Xây dựng và sử dụng trò chơi kĩ thuật trong dạy học môn công nghệ ở trường trung học phổ thông tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION - c ê d - TRINH VAN DICH BUILDING AND APPLYING TECHNICAL GAMES IN TEACHING TECHNOLOGY IN HIGH SCHOOL Major: Technology Teaching Methodology Code: 62.14.01.11 SUMMARY OF EDUCATIONAL DOCTORAL THESIS HANOI – 2020 The doctoral thesis was done at Hanoi National University of Education Scientific advisor: ASSOC PROF DR DANG VAN NGHIA Reviewer 1: ASSOC PROF Pham Ngoc Thang Hung Yen University of Technology and Education Reviewer 2: ASSOC PROF Nguyen Trong Khanh Hanoi National University of Education Reviewer 3: ASSOC PROF Nguyen Quoc Cuong Hanoi University of Science and Technology Defense of the dissertation will take place at the open meeting of Counsil for doctoral thesis at Hanoi National University of Education at The thesis and its summary are avaiable at the library of: - Hanoi National University of Education - National Library INTRODUCTION REASONS FOR CHOOSING THE THESIS At the 12th National Meeting of the Communist Party of Vietnam, on the mission "Basic and comprehensive innovation of education and training; human resource development ", our Party has determined:" Continue to strongly innovate teaching and learning methods, forms and methods of examination, test and evaluate the results of education and training assuring honesty, objectiveness" One of the measures to positivize students' learning activities is to build and apply attractive and beneficial learning games In teaching in high school, if designing suitable games, students will be interested in learning By participating in the games, students are provided with knowledge, training skills in a voluntary and positive way Learning through "play" will psychologically make students "active" learning, so that the quality and effectiveness of the teaching process will be enhanced Using games is also useful in improving cooperativeness for students Since 2013, the Ministry of Education and Training organizes an annual science and technology competition for high school students To some extent, it can be considered that this competition is also a teaching game with a great scale, level and benefit Technology is a highly practical subject; many contents facilitate the design of games used in teaching In teaching technology, games with the contents of the technical field will bring many benefits to the process of teaching the subject However, the construction use of games in teaching technology in high schools has not been focused and developed, primarily due to the lack of games fulfilling educational requirements Although many teachers want to implement games, they are still confused in the design and use of games in teaching That is the reason why the author chooses the topic as "Building and applying technical games in teaching Technology in high school" STUDYING PURPOSES Study the rationale of building and using technical games (TG) in the process of teaching technology subjects in high schools in order to positivize learning activities of students, developing their cognitive and problem-solving skills, thereby contributing to improve the quality of teaching the subject at high schools THE SUBJECT, OBJECT, AND AREA OF RESEARCH 3.1 Subjects of research: Activities of teaching and learning technology at high schools 3.2 Objects of research: The system of games in teaching technology subjects at high schools 3.3 The area of research: The thesis mainly researches building and using technical games in teaching technology in 11th and 12th grades at high schools SCIENTIFIC HYPOTHESIS Building and using the technical games in teaching technology at high schools would create interest in learning, promoting the activeness and creativity of students, thereby contributing to improving the quality of teaching subjects STUDYING TASKS 5.1 Researching the theory of games, educational games, teaching games, and TG 5.2 Surveying the reality of building and using games in teaching technology at high schools 5.3 Building TGs and studying methods to employ them in teaching technology at high schools 5.4 Testing and assessing the feasibility and effectiveness of constructed TGs as well as methods of using them in teaching technology STUDYING METHODOLOGIES 6.1 Theoretical studying methods, such as analysis, synthesis, systematization, generalization, etc to build a theoretical basis for the dissertation 6.2 Practical studying methods, such as observations, surveys by questionnaires, interviews, experiments, summarizing experiences, etc to build practical basis and assess the proposed measures of the topic 6.3 Mathematical statistical methods are used to process the results collected in surveys, assessment, and evaluation NEW CONTRIBUTIONS OF THE THESIS 7.1 Constructing a theoretical system of TG, in which, focuses on building up concepts and characteristics of TG; the process of designing and using TG in teaching 7.2 Survey and evaluate the reality of teaching technology subjects at high schools in terms of designing and using TGs 7.3 With the proposed processes, the topic has built and instructed the use of TGs in teaching technology subjects at high schools The results of