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Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Dạy học môn Toán ứng dụng theo định hướng trải nghiệm cho sinh viên khối Kỹ thuật và Công nghệ trường Đại học Hàng hải Việt Nam.Microsoft Word Tóm t¯t lu�n án ti¿ng Anh nÙp viÇn docx MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES ============ TA QUANG DONG TEACHING APPLIED MATHEMATICS.
MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES ============ TA QUANG DONG TEACHING APPLIED MATHEMATICS IN AN EXPERIENCE - ORIENTED WAY FOR ENGINEERING AND TECHNOLOGY STUDENTS AT VIETNAM MARITIME UNIVERSITY Majors: Theory and Methods of teaching subject Code: 9.14.01.11 THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE Ha Noi - 2023 The thesis was completed in: The Vietnam National Institute of Educational Sciences Science instructor: Assoc.Prof, Ph.D Tran Kieu Ph.D Pham Van Trao Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be examined by Examination Board of the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao, Ha Noi At …………date…………month………………year…………… The thesis can be found at: - The National Library - The Libraty of Vietnam National Institute of Educational Sciences PREAMBLE 0.1 The reason for topic selection The issue of teaching and learning innovation is becoming an urgent issue in educational institutions, from preschools to universities This is shown very clearly in a number of resolutions and strategies of the Party and Government related to the field of education, of the Ministry of Education and Training in the recent period, and has been thoroughly grasped in all educational levels Currently, the process of training engineers at most universities in general and at Vietnam Maritime University in particular has not changed much The communication is usually still done in a one-way direction, the learning process is not associated with experiment or there is quite a bit and the efficiency is not high In Mathematics at higher education, Applied mathematics includes many Math modules such as: Statistical Probability, Calculation Methods, Optimization, Spherical Trigonometry, Applied mathematics is directly related to many specialized subjects and has many applications in future professional practice of students With the desire to contribute a research on experiential-oriented teaching in Vietnam, and at the same time respond to the change of teaching methods of Applied mathematics contents for students of the engineering and technology students at Vietnam Maritime University in order to help students of this major initially focus on teaching and learning Actively approaching the output standards, we have chosen the topic: "Teaching Applied Mathematics in an experience-oriented way for Engineering and Technology Students at Vietnam Maritime University" 0.2 Overview of research issuses 0.2.1 In the world The current researches on experiential teaching and experiential learning have emphasized the importance of the element of experimentation, especially at the university level - the level of education associated with vocational training Because there are many works on this topic, but within the limited scope of the topic and with available resources, the topic only points to a few authors and their works such as: J.Dewey, L.Vygotsky, J.Piaget, D.Kolb, Z.Lewin, R.Tyler, In addition, it must also be mentioned that the cycles, experimental models such as those of D.Kolb, Z.Lewin, J.Peaget, for educators, schools put learners in a reasonable step suitable for learning or training needs In general, in the world, the problem of experiential teaching and experiential learning is very interested and researched 0.2.2 In Vietnam In recent years, the study of issues related to experiential teaching and experiential learning in general as well as applying it to university level in particular has received a lot of attention There have been many educational scientists interested in research on this issue such as: Chu Cam Tho, Do Tien Dat, Phan Trong Ngo, Le Minh Nguyet, Nguyen Thi Thuy Ha, Phan Thi Tinh, in the programs, their studies, research works, articles In addition, there are quite a few doctoral theses in educational science that also mention experiential teaching and experiential learning at all levels, such as those of the authors: Vo Trung Minh, Nguyen Huu Tuyen, Nguyen Van Hien, Le Ba Phuong, Ta Huu Hieu, Tran Thi Hoang Yen, Nguyen Thi Thu Ha, Dao Hong Nam, Through studying the above documents, we found that most of the studies focused on basic Maths and a part of Applied mathematics (Probability - Statistics) Other contents of Applied mathematics such as: Demand trigonometry for the maritime industry, Calculation methods for the information technology industry, Complex functions and Laplace transforms for the electrical industry, etc., have almost no systematic research It can be affirmed that there is no complete research on experiential teaching in Mathematics at university level, especially about Applied mathematics 0.3 Research purposes On the basis of systematizing a number of necessary theoretical and practical issues on experiential teaching, applying it to teaching Applied mathematics contents for students, the author proposes a number of measures to experiential teaching Applied mathematics for the engineering and technology students at Vietnam Maritime University, to improve the quality of training 0.4 Research subjects Experiential teaching in general and experiential teaching in Applied mathematics for the engineering and