Vận dụng phương pháp dạy học tích cực bồi dưỡng năng lực giải quyết vấn đề cho học sinh trong dạy học chương từ trường vật lí 11 trung học phổ thông

MINISTRY OF EDUCATION& TRAINNING VINH UNIVERSITY NGUYEN LAM DUC APPLYING POSITIVE TEACHING METHODOLOGIES TO DEVELOPING STUDENTS’ ABILITY IN SOLVING RELATED PRACTICAL PROBLEMS WHILE TEACHING THE CHAPTER “MAGNETIC FIELD” IN THE TEXTBOOK OF PHYSICS GRADE 11 Major: Theory and Methods of teaching Physics Code: 62.14.01.11 BRIEF OF THE DOCTORAL THESIS IN SCIENTIFIC EDUCATION Nghean, 2016 INTRODUCTION The reason for choosing the project Strong renewal and innovation in education is the modern tendency of the world in the twentieth century, in order to continuously improve the quality of human resources In Vietnam, this quality is still in the low level, and not yet satisfied the requirements from the need for developing the country in the age of international integration To address this problem, the 9th Central Committee of the Communist Party of Vietnam, at the 8th plenum, issued the resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Vietnam One important solution in this resolution is that it firmly determines “continuously, strongly, profoundly innovate and synchronize the fundamental elements of the education following the direction of developing the virtue and ability of students” Positive teaching methodologies is the terminology that appeared in the latter half of the 20th century, which was imported into Vietnam (in the theoretically perspective) at around 1960s Especially, in the first decade of the 21st century, regarding the movement of innovating the teaching methodologies, there was no scientific research that had been conducted to relatively arrange and summarize all the new ideas in a systematic way to provide teachers a complete picture of this problem In practical teaching generally and in physics particularly, a teacher normally teaches students each chapters in the book respectively The content in this subject includes different knowledge with different particular purposes The problem of choosing and using the positive teaching methodologies in a correct way to accord the corresponding content and purpose is a crucial question that needs to solve, and to the best of our knowledge, there has been no research towards this problem Innovating the teaching methodologies is to acquire the new education purpose: build and improve the virtue and the ability of students Teaching in general and in physics in particular need to pursue this goal It is a new problem, important and necessary for innovating the education in an essential and complete manner Besides, choosing an appropriate content is a chapter in the program of Physics in high schools It needs to be diversified in knowledge and typical enough to apply the corresponding positive teaching methodologies Because of this, we decide to choose our thesis topic as “Applying positive teaching methodologies to developing students’ ability in solving related practical problems while teaching the chapter “Magnetic Field” in the textbook of Physics grade 11” 2 Research purpose Research and apply positive teaching methodologies in Physics in high schools for improving the students’ ability of solving practical problems Research objects and scope Research objects: teaching methodologies; positive teaching methodologies; solving problems ability; Physics teaching in high schools Research scope: positive teaching methodologies in high schools; magnetic topic in the textbook of Physics grade 11 Research hypothesis Applying the positive teaching methodologies, including preparing students for solving practical problems along the way, to improve the quality of teaching and studying Physics in high school Research mission Determine the connotation and the extent of the terminology “positive teaching methodologies” Research the theoretical content of several positive teaching methodologies that are suitable to the goal of improving the ability of problem solving in students Specify the constructing elements of the problem solving ability in students in studying Physics Propose the process of applying the positive teaching methodologies for one chapter in order to improve the problem solving ability in students Research the current state of using positive teaching methodologies in Physics in general at high schools in Nghe An province, and in magnetic particularly Define a correct logic in developing the teaching content of the magnetic chapter for according with the positive teaching methodologies Choose a specific positive teaching methodology for improving the problem solving ability in students Prepare conditions and facilities for teaching the magnetic following the research direction Design processes of teaching magnetic following the research direction Conduct experiments Research methodologies The thesis uses reasoning approach: survey and analyze results; acquire experts’ advices; conduct experiments and summarize statistics Research contributions * Theoretical perspective: Propose a systematic way of organizing subjects that are related to positive teaching methodologies Define elements of the problem solving ability of students in Physics learning process, along side with their corresponding importance levels Propose four perspectives in the positive teaching methodologies for applying them to improving students’ problem solving ability in Physics Propose a process of applying positive teaching methodologies to a chapter of Physics content in high school, in order to improve student’s problem solving ability * Practical perspective: Point out the difficulty of the logic in content development of the chapter “Magnetic Field” in the current version of 11th grade Physics textbook; propose a new logic to overcome this problem Describe the current process of applying positive teaching methodologies in several high schools in Nghe An province Prepare necessary conditions and facilities for applying the positive teaching methodologies: + Complete three experiments of investigating magnetic in circuits that have special shapes, with auxiliary equipment; + Build two models to perform the force on the frame’s edges, and to perform the induction vector of straight electric current + Create one video about an experiment with Cotton scale that examines the amount of the magnetic force + Create 10 practical situation with magnetic-related content + Select 10 practical exercises + Design courses for improving the problem solving ability for students Thesis structure: Introduction (6 pages) Chapter 1: The overview of the research problem (15 pages) Chapter 2: Apply the positive teaching methodologies to improve student’s problem solving ability in teaching Physics (44 pages) Chapter 3: Apply the positive teaching methodologies to improve student’s problem solving ability in the chapter “Magnetic Field” – Physics 11th grade (46 pages) Chapter 4: Pedagogical experiments (37 pages) Conclusions and discussion (2 pages) List of author’s research studies (1 pages) References (6 pages) Chapter THE OVERVIEW OF THE RESEARCH PROBLEM In this chapter, we describe our survey