Phát triển năng lực giải quyết vấn đề và sáng tạo cho học sinh vùng tây bắc trong dạy học phần hóa học phi kim THPT tt tiếng ah

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION -    - NGUYEN NGOC DUY DEVELOPMENT OF PROBLEM-SOLVING AND CREATIVITY CAPACITY FOR STUDENTS IN NORTHWESTERN REGION THROUGH TEACHING NON-METALLIC CHEMISTRYIN HIGH SCHOOLS Concentration: Theory and method of teaching Chemistry Code: 91 40 111 SUMMARY OF DISSERTATION FOR A DOCTORAL DEGREE IN EDUCATIONAL SCIENCE HANOI - 2020 The dissertation is completed at: Chemistry Faculty, Hanoi National University Of Education Supervisor: Assoc Prof Dr NGUYEN THI SUU Reviewer 1: Assoc Prof Dr Dao Thi Viet Anh – Hanoi National University of Education No Reviewer 2: Assoc Prof Dr Le Thi Hong Hai – Hanoi National University of Education Reviewer 3: Dr Vu Thi Thu Hoai – University of Education – Vietnam National University, Hanoi The dissertation will be defended in front of the University-level Dissertation Evaluation Committee at Hanoi National University of Education at … o’clock date month year 2020 The dissertation can be found at: National Library of Vietnam, Hanoi or the Library of Hanoi National University of Education INTRODUCTION Rationale We are entering the 21st century - an era in which human knowledge and skills are considered to be the decisive factors for the development of society Education, science and technology are the driving force for the development of the knowledge society With the current socio-economic development, industrialization and modernization of our country, the Education and Training sector must be fundamentally and comprehensively renovated, focusing on renewing the teaching method in order to have dynamic and creative human resources to solve complex problems of real life, meeting the requirements of development and integration goals of the country The Resolution of the 8th plenum of the 11th Central Committee on fundamental and comprehensive renovation of education and training clearly stated: "Continue to vigorously renovate teaching and learning methods with the orientation of modernization, promote positiveness, being proactive and creative, and apply learners' knowledge and skills; overcome the imposed, one-sided and complicated way of teaching Focus on teaching how to learn, think and encourage self-study and create foundations in order for learners to update and renew their knowledge, skills, and develop their capacity Change from learning mainly in the classroom to organizing diverse forms of learning, paying attention to social activities, extracurricular activities, scientific research Promote the application of information and communication technology in teaching and learning" [1, p.5] The 2011-2020 education development strategy has outlined specific solutions for general education: " renovate curricula and textbooks after 2015 in accordance with the orientation of developing students' capacity, while ensuring uniformity throughout the country and suitable with the characteristics of each locality" Thus, our country's education after 2015 has been reformed towards developing the quality of learners' capacity, ensuring harmony between "teaching knowledge", "teaching morality" and career orientation Educational innovation aims to develop the common and specialized capacity that students need to live and thrive in modern society According to the general education program, the overall program [10], identifying the problem-solving and creativity capacity is one of the important common capacities that need to be formed and developed for students at all levels through the subjects This capacity is the basis for developing the specific capacities for studying Chemistry and natural sciences such as chemical cognitive capacity, capacity of applying chemical knowledge and skills Thus, problem-solving and creativity capacity play an important role for students in the learning process to solve real-life problems and awareness of the natural world The development of problem-solving and creativity capacity is an urgent and important requirement of the subjects at all levels today Chemistry provides students with the basic scientific knowledge of important chemicals, their changes in nature and production life The content of the chemistry of nonmetals in this subject often includes substances related to daily life (living, farming, building materials, etc.) that are very close to students in mountainous regions, especially in agro-forestry production This knowledge is very important to help students to be aware of the physical world, to contribute positively to the development of the cognitive capacity, action capacity, formation of worker's personality and qualities and the lastest is the problemsolving and creativity capacity From practical teaching in Northwest Vietnam, we find that the high school students here are mainly children of ethnic minorities, the local socioeconomic conditions still face many difficulties leading to low life quality, the cognitive capacity, self-reliance, proactiveness, creativity as well as the ability to communicate in official language are still limited; students' thinking capacity, capacity to detect and solve learning problems as well as practical situations are still low One of the reasons for this situation is that teachers pay much attention to one-sided knowledge teaching, not paying attention to developing the capacity for students and rarely use positive teaching methods in teaching subjects The capacity of thinking, the capacity to discover and solve problems are important capacities needed for all learners, but the formation and development of these capacities have not been paid enough attention and systematically researched in teaching subjects in general and Chemistry in particular at high schools in Northwest Vietnam Therefore, the research direction on forming and developing students with common capacities, especially problem-solving and creativity capacity for students in Northwest Vietnam is extremely urgent and meaningful in terms of theoretical and practical, contributing to renovating teaching methods and improving the quality of upper secondary education in mountainous regions From the above reasons, we choose the topic "Developing problemsolving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals" as our research topic Aims of the study Research and apply positive teaching methods into teaching Chemistry in order to develop problem-solving and creativity capacity for high school students in Northwest Vietnam Research Subjects and Objects 3.1 Research Objects The process of teaching and learning Chemistry at high schools 3.2 Research Subjects Measures to develop problem-solving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals Scope and duration of the study Scope of the study: The dissertation focuses on studying several measures to develop problem-solving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals (applying project teaching method, problem-solving teaching method and using orientation exercises to develop capacity) Duration of the study: From December 2014 to December 2018 Scientific hypothesis If we use problem-solving teaching method and project teaching method in combination with orientation exercises to develop capacity in organizing teaching in a reasonable and diversified manner, it will develop problemsolving and creativity capacity for students and improve the effectiveness of the teaching process of Chemistry at high schools in Northwest Vietnam Research tasks 6.1 Research theoretical basis related to the topic on issues: orientation of innovating teaching methods towards developing the capacity of students Concept, characteristics, structure, expression and evaluation of problemsolving and creativity capacity; positive teaching methods are used to develop student capacity (problem-solving teaching, project teaching and positive teaching techniques are applied) 6.2 Investigate the real state of developing students' problem-solving and creativity capacity and the use of positive teaching methods in teaching chemistry at several high schools in Northwest Vietnam 6.3 Research and analyze high school chemistry program, focusing on chemistry of nonmetals 6.4 Research and recommend several measures to develop problemsolving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals and design lessons to implement mentioned measures to develop problem-solving and creativity capacity 6.5 Design assessment tools for the development of students' problemsolving and creativity capacity and apply proposed measures while assessing 6.6 Conduct pedagogical experiment to evaluate the effectiveness and feasibility of the proposed measures and tests the validity of the proposed scientific hypothesis Research Methodology 7.1 Theoretical research methods Combine methods of analysis, synthesis, systematization, modeling, generalization to overview the theoretical basis of issues related to the topic 7.2 Practical research methods - Research and observe the process of teaching Chemistry at high schools - Interview, investigate, exchange ideas with teachers and high school students about the actual situation of developing students' capacity in teaching chemistry at high schools in Northwest Vietnam today - Expert consulting method: Refer and receive opinions of educational experts in the process of researching the topic - Conduct pedagogical experiment to test the effectiveness of the proposed measures 7.3 Information processing method Use statistical methods and software applied in pedagogical science to process and analyze pedagogical experiment results Contributions of the dissertation - Systematically overview and elucidate the theoretical basis for the development orientation of problem-solving and creativity capacity, positive teaching methods used in chemistry teaching to develop problem-solving and creativity capacity for students in Northwest Vietnam - Survey the economic, social and educational situation in Northwest Vietnam and assess the real state of problem-solving and creativity capacity and development of this capacity for students through chemistry teaching at high school in Northwest Vietnam - Develop 47 orientation exercises to develop problem-solving and creativity capacity for students, used in teaching chemistry of nonmetals - Propose 02 measures to use problem-solving teaching method, project teaching method combining with orientation exercises to develop capacity in teaching chemistry of nonmetals to develop problem-solving and creativity capacity for high school students in Northwest Vietnam - Determine the knowledge applied to problem-solving teaching and project teaching in the chemistry of nonmetals Build problematic situations, learning projects to use in teaching chemistry of nonmetals at high school in Northwest Vietnam - Determine criteria and levels of assessment of high school students' problem-solving and creativity capacity; build and use this set of capacity assessment tools through problem-solving teaching and project teaching Organization of the dissertation In addition to the overview, conclusion, recommendations, references and appendix The dissertation has chapters: Chapter 1: Theoretical and practical basis for developing problem-solving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry Chapter 2: Develop problem-solving and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals Chapter 3: Pedagogical experiment CHAPTER 1: THEORETICAL AND PRACTICAL BASIS FOR DEVELOPING PROBLEM-SOLVING AND CREATIVITY CAPACITY FOR HIGH SCHOOL STUDENTS IN TEACHING CHEMISTRY 1.1 Research history 1.1.1 Research on developing problem-solving and creativity capacity for students in teaching around the world 1.1.2 Research on developing problem-solving and creativity capacity for students in teaching in Vietnam 1.2 Developing capacity for high school students in teaching 1.2.1 Definition of capacity Capacity is a flexible and organized combination of resources, knowledge, skills, and attitudes that are mobilized to ensure effective operations in certain contexts and situations 1.2.2 Structure of capacity 1.2.3 Characteristics of capacity 1.2.4 The capacities that need to develop for high school students in teaching chemistry 1.2.5 Capacity assessment Including: Assessment through observation; Assessment through academic records; Self assessment; Peer assessment; Assessment through tests 1.3 Developing problem-solving and creativity capacity for high school students 1.3.1 General concepts 1.3.2 Concept of problem-solving and creativity capacity “Problem-solving and creativity capacity is the ability of individuals to think independently and creatively, effectively using cognitive, action and attitude processes, motivations and emotions to solve situations, learning problems, practices where conventional processes, procedures and solutions are not available, and new ideas can be conceived and implemented.” 