the thesis contribute to enriching the theory of TGs, proposing a measure to improving the quality of teaching technology subjects at high schools THESIS STRUCTURE Apart from the introduction, conclusion and recommendations, the thesis consists of three chapters Chapter 1: The theoretical and practical basis of building and applying games in teaching Chapter 2: Building and applying TGs in teaching technology Chapter 3: Experiment and assessment Chapter THEORETICAL AND PRACTICAL BASIS OF APPLYING GAMES IN TEACHING 1.1 OVERVIEW OF RESEARCHING GAMES IN TEACHING This section briefly presents an overview of the research on games and learning games by domestic and foreign researchers Research results show that learning games not only create excitement for learning but also play a teaching role, contributing to improving the quality of teaching; when science and technology develop, technical games have conditions to develop but so far the design and use of technical games has not been studied in terms of theory and its application in teaching technology in high school 1.2 GENERAL CONCEPTS 1.2.1 Games This section presents the research results of relevant concepts, such as: "Playing", "playing activities" and focuses on studying the concept of "game" Through the analysis of concepts, opinions about the game, through consideration of the content and purpose of the current game, it can be seen that: Games are kind of purposeful activity and include rules, that require players to follow Games create environment for participants (one or more people) to relax, entertain, train intellect and strength At the same time, games are also a training activity for players in terms of perseverance, confidence, community support, and team relationship development In this section, the thesis also presents the classification of games Depending on typical signs or different views, there are different ways to classify games For example, it can be divided into: parody games and creative or constructive games; Modern games and modern games; competitive games, competitive nature and non-competitive games; entertainment games, entertainment and public games; games using physical strength and intellectual games; cognitive development games and movement games 1.2.2 Teaching games From the analysis of different conceptions of teaching games, it can be concluded: Teaching games are games with content attached to teaching content, designed and selected by teachers to actively use in the teaching process to increase learners’ interest and contribute to achieving teaching goals 1.2.3 Technical games and technical games in teaching It can be considered that Technical game is a game in the technical field, with technical-related content Combining the concept of games and technical concepts, it can be seen: TG is a type of game where the content and nature of playing activities are related or belongs to the technical domain TG requires its rules to adhere rules and strict regulations of scientific and technical activities The purpose of TG is to help players improve their knowledge, train intellect and manipulation skills; At the same time, train players in terms of perseverance, confidence, cooperation, and mutual support Additionally, “Technical games in teaching is a kind of games where its content and nature of playing activities closely adhere to the content of technical subjects The purpose of the technical games is to help players practice, master, improve knowledge and develop thinking; At the same time, train the players in terms of perseverance, confidence, teamwork skills and fast response to learning situation 1.3 THE RATIONALE OF TEACHING GAMES 1.3.1 Playing and playing activities This session presents some concepts of terms “playing” and “playing activities” In other words, playing is activities to relax and entertain Playing activities are a special form dedicated for humans Playing activities contain thought, cultural and social content; it based on highly cognitive functions existing in humans, not other living forms 1.3.2 The classification of games Games are a versatile activity; it can be done in various conditions, circumstances and objects There are several ways to classify games as follow: a, Classifying games by approaching ways: this includes cultural approach, historical approach, psychological approach, functional approach, etc b) Classifying games by teaching function, can be divided into: cognitive development games, sensory and sensory development games, memory development and memory training games, fantasy and thinking development games, etc c) Classifying games according to the way it is conducted, can be divided into: concurrent games, sequential games, cooperative games, non-cooperative games and N-player games 1.3.3 The teaching function of games On the basis of studying different perspectives, it can be seen that games in teaching has the following basic functions: 1) Building collective relationships; 2) Improve communication ability; 3) Develop presentation skills; 4) Train memory; 5) Train creativity; 6) Learn judgment skills; 7) Learn "distracting" skills; 8) Learn and practice the respect of rules; 10) Learn how to master attitudes towards success and failure; 