about the current state of applying the positive teaching methodologies in the world generally and in Vietnam particularly We then go deeper about how to make use of these methodologies to improve the problem solving ability in students From there, we define our research problem 1.1 Current state of applying positive teaching methodologies in the world One of the difficulties in teaching is how to connect the theoretical content to practical situations, so that it can inspire students to apply what they have been taught to solve daily problems According to the materials, we see that positive teaching focuses on the needs, aspirations, and psychological characteristics of the students It brings an open opportunity for them to not reluctantly but voluntarily get involved to the course In the theoretical perspective, positive teaching methodologies are started developing since the middle of the 20th century, with the invention of psychological theories, such as Radical Constructivism, Theory of Multiple Intelligences, Theory of Activities, etc This is the background for the creation and development of the modern teaching opinion: teaching with the focus on the students, so that the positive teaching methodologies have been created and rapidly developed from the latter half of the 20th century to now 1.2 Results of researches about the positive teaching methodologies in Vietnam From the 1960s, the positive teaching has been mentioned, in both direct and indirect ways, in the textbooks of education, psychology, and so on Currently, the positive teaching methodologies appeared almost in all the materials related to the teaching methods improvement and innovation for high school teachers In there, authors presented the correct methodologies for each subjects in each situation, and they have all agreed on one specific point:in the context of positive teaching, students are inspired to voluntarily participate in practical activities, which are created by the teachers, so that they discover by themselves new knowledge and new abilities In teaching Physics particularly, the authors said that in order to apply positive teaching efficiently, teachers should conduct more practical experiments, organize activities, etc 1.3 Results about improving problem solving ability in students According to the materials we have researched, the education program about orienting and improving abilities in students has been widely discussed since 1990s, and now it has become a trend in the international education.Researches both outside and inside Vietnam has listed: define concept of ability, describe the education program that focuses on improving the student’s ability, classify abilities (general abilities and specific abilities), research about how to teach and evaluate abilities efficiently The problem solving ability, following the original meaning, is the capability of producing correct solutions to tackle different obstacles Researches about this ability has been received special considerations from researchers, especially after the resolution 29 – NQ/TW 04/11/2013 about essential and comprehensive innovating the education of Vietnam Researches in the world and in Vietnam particularly about teaching and improving student’s ability has been shown that the methodologies that can be used in teaching for inspiring students and developing their problem solving skill is a trend in education since the beginning of the 21st century To the best of our knowledge, there has been no open research conducted towards the problem of analyzing the structure of problem solving ability and proposing an efficient approach for combining developing this skill in teaching Physics in high school The results of our survey has affirmed the importance and necessity of constructing a program for teaching subjects, in that teachers concentrate on shaping and developing essential abilities in students, including problem solving skill However, no research has been published about this problem in teaching Physics in high school 1.4 Future work The positive teaching methodologies are interested by researchers, and it has been disseminated widely in both theory and practice perspectives Almost all the researches so far affirm that using positive teaching methodologies helps students promote their positivity in learning, from that they can reach higher goal in their academic career Thus, our big question in our thesis is that how to use the positive teaching methodologies in teaching Physics in high school, so that it can bring out students’ problem solving skill and moreover, enhance them Our thesis aims to clarify the following points: 1) Determine the connotation and the extent of the terminology “positive teaching methodologies”; 2) Construct the order of positive teaching methodologies to meet the requirement of enhancing students’ problem solving ability in studying Physics in high school; 3) Determine the process of deploying and applying the positive teaching methodologies to teaching Physics in high school that can bring out and improving students’ problem solving ability; 4) Concretize this process to satisfy the goal of teaching Chapter APPLYING THE POSITIVE TEACHING METHODOLOGIES TO IMPROVE HIGH SCHOOL STUDENTS’ PROBLEM SOLVING ABILITY IN TEACHING PHYSICS 2.1 Teaching methodologies 2.1.1 Concept introduction After reading researches from different authors about teaching methodologies, our understanding is that teaching methodologies are ways and approaches of teaching actions, in that the goal is to transfer knowledge to students The teaching methodologies can be understood in three levels, which are (i) an approach of deploying multi-layer and polyhedral teaching system that imbues with strategy and includes reasoning argument element; (ii) an approach of deploying a particular teaching process, which is called model, direction or strategy in practice; (iii) an approach of conducting activities of teachers and students in order to perform a teaching content that is defined in advance 2.1.2 Structure of teaching methodologies a) A particular teaching methodology is a multi-layer framework that includes multiple elements with cause and effect relationships among them They are described as below: b) Approaching taught objects: The opinion or approach towards who are being taught decides the decision of choosing appropriate teaching methodology c) Reasoning content of methodology: This includes the description of the teaching methodology, from the rationale to corresponding approaches d) Teaching techniques of the methodology: This includes the interactive activities during the teaching process, through that the teachers can transfer knowledge to their students Other artistic techniques: A teacher must not only organize well their teaching abilities, but also be aware of how to use them in the best efficient way This is called artistic techniques 2.1.3 Classify teaching methodologies Teaching methodologies are elements of a diversified system In order to use them effectively, a classification is necessary The definition of the relationship between teachers, studentsis important with positive