Dạy học tích hợp trong môn địa lí 9 ở trường trung học cơ sở tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION HOANG THI THANH GIANG INTEGRATED TEACHING IN GEOGRAPHY IN SECONDARY SCHOOL Major: Theory and Methodology in Geography Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES HA NOI - 2019 The study is completed at Hanoi National University of Education Advisor (s): Assoc.Prof.Ph.D Kieu Van Hoan Assoc.Prof.Ph.D Lam Quang Doc Reviewer 1: Assoc.Prof.Ph.D Đo Vu Son Office: Thai Nguyen University of Education Reviewer 2: Prof.Ph.D Nguyen Viet Thinh Office:Hanoi National University of Education Reviewer 3: Assoc.Prof.Ph.D Đo Thuy Mui Office: Hanoi Pedagogical University of Education The dissertation is defended at Hanoi National University of Education At ., date Month 2020 This thesis can be found at: - National Library of Viet Nam - Library of Hanoi National University of Education - Library of Faculty of Geography - HNUE LIST OF PUBLISHED SCIENTIFIC WORKS RELATING TO THE THESIS PROTOCOL Hoang Thi Thanh Giang (2016), “Integrating historical content in teaching Geography at high school”, Educational Equipment Journal, No 119, July Hoang Thi Thanh Giang (2016), “Integrating life skills education for students in teaching Geography 10 - High School”, Proceedings of the workshop on Geography Science in the cause of education and training and socio-economic development of the country Hoang Thi Thanh Giang – Nguyen Thi Hue (2016), “The importance of integrating the content of "Green Economy" in teaching Geography in high school”, Proceedings of the 9th National Geographic Workshop / December Nguyen Thi Hue - Hoang Thi Thanh Giang, “Integrating climate change education in geography teaching for high school students oriented to approach capacity”, Proceedings of the 9th National Geographic Conference / December Hoang Thi Thanh Giang (2017), “Some issues in developing integrated teaching capacity for students majoring in Geography at Northwest University”, Journal of Teaching and Learning today, number of months 6 Hoang Thi Thanh Giang, “Studying solutions to develop integrated teaching capacity for students in the pedagogical field of Northwestern University”, research topic at the grassroots level, 2016-2017 Hoang Thi Thanh Giang (2017), “Measures to develop integrated teaching capacity for students in the pedagogical field of Northwestern University”, Scientific Journal of Northwest University, No 11 (12/2017) Hoang Thi Thanh Giang (2018), “Requirements and principles of organizing theme teaching integrated sustainable development in the Mekong Delta in Geography - Secondary school”, Proceedings of the 10th National Conference on Geography Hoang Thi Thanh Giang – Le Thi Dung (2019), “Organize teaching the topic of labor - employment and quality of life in teaching Geography in secondary schools”, Proceedings of the 11th National Geographic Conference 10 Hoang Thi Thanh Giang – Nguyen Thi Hue (2019), “Applying project method in teaching integrated subject Geography 9”, Proceedings of the 11th National Geographic Conference 11 Hoang Thi Thanh Giang (2019), “Current status of teaching subject integrated interdisciplinary subject in teaching Grade Geography at secondary school”, Scientific journal of Hanoi National University of Education, No 12 Hoang Thi Thanh Giang – Nguyen Thu Hue (2020), "Enhancing the application of information and communication technology in integrated teaching of 9th grade Geography at secondary school", Journal of Educational Equipments No 216, term 1, p.7-9 ` INTRODUCTION Urgency of the topic - The rapid development of science, technology and technology, the knowledge of humanity requires general education to be fundamental and comprehensive innovation Teachers must teach how to integrate science, teach students how to collect, select, process information, especially know how to apply the knowledge learned in dealing with real life situations sacrifice - Integration is one of the educational perspectives that has become a trend in the development of general education programs in many countries around the world, towards the development of learners' capacity, linking intellectual activities with practical and practical activities; making learning more meaningful than studying subjects in a single way Geography as an interdisciplinary science, has an advantage in integrated teaching, both internal and interdisciplinary, many contents are linked to the reality of life - In the teaching practice of Geography, the full implementation of the tasks of the subject as well as the exploitation of the relationship between the subjects has not been given adequate attention With the traditional teaching approach, there are teachers who are unable to fulfill the goals of the positive teaching lesson That leads to the quality of high school education, but the specific expression is the ability to apply knowledge into practice, as well as the capacity of students to solve problems From the above reasons, PhD students select the topic "Integrated teaching in Geography in Secondary school" as the research content of the thesis Objectives The research project builds processes and measures to organize integrated teaching in Geography in secondary schools to promote the activeness, creativity, and capacity development of students in learning, contributing to change