11) Improve self-management skills 1.3.4 Some basic issues of game theory Game theory has been studied for long but mainly in fields of sociology, economics, teaching college students of social science schools such as economics, business administration, international relations, and so on It can be seen that, the rules and structure of games in society, economy, business administration are also the basis for studying the construction and use of games in teaching 1.4 BUILDING AND APPLYING TECHNICAL GAMES IN TEACHING TECHNOLOGY IN HIGH SCHOOL 1.4.1 The classification of technical games in teaching technology a) Classification by subject content: The main content of Technology 11 and Technology 12 consists of five primary areas: technical drawings, mechanics, internal combustion engine, electrical engineering and electronic engineering Thus, according to the subject content, it is possible to divide the technical game used in teaching the subject into five categories: technical games on technical drawing, technical games on mechanics, technical games on internal combustion engines, technical games on electrical engineering and technical games on electronic engineering b) Classification according to teaching activities: It is possible to divide technical games used in teaching technology into following types: TG used in warm-up activities, TG uses in the formation of new knowledge, TG uses in activities to consolidate knowledge, TG uses in practice, systematize, reinforce activities or applying knowledge to solve practical problems c) Classification according to how the game is conducted: As stated in subsection 1.3.2, according to the way of playing games, it is possible to divide them into, individual game (one player) and collective game (N players) Teaching games in general, or particularly, TG in teaching technology belong to collective games Given that, according to the way of conduction, it can be divided into: concurrent TG, sequential TG, cooperative TG, uncooperative or opposing TG In teaching technology, to facilitate the use of games in teaching, it often uses the classification according to the teaching activities 1.4.2 Characteristics and criteria of technical games in teaching 1.4.2.1 Characteristics of technical games in teaching It can be seen that TG in teaching has the following characteristics: - Contain the full nature of games - Content and method of implementation are linked to the objectives and content of teaching - Time and point of implementation are determined in accordance with the teaching process - The game must have technical content that is appropriate for players - Players must have certain technical knowledge and skills 1.4.2.2 Some basic criteria of technical games in teaching TG used in teaching must present the following criteria: - Games must create excitement for students; - The game should reflect teaching content, and closely connect with the teaching process; - It should allocate appropriate time for playing games, so that it does not interfere with the main content of usual lessons; - The game should be appropriate for students in terms of age and psychophysiological; - It is safe for learners and teaching equipment; - It should contribute to training memory, training technical skills; - The game should exploit equipment with maximum effect 1.4.3 Building technical games in teaching technology 1.4.3.1 The basis of designing technical games Design of TG for teaching must be based on the following basis: - Based on the objectives and contents of teaching - Based on facilities and teaching equipment - Based on the level and awareness capacity of students Besides, the construction of TG must care about time allocation to organize games in effective and appropriate ways 1.4.3.2 The principles of building technical games in teaching * Principle 1: The game must contribute to the goal of teaching * Principle 2: Game content must be attached to the content of the teaching * Principle 3: Does not affect the time table of class and other classes in the school * Principle 4: The game must ensure education 1.4.3.3 The process of designing technical games in teaching Based on the theory of games, characteristics of the game in general and the TG in particular, it is possible to draw the process of building TG in teaching, including the following three main steps: * Step 1: Determine the goal, content, and duration of the game Teaching games must contribute to achieving teaching goals When designing, selecting TG must clearly define the purpose of the game Its content 11 Step 1: Preparation Select or build the game Game analysis Prepare lessons and necessary supporting equipment Step 2: Game implementation Game introduction Game implementation Wrap up: assessment and comment Step 3: Learn by experience Evaluate the done job Modify the content, teaching tools and the way to play (if necessary) Figure 1.2 The process of applying games in class * Step 2: Implementation - Game announcement: introduction of game name; disseminating rules and regulations; declare reward and punishment; delivery of game facilities - Organize play activities Depending on the specific situation, teachers have appropriate and timely suggestions, support and guidance - Finish: evaluate results and comments In addition to assessing the play, teachers need to help students draw the usefulness of knowledge and skills that students need * Step 3: Learn by experience - Evaluate the results of work conducted - Adjust game content, support facilities and game usage process (if necessary) The process of using TG in class time is shown in diagrams Figure 1.2 1.4.4.2 Applying technical games outside class 12 The TG also has the type used outside of class time for the purpose of creating excitement to learn and apply the knowledge learned to solve a practical problem These types of games are often the subject and technical project in robocon, science and technology competitions, STEM education, etc 1.5 THE REALITY OF DESIGNING AND APPLYING TECHNICAL GAMES IN TEACHING TECHNOLOGY IN HIGH SCHOOL With the questionnaire survey method and interview (111 teachers nationwide), the research has conducted a survey on the situation of designing and using the TG in teaching high school education Survey results indicate: - The use of games in teaching technology at high school has been interested and desired by many teachers but the implementation still faces difficulties and the viewpoint with the way of doing is still different - The use of TG helps students have an interest in learning, thereby improving the quality of teaching In addition, the use of games in teaching also helps teachers improve professional qualifications and pedagogical skills - Because of technical nature of technology is, the TGs should be associated with reality - Most of the opinions point out that teachers have been still struggling and confused in designing, preparing and using TG Therefore, there is a need to have training and exchange of experience programs and there should have guidelines on designing and using TG Summary of chapter Through the theoretical and practical research on building and using TG in teaching technology at high school, there are some conclusions: Teaching games have been studied and applied in teaching for a long time in order to increase the interest in awareness, positive learning activities of students, developing thoughts, increasing cooperation for students However, for 13 each subject, each level of learning, the design and use of teaching games has not been properly invested, so their effectiveness is still inadequate Technology of 11th and 12th grades at high school is subjects that not include in the graduation and entrance exam, so students often take less focus on learning the subject This requires teachers need to take measures to create interest in awareness, facilitate students actively learning to improve the quality of teaching subjects Games used in teaching technology, which mention and relate to knowledge in the field of technology, are called TG Designing the TG system and using them in teaching technology will be an effective measure to improve the quality of teaching subjects Reality shows that, due to many reasons, the TG has not been deeply researched, and there is no suitable TG system for use in teaching technology subjects in high school; Most teachers of the subject are still confused in designing and using TG in teaching From the above comments, there is an urgent need for studying of building the TG system and the method of using them in teaching technology at high schools Chapter 2: BUILDING AND APPLYING TECHNICAL GAMES IN TEACHING TECHNOLOGY 2.1 TECHNOLOGY SUBJECT IN HIGH SCHOOL CURRICULUM 2.1.1 The scope of technology in high school curriculum This section presents the objectives of technology 11 and 12 in high school program 2.1.2 The main content of technology in high school curriculum This section presents the content of technology 11 and 12 in high school program 2.2 BUILDING TECHNICAL GAMES IN TEACHING TECHNOLOGY 2.2.1 Building technical games for warming up 14 This section introduces the design of a TG used in lesson 32 technology 11 in accordance with the procedure shown in Figure 1.2 The first game is "Who knows more", and the second one is “Pick the correct element” Students in the class are divided into groups, each group will discuss and name the machines and equipment in production and daily life using internal combustion engines and choose the correct element for that engine The team that tells the most, the fastest and the most correct takes the lead 2.2.2 Building technical games for forming new knowledge This section introduces the design of a TG used in teaching lesson of technology 11 according to the procedure shown in Figure 1.2 The first game is "Draw the side projection", and the second one is “Design a lubrication system” Students in the class are divided into groups, each group will work independently, discuss in group and then draw a side view of the object when they know the vertical projection and the projected view of the object 2.2.3 Designing technical games for practice and reviewing This section introduces the design of three TGs used in teaching lessons 12, 26 and 28 of Technology 12, according to the procedure shown in Figure 1.2 Their names are "Who knows how to split", “Design a cooling system”, and “Design the fuel system for diesel engines” 2.2.4 Designing technical games