teaching The different interacting levels ofthis relationship give us four types of teaching methodologies, including (i) classic type, (ii) traditional type, (iii) positive type, and (iv) self-study type 2.2 Positive teaching methodology 2.2.1 Concept Positive teaching methodology is a short terminology, used to indicate methodologies that appreciates self-consciousness, positivity, and independent awareness of students under the guides and directions from teachers 2.2.2 Specific indications of positive teaching methodology The indications of positive teaching methodology include (i) teaching via organizing practical activities for students, (ii) teaching with concentration on enhancing student’s self-study, (iii) reinforcing the ability of study both individually and in group, and (iv) combining evaluation from both teachers and students 2.2.3 A comparison between positive teaching methodology with others The positive teaching methodology’s the connotation is focus on student’s study activities with being self-conscious, positive, independent, and creative It is different from other traditional methodologies in that they concentrate only on the role of teachers 2.2.4 Positive teaching methodology classification To have this classification, we define the teaching goal, functions and content of the teaching activity After that, we classify methodologies that have close connections to one group, based on some certain criterias Table 2.2: Positive teaching methodology classification Indication Positive teaching methodologies Strategy level Problem solving teaching, theoretical problem teaching, etc Acquiring knowledge level Practical approach, model approach, reasoning approach, etc Teaching organizing level By project, by group, by pair, by individual, etc Positivizing student activities Talk, seminar, discussion, mind map, puzzle, etc Knowledge, techniques and information perception Practical approach (exercises, experiments, internship, etc.), visual performing approach, selfstudy, etc 2.3.The problem solving ability of students in study 2.3.1 The concept of ability In this research, we understand the terminology “ability” is a personal psychological characteristic, with the combination of innate factor and skills obtained in life It is to perform an activity or solve a problem under a specific circumstance in an efficient and effective way 2.3.2 Problem solving ability of students in studying Physics The main obstacle in teaching Physics is to transfer the knowledge that students (or people who are being taught) have not known how to solve it yet Problem solving in teaching Physics is to let students gather all their knowledge and skills needed to think and experiment for finding answers Through that, students acquire new knowledge by themselves The problem solving ability in studying Physics is a collection of skills that allow students to analyze and use them to solve the problem in a positive attitude, through that learning and obtaining new knowledge The problem solving ability in studying Physics of students include: (i) the ability of understanding a problem, (ii) the ability to find appropriate solutions for the problem, (iii) the ability of presenting the solutions and results, and (iv) the ability of evaluating the solutions and results 2.4 Applying the positive teaching methodology to improve students’ problem solving ability in studying Physics 2.4.1 Approach We propose four approaches for applying the positive teaching methodology as below: (i) Teachers put students in the position of a Physics scientist, and teach them to solve problems following specific approaches in Physics (ii) Teachers combine research methodologies to other traditional approaches in teaching process (iii)Teachers diversify and modernize activities in both teaching and studying Physics (iv) Applying artistic teaching techniques 2.4.2.Applying the positive teaching methodology to teaching Physics 2.4.2.1 Teaching problem solving ability in Physics Teaching through concrete examples is the methodology that many educators researched and applied in the middle of the 20 th century, in order to make students be more curios and creative in learning process Researchers have agreed that there are three main phases in this methodology: creating situations/examples contains the problem and make related questions; teach students how to solve the problem; evaluate the results Applying efficiently this methodology, we determine that this is an important approach in teaching but not only a particular methodology We call this one a strategy in teaching students how to solve problems 2.4.2.2 Teaching problem solving ability by experiment methodology We propose the process of teaching problem solving ability by the experimental methodology has three main phases: Phase 1: Creating situations containing problems Phase 2: Solving problems: - Proposing theoretical solutions (constructing answers based on observation and prediction) - Finding logical reasoning - Designing experiments to verify the logical reasoning - Conducting experiments - Confirming the correctness of the solutions Phase 3: Concluding and applying new knowledge 2.4.2.3 Teaching problem solving ability by theoretical approach We propose the process of teaching problem solving ability by the theoretical approach has three main phases: Phase 1: Creating situations containing problems Phase 2: Solving problems: - Building the theory model - Predicting logical reasoning - Verifying the reasoning; concluding the reasoning; if the conclusion is correct to the problem then the theory model can be represented as the researched objective Phase 3: Generalizing and defining the problem in the theoretical level 13 how to it in an effective and efficient manner is still a question, and it needs to be researched and solved From the current state, including teachers’ knowledge and attitude towards the problem, facility in teaching activities, and other elements, we have researched and improve the positive teaching methodologies in order to gain students’ problem solving ability efficiently, by that improving the quality of teaching and studying physics in high school program Conclusion In this chapter, we present the reasoning basis and the current state about the problem of applying positive teaching methodologies in order to improve students’ problem solving ability in teaching physics in high school program They are concluded as below: 1) Define a particular teaching methodology is a structure of multiple levels, including elements that have causality relationships with each other.These levels are: approaching students level, describing and reasoning the content of the method, applying particular approaches and artistic skills (language, actions) 2) State a connotation and a denotation of positive teaching methodologies, construct a classification table of positive teaching methodologies that are used in teaching physics 3) Study a definition of the terminology ”ability”, the structure of the problem solving ability; define five main elements of the problem solving ability of students in studying physics 4) Establish standpoints