new methods and improve the quality of teaching Geography in high schools Tasks - Research systematizing the theoretical and practical basis of organizing teaching in teaching Geography in secondary school; - Proposing the requirements and principles of integrated teaching in Geography in secondary schools; - Identify the contents and topics integrated in teaching Geography in secondary schools; - Developing integrated teaching process in Geography in secondary school; - Proposing measures to organize integrated teaching in Geography in secondary schools; - Design and organize teaching some integrated lessons in Geography in secondary schools; - Organize experiments to verify the feasibility and effectiveness of research topics ` The subject and scope of the study 4.1 Research subject Studying the process and measures to organize integrated teaching in Geography in Secondary school 4.2 Research scope The thesis focuses on studying the process of building and organizing teaching teaching teaching in Geography in the orientation of developing capacity for learners with three main forms of integration / contact, internal subject integration and Interdisciplinary integration The dissertation investigated and interviewed 64 Geography teachers and 300 students in 35 secondary schools in 18 provinces nationwide The thesis was experimented at 08 grade in secondary schools: Chu Van An primary, secondary and high schools, Son La city, Son La province; Thi Tran Sa Pa Secondary School, Lao Cai Province; La Bang Secondary School, Dai Tu District, Thai Nguyen Province and Cao Duong Secondary School, Thanh Oai, Hanoi Scientific hypothesis If applying integrated processes and measures to organize teaching in Geography in secondary schools, it is flexible, ensuring that the requirements and principles of teaching will develop the capabilities for students and contributors part of innovative methods and improving teaching quality studying Geography at secondary school Overview of research issues Organization of integrated teaching is becoming a modern teaching trend, researched and applied in schools around the world, including Vietnam Integration is one of the guiding points to develop education programs in general and social sciences in particular in most countries around the world from primary to high schools 6.1 Studies of integrated teaching in the world The integrated approach in building education programs began to be highly valued in the US and European countries from the 50s and 60s of the twentieth century, in Asia in the 1970s and in Vietnam from the 80s of the century From the late 90s of the twentieth century back here, research on a unified science from the point of view of integrated systems and views in education to form and develop the capabilities for real new learners interest Concerning the concept of integrated teaching, there are many different concepts Xavier Roegiers in the study of Pedagogical integration or how to develop the competencies in the school emphasizes that teaching teaching is an action that links the learning and teaching subjects in one or several other subject areas each other in the same specific teaching plan In particular, in many studies, the authors also emphasized the role of case study with the development of learners' capacity and the connection between scientific knowledge and practical knowledge ` Research on the degree of integration of educational programs may refer to Robin Forgary's works, Xavier Roegiers, Susan M.Drake Classification of integrated teaching levels arranged by level gradual increase The views complement each other and support each other, thereby helping the researcher to have a comprehensive and deeper view of the problem of teaching teaching The integration implementation is very diverse, not only a level but also flexible implementation of integration levels such as internal integration, multi-disciplinary integration, interdisciplinary integration, cross-disciplinary integration in the chapter At the same time through his research, many researchers also affirmed that integration is an inevitable trend in the development of general education programs This concept is affirmed through practical development and program development in many countries around the world Through studying the program of more than 20 countries in the world, it is shown that integrating is one of the educational perspectives that has become a trend in determining the content of teaching in high schools and in developing programs subjects in many countries around the world The integrated view is built on the basis of positive notions about the learning process and teaching process 6.2 Studies on integrated teaching in Vietnam In our country, integration is not new but it is not after 2000 that this issue was actually studied systematically, the approach was implemented in a completely new way Overview of theoretical and practical issues on the integration trend in the education program of some typical countries in the world such as Korea, France, England, Australia, Finland, Germany, Austria many researchers save interest In particular, the authors analyzed the situation of applying integrated teaching and learning perspectives in Vietnam's education program; has emphasized active teaching methods that address the issue of targeted education