1.3.3 Structure and expression of problem-solving and creativity capacity The Ministry of Education and Training's comprehensive general education program has defined the structure and expression of the general capacities of high school students according to their educational levels The problem-solving and creativity capacity of high school students is structured with components and 19 specific expressions 1.3.4 Measures to develop problem-solving and creativity capacity for students 1.4 A number of positive teaching methods contributing to the development of problem-solving and creativity capacity of students in the Northwest Vietnam 1.4.1 Problem-solving teaching method 1.4.1.1 Concept and process of problem-solving teaching method 1.4.1.2 The degree of application of problem-solving teaching method 1.4.1.3 Advantages and disadvantages of problem-solving teaching method 1.4.2 Project-based teaching 1.4.2.1 Concept and characteristics of project-based teaching Project-based teaching is a form of teaching in which learners carry out a complex learning task, combining theory and practice, creating products that can be introduced This task is performed by the learner with high self-reliance in the entire learning process, from defining goals, planning, to implementing projects, testing, adjusting, evaluating the process and results Project-based teaching has the following characteristics: (1) Practical orientation; (2) Interesting orientation for learners; (3) Orientation of action; (4) Product orientation; (5) Orientation of soft skills; (6) Complexity; (7) High selfreliance of learners; (8) Collaborative work 1.4.2.2 Process of project-based teaching The process of project-based teaching consists of basic steps: Selecting topics, planning, collecting information, processing information, presenting results, evaluating results 1.4.2.3 Advantages and disadvantages of project-based teaching 1.4.2.4 A number of teaching techniques used in project-based teaching 1.4.3 Capacity development-oriented exercises and using in teaching chemistry 1.4.3.1 Concept of chemical exercises and capacity development-oriented exercises Chemical exercises are learning problems that are solved by logical reasoning, mathematical operations and chemical experiments based on concepts, laws, doctrines and chemical methods 1.4.3.2 Characteristics and levels of qualification in capacity developmentoriented exercises 1.5 Situation of developing problem-solving and creativity capacity for students in teaching chemistry at the Northwestern high schools 1.5.1 Economic, social and educational characteristics of provinces in the Northwest Vietnam Provinces in the Northwest Vietnam are: Son La, Dien Bien, Lai Chau, Lao Cai, Yen Bai and Hoa Binh This is an area with complex topography, mainly hills, high and rugged mountains, with many border gates, bordering with China, Laos and is home to more than 30 ethnic groups with diverse cultural identities such as Thai, Muong, H’Mong, Tay, Nung etc Regarding economy, there is potential with advantages in agriculture, forestry, minerals, tourism and border gate economy But so far, this advantage has not been promoted strongly, so these are still poor areas, the lowest income in economic regions of the country Due to natural conditions, harsh climate, low infrastructure, the contingent of officials has not met the local development requirements So the material and spiritual life of the ethnic minorities still faces many difficulties Regarding education, the system of schools and classes, the equipment for teaching and studying has been invested into to rebuild and repair, but still has not yet met the requirements High school students come from many ethnic groups and many different residence areas with different customs, lifestyle and physiological characteristics, students by nature are honest, innocent, sincere and rustic They are mainly children of ethnic minorities, living in mountainous areas, affected by natural disasters, low quality of life, difficult family economy, with limited cognitive ability, self-reliance, proactive creativity and the ability to communicate in national language This is a big issue when organizing for students to approach active teaching method Therefore, teachers are required to be thorough, persistent, loving, encouraging, motivating for students to study by organizing many different activities to attract students during lessons 1.5.2 Surveying actual situation of developing problem-solving and creativity capacity for high school students in Northwest Vietnam through teaching chemistry 1.5.2.1 Describing process of surveying - Purpose: surveying the actual situations of problem-solving and creativity capacity, and surveying this capacity development for high school students in northwest Vietnam by teaching chemistry - Object: Surveying 693 teachers of 35 high schools in Northwest provinces in the school year 2014-2015 and school-year 2015-2016 - Surveying content: the teachers’ awareness and cognition about problem-solving and creativity capacity, teaching methods to develop problemsolving and creativity capacity, teaching methods to evaluate results of studying and developing problem-solving and creativity capacity of students, in northwest Vietnam 1.5.2.2 Surveying results Based on survey data, there are very few high schools with enough subject rooms, but most schools have sufficient chemicals and laboratory equipment according to the list of school equipment, projectors or televisions connected to computers, which are necessary for teaching and learning chemistry without troubles, meeting the requirements of innovation in teaching methods In fact, these devices are not really guaranteed in terms of quality and efficiency Teachers have applied different methods and techniques in the teaching process However, presentation and conversation is still the main method, and the use of active teaching methods has not been focused In particular, the majority of the teachers interviewed have never used project-based teaching, corner-based teaching and contract-based teaching methods Most of the inspected teachers said that developing core capacity for students is very important, in which the majority of teachers believed that the establishment and development of autonomy and self-study capacity, problemsolving and creativity capacity for students are very important requirements for high school students in Northwest Vietnam All teachers agreed that the capacity of high school students in Northwest Vietnam is still very hindered, mainly average and weak There are many reasons for it, but it can be seen that socio-economic conditions, regional characteristics, teacher quality greatly affect the establishment and development of the students’ capacity From the situations presented above, we realize that it is necessary to have appropriate methods to foster and improve the students’ problem-solving and creativity capacity, which gives us a basis to strongly recommend and propose the application of the problem-solving and project-based teaching method in teaching chemistry in high schools in order to contribute to innovation, improve the quality of teaching and learning at high schools in Northwest Vietnam in the direction of developing students’ capacity 1.5.2.3 General comment SUMMARY OF CHAPTER In chapter 1, we analyzed the overview of theoretical basis and practice of the content directly related to the topic, including: Research on capacity and capacity development of students in teaching in the world and in Vietnam; Research on theoretical basis and overview of problem-solving and creativity capacity (from concept, characteristics, structure, assessment of problemsolving and creativity capacity, and some related contents) Overview of capacity development-oriented exercises, problem-solving teaching, projectbased