for applying knowledge This section introduces the design of a TG used in teaching lesson 34 technology 11; its name is "Technical design contest" 2.3 THE USE OF TECHNICAL GAMES IN TEACHING TECHNOLOGY 2.3.1 The use of technical games in warming up This section introduces how to use TG "Who knows more" in warm-up activities when teaching lesson 32 technology 11 in accordance with the procedure shown in Figure 1.2 2.3.2 The use of technical games in forming new knowledge This section introduces how to use TG “Find the side projection” in forming knowledge when teaching lesson technology 11 15 2.3.3 The use of technical games in practice and reviewing This section introduces how to use TG "Find the term" in consolidating knowledge when teaching lesson 25 technology 12 2.3.4 The use of technical games in applying knowledge This section shows how to use the TG "Crossword" in applying knowledge when teaching lesson technology 12 2.3.5 Demonstrative lesson plans This section presents lesson plans, each plan is used in teaching a lesson in Technology 11 and 12, using technical games Summary of chapter Through researching and implementing the construction and use of TG in teaching technology at high school, some following statements can be drawn: Through studying the objectives, content and conditions of teaching technological subjects in grades 11 and 12, it shows that in the process of teaching the subject, it is possible to build and use TG Technology 11 and 12 with the content, which is tight and close to real life, create favorable conditions in building and using TG to create excitement for students, facilitate students to think, interact, cooperate and operate both intellectual and material manipulation in cognitive activities Through the process of designing and compiling lesson plans, it can be shown that the process of building and using TG in teaching is feasible and effective The results also confirm that the design and use processes of TG set up and presented in chapter are correct The TGs presented in the build and use section are not a complete game system, but are valuable reference materials for teachers to design their own TGs suitable for use in teaching subjects In implementation, teachers need to refer to the construction and use process presented in chapter 16 Chapter 3: EXPERIMENT AND ASSESSMENT 3.1 THE PURPOSE, OBJECT AND METHODS OF EXPERIMENT 3.1.1 The purpose of experiment The purpose is to verify the correctness posed by the scientific hypothesis of the dissertation: If building and using TG in teaching technology at high schools, it will create excitement for learning, promote the positiveness and creativeness of students, thereby contributing to improving the quality of teaching subjects The specific purpose of testing is to assess the correctness, feasibility and effectiveness of the construction and use of the process in teaching Technology at high schools as well as the designed TGs and compiled lesson plans using TG 3.1.2 The object of experiment - With expert method (EM), experimental objects are teachers of pedagogical universities, researchers in general education and especially teachers directly teaching technology in high school Total experts consulted: 135 people - With pedagogical experiment method (PEM), test subjects are experimental classes (EC) and control (CC) with the specific number of students presented in Table 3.1 Table 3.1: Information of control and experimental classes No Class No of students School - Location Experimental 167 Control 166 Chi Linh High School– Hai Duong Province Experimental 124 Control 122 Remark Nguyen Huu Tho High School – HoChiMinh City 3.1.3 Experimental methods To test the scientific hypothesis, the dissertation employed two testing methods: EM and PEM The dissertation also uses mathematical statistical methods to analyze experimental results 17 3.2 ASSESSING BY SPECIALIZED METHOD 3.2.1 The content and implementing procedure The content of EM is conducted through specific methods: - Review board: The review board carried out several seminars at faculty of Technology and Education, HNUE - Interview: the author directly exchanged and consulted with some experts on teaching technology at high school - Questionnaire method: asking for comments and evaluation of 135 teachers on the design and use of TG in teaching Technology at high schools Content used in EM includes: 1) The content of questionnaire sheet for expert 2) General content of TG theory; building process of TG, process of using TG; some TGs built by authors and some illustrated lesson plans 3.2.2 Experimental results Synthetizing results from EM may draw some conclusions as follows: 1) The building and using TG processes in teaching technological subjects at high schools basically ensures the scientific and feasible properties 2) In addition to some games that need to be improved, in general the TGs built by the dissertation ensure the requirements of teaching games and can be used quite smoothly in the stages of the teaching process The use of this TG will both create excitement and help students developing technical thought, problemsolving skills 3) The building and using TG process can be applied for teaching other subjects 3.3 