and state a solution of applying positive teaching methodologies to teaching physics activities in order to improve students’ problem solving ability 5) State a process of applying positive teaching methodologies in physics that it contains eight steps 6) Propose a process of teaching problem solving in both practical and theoretical manners, and in project learning, learning station approaches, etc 7) Study and survey the current state of applying positive teaching methodologies in high schools in Nghe An province: lack of reasoning basis, lack of practice; hesitation and confusion from teachers in changing and innovating new methods, etc From this survey, be aware that it is necessary to propose solutions in a particular way to design and prepare teaching process in order to improve problem solving ability for students 14 Chapter APPLYING POSITIVE TEACHING METHODOLOGIES TO DEVELOPING STUDENTS’ ABILITY IN SOLVING RELATED PRACTICAL PROBLEMS WHILE TEACHING THE CHAPTER “MAGNETIC FIELD” IN THE TEXTBOOK OF PHYSICS GRADE 11 3.1 Position, characteristics of Chapter “Magnetic Field” in the current high school program The Chapter “Magnetic Field” is a relatively difficult part for teachers in organizing awareness activities to foster the capacities of solving problems for students Many concepts are highly abstract and difficult to understand, requiring students to have the good abilities of visualizing and imagining when learning Teachers now have not known to utilize the laboratory, and not yet combined effectively experiments and teaching methods to foster the capacities to solve the problem for their students 3.2 Analyzing the teaching contents of the Chapter “Magnetic Field” in textbook Physics 11 To clearly understand the nature of knowledge to be taught in the Chapter “Magnetic Field”, we have prepared the Table 3.1; comparing the contents of the knowledge to be taught and their scientific contents 3.3 The teaching objectives of the Chapter "Magnetic Field" oriented for building the capacities of solving problems for students In addition to performing the standard objectives, it is necessary to achieve the objective of improving the capacities of solving problems, we have defined the capacity objectives when studying the Chapter “Magentic Field” according to elements: 1/ The capacity to understand the problem; 2/ The capacity to propose and implement solutions; 3/ The capacity to present solutions and the results of solving the problems; 4/ The capacity to assess solutions and outcomes 3.4 Establishing the logic of developing the contents of the Chapter “Magnetic Field” in line with the perspectives of teaching and developing the problem-solving capacities We have studied the logic of building the teaching contents of the Chapter “Magnetic Field” of the standard textbook which is described through the process graph.We thereby realize: The knowledge which is taught by means of notification has very little knowledge derived from experimentation We have recommended the logic of building the teaching knowledge of the Chapter “Magnetic Field” in the orientation of develop in the capacities of problemsolving for students 3.5 Preparing the teaching conditions for the Chapter “Magnetic Field” according to the extensive teaching methods 3.5.1 Selecing the teaching methods, means and forms of teaching For each specific knowledge module, we propose the capacity to solve the problem that students need to achieve, teaching methods, teaching forms and used means 15 3.5.2 Preparing teaching equipment and means 3.5.2.1 Equipment, experiments used in teaching the Chapter "Magnetic Field" a) DIY object Projector in teaching Physics The object projector shall be combined the projector to report the experiments, further describe the process of conducting experiments In addition, the object projector can help the class observe small specimens, photographs, details and results of operations of the group which are performed on the small-sized papers b) Using the side panel in teaching Physics Side tables can help students strengthen active operations, self-dominate knowledge, and form multiple skills c) The tester “magnetic force and electromagnetic induction” The experiment “magnetic force and electromagnetic induction” is one of the experiments in the lits of minimum equipment of the Grade 11 physics by the Ministry of Education and Training It allows the students to conduct the experimental survey on the magnetic induction force d) The experiment of surveying the magnetic electric current in a long straight conductor Homemade laboratory instruments, magnetic survey of the current in a long straight conductor: observe dimensional images and determining magnetic field lines e) Equipment for magnetic survey of the current flowing in the wire bending in a circle Homemade laboratory instruments, magnetic survey of the current in the wire bending circle: observe dimensional images and determining magnetic field lines g) Equipment magnetic survey of the current flowing in the conductor cylinder Homemade laboratory instruments, magnetic survey of the current in the conductor cylinder: observe dimensional images and determining magnetic field lines 3.5.2.2 Digitized visual data used in teaching the Chapter “Magnetic Field” a) Developing the experimental video clips of balancing cotton The experiment of balancing cotton manufactured by Phywe company is a modern laboratory equipment used to measure the force exerted on a straightline phones are placed in a magnetic field of the magnet with high accuracy We conduct experimental film magnetic force exerted on the power cord, in the laboratory of Vinh University b) Virtual experiment in teaching physics We downloaded virtual experiments "magnetic force and electromagnetic induction" at the website: www.truonghoctructuyen.edu.vn, and installed it on the computer This virtual lab allows us to take the steps required experiments like real "magnetic force and magnetic induction" as described above 16 3.5.2.3 Handout used in teaching the Chapter "Magnetic Field" The handout is one of the popular teaching tool in an extensive teaching hours This is a powerful tool to support teachers in the delivery of learning content as well as the objectives specified in the form of teaching learning tasks for students 3.5.2.4 Classroom of Physics used in extensive teaching The physics classroom is the classroom for the class hours of physics, including activities associated with the experiment and practice.We propose to use the classroom of the Division for extensive teaching 3.5.3 Building problematic situations for teaching the Chapter “Magnetic Field” We built 10 situations used in teaching the Chapter "Magnetic Field" 3.5.4 Building issue exercises of the Chapter "Magnetic Field" The exercises are built in the form of homework problems, in order to build the capacity to solve the problem for students There are 10 exercises built in the thesis 3.6 Designing the teaching process of some knowledge of the Chapter “Magnetic Field” in extensive teaching methods 3.6.1 The process of teaching knowledge "Magnetic induction" * The objective of problem-solving