teaching (on the concept, characteristics, organizational process, advantages and disadvantages of capacity development-oriented exercises, problem-solving teaching, project-based teaching) Surveying geographical, economic, social, educational conditions and characteristics of students in the northwestern provinces of Vietnam as well as developing problem-solving and creativity capacity for high school students in these provinces in teaching Chemistry through the questionnaire of 693 teachers of 35 high schools in northwest Vietnam 12 to propose solutions and carry out it With exercise having different solutions, teacher requires students to evaluate and determine the most complete answer, the optimal solution to the problem *Using in the lesson of completing knowledge, skill and trick: The capacity development-oriented exercises used for this type of lesson does not limit students’ level of awareness The capacity development-oriented exercises are not just to remind of the knowledge for students, it is more important for them to use flexibly and coordinate knowledge together when solving a practical exercise After that, student will bear in mind, understand learned knowledge and initially know how to apply the learned knowledge to solve practical situations *Using to test, evaluate the knowledge: The purpose of testing and evaluating is to test the achievement of the subject’s aim When evaluating, teachers should compare with the aim of class, chapter, lesson with the intention of gaining the feedback to evaluate the study’s result of students, have they achieved the aim or not From those results, teacher will have suitable adjustment of content, teaching method in order to achieve better result, students also have suitable adjustment of studying method to achieve better results, which means students will remember, understand and apply the knowledge by a better way The content of test and evaluation needs to balance among the rate of memory, understanding and applying the knowledge depending on awareness level of student in class and improve the difficulty of the practical exercises that requires understanding and applying the knowledge Because the test time is limited, teachers need to select the number of practical exercises as well as the level of difficulty that are suitable for students’ qualification of the class 2.3.2.4 Illustrated lesson plan We built lesson plans for high school’s chemistry of nonmetals, including: Lesson plan 22 Chlorine Lesson plan 29 Oxygen - ozone Lesson plan Oxygen - ozone Lesson plan 15 Carbon 2.3.3 Measure 2: Apply project-based teaching methods in teaching chemistry of nonmetals to develop problem-solving and creativity capacity for students 2.3.3.1 Principles of selecting knowledge content to build a study project for chemistry of nonmetals at high school Based on the characteristics of Project-based Teaching, the selection of knowledge content to organize Project-based Teaching should ensure the following principles: 13 Principle 1: The selected content must stick to the content of knowledge and objectives of the chemistry program, create favorable conditions for students to apply their knowledge into practice, have profound social significance and be appropriate with the student's level Principle 2: The selected content must be complex issues, requiring students to integrate knowledge of the subjects in the implementation process of the project and create favorable conditions for students to develop general capcities, especially problem-solving and creativity capacity in study and practice at the locality Principle 3: The selected content must link real life with social issues close to the activities of ethnic minority communities living in the locality Principle 4: The selected content must be suitable with the cognitive level and attract the interest of mountainous students, create favorable conditions for students to develop social activities competencies and form an active attitude in community activities Principle 5: The selected content must have a variety of learning materials suitable to the school and social facilities, creating favorable conditions for mountainous students to exploit, use and create meaningful products 2.3.3.2 Constructing projects to study and research high school’s chemistry of nonmetals 2.3.3.3 Project-based teaching process to develop problem-solving and creativity capacity for students Steps to implement Project based teaching in teaching chemistry of nonmetals: Preparation of teachers and student Organizing the implementation 2.3.3.4 Illustrated lesson plan We creates project topics in teaching chemistry of nonmetals in high school, including: Project: Salt in the life of people in Northwest Vietnam Project: Using sulfur and sulfur compounds in the life of people in Northwest Vietnam Project: Fertilizers with cultivation practices of people in Northwest Vietnam Project: A kitchen fire in the cultural life of people in Northwest Vietnam 2.4 Designing toolkit used for evaluating students' problem-solving and creativity capacity used in problem-solving teaching and project-based teaching 2.4.1 The basis for designing a toolkit to assess students' problem-solving and creativity capacity 14 In order to design a toolkit used for evaluating students' problem-solving and creativity capacity, it should be based on the concept and expressions of problem-solving and creativity capacity as well as the standards, criteria and levels of expressing the problem-solving and creativity capacity of students in learning chemistry of non-metal in high school On that basis, we determine the criteria and levels of assessment for problem-solving and creativity capacity of the students in the Northwest Vietnam 2.4.2 Designing toolkit to assess students' problem-solving and creativity capacity in problem-solving teaching The toolkit to assess students' problem-solving and creativity capacity through problem-solving teaching of chemistry of non-metal in high schools, including: student observation checklist; questionnaire for teachers and students; test 2.4.3 Designing evaluating toolkit used for the project-based teaching of chemistry of nonmetals in high school 2.4.3.1 The expressions of problem-solving and creativity capacity of the students in Northwest Vietnam in project-based teaching 2.4.3.2 The criteria and levels of assessment for problem-solving and creativity capacity of students in the Northwest Vietnam in project-based teaching 2.4.3.3 Observation checklist used for evaluating the problem-solving and creativity capacity of students in Northwest Vietnam in project-based teaching 2.4.3.4 Questionnaire used for evaluating the problem-solving and creativity capacity of students in the Northwest Vietnam in project-based teaching 2.4.3.5 Designing student project self-assessment form SUMMARY OF CHAPTER In chapter 2, we analyzed the objectives and content structure of chemistry of