technology students at Vietnam Maritime University in particular 0.5 Research object The process of teaching Applied mathematics for the engineering and technology students at Vietnam Maritime University 0.6 Research scope Research on experimental teaching of Applied mathematics for the engineering and technology students at Vietnam Maritime University 0.7 Place where research is done Faculty of Basic Fundamentals, Faculty of Maritime Studies, Faculty of Electrical and Electronics Engineering, Faculty of Engineering, Faculty of Information Technology, Faculty of Shipbuilding, Institute of Mechanics of Vietnam Maritime University, and Vietnam Institute of Educational Sciences 0.8 Scientific hypothesis If it is possible to propose some methods of experiential teaching of Applied mathematics with scientific basis, based on recognized theoretical and practical research results and apply those measures flexibly and reasonably, it will improve the quality of life high quality training for the engineering and technology students 0.9 Research missions Research the scientific basis of the problem of experiential teaching in general, experiential learning for students of universities in particular and especially for students of technical universities Research on the output standards of the engineering and technology students at Vietnam Maritime University Research on the relationship between the Applied mathematics content that students learn with specialized subjects and with the professional practice of engineers in the engineering and technology students at Vietnam Maritime University Research on the current situation of experiential teaching Applied mathematics for the engineering and technology students at Vietnam Maritime University Proposing some methods of experiential teaching of Applied mathematics for the engineering and technology students at Vietnam Maritime University Organize pedagogical experiments to initially test the scientific hypothesis as well as the reasonableness and feasibility of the proposed measures 0.10 Research Methods 0.10.1 Theoretical research methods The topic of research, analysis, synthesis of sources of materials on experiential teaching, on teaching Applied mathematics contents in order to build a theoretical basis or expand and clarify more points and principles about experiential teaching at higher education and application in Applied mathematics 0.10.2 Practical research methods Methods of investigation and observation; Professional solution; Methods of pedagogical experimentation 0.11 Some new contributions of the thesis Theoretically: Giving the concept of experiential teaching for students, about experiential teaching Applied mathematics for students In addition, the author has systematized a number of core professional skills of the output standards that the teaching of Applied mathematics can support and foster In terms of practice: Clarifying the current situation of experiential teaching Applied mathematics for the engineering and technology students at Vietnam Maritime University, clarifying the role of Applied mathematics as a bridge between advanced math knowledge with basic subjects and specialized subjects of students of this block; Proposing the process of designing experiential teaching of Applied mathematics for the engineering and technology students, this is considered as a fulcrum to deploy experimental teaching effectively; Proposing some measures to experiential teaching of Applied mathematics for the engineering and technology students at Vietnam Maritime University 0.12 Issues of protection - Experiential teaching Applied mathematics is suitable for the engineering and technology students at Vietnam Maritime University - The process of designing experimental teaching of Applied mathematics for the engineering and technology students is scientifically based and completely feasible - Some pedagogical measures proposed to experiential teaching Applied mathematics for technical students at Vietnam Maritime University have scientific basis and are feasible 0.13 The structure of the thesis In addition to the introduction, conclusion and recommendations, appendices and list of references, the thesis consists of chapters: Chapter I Theoretical basis Chapter II The reality of experiential teaching Applied mathematics for students of Engineering and Technology at Vietnam Maritime University Chapter III Some methods of teaching Applied mathematics to experience orientation for students of Engineering and Technology at Vietnam Maritime University Chapter IV Experimental experience CHAPTER I THEORETICAL BASIS 1.1 Some general problems about experiential learning 1.1.1 Constructivist theory The core foundation of artificial intelligence as well as artificial teaching is based on constructivist theory Constructivism was born around the end of the 18th century According to the view of constructivism, in the cognitive structure of human beings, knowledge has a close relationship and connection with each other; The main cognitive process is adaptation and interaction with the environment The process of developing new knowledge is the process of forming cognitive maps The formation of the cognitive map takes place according to the principle of reflection from the outside to inside There are two reciprocal processes called “assimilation” and “accommodation” The thesis of Constructivism indicates that knowledge transmitted to students in a one-way passive way will not be remembered for long and difficult to become knowledge of students themselves New knowledge can only become knowledge of the students themselves when it is absorbed by the active activities of the students, by the creativity of each student 1.1.2 The concept of experience Experience is a process in which individuals use their senses and minds to participate in a particular situation in order to reflect and review the acquired knowledge Knowledge is understood as "Knowledge gained by contact with reality, by experience" Besides, author Phan Trong Ngo said that "Knowledge in the most general sense is human capacity (including knowledge, attitudes, values and skills to deal with the natural and social environment)." 