with "crossdisciplinary and interdisciplinary" content Integration in general education programs in general and Geography in particular is an inevitable trend, which has been deployed in our country for a long time Based on time, it is possible to divide the process of integrating in high school into basic stages as follows: The period in the 80s - 90s of the twentieth century: integration in primary education is a form of "integration", contact In the current period, to contribute to fundamental, comprehensive innovation of education and training, integrated integration and teaching issues are addressed on a wider scale (in all subjects in the spectrum) Research perspectives and methods 7.1 Research perspectives Perspectives used in the thesis research: System approach perspective; practical perspective; teaching-oriented development perspective; Integrated teaching perspective ` 7.2 Research methods The research methods used to study the thesis are: Methods of collecting and analyzing materials; methods of observation and investigation of sociology; professional solution; Experimental method of pedagogy; Mathematical statistical methods Additional contributions of the thesis 8.1 Theoretically - Contributing to elucidating the theoretical basis of integrated teaching in Geography in Secondary school; - Identify the contents and topics in integrated teaching in Geography in secondary schools; - Identify the requirements, principles and processes of integrated teaching in Geography in secondary school; - Proposing measures to organize integrated teaching in Geography in secondary school 8.2 On the practical side - Analyze the current situation of integrated teaching in Geography today in secondary school; - Design and organize integrated teaching of some lessons / topics in Geography in secondary school; - Verify the effectiveness and feasibility of the research project through pedagogical experiment Structure of the thesis In addition to the opening; Conclusion and Recommendation; List of references and Annexes; The main content of the thesis consists of chapters: Chapter The theoretical and practical basis of integrated teaching in Geography in secondary schools; Chapter Process and measures to organize integrated teaching in Geography in secondary schools; Chapter Pedagogical experiment CHAPTER THEORETICAL AND PRACTICAL BASIS OF THE TEACHING INTEGRATED IN THE LOCATION OF THE SECONDARY SCHOOL 1.1 Issues of general education innovation 1.1.1 Innovating the general education program The current Education and Training Program has paid adequate attention to comprehensive education, making an important contribution to the innovation of educational methods in the direction that teachers are the organizers and instructors; Students are active, proactive, creative, step by step apply new technologies, encourage self-study, self-exploration and discovery However, the ` current program still leans toward the scientific logic of each subject, not yet being able to train students to self-detect and solve problems in real life In order to adapt to the changing amount of knowledge in the world, a new education program is founded on the basis of inheriting the current education program, approaching the direction of formation and development of learners' competencies, Huy value himself Integration is promoted in teaching, reflected in official letters, decided to guide integrated content, build integrated topics 1.1.2 Innovation in teaching methods Innovating teaching methods is a key task of modern education renovation today Applying positive and creative teaching techniques to suit educational objectives, content, students and specific conditions; enhance the application of information and communication technology in teaching to ensure the principle that students complete their cognitive tasks under the guidance and organization of teachers (GV) 1.1.3 Innovation on inspection and evaluation Renovating the general education program only ensures the goal when implemented simultaneously with the innovation of teaching method and innovation of assessment and assessment activities In order to ensure the educational goal of developing capacity, teachers need to diversify forms of assessment and evaluation, focusing on evaluating the whole process of learning, giving the right to assess for learners; shifting from primarily assessing knowledge and skills to assessing learners' abilities 1.2 The basics of integrated teaching 1.2.1 Integrated Integration is a process of combining different objects into a unified whole The result of the combined process is the formation of a new system or may include the parts that are more or less connected to the previous systems, each with closer ties and changes change in substance in the attribute of each department 1.2.2 Integrated teaching 1.2.2.1 Integrated teaching concept Many national and international scientists have introduced different concepts of integrated teaching Based on the conception and from the research results of the people, it is possible to understand that integrated teaching is a teaching perspective, in which teachers organize and guide students to develop the ability to mobilize general knowledge knowledge, skills, in many different areas to effectively solve problems in learning and in life, thereby developing the necessary