nonmetals program in high school, identified the content selection principles and proposed the process of applying CCA, problem-solving teaching and project based teaching in teaching chemistry of nonmetals module in high school to develop the problem-solving and creativity capacity for students in the Northwest Vietnam Conducting the design of 08 lesson plans including: 04 lesson plans applying problem-solving teaching methods, 04 lesson plans applying projectbased teaching method in combination with the use of capacity developmentoriented exercises We have proposed 31 research projects for 13 topics used in teaching chemistry of nonmetals at high schools in the Northwest Vietnam, and we present the steps of project implementation in organizing teaching activities for teachers from the preparation, organizing the project implementation, evaluating project products and assessing students' development of problem- 15 solving and creativity capacity through the lesson We conducted the development of 47 capacity development- oriented exercises based on the local practical context in the Northwest Vietnam to apply in lesson plans In order to assess the development of the problem-solving and creativity capacity of students, we have studied and identified the expressions, criteria, and levels of assessment for problem-solving and creativity capacity of students in the Northwest Vietnam by applying problem-solving teaching methods, project-based teaching and through the use of capacity developmentoriented exercises We have designed an assessment toolkit for students' problem-solving and creativity capacity in the Northwest mountainous provinces, including: observation checklist, questionnaires for teachers and student, students, self-evaluation sheets, project products evaluation sheets and knowledge test In the test to assess the students 'awareness level, we combined the use of capacity development-oriented exercises with local context in Northwest Vietnam to assess students' problem-solving and creativity capacity The above designs and proposals are applied to conduct experimental teaching at high schools in the Northwest Vietnam, the content, methods and experimental results are presented in chapter of the thesis CHAPTER PEDAGOGICAL EXPERIMENT 3.1 Purpose of pedagogical experiment We conduct pedagogical experiments with the purpose of: - Testing the correctness of the scientific hypothesis stated in the thesis - Assessing the feasibility and effectiveness of applying the proposed measures (problem-solving teaching, project-based teaching and using capacity development-oriented exercises) in teaching chemistry of nonmetals in order to develop problem-solving and creativity capacity for high school students in the Northwest Vietnam 3.2 The tasks of pedagogical experiment We have identified the following tasks of pedagogical experiment : - Selecting subjects and geographical areas to organize pedagogical experiment - Determining the content and method of pedagogical experiment - Preparing lesson plans, teaching facilities, communicating with experimental teachers about proposed measures, teaching activities, assessment methods, and evaluation toolkit for problem-solving teaching, project-based teaching and the development of problem-solving and creativity capacity of students; how to organize teaching hours based on problem-solving teaching, project-based teaching to develop problem-solving and creativity capacity for students 16 - Designing a scale and toolkit to evaluate learning outcomes according to problem-solving teaching, project-based teaching and students' problem-solving and creativity capacity; Observation checklist, test questions, questionnaires for experimental teachers, evaluation sheet of project products, questionnaires for experimental students - Planning and conducting pedagogical experiment according to the plan; exploration experiment in round 1, drawing experience to continue the actual pedagogical experiment in round and - Collecting and processing pedagogical experiment results (qualitative and quantitative), drawing conclusions 3.3 Content of pedagogical experiment 3.3.1 Experimental plan 3.3.1.1 Selecting experimental areas With the purpose of testing the effectiveness and ability to apply problemsolving and project-based teaching methods to actively study and develop the problem-solving and creativity capacity for high school students in the Northwest Vietnam, we have selected high schools in provinces in the Northwest Vietnam including: Son La, Dien Bien, Lai Chau, Yen Bai, Lao Cai and Hoa Binh 3.3.1.2 Selecting experimental subjects - Students in grades 10 and 11who learn basic programs - Selecting the experimental classes and reference classes according to the following criteria: There are an equal number of students coming from ethnic groups that have the same cognitive level and capacity, taught by the same teacher and same schedule with the time and content of teaching 3.3.2 Experimental process 3.3.2.1 Prepartion of pedagogical experiment Before the experiment, we discussed with the experimental teachers about: - The purpose of pedagogical experiment - Project-based teaching method and project-based teaching implementation process, problem-solving teaching method and problem-solving teaching implementation process and method of assessing problem-solving and creativity capacity, student's study results will be applied with each specific lesson; discuss the differences of the organization of project-based teaching and problem-solving teaching with other teaching methods that teachers are implementing, predict the difficulties and how to overcome them - Identifying and discussing about a number of skills, teaching techniques and remarks needed for teachers and students in applying project-based teaching method - Preparing necessary facilities to ensure an effective teaching process - Methods, criteria needed to be evaluated and the toolkit for evaluating the results of project teaching, problem-solving teaching and problem-solving 17 and creativity capacity - Working with the experimental teachers to study the lesson plan, communicating with the teachers about their questions and difficulties encountered with their students We and our experimental teachers complete the lesson plans before and after each experiment 3.3.2.2 Experimental method In applied pedagogical science research, four types of research designs are used, including: - Design 1: Design to test before and after the impact on the single group - Design 2: Design to test before and after the impact on the equivalent group After researching, considering the relevance of the research content, we choose design and design Before the impact: We select the experimental class and reference class by: Using the first semester results for grade 10 students and using the second semester results of grade 10 for grade 11 students As a result, calculate the average