1.1.3 Experiential learning a The concept of experiential learning Experiential learning is a form of learning in which learners participate in learning activities and in the process, learners must mobilize and link related skills and then draw new knowledge to serve learning activities after that b Features of experiential learning - When considering the results of the experiential learning, in addition to considering the results at the end, it is necessary to consider the whole process of the irrigation system - Experiential learning is a continuous process based on experience - Experiential learning requires resolving the conflict between the theoretical model and the real life - Experiential learning is a comprehensive process of adapting to real life - Experiential learning system is the connection between people and the environment - Experiential learning is the process of creating knowledge, it is the result of the transformation between social knowledge and personal knowledge After a rather long time of applying the online learning system to the whole system for students, the FPT education system has come to the point that the HTTN is a closed 5step cycle Experiential learning has many positive aspects compared to the traditional way of learning, reflected in the role shift between the teacher and the learner 1.1.4 Some models of experiential learning a Z.Lewin's experiential learning model According to Z.Lewin, learning is an integrated process, starting with step with specific experiences of learners In step 2, learners collect data, observe, and reflect on that initial discrete experience The purpose of these observations and reflections is to analyze and generalize into abstract and general concepts (step 3) And the last step (step 4) is to test the applications of the concept (formed in step 3) in a new situation These four steps are closed into a cycle, which is called Z.Lewin's experiential learning cycle b J.Dewey's experiential learning model J Dewey thinks that the learning process of learners is the process of learners building their own knowledge through the observable skills, from which he builds up his model of experiential learning: This cycle starts from the step I1 with the push, the urge motivates learners to participate in the activity process The next step is O1 : the learner observes Based on the observations in O1 , along with the existing experiences on the observed problem and the acquisition of experience from the teacher, from classmates, learners will form new experiences for themselves ( K ) The final step of this cycle is the evaluation and judgment of newly acquired skills ( J1 ) If the results in the step J1 meet the requirements, the cycle is closed, that is, only one round On the contrary, the evaluation and judgment in the step J1 will become the driving force that motivates the learners to enter the second loop ( I ) and so on until the set learning goals are achieved c D.Kolb's experiential learning model D.Kolb's experiential learning theory is one of the most famous educational theories in higher education In 2009, he introduced an experiential learning cycle called the Kolb cycle and since then he has continued to build and perfect the model The core of D.Kolb's four-stage cycle is a description in the form of a cycle, Discrete Experience - Reflective Observation - Abstract Concept Formation - Active experimentation, showing that experience are learned how it translates through reflection into concepts, guidelines for active experimentation and new experiential selection This cycle is a closed circle consisting of four learning steps, in which the learner touches all of these steps General comments on the three models and personal views In general, the model of J.Dewey and Z.Lewin is quite similar in terms of ideas, showing that experiential learning is a dialectical combination between individual experiences and observation and action Inheriting Z.Lewin, J.Dewey, and a number of other educators, D.Kolb has come up with a fairly reasonable and rigorous model The difference between his experiential learning model and previous educators is to emphasize the role of reflection, the interplay between thinking, generalizing, and generalizing experiences to form concepts and apply them, testing in new situations to form new experiences This reciprocal interaction will make the knowledge capital (proven experiences) of learners increase day by day Another important difference of D.Kolb is that he stated and pointed out the learning style depending on which stage each learner enters the experiential learning cycle from For higher education, determining learning styles is very important to promote the strengths of each student or group of students For the author, in this thesis, the theoretical bases of the experiential teaching for students in general and the experiential teaching