capacity: Giving predicted magnitude force exerted on the current; design experimental plan; data processing are collected and draw conclusions; Expressions grasp the magnitude of the magnetic induction vector; observation skills training, information gathering and processing of information collected * Preparation of teachers and students: Video clips balancing cotton experiments; virtual experiments "magnetic force and electromagnetic induction"; experimenters "magnetic force and electromagnetic induction" on the list of minimum teaching equipment; some computers have installed virtual experiments, video clips balancing cotton; handout Spatial layout of classrooms, activity is expected content and means in the position to ensure Angle learning 3.6.1.1 Teaching ideas In this lesson, we organize teaching problem-solving empirical method: - Description familiar situations in everyday life, such as magnetic resonance machine with 3.5 Tesla technical information, this is the quantitative value of the sensor from which the student has not learned, the problem appears to find understand From there, students participate in the construction and recognize the problem - Design of force measuring magnitude feasibility (based on knowledge and experience of the students) - Recommend hypothesis, outlined predictions (based on life experience and understanding how to measure magnetic forces acting on the wire segment has designed) 17 - Proposal experiments to test predictions (choice of teaching methods, learning materials possible) - Organizing test experiment in the form of angle - Draw the relationship between human laws from F to terms of amperage I, conductor length l and the angle α between the afternoon and evening lines from electric current 3.6.1.2 The diagram of the process of building the knowledge "Magnetic induction" In the process diagram construct knowledge "Magnetic induction", has concretized the stages organized awareness activities for students, to guide the drafting process of teaching 3.6.1.3 Drafting the process of teaching knowledge "Magnetic induction" a)Activity 1: Strengthen knowledge derived; raises problems; given problems to solve: the students already know the shape and direction of the magnetic field lines, from teachers given situation (parameters 3.5 tesla magnetic resonance machine); appearance issues to study: magnetic induction magnitude depends on what factors? How is the magnetic induction vector? Definition magnitude magnetic induction? b) Activity 2: Problem Solving - Choose the option that determines the magnitude magnetic induction: study magnetic forces acting on the magnet test to determine the magnetic induction vector magnitude Organize students to design experiments alternatives, choosing a feasible plan: review unified force acting on currentcarrying conductor segment - Propose hypotheses: the magnitude of the force exerted on the wire carrying an electric current can depend on factors and depends how? There are three hypotheses: changing the length of the power line, change the amperage, change the angle between the current direction and magnetic induction direction Discovered the relationship between magnetic force to terms of changes in the experiment - Instruct students to design and conduct experiments step to test the hypothesis: students selected to the U-shaped magnets generate a constant magnetic field, using rectangular wire frames with different lengths, published positioned so that one edge of the frame in a magnetic field, the wire frame is also connected to a power source To test these predictions depend on power from the amperage, wire length and angle α, in the experiments we measure the force F when changing a quantity, and other variables unchanged Introduction experiment - Organization and conduct experiments (Operating under the corner): Arranging the teaching methods available in the corners of learning;laboratory activities organized under the corner The rotating group of students doing experiments in the corner under the direction and organization of teachers 18 - Discuss the results of experiments, draw new conclusions c)Activity 3: Speaking Am-pe laws, understanding of the magnetic mounting d) Activity 4: Consolidate and use knowledge 3.6.2 The process of teaching the Project "Manufacturing the simple one-way electric motor" Derived from the content and teaching objectives of the Chapter "Magnetic Field", combined with the extensive application of knowledge in science, engineering and life Through teaching practice, the exchange and discussion between teachers and students to go to the formation of project ideas 3.6.2.1 Designing the standard unit of knowledge Derived from the standard unit of knowledge, we determined that this project is related to the knowledge of the lessons in textbook Physics 11 and textbook Physics 10 In addition to the standard knowledge, students can learn more about the types of engines based on the principle of magnetic force Junlenxo laws 3.6.2.2 Designing the project ideas Is it possible to build a electric motor from simple items as a way to discover vatim understand the operation of the electric motor, or not? 3.6.2.3 Building the oriented questionnaires a) Essential Questions: The understanding of knowledge "From the" What to benefit human and technical scientific progress? There are machines, devices have been manufactured based on the knowledge of "Magnetic Field" b) Unit Question: One of the machines and equipment are manufactured based on the knowledge of "Magnetic Field" electric motor that is onedimensional DC motors used in electric bicycles, tractor train, blowing furnaces used in the family kitchen, children's toys So, the machinery and equipment that has a structure and operating principles of how we can build a direct current motor is not simple? c) The question of content: Includes sentences 3.6.2.4 Planning the teaching Develop teaching plan including specific tasks, time, location, teacher in charge, etc 3.6.2.5 Teaching plan 1: Developing the project " Manufacturing the simple one-way electric motor " Objectives: Students are referred to the group to perform tasks; student groups to plan for project implementation: assignment leader, secretary, personal tasks, implementation plans; Students interested, active and ready to embark on the project The activities: Activity 1: Introduction Receiving ideas and project tasks Activity 2: Dividing student groups Activity 3: Project Implementation Guidelines Activity 4: Assigning and guiding the task implementation among groups Activity 5: Announcement of the project plan 19 Activity 6: Announcement of the references 3.6.2.6 Teaching plan 2: Guiding and supporting the project implementation Objective: To guide students to collect, process and synthesize information; Advisor for students to design one model of electric motors simple way; Support, resolve issues and problems remaining students: Check the progress of the student work The activities in teaching: Activity 1: Checking the progress of the project; collect, process information, reporting the results Activity 2: Guiding the product design model 