EXPERIMENT BY PEDAGOGICAL PRACTICAL METHOD 3.3.1 The content and implementing procedure PEM is conducted in the second semester of the 2017-2018 school year at Chi Linh High School - Hai Duong province and Nguyen Huu Tho High School Ho Chi Minh City 18 When conducting pedagogical experiment, the author met the teacher who involved in the experiment and discussed the work: clearly analyzed the similarities and differences in teaching methods in experimental and control classes; survey student levels to divide into experimental classes and control classes; select lessons for TG; discuss on how to use the game Finally, the author and teachers agreed on the lesson plan and the tests used for the experiment and control classes Information for the evaluation of PEM results is collected through following sources: attending lessons in class; comments of teachers participating in experiments, comments of teachers who observed the same class; exchange and ask students' opinions in experiment class; analyze the results of the end-ofexperiment test Using statistical probability to calculate the test results to compare the learning results of two experimental and control classes Analyzing to see the advantages and limitations of using the TG in teaching technology at high schools, thereby examining the correctness of the scientific hypothesis 3.3.2 Experimental results 3.3.2.1 Qualitative assessment Synthesizing the results obtained through observation of the experimental and elective classes, through the exchange with the experimental teachers and the experimental students, through the analysis of the assignments of the experimental classes, there are following comments: - In the experimental class, thanks to the attractiveness of the games and the appropriate support of teachers in leading the game, students are very excited and passionate about learning Students participate in the game in a fun and informal way that forms and inculcates knowledge naturally - Observing in the process of estimating in combination with exchanging and interviewing students in the experimental class, the students were quite hesitated and embarrassed at the beginning However, after being encouraged and guided by 19 teachers, students started to enjoy and enthusiastically participate in the game - Generally, compared to control classes, students in experimental classes have obtained some following results: + Ability to read materials and summarize knowledge in a logical and scientific way Ability to think fast and well relate knowledge to reality + There is a more positive learning attitude as students are allowed to participate in games during class time; the lively classroom atmosphere helps students enjoy the lesson, and then acquire and deepen the lesson knowledge - Through reviewing and analyzing the tests of experimental students, it is clear that using TG in teaching helps to improve the quality and effectiveness of the teaching process 3.2.2.2 Quantitative assessment The results of the tests in the experimental class and the control class are evaluated according to the mathematical statistics method, the specific results are as follows: After finishing the pedagogical experiment, in both EC and CC classes, a test was conducted with a total of 579 examinees (291 examinees in the experimental class and 288 examinees in the control class) The results of classes of experiment and control are shown in Table 3.5 Table 3.5 Testing results of experimental and control classes Class N Number of students got Xi (fi) Control 288 0 0 70 64 83 46 Experimental 291 0 0 24 56 125 25 86 10 0 Looking at Table 3.6, it can be seen that the test results of the experimental classes are higher than those of the control classes However, to compare scientifically and accurately, it is necessary to use statistical operations As a result, we have the results on Table 3.7 for the control class and Table 3.8 for the experimental class Table 3.7 The result of control class 20 Xi fi 0 70 64 83 46 25 10 Total 288 X ifi 𝑿𝒊 − 𝑿 (Xi – 𝑿)2 0 0 350 384 581 368 225 6,63 -6,625 -5,625 -4,625 -3,625 -2,625 -1,625 -0,625 0,375 1,375 2,375 3,375 43,891 31,641 21,391 13,141 6,891 2,641 0,391 0,141 1,891 5,641 11,391 fi(Xi 𝑿)2 0,000 0,000 0,000 0,000 0,000 184,844 25,000 11,672 86,969 141,016 0,000 449,500 Frequency Convergence frequency Wi (%) Wi (%) 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 24% 24% 22% 47% 29% 75% 16% 91% 9% 100% 0% 100% Table 3.7 The result of experimental class Xi 10 Total X ifi 𝑿𝒊 − 𝑿 (Xi – 𝑿)2 0 0 0 0 0 0 24 144 56 392 125 1000 86 774 0 291 7.94 -7,938 -6,938 -5,938 -4,938 -3,938 -2,938 -1,938 -0,938 0,062 1,062 2,062 63,014 48,138 35,262 24,385 15,509 8,633 3,756 0,880 0,004 1,128 4,251 fi fi(Xi 𝑿)2 0,000 0,000 0,000 0,000 0,000 0,000 90,154 49,286 0,478 96,968 0,000 236,887 Frequency Convergence frequency Wi (%) Wi (%) 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 8% 8% 19% 27% 43% 70% 30% 100% 0% 100% - Analysis of results after the test in the experimental class and the control class drew the following results (Table 3.8): Table 3.8 Results of pedagogical experimental data analysis Experimental Control class Parameters class (2) (1) Weighted mean 7.94 6.63 Variance 0.82 1.57 Standard