of Applied mathematics for students in the technical engineering group in particular are built based on D.Kolb's experiential learning system 1.1.5 Experiential learning for university students For experiential learning at university level, the learning style of each student and each subject is determined by D.Kolb argues that it depends on the choice of the starting point and the focus bias on one of the four steps of the Kolb cycle Teachers in charge of classes or subjects can base on learning styles to plan for each student by preparing suitable conditions Each student can also shape their own learning style According to Kolb, each of these styles represents a combination of two preferred styles: divergence (feeling and seeing), assimilation (seeing and thinking), convergence (doing and thinking) , adapt (do and feel) 1.2 Experiential teaching 1.2.1 The concept of experiential teaching The author has considered the viewpoint of Association for Experiential Education (AEE), research by Nguyen Van Bay and said that: Experiential teaching is the process by which teachers base themselves on the available experiences of learners, choose choose appropriate learning content to organize and orient experiential activities (be it the senses or the mind) for learners, through which learners draw new experiences suitable for teaching objectives 1.2.2 Organize experiential teaching for students Experiential teaching for students is the teaching process of teachers that is carried out sequentially from determining goals, content, using teaching methods and techniques to organizing teaching activities for students so that in each activity That way, students can maximize available experiences, effectively absorb new experiences and know how to apply those experiences to future learning tasks The biggest difference between learning activities between students and high school students is the purpose of learning High school students learn cultural knowledge and students learn a trade according to their major to serve their jobs after graduation Therefore, experiential learning for students has a broader environment and is often associated with their major and profession 1.2.3 Some teaching techniques in experiential teaching for students Brainstorming techniques; Writing discussion techniques; XYZ Engineering; Technical tablecloths; Case study techniques In addition, there are many teaching techniques that can be used in experiential teaching for students such as: non-public brainstorming techniques, fish tank techniques, puzzle techniques, etc 1.2.4 The role of lecturers in experiential teaching at the university level - Teachers, as experts in the subject they are teaching, have the role of helping students organize and connect existing skills, draw new skills, and verify new skills in the subject - The teacher, as a consultant, has the role of supporting students to apply proven skills in subsequent situations in the subject and for later learning purposes (in majors or in professional practice), in life; Help students create personal development plans - The teacher as a motivator, a companion with students, has the role of encouraging, creating motivation and passion for students in the process of experiential teaching 1.2.5 Advantages, barriers, and challenges of experiential teaching for students a Some advantages of experiential teaching for students Experiential teaching for students increases the initiative and creativity of students, helps students acquire knowledge through many roles and different contexts; is an effective method in developing learners' capacity, contributing to meeting the output standards of subjects and disciplines of students Experiential teaching has the outstanding advantage of making the most of the available skills, and at the same time can overcome the wrong skills of students Experiential teaching helps students increase their ability to remember knowledge Experiential teaching helps students to be excited, confident, passionate about learning, to increase their ability to work in groups as well as to independently think and solve problems This contributes to overcoming the boredom of traditional teaching and learning Experiential teaching helps students have the opportunity to approach real or pseudo-practical situations related to their careers after graduation, contributing to perfecting the output standards of students in each discipline b Some barriers and challenges of experiential teaching for students This is the method that teachers spend a lot of time and effort in preparing before the lecture; Teachers need to research and maximize the available skills of students, while students at a university often gather from many different learning environments, coming from different localities Therefore, teachers also face many obstacles in this regard However, not all content in the subject program can apply experiential teaching Experiential teaching requires students to have many skills related to the subject However, in many universities today, especially those in the lower group like the Vietnam Maritime university, the input quality of students is quite low Therefore, most students have not accumulated many skills compared to the level that teachers want That makes experiential teaching sometimes take time without having as much effect as desired A part of students today lacks creativity and determination to explore, which partly makes it difficult to promote experiential teaching to its advantages 1.3 Applied Mathematics at Vietnam