3.6.2.7 Teaching plan 3: Acceptance for the project Objective: Students are interested, positive and confident the project presentation; Legalize the standard of knowledge through the implementation of the project; Project Evaluation and learned lessons Activity 1: Stating the process of product presentations Activity 2: Reporting product – operating the model Activity 3: Legalizing the knowledge Activity 4: Summary; learned experience 3.6.3 The process of teaching the Lesson "Magnetic of electric current in the wires with special shape" (Appendix 3-Appendix 10) 3.6.4 The process of teaching the exercises of the Chapter “Magnetic Field” (Presentation in Appendix 4-Appendix 20) Conclusion of Chapter We have realized the application of extensive teaching methods in the teaching the Chapter “Magnetic Field” in textbook Physics 11 as follows: 1/ Providing the advanced goals (teaching the development of problem-solving capacities); 2/ Analyzing and comparing contents of the knowledge to be taught and their scientific contents, thus establishing logic of developing the contents of the Chapter “Magnetic Filed” appropriate for teaching the development of problem-solving capabilities; 3/ Indicating the teaching conditions of Chapter “Magnetic Field” in textbook Physics 11 according to the extensive teaching methods: preparing the teaching methods, learning materials, classrooms, problematic situations, exercises, choosing the method suitable for typical knowledge; 4/ Designing four teaching processes: Teaching the concept of "Magnetic induction"; teaching the lesson "Magnetic of electric current in the conductors with special shape"; teaching the project "Manufacturing the simple one-way electric motors"; Teaching problem exercises of the Chapter "Magnetic Field" The teaching processes which are drafted follow theories about the proposed extensive teaching methods to improve the efficiency of teaching 20 Chapter PEDAGOGIC PRACTICE 4.1 Aim of pedagogic practice We conducted a pedagogic practice in three upper secondary schools in Nghe An province to test the hypothesis 4.2 Tasks of pedagogic practice - Assessing the feasibility of the teaching process; evaluating the effectiveness of the teaching process for the development of problem-solving ability of students; and proposing additional ideas for the theory 4.3 Objects and pedagogical practice time - The objects of the pedagogical practice are grade 11 students at the three upper secondary schools in Nghe An Province within academic years 4.4 Methodology of pedagogical practice Technical implementation: Conducting a survey before and after the pedagogical practice, monitoring and observing directly both teachers and students; analysing the videotapes and using statistical methods Procedure: Experimental groups are taught as the thesis process is designed while the others learn the normal lessons in the national curriculum 4.5 Results of pedagogical practice Results of pedagogical practice - round The process of the practice shows that the students are very eager and interested in learning activities This is a problem that every teacher have when designing and organizing learning situations - During learning stages: The students are continually kept in a psychological state in which they are stimulated by the "problematic situations", thus they are able to form the problem-solving ability This is the most important and creative of the teaching process Therefore, it is necessary to continue the research to create a system of "problematic situations" that are suitable for each of the lessons Teaching methods make an important contribution in the development of students’ problem-solving ability, especially during the problem solving stage Teachers need to actively select, improve and refresh the experiments to ensure high accuracy, then the effect of teaching-oriented capacity development will be revealed Large number of students and limited time also affect the development of students’ ability Organizing learning activities for students is very important, contributing to the formation and development of students’ ability Depending on the content of each lesson and the teaching method chosen, teachers will give instructuions so that students can carry out the tasks by themselves The steps to change the angle of learning need to be considered in order that students can move in a more scientific and less time-consuming way 21 Results of pedagogical practice - round In round 2, evaluating the results of pedagogical practice is reviewed through the following aspects; Percentage of students who receive the issue studied; Percentage of Students who can predict the hypothetical and logical consequences; Percentage of students who can propose and design how to the experiments Besides, we also observe and have statistics on the terms: Number of students participating in the successful implementation of these activities in a positive and creative perception; which awareness activities are simple or too hard; the real time awareness activities than expected; the attitude of students when participating in the learning activities; On the basis of editing and drawing experiences at round of the pedagogical practice, the limitations have been overcome as follows: increasing the students’ excitement, giving specific evaluation of the elements of problemsolving ability, assessing the advantages of applying active teaching methods in developing the proble - solving ability through the statistics obtained between experimental classes and standardized testing classes Along with the analysis of the teaching process in the class and a preliminary assessment of the formation and development of students’ problem-solving ability, we organize for students to take a 45-minute test at the end of the pedagogical practice Results of test points Class No of Test Points 10 students Experimental 103 0 10 21 37 20 Standardized testing 102 14 19 27 21 12 Percentage Average points 64,1 6,79 34,3 5,81 Graphs of cumulative frequency distribution of experimental classes and standardized testing classes 22 Conclusion of Chapter 4: Through analyzing the changes during the process, assessing, quantifying and focusing on the students’ problem-solving ability in the two rounds of pedagogical practice, we found that: The process of organizing awareness activities in the logically-prepared lessons has formed new knowledge that is suitable for teaching conditions and students’ levels in the local, thus has met the requirements of innovative teaching methods The given situation and organization of cognitive activities and guidance question system for suggesting cognitive activities are suitable for most of the students to help them overcome the difficulties in terms of awareness, set out to create the excitement, the positive and the ability to solve the problems by themselves The experimental facilities, physical patterns and softwares, as well as video clips helped students perform awareness activities effectively The teaching methods have had great effect on encouraging students' interest, and has become the basis to promote and implement the active teaching