deviation 0.90 1.25 Standard error 0.05 0.07 Coefficient of 11.39% 18.89% 21 Variation - Using the calculating statistical probability method, we have the results from which the frequency graph is drawn (Figure 3.1) and the graph of convergence frequency (Figure 3.2) Frequency graph of scores 50% 40% 30% Tỉ lệ Lớp đối chứng 20% Lớp thực nghiệm 10% 0% 10 Score Figure 3.1 Frequency graph of students got Xi Tỉ lệ 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Lớp đối chứng Score 10 Figure 3.2 Frequency graph of students got under Xi Summary of chapter From the test results, some of the following statements can be drawn: The use of TG in teaching technology at high schools is a way to innovate teaching methods, contributing to improving the quality and effectiveness of the teaching process 22 The results of pedagogical experiment show that the use TG in teaching technology in high school is appropriate, feasible and effective; it helps students have more interest in learning, mastering knowledge, developing thoughts and problem solving skills Therefore, the quality of teaching technology is enhanced The pedagogical experiment process indicates that in order to use the TG effectively, teachers need to invest more effort in analyzing the teaching content, cultivate pedagogical skills to appropriately build and apply the TG in teaching From the results of PEM, especially from the test results by EM, it can be identified: the building and applying processes of TG; the designed TGs and the curricula using built TG are correct, appropriate and feasible 23 CONCLUSION AND RECOMMENDATIONS Conclusion From the results of building and using the TG in teaching technology at high school, some conclusions can be drawn as follows: It is important to Positivize learning and creating excitement for students in teaching technology in high school since this helps promoting intellectual development for students, stimulating thought, improve their interest in studying Technology Among active teaching methods, using games is considered as one of effective teaching techniques, in order to create the process of interaction, attraction and encouragement of students to enhance their autonomy and positivity, creating opportunities for students to practice using the experiences, the learned knowledge, to improving the quality of teaching technology at high schools With the content closely related to real life, the content of technology 11 and 12 creates favorable conditions for the construction of TG In the process of teaching, if teachers actively study, it is possible to build many TGs for use in teaching technology The use of TG in teaching technology 11 and 12 has many useful effects but should not be abused During the study, the author has built a number of TGs and proposed ways to use them in the process of teaching technology 11, 12 The above presentation is only suggestive In teaching, teachers should base on the specific situation to edit, build more and more other TGs as well as appropriate methods RECOMMENDATIONS Through the research process, the author proposes some following ideas: - Using TG in teaching brings many benefits, in which the outstanding role is to create interest in learning, thinking development and problem solving skills However, up to now, there has not been a complete system of TGs used in technology teaching at high schools Therefore, teachers should actively study the 24 theory of game design to build TG and actively study and use in teaching effective and practical ways - One of the characteristics of TG is that it often requires supporting equipment and technical equipment Therefore, schools should also pay attention to create favorable conditions for teachers in designing and using TG 25 LIST OF PUBLICATIONS Dang Van Nghia, Nguyen Cao Dang, Trinh Van Dich (2009), How to teach by experimental equipment in high school? – Technology 12, Science and Technoogy Publishing house Trinh Van Dich (2013), Improving the quality of self-study electronic majors for students of Technical Pedagogy through summative exercises, Educational Journal special issue, July/2013, pp 112-115 Trinh Van Dich (2015), Teaching electric practice through technical games, Science Journal, Hanoi University of Education, No 8D/2015 VN, pp 244-251 Trinh Van Dich (2018), Design supporting equipment for technical games in Multivibrator lesson of technology 12 in high school, Educational Journal special issue, term May/2018, pp.240-243 Trinh Van Dich (2019), Some theoretical issues about designing and using technical games in teaching Technology in high school, Educational Journal No.449, pp.26-31 ... Pham Ngoc Thang Hung Yen University of Technology and Education Reviewer 2: ASSOC PROF Nguyen Trong Khanh Hanoi National University of Education Reviewer 3: ASSOC PROF Nguyen Quoc Cuong Hanoi University... of education and training; human resource development ", our Party has determined:" Continue to strongly innovate teaching and learning methods, forms and methods of examination, test and evaluate... objectiveness" One of the measures to positivize students' learning activities is to build and apply attractive and beneficial learning games In teaching in high school, if designing suitable games,