Maritime University 1.3.1 Introduction to Applied Mathematics at Technical University a The role of applied mathematics in technical universities Applied mathematics as a component of university-level mathematics courses has the role of continuing the high school mathematics curriculum, providing a systematic and relatively complete mathematical culture including knowledge, capacity and methods of thinking In the curriculum at technical universities, Applied mathematics is often taught after Algebra and Calculus This subject is usually taught by technical universities in the third term (second year) with the corresponding number of credits from two to three credits Applied mathematics provides students with pure advanced math knowledge to use as a tool for some content of specialized subjects b Features of Applied Mathematics Applied mathematics has the common features of Mathematics at university level in general but also has its own characteristics that are different from Advanced Mathematics Firstly, Applied mathematics is a bridge showing the applicability between advanced math and specialized subjects of students Second, Applied mathematics has many opportunities to use in real problems, situations in the major or future work practice of students 1.3.2 Applied Mathematics at Vietnam Maritime University a Objectives of teaching Applied Mathematics at Vietnam Maritime University The Vietnam Maritime university has specified the specific teaching objectives of Applied mathematics in writing b Applied Mathematics content has been and is being taught at Vietnam Maritime University Second, Applied mathematics together with its content must be considered as an effective tool for students as well as specialized teachers to use for the purpose of acquiring specialized knowledge, and at the same time contributing to the improvement of vocational skills careers for students Third, the process of experimentation in the Applied mathematics program must be considered as a component that needs to be evaluated and quantified in the output score of students in this subject Fourth, the process of teaching Applied mathematics to students of the Engineering and Technology group at Vietnam Maritime university must ensure the characteristics, purposes and requirements that this process has given CHAPTER II THE REALITY OF EXPERIENTIAL TEACHING APPLIED MATHEMATICS FOR ENGINEERING AND TECHNOLOGY STUDENTS AT VIETNAM MARITIME UNIVERSITY 2.1 Survey on the current situation of experiential teaching and experiential learning in Applied mathematics for Engineering and Technology students at Vietnam Maritime University 2.1.1 Survey purpose Clarifying the current state of self-directed teaching and self-learning in Applied mathematics for students in the engineering and technology group at Vietnam Maritime university, thereby finding strengths, weaknesses and causes of ineffective Applied mathematics teaching, and at the same time taking it as a practical basis to propose Producing methods of teaching Applied mathematics for students in the engineering and technology group in a more scientific and effective way 2.1.2 Respondents All teachers are participating in teaching and some teachers are retired, some teachers have changed jobs but used to teach Applied mathematics in Math - Basic Faculty and some students are studying Applied mathematics (during the survey period) 2.1.3 Survey tools and methods To prepare for the survey, the author has built 04 questionnaires The results of the questionnaire survey were processed by mathematical statistical methods In addition to increasing the accuracy and reliability of the survey results, the author also uses a number of survey methods such as: observation, time attendance, interview, questionnaire survey, text retrospective, documents, mathematical statistics 2.2 Survey content and results 2.2.1 Survey on the level of mobilizing and applying applied mathematics knowledge and experiences of students in learning specialized and practical subjects 13 To learn about this issue, the author asked questions to each group of survey subjects and obtained aggregated results By statistical method, the author can draw graphs and from there make comments and evaluations 2.2.2 A survey on the current status of lecturers' perception of the role of Applied Mathematics and experiential teaching of Applied Mathematics at Vietnam Maritime University We have conducted to collect opinions of teachers about their awareness and observation of Applied mathematics teaching activities at Vietnam Maritime university, synthesize and analyze 2.2.3 A survey on how teachers teach and experience Applied Mathematics To investigate the current situation of how to teach self-taught Applied mathematics for students in the technical engineering group, we have conducted to consult teachers on this issue 2.2.4 Survey on students' perception of the role of applied mathematics in experiential learning at Vietnam Maritime University To find out students' perceptions about the role of self-study of Applied mathematics related to the requirements of specialized subjects and the actual learning situation of Applied mathematics, we conducted a survey with questionnaires (250 students of the technical engineering group of the course 60, Vietnam Maritime university) and made comments 2.2.5 The actual situation of compiling applied mathematics textbooks to contribute to the teaching of Applied mathematics The Applied mathematics program for students of the Engineering and Technology majors at Vietnam