method such as proposing experiment plans, designing experimental patterns and physical products During the process of organizing awareness activities with active teaching methods, some form of teaching are applied, such as angle-based learning, project teaching, teaching in small groups… The forms of teaching are really effective when the designed lessons are based on learner-centered teaching perspective with the problem-solving strategies Thus, the specific cognitive methods of Physics are effectively used In pedagogical experiment, we use quite a lot of familiarizing approach and modeling methodology Therefore, we not only promote the positive, self-reliance and creativity of each student, but also facilitate the coordination and interaction among members of the of the team so that they can implement awareness activities successfully, from which the students’ ability is developed The coordination among groups and between students and teachers can ensure the two-way communication, especially information from the students backwards during cognitive activities Thereby, the teachers can control and assess the cognitive performance of students and the effectiveness of the method in which creative awareness activities are chosen The change and the advancement of knowledge perceiving quality as well as the students’ problem-solving ability through cognitive activities; the results of the survey and written tests after the pedagogical practice shown as above demonstrates the practical verification of the initial feasibility which the hypothesis is set out It also demonstrates the quality of knowledge perspective, skills and problem-solving ability development function for students’ in cognitive activities when applying active teaching methods, which proves that the organization of teaching as above is much better than the traditional way of teaching in standardized classes 23 CONCLUSIONS AND RECOMMENDATIONS Conclusions: Compared with the purposes and tasks of the research, we have achieved the following results: 1) Identifying the connotation and denotation of active teaching methods, classifying the active teaching methods according to the hierarchical structure including factors that have cause and effect relationship 2) Studying the concept of capacity, the structure of the problem-solving ability,and identifying the elements of problem-solving ability, each of which indicates actions of levels 3) Developing the criteria for evaluating the problem-solving ability of students in learning Physics 4) Establishing four perspectives that apply active teaching methods to develop the problem-solving ability for students in teaching Physics: teachers put students in the position of Physicist, guide them to solve problems basing on the study of particular characteristics of Physics, moreover, teachers also use the researching methods of Physics into the process of teaching how to solve problems, while diversifying and modernizing the the forms of organizing problem-solving activities of students, as well as using the techniques and the art of teaching 5) Recommending the procedures to apply active teaching methods in Physics 6) Selecting the active teaching methods in order to develop the problemsolving ability for students: 1/ Teach students how to solve problems by using experimental methods; 2/ Teach students how to solve problems by using theoretical methods; 3/ Teach students how to solve problems by using angle form; 4/ Teach students how to solve problems by using project form 7) Investigating the current status of applying active teaching methods at high schools in Nghe An province 8) Analyzing the content of the textbooks on the basis of the standard of teaching objectives, we offer the advanced target (developing problem-solving ability) based on the oriented research 9) Analyzing the knowledge required to teach the chapter "Magnetic field” at the high school level, then analyzing and comparing the knowledge that need teaching with the scientific content 10) Setting the logically-developed content for the chapter "Magnetic field" to be suitable for the teaching point of view of developing the problemsolving ability, pointing out the difficulties in applying the active methods to teach the target knowledge , thereby proposing the logically-developed content for the chapter "Magnetic field" that fits the teaching point of view of developing the problem-solving ability 11) Pointing out the conditions in which the chapter “Magnetic field” Physics 11 will be taught with the active teaching methods: preparation of teaching equipment, learning materials, classrooms, problematic situations, problematic exercises , to select the suitable method for typical knowledge 24 12) Designing the teaching procedure for lessons: Teaching the concept of "Magnetic induction"; "The magnetic field of the electric current in the wires with special shape"; Teaching project "Production of simple direct current electric motors"; Teaching problematic exercises on the chapter "Magnetic field" - Physics 11 to develop the problem-solving ability The teaching procedures are designed based on the theories about the positive teaching methods proposed to improve the efficiency of teaching and to develop the problem-solving ability for students In which teaching the knowledge of "Magnetic induction", and "The magnetic field of the electric current in the wires with special shape" was built with teaching the problemsolving using the experimental method and theoretical approach; Teaching project "Production of simple direct current electric motors" with teaching the problem-solving in the form of projects, and "Problematic exercises" were built with teaching the problem solving in the form of Angles 13) Organizing 2-round pedagogic practice at high schools in Nghe An province The results of the pedagogical practice have initially confirmed the feasibility and effectiveness of the teaching procedures designed, as well as the process of applying the active teaching methods to develop the students’ problem-solving ability in teaching Physics at upper secondary schools Recommendations: 1) Through the process of researching and implementing the project we have a number of recommendations to contribute to the effective teaching of Physics at high schools: Using the traditional teaching methods under the new spirit: teachers have to choose a teaching methods following a strategy in which the positiveness, activeness, and creativity, as well as the ability of the learners are promoted at the best level 2) Combining a variety of teaching methods: Coordinate a variety of methods and forms of teaching in the whole process is an important direction to promote the activeness of learners Problem-solving needs to be used as a strategy, in which the particular cognitive methods of Physics are used in the problem-solving stage 3) Increasing the use of teaching equipment and Information Technology in a reasonable way Especially, teachers’ self-made teaching equipment always have important implications in teaching, thus need be promoted 4) Improving the active learning method for students in many different