score of the experimental class, reference class and collect the opinions of the teachers to determine that they are similar in awareness level and problem-solving and creativity capacity Impact process: In the experimental class, the teacher applies the teaching methods: problem-solving, project-based teaching and capacity development oriented-exercises according to the planned lesson plan In the reference class, the teacher does not use the above methods and teach according to lesson plans After the impact: Gathering the results of knowledge and skills assessment through the test and assessment of the problem-solving and creativity capacity according to designed tools The quantitative analysis is based on the tools designed to measure the results of learning in the experimental and reference classes: Observation checklist for evaluating problem-solving and creativity capacity; Questionnaire for the teacher (request the teacher to evaluate the effectiveness of developing the problem-solving and creativity capacity of students); Questionnaire for students (request students to self-evaluate and evaluate their peers); Project products evaluation form; The test to evaluate the problem-solving and creativity capacity after having lesson plans 3.3.2.3 Experimental organization The content of experimental lessons is presented in Table 3.1: Table 3.1 Content of pedagogical experiment Experimental measures Measures 1: Use problem-solving teaching methods Measures 2: Use Specific content Experimental class Chlorine Oxygen Nitrogen Carbon Hidro clorua – Axit clohidric 10 10 11 11 10 Symbol of refresher plan BD1 BD2 BD3 BD4 BD5 Number test KT1 KT2 KT3 KT4 KT1 18 Experimental measures project-based teaching method Specific content and clorua salt Hidro sunfua – Sulfur dioxide Sulfur trioxide Exercise: Nitrogen, phosphorus and their compounds Compounds of carbon Experimental class Symbol of refresher plan Number test 10 BD6 KT2 11 BD7 KT3 11 BD8 KT4 - We conducted the first round of pedagogical practice (school year 20142015) with the purpose of understanding and exploring the situation in the two provinces of Dien Bien and Son La Table 3.2 List of high schools conducting experiment round Name of school, Province Tong Lenh high school, Thuan Chau, Son La Muong Than high school, Lai Châu Experimental class (Number of student) Standard class (Number of student) Name of lesson/ test Teacher Execution time 10A1 (32) 10A2 (32) BD1+BD5 Doan Le Huy 2014-2015 11A1 (35) 11A2 (36) BD3+BD7 Nguyen Thi Thuy 2014-2015 - We conduct pedagogical experiment round (school year 2015-2016), round (school year 2016-2017) in the areas and subjects that are more broad in content, and also conduct the 45 minutes test of integration with knowledge provided in a one-part test of the curriculum to assess students' ability to solve problems and creativity, tests that use multiple-choice exercises and integrated essay practical knowledge relevant to the daily life of ethnic minorities in the Northwest provinces 3.3.2.4 Handling pedagogical experiment results After the pedagogical experiments in round and round 3, we collect data after using the toolkit to assess students' problem-solving and creativity skills through the use of problem-solving teaching, project-based teaching and capacity development oriented-exercises that we quantify by SPSS 20.0 statistical processing software (Statistical Package for Sciences 20.0) 3.4 Pedagogical experiment results 3.4.1 Qualitative analysis results Through the observation of the lessons, consultation with experimental teachers and chemistry teachers at experimental schools, we found that: - In the control class: the teacher follows the lesson plan designed by the teacher himself, does not apply project-based teaching and problem-solving teaching in the lesson Through observation, we find that during these classes, the students' study spirit is quite stressful; students rarely actively exchange or express personal opinions and usually only comment when instructed by a teacher 19 - In the Experimental class: the teacher conducts lessons with project teaching, problem-solving teaching according to the proposed lesson plan and capacity development oriented-exercises Teachers play the role of organizing, adjusting orientation, helping (when necessary) and making comments and assessments as main, creating conditions for students to participate in the activities of selecting project topics and naming themselves , propose researchoriented questions, identify learning issues, make and implement project plans, problem-solving plans, develop ideas, knowledge systems based on the mind map, propose their own solutions to solve problems in different ways and present pedagogy, argue in defense of their ideas, students are facilitated, encouraged to express their ideas, many learn more positive activities This is a very encouraging and promoted point for students in Northwest Vietnam Through observing the lessons, teachers use project-based teaching and problem-solving teaching, proactively and enthusiastically express personal opinions with issues and learning situations To evaluate the project-based teaching process, problem-solving teaching process and the effectiveness of project teaching, problem-solving teaching in developing problem-solving and creative capacity for high school students in Northwest Vietnam, we conducted interviews and distributed questionnaires to teachers and students participating in experiment classes, some teachers in chemistry and received positive feedbacks 3.4.2 Quantitative analysis results 3.4.2.1 Observation checklist results assess students' ability to solve problems and creativity through teaching chemistry of non-metals The results show that the difference in the average results achieved by students in the experimental groups of 10th and 11th grade after the impact between round and round is: Average result of students of grade 10 after impact of round - Average result of students of grade 10 before impact of round > Average result of students of grade 10 after impact of round 2Average result of students of grade 10 before impact of round and Average result of students of grade 11 after impact of round - Average result of students of grade 11 before impact of round > Average result of students of grade 11 after impact of round 2- Average result of students of grade 11 after impact of round It proves that the results achieved by students in experimental group in both 10th and 11th grade after the impact of round is higher than that of round Thus, through the student's observation checklist, it is possible to conclude the student's ability to solve problems and creativity when using b Impact measures have been developed 3.4.2.2 The results of the experimental teacher's questionnaire about the development of students' problem-solving and creativity capacity From the above data table, the total results of teachers 'questionnaires