Maritime university has the current duration of credits (45 periods), and includes a lot of knowledge, so it's not enough time for students of the Engineering and Technology group to continue continue to study specialized scientific documents while studying at school or use Applied mathematics models in their professional practice later Applied mathematics need to have a duration of at least 04 credits (60 periods) CONCLUSION OF CHAPTER II Chapter II examined the current situation of a number of issues: - The level of mobilization and application of students' knowledge and skills in Applied mathematics in learning specialized and practical subjects - Perception of teachers about the role of Applied mathematics and self-taught teaching in Applied mathematics at Vietnam Maritime university - Teaching method of teaching Applied mathematics of teachers - Student's perception of the role of Applied mathematics in the self-study at the Vietnam Maritime university 14 - Compilation of Applied mathematics textbooks to contribute to the teaching of Applied mathematics Through analyzing the current situation related to teaching self-taught Applied mathematics for students in the technical engineering group, the author found a number of problems to be overcome as follows: - Problem 1: The position and role of Applied mathematics and experimental teaching of Applied mathematics have not been properly placed - Problem 2: Most teachers not clearly see the role of self-taught teaching in Applied mathematics in nearly perfecting the learning outcomes for students of this major - Problem 3: Most students are not interested in Applied mathematics, they not see the meaning of this subject with training their core vocational skills A small number of students want to study Applied mathematics in association with experimentation in their major or in professional practice - Problem 4: The current Applied mathematics curriculum is not available, the Applied mathematics lecture that the Mathematics department is using is quite academic, there are no examples related to the majors of students of the Faculty of Engineering and Technology of Vietnam Maritime university CHAPTER III SOME MEASURES OF EXPERIENTIAL TEACHING APPLIED MATHEMATICS FOR ENGINEERING AND TECHNOLOGY STUDENTS AT VIETNAM MARITIME UNIVERSITY 3.1 Some orientations for building measures 3.1.1 First orientation Pedagogical measures must be built on the basis of sticking to the goals and contents of the Applied mathematics program, suitable for students of the technical engineering group in order to provide students with basic knowledge of Applied mathematics, contributing to perfecting the output standards of students in this industry 3.1.2 Second orientation Pedagogical measures should be based on the characteristics, requirements and design process of experiential teaching of Applied mathematics for students of the technical engineering group mentioned in Chapter I 3.1.3 Third orientation The proposed pedagogical measures must be consistent with the current trend of innovation in higher education methods, contributing to the adjustment of teaching objectives, innovating the content and teaching methods in the direction of enhancing the experiential learning process 3.1.4 Fourth orientation 15 Pedagogical measures need to be feasible, suitable for students of the engineering and technology group, and in line with the conditions of facilities and people of Vietnam Maritime university 3.2 Proposing some methods of teaching applied mathematics subject to experience orientation for students of Engineering and Technology at Vietnam Maritime University 3.2.1 Measure a The name of the measure Teaching Applied mathematics in the direction of making the most of the available skills of high school math knowledge for students of the technical engineering block to follow the output standards of the subject and the discipline b Purpose of the measure This measure affects the teaching orientation of Applied mathematics contents by teachers in order to change the problem raised in the current research that is that Applied mathematics teaching is far from meeting the output standards c Basis for proposing measures - Based on requirements and - Based on the practical basis of the problem of requiring innovation in university teaching methods, switching from one-way transmission to developing and cultivating learners' capacity, it is considered that self-study is a highly effective measure - Based on the survey of the actual situation of teaching and learning Applied mathematics for students of the engineering and technology majors group at the Vietnam Maritime university, which we have carried out, and at the same time to solve the situation in problem and problem d How to implement the measure - The content of Applied mathematics includes two main parts: Statistical Probability and Calculation Methods Through the survey of experts as well as the survey of students who have studied through Applied mathematics, we found that there are many experiences of students about math knowledge at the high school level that can help in the acquisition of Applied mathematics knowledge at university level The duration of Applied mathematics is not much (45 periods), so in order to provide enough knowledge for this subject, teachers need to maximize these skills of students when teaching each content of the subject Teachers should clearly define with students the skills to use when studying Applied mathematics before starting the learning content In addition