forms 5) The educational management levels need to mobilize a more powerful movement for teachers and students to promote the positiveness, self- reliance and creativity in proposing and designing the plans for experiments with efficient simple cheap new patterns and application of Information Technology in innovativing the teaching methods, especially designing for immitation and building video clips supporting positive and self-reliant cognitive activities to develop the problem-solving ability for students LIST OF PAPERS HAVE BEEN PUBLISHED Pham Thi Phu – Nguyen Lam Duc (2011) Exploit equipment to apply Working corners to teaching Physics at high school Educational equipment Magazine, No 71 – 2011 (Page.6 – 7, tr 16) Pham Thi Phu – Nguyen Lam Duc (2012) Applying the Working corners teaching method in order to activate students’ learning in teaching Physics Journal of Education, No 292 – 2012, (Page.47 – 48) Nguyen Lam Duc (2014) Using a mini board and a self – making document camera in teaching physics at high schools based on active teaching method Journal of Education, No 343 – 2014, (Page.47 – 49) Nguyen Lam Duc (2015) Situation of active teaching method application in physics at high schools in Nghe An Journal of Education, No 352 – 2015, (Page.55 – 57) Nguyen Lam Duc (2015) The organization of activities for teaching the concept “magnetic field”in physics class 11 at high schools towards students’ competency development Journal of Education, No 353 – 2015, (Page.48 – 50) Nguyen Lam Duc (2015) Self – made teaching equipment in teaching physics at upper secondary schools based on active teaching methods Научный аспект №1-2015 Tom 2, (Page.191 – 195) http://na – journal.ru/1 – 2015 – tehnicheskie – nauki/ In Nguyen Lam Duc (2015) Developing students’ competency in teaching physics at high schools by using teaching equipment effectively Educational equipment Magazine, No 115 – 2015, (Page.56 – 58,62) Nguyen Lam Duc (2015) Learning by station activities in physics at high schools, Journal of Educational Science, No 117 – 2015, (Page.36 – 38) Pham Thi Phu – Nguyen Lam Duc (2015) The organization of activities for teaching Physics in high schools towards students’ competency development МЕЖДУНАРОДНЫЙ НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЙ ЖУРНАЛ (International Research Journal)№6 (37) – 2015, (Page.36 – 37) http://research – journal.org/wp – content/uploads/2015/07/6 – – 37.pdf 10 Pham Thi Phu – Nguyen Lam Duc (2015) Teaching the definition of magnetic induction (Physics 11) in way of improving students’ competence of solving problems in teaching physics at high school, JOURNAL OF SCIENCE OF HNUE, Educational Science, 2015, Vol 60, No 8, pp 102 – 111 This thesis was completed at Vinh University Advisor: Assoc.Prof Dr Pham Thi Phu Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended in presence of the university thesis assessment board at Vinh University Time: The thesis can be found at: - The National Library - Vinh University Library [...]... positive teaching methodologies in teaching physics in Nghe An province high schools We have designed oriented questions and have surveyed this problem in 8 different schools (in two months April and May, 2014), with 45 survey sheets and some other related questions in each school We also observer live 16 lessons from teachers of these schools to have a better statement The content of the survey includes:... physics at high schools based on active teaching method Journal of Education, No 343 – 2014, (Page.47 – 49) 4 Nguyen Lam Duc (2015) Situation of active teaching method application in physics at high schools in Nghe An Journal of Education, No 352 – 2015, (Page.55 – 57) 5 Nguyen Lam Duc (2015) The organization of activities for teaching the concept “magnetic field”in physics class 11 at high schools towards... content/uploads/2015/07/6 – 4 – 37.pdf 10 Pham Thi Phu – Nguyen Lam Duc (2015) Teaching the definition of magnetic induction (Physics 11) in way of improving students’ competence of solving problems in teaching physics at high school, JOURNAL OF SCIENCE OF HNUE, Educational Science, 2015, Vol 60, No 8, pp 102 – 111 This thesis was completed at Vinh University Advisor: Assoc.Prof Dr Pham Thi Phu Reviewer 1: Reviewer... equipment in teaching physics at upper secondary schools based on active teaching methods Научный аспект №1-2015 Tom 2, (Page.191 – 195) http://na – journal.ru/1 – 2015 – tehnicheskie – nauki/ In 7 Nguyen Lam Duc (2015) Developing students’ competency in teaching physics at high schools by using teaching equipment effectively Educational equipment Magazine, No 115 – 2015, (Page.56 – 58,62) 8 Nguyen Lam Duc... Magazine, No 115 – 2015, (Page.56 – 58,62) 8 Nguyen Lam Duc (2015) Learning by station activities in physics at high schools, Journal of Educational Science, No 117 – 2015, (Page.36 – 38) 9 Pham Thi Phu – Nguyen Lam Duc (2015) The organization of activities for teaching Physics in high schools towards students’ competency development МЕЖДУНАРОДНЫЙ НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЙ ЖУРНАЛ (International Research... activities to develop the problem-solving ability for students LIST OF PAPERS HAVE BEEN PUBLISHED 1 Pham Thi Phu – Nguyen Lam Duc (2 011) Exploit equipment to apply Working corners to teaching Physics at high school Educational equipment Magazine, No 71 – 2 011 (Page.6 – 7, tr 16) 2 Pham Thi Phu – Nguyen Lam Duc (2012) Applying the Working corners teaching method in order to activate students’ learning... development of problem-solving capabilities; 3/ Indicating the teaching conditions of Chapter “Magnetic Field” in textbook Physics 11 according to the extensive teaching methods: preparing the teaching methods, learning materials, classrooms, problematic situations, exercises, choosing the method suitable for typical knowledge; 4/ Designing four teaching processes: Teaching the concept of "Magnetic induction";... secondary schools in Nghe An province to test the hypothesis 4.2 Tasks of pedagogic practice - Assessing the feasibility of the teaching process; evaluating the effectiveness of the teaching process for the development of problem-solving ability of students; and proposing additional ideas for the theory 4.3 Objects and pedagogical practice time - The objects of the pedagogical practice are grade 11 students... status of applying active teaching methods at high schools in Nghe An province 8) Analyzing the content of the textbooks on the basis of the standard of teaching objectives, we offer the advanced target (developing problem-solving ability) based on the oriented research 9) Analyzing the knowledge required to teach the chapter "Magnetic field” at the high school level, then analyzing and comparing the knowledge... thereby proposing the logically-developed content for the chapter "Magnetic field" that fits the teaching point of view of developing the problem-solving ability 11) Pointing out the conditions in which the chapter “Magnetic field” Physics 11 will be taught with the active teaching methods: preparation of teaching equipment, learning materials, classrooms, problematic situations, problematic exercises