about developing students' problem-solving and creativity capacity in project-based 20 teaching are good and satisfactory; the results in the 3rd round accounts for a high percentage than the 2nd round At the same time, at the unsatisfactory level, the second round accounted for a higher proportion than the third round That showed that the students in the experimental class were assessed by the teachers to the extent that the students' ability to solve problems was good (criteria 1, 5, 7) When comparing the results in two experimental rounds of students, the third round is higher than the second round about the good level On the other hand, round is higher than round at an unsatisfactory level This shows that the results achieved from the second round, we have timely additional adjustments to the project topics built from exercises with practical contexts to better prepare for the third round The results show that students in the experimental class have developed the capacity to solve problems and be creative 3.4.2.3 Results of the student's self-assessment form about the development of problem-solving and creative capacity Based on the collected data, the students' self-assessment results on the level of problem-solving and creativity capacity development for the two experimental rounds were good and accounted for 85% This shows that the effectiveness of the construction of project topics is appropriate Project topics helps students form and develop their own problem-solving and creativity capacity Most of the criteria on the table above are good, specifically criteria 1, 5, In addition, in criteria and 10, students face difficulties because they are not familiar with the evaluation of project results of their groups and other groups based on the criteria of identifying and drawing experience on project implementation, applying and solving tasks of similar and variable projects On the other hand, on the summary table, the results of round are often higher than round at the good levels and achieved and at the level of failure, the third round is lower than the second round This shows that the students have developed the problem-solving and creativity capacity through project topics built from practical situations 3.4.2.4 Results of the project's self-assessment for students of experimental in 2nd round and 3rd round The results obtained from Table 3.12 show that students' self-assessment results on the project products are good and fairly good accounting for over 50%; the component with weak results only accounts for a relatively low rate This shows that the group members have a proper and specific task assignment, the members collect, process information and exchange to understand tasks and products that need to be complete of the reseach project to prepare the project report of the group Most of the groups assessed the content structure, presentation and presentation of product reports at a higher level In addition, the criteria proposed to solve the problem of collecting and processing information most students self-assessed at low level, because they were not familiar with the proposed problem-solving plan, so they met a lot of hard In 21 addition, the use of information technology and handling situations when reporting products, children encountered difficulties because the facilities were not yet fully equipped, which greatly affected the reporting of the group’s products 3.4.2.5 Quantitative assessment of test results After teaching experiments, we conducted tests of two rounds of experimental teaching, marking and processing the results: a Test results round Table 3.14 Statistical parameters for test number 10th grade (Round 2) Experimental Standard Average (Mean) Median (Median) 6.97 6.1 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.503 0.87 1.58 p (Sig.) ES 0.0015 0,551 p (Sig.) ES 0.0014 0,525 p (Sig.) ES 0.001 0,497 p (Sig.) ES 0.001 0,532 Table 3.17 Statistical parameters for test number 10th grade (Round 2) Experimental Standard Average (Mean) Median (Median) 7.02 6.10 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.51 1.54 0.92 Table 3.20 Statistical parameters for test number 11th grade (Round 2) Experimental Standard Average (Mean) Median (Median) 6.96 6.17 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.43 0.79 1.59 Table 3.23 Statistical parameters for test number 11th grade (Round 2) Experimental Standard Average (Mean) Median (Median) 7.02 6.01 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.53 1.01 1.62 22 a Test results round Table 3.26 Statistical parameters for test number 10th grade (Round 3) Experimental Standard Average (Mean) Median (Median) 6.99 5.92 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.53 1,07 1.68 p (Sig.) ES 0.0025 0,636 p (Sig.) ES 0.0022 0,614 p (Sig.) ES 0,001 0,700 p (Sig.) ES 0,0015 0,703 Table 3.29 Statistical parameters for test number 10th grade (Round 3) Average (Mean) Median (Median) Experimental 7.01 Standard 5.91 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.52 1,10 1.71 Table 3.32 Statistical parameters for test number 11th grade (Round 3) Experimental Standard Average (Mean) Median (Median) 7.06 5.89 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.49 1,17 1.67 Table 3.35 Statistical parameters for test number 11th grade (Round 3) Experimental Standard Average (Mean) Median (Median) 7.12 5.93 Statistical parameters Number Experimental of Standard grade average dominant Deviation - Standard (Mode) grade average 1.51 1,19 1.62 Table 3.36 Compare the average of the test results of 10th grade and 11th grade students of experimental class between round and round Test and compare the average results in pairs Pair Pair Pair Pair Object The average result of test number in round and round The average result of test number in round and round The average result of test number in round and round The average result of test number in round and round Average difference 0,2 0,18 0,38 0,18 23 Comment: From the data obtained in Table 3.36, the results for the experimental group of grade 10 and experimental group of grade 11 of the two rounds, showing the experimental mean difference: Average of 10 th grade in round - Average of 10th grade in round > 0; Average of 11th grade in round - Average of 10th grade in round > That, confirming the results of the 3rd round test better than round Having that result, when the second round experiment ended we have the correction revise and supplement training plans, project topics to be more effective in experiment in round Conclusion: Through the results of pedagogical experiment, it is allowed to confirm the truthfulness of the scientific hypothesis and students' ability to solve problems and creativity which has been developed through the use of problem-solving teaching methods, teaching projects combined with using capacity development exercises in teaching high school’s chemistry of nonmetals SUMMARY OF CHAPTER