to the requirement to use existing skills to create new knowledge, this implementation also has the purpose of avoiding duplication and saving time of both teachers and students, for example: - Teaching according to output standards is a trend in the world in general as well as in domestic universities in particular For technical universities like Vietnam Maritime university, this issue becomes even more important, helping students to get used to the professional environment later The subject output standards are clearly specified in the 16 detailed course outline and the output standards of the major are specified in "General skills and career contexts of students at the university" When teaching Applied mathematics to students in the technical engineering group in the direction of closely following the output standards of the subject and the discipline, teachers should follow each step given 3.2.2 Measure a The name of the measure Teachers design experimental situations in the process of teaching Applied mathematics for Engineering and Technology students at the Vietnam Maritime university b Purpose of the measure This measure is the basis for the self-education to be organized smoothly Strengthening the organization of experimental situations is an important factor for teaching Applied mathematics to students in the technical engineering group to be successful, and also helps students increase their interest in the subject, creating motivation for students in lessons after that c Basis for proposing measures - Pursuant to Principles and - Based on the survey results on the actual situation of teaching Applied mathematics contents d How to implement the measure - Level 1: The teacher designs the actual experimental situations At this level, teachers design real-life situations for students to directly observe From there, under the guidance of the teacher, students can draw the necessary Applied mathematics knowledge of the lesson - Level 2: The teacher designs realistic simulated experimental situations At this level, teachers design real-life mock experimental situations such as: giving a certain information table for students to understand statistics, giving a data table about the parameters of a certain machine to Students understand the Calculation Method Besides, the exploitation and use of virtual experiments is also one of the ways to improve the quality of experimental teaching, actively contributing to equipping students with knowledge It creates interest in learning, prompts a high level of attention for students, increases the visibility of the subject, and expands knowledge 3.2.3 Measure a The name of the measure The teacher guides the Engineering and Technology students to self-study in the direction of experimentation with some of the contents of the Applied mathematics b Purpose of the measure Self-study is a method for students to experiment with previously learned theory to form new theories of the subject The method is organized by teachers in the direction of theoretical experiments to help students practice problem solving skills, independent 17 thinking and independent working c Basis for proposing measures - Pursuant to Principle - According to Dang Vu Hoat - Ha Thi Duc's point of view, "Studying at university has a research nature, guiding self-study, student learning is a cognitive activity close to the research activities of scientists learn" Therefore, in teaching self-study of Applied mathematics, the activities of teachers to guide students to self-study, self-experiment knowledge and their own skills are activities that need attention d How to implement the measure - The first method: The teacher guides the students to self-study some of the contents of the Applied mathematics by assigning individual tasks according to the four steps given ¬ The second method: The teacher guides students to self-study some of the contents of the Applied mathematics by assigning tasks in groups 3.2.4 Measure a The name of the measure Building a contract between Applied mathematics teachers and students of technical-economic block under the support of specialized teachers to help students use Applied mathematics knowledge to study specialized subjects in the direction of experiment b Purpose of the measure - Measures taken to meet the specific requirements of the process of teaching selftaught Applied mathematics for students of engineering and technology majors at Vietnam Maritime university - At the same time, this measure also contributes to helping students achieve the output standards of the field c Basis for proposing measures - Pursuant to Requirements and - Based on the theoretical basis of Contract Teaching d How to implement the measure - The process of teaching under the contract of Applied mathematics for students of the engineering and technology group at Vietnam Maritime university The process includes the following steps: Step 1: Prepare the contract; Step 2: Make a list of students that need to be monitored in the contract; Step 3: Assign details of tasks in the contract; Step 4: Perform the tasks stated in the contract - Contract form Based on the above process, the author has researched and given a suitable contract template - Illustrating the process of teaching under the contract of Applied mathematics for students of engineering and technology majors Based on the contract template, the steps to implement the contract, the author has illustrated the contract and noted that when implementing this process, the first requirement 18