2) 'Nggn hdi dong soisdngAjung Quynh, HS Idp 4B, Trudng tieu hgc em ( T (Ldm Thj DiSp, Tnrdng Mu Mgo Khe, fidng Trieu, Qudng Ninh hgc Luorg Vfln Tri, Vfln Quon, Lgng tha hai' (Nguyen flong Diem Gidi tdp M- GCN Bd GIHIT vd TC Sm):3) 'N&t khdng c6c6'{^mq Plan tgi VN cdp vd S.OOO.OOOd tidn Hodng Tdn,stf ) , vdnh dai Phi thudng cho mdi gidi: 1} Sd GIH)T Cdn Truilmg, P An Thdi, Q Binh Thuy, Tho; 2) Tmdng THCS Hodng Uot, Qudn ]?(.6nM;4)'BOctranhnghe' Hodng Mol,-HdNOL Tap chi Giao due so 7 (ki i - i/2oia) P.V ... tiep theo C h u ^ n NL nghe nghiep G V thong d cdc nude tren the g i o i O nhieu nuoc tren the g i o i , nhdt Id nhung qudc g i a ed nen g i d o dye tien lien, cung voi viec do''i moi CT GDPT theo. .. su phgm cuo cdc truong DH d Vi§t N a m (cd CT ddo tgo theo nien ch§'' Ian hgc che tin chi), ed the thd''y, hdu het cdc CT deu dupe xdy d u n g theo hudng tiep cdn d y a vdo noi dung hogc chu de (content... Nghlo Id CT dua ro mot danh mye cde mon hgc theo tung khd''i kien thuc (chung/ d g i cuong vd ehuyen ngdnh ) chu khong phdi Id xde dinh cdc mon hoc theo he thong NL chung vd rieng md mSi SV cdn