In the content of chapter 3, we presented the results of pedagogical experiments with the purpose of evaluating the feasibility and effectiveness of applying problem-solving teaching and project-based teaching to develop problem-solving capacity and creativity for high school students in the northwest mountainous provinces through teaching non-metallic chemistry From the results obtained during the experiment, we draw the following conclusions: Problem-solving and project-based teachings are effective teaching methods that can be applied in non-metallic chemistry teaching at high schools to develop problem-solving and creative abilities for students especially are students from the northwest mountainous ethnic group The experiment results of quantitative and qualitative analysis we analyzed show that the proposed scientific hypothesis when conducting thesis research is feasible and effective for students in the Northwest mountainous provinces, can use the construction of content in integrating other subjects, for students to associate theory with practice and practice Help students to be able to solve their own learning problems, promote their creativity, love the subject, understand the world around them scientifically, and this is one of the teaching methods that can be applied; used to design and organize integrated lessons for building textbook programs oriented to develop learners' capacity in high schools today CONCLUSIONS AND RECOMMENDATIONS Conclusion After completing the thesis research: “Developing problem-solving skills and creativity capacity for high school students in Northwest Vietnam in teaching chemistry of nonmetals” 24 We have solved some theoretical and practical issues as follows: 1.1 Overview of theoretical background on competencies, problemsolving and creative capacity, solutions for developing problem-solving and creative capacities; expression of problem-solving and creative competence of high school students in the Northwest Vietnam through applying problemsolving teaching, project-based teaching and using capacity development orientation exercises 1.2 Investigate the current situation of chemistry teaching and learning, the situation of developing problem-solving and creative capacity for students in the Northwest Vietnam and the use of active teaching methods and techniques through questionnaire 693 teachers of 35 high schools in Northwestern provinces 1.3 Proposing content and measures to develop problem-solving and creative capacity for students in the Northwestern mountainous provinces through applying problem-solving teaching, project-based teaching and capacity development orientation exercises in teaching non-metallic chemistry at high school 1.4 Identified component competencies and 10 criteria with levels of expression of problem-solving and creativity capacity of students in Northwestern mountainous provinces through problem-solving teaching and teaching The project and the use of capacity development exercises are shown through observation checklist, teacher and student questionnaire, selfassessment questionnaire, and student's cognitive level test 1.5 Develop and select 47 capacity development orientation exercises and design 08 lesson plans for non-metallic chemistry and pedagogical experiments at 16 classes of high schools in mountainous provinces of the Northwest Vietnam, with the participation of teachers and 32 experimental and standard classes (with 988 students) 1.6 Statistical processing of pedagogical experiment has been conducted The results show that the learning results of students in the experimental classes are higher than the control classes That proved the correctness of the proposed scientific theory and the feasibility of the topic Recommendations Through the process of research and implementation of the project, we recommend the following content: 2.1 The research direction of the thesis has been expanded with the development of necessary competencies for high school students, especially in content development and planning design, and integration of subject teaching 2.2 The research results of the thesis continue to be widely applied to high schools, especially high schools in mountainous areas in Vietnam 25 LIST OF PUBLISHED SCIENTIFIC WORKS Published scientific works (scientific articles, conference papers, monographs, etc.) [1] Nguyen Ngoc Duy and Nguyen Thi Suu (2016), "Situation of developing problem-solving capacity for high school students in mountainous areas in Son La province ", Journal of Science - Hanoi National University of Education, Pages 249-256 [2] Nguyen Ngoc Duy and Hoang Thi Bich Nguyet (2016), "Some thoughts on developing problem-solving capacity for mountainous high school students in Son La province", National Science Conference - Hanoi National University of Education, Pages 341-344 [3] Nguyen Thi Suu and Nguyen Ngoc Duy (2017), "Initially study the status of problem-solving and creative capacity of high school students in Northwestern Vietnam and propose development measures", International Science Conference - Hanoi National University of Education, Pages 156-163 [4] Nguyen Ngoc Duy (2018), "Design a toolkit to evaluate problem-solving and creativity capacity for students in Northwestern mountainous provinces through project-based teaching in chemistry ", Magazine of Education, Pages 47-53 [5] Nguyen Ngoc Duy (Chief author) and associates (2019), "Using Grap method and Thinking scheme in teaching high school nonmetal exercises", Reference books, Dan Tri Publishing House Scientific research projects have participated Number Name of research topic / Application areas Year completed Fostering problem-solving capacity for Tay Bac University's pedagogical chemistry students through project-based and cornerbased teaching methods 2014 Innovating organizational structure for teaching Chemistry teaching methods in the direction of building and using games in teaching to positively study activities of 2016 Thread level Responsibility Classifica to participate tion in the topic School level School level Chairman excellent Chairman excellent 26 chemistry students at University pedagogical Tay Bac Developing problem-solving and creativity capacity for students in Son La Province in teaching non-metallic chemistry in high school 2018 School level Chairman excellent ... development for high school students in northwest Vietnam by teaching chemistry - Object: Surveying 693 teachers of 35 high schools in Northwest provinces in the school year 2014-2015 and school-year 2015-2016... high schools - Interview, investigate, exchange ideas with teachers and high school students about the actual situation of developing students' capacity in teaching chemistry at high schools... data, there are very few high schools with enough subject rooms, but most schools have sufficient chemicals and laboratory equipment according to the list of school equipment, projectors or televisions