competencies 1.2.2.2 Integration levels There are many ways to classify different levels of integration, including Xavier Roegiers, Susan Drake, Robin Fogaty, etc Based on theoretical research and practical teaching experience at school information, PhD student offers a classification of case study with levels: Integration/ integration; Integrating subject internal subjects and intergration ` 1.2.2.3 The role of integrated teaching in Geography in junior high school - For teachers: Integrated teaching has the effect of fostering and improving pedagogical knowledge and skills for teachers, contributing to developing the current contingent of teachers to become teachers with full capacity of teaching - For students: Integrated teaching helps students become positive, capable citizens solve problems of integrated issues in real life - Meet the educational goals for sustainable development: The content mentioned in Geography is related to the content of many subjects in the general education program, and also provides a lot of area addresses It also incorporates knowledge related to sustainable development, through which it aims to educate for sustainable development 1.3 Psychological characteristics and cognitive ability of grade students - Secondary school Grade students are the most mature age group in secondary schoolsschool In the majority of children there is maturity of physiological, cognitive and thinking traits, they want to show their thinking, initiative and creativity to find new things to expect In teachers, attractive lectures make them active and proactive to find new sources of knowledge Grade is also a very important transitional block between learning theoretical knowledge and real-life knowledge Therefore, the program and teaching methods for grade need to change, integrate more knowledge and skills necessary for their social life, educate vocational skills This is an important foundation for students to have enough knowledge, skills and ability to experience real life The organization of integrated teaching in teaching Geography has very important meaning, and is really necessary, in line with the general development trend of education and training, the characteristics of the subject as well as the mind reason of the student age 1.4 Objectives, program content and characteristics of Geography Through studying and analyzing the content, program structure, 9th grade Geography textbook, the author found that teaching Geography has many opportunities to build and organize integrated lessons / topics At the same time, through organizing learning activities, completing exercises, cognitive situations, students actively participate in activities, have the opportunity to develop the necessary competencies, especially the problem-solving capacity subjects, self-study capacity, cooperative capacity and the ability to learn geography, the ability to apply the knowledge and skills learned to solve these situations arise in learning and in life 1.5 Current status of integrated teaching in Geography in secondary schoolsschool Purpose of the investigation: Understanding the real situation of awareness and organization of integrated teaching in Geography in secondary schoolsschool as a basis for proposing principles, requirements, processes and measures to organize integrated teaching in Geography ` Survey method: To properly assess the integrated teaching and learning situation in Geography in secondary school, PhD student has developed a survey questionnaire of 64 teachers directly participating in teaching Geography and 300 grade students in 35 secondary schools, in 18 provinces and cities nationwide, including: Son La, Hoa Binh, Dien Bien, Lai Chau, Phu Tho, Thai Nguyen, Tuyen Quang, Lao Cai, Bac Giang, Ha Inner, Nghe An, Ha Tinh, Binh Dinh, Khanh Hoa, Lam Dong, Kon Tum, Ho Chi Minh City, Can Tho The results of the situation analysis show that teachers and students have a positive attitude to participate in the innovation process Most teachers have a basic understanding of the need for case study; characteristics of case study; Many teachers and secondary schools have applied integrated teaching in Geography, the Board of Directors of schools created many favorable conditions and supported teachers in applying positive teaching methods, innovating in testing HS price However, in the process of case study, teachers mainly self-learn, apply on selflearning knowledge, not fully understand the nature of case study, not know how to design and organize mathematical teaching in accordance with the process; forms of primary teaching are mainly at the level of integration and internal integration; The application of teaching methods and teaching methods and innovation and assessment are still limited; the ability to apply general knowledge to solve students' learning and practical situations is not high CHAPTER PROCEDURES AND MEASURES FOR ORGANIZATION OF TEACHING INTEGRATED IN A LOCATION IN SECONDARY SCHOOL 2.1 Principles and requirements for integrated teaching organizations in Geography in secondary schools 2.1.1 Rule Based on the concept and characteristics of the integrated teaching process, when organizing integrated teaching in Geography in secondary school, it is necessary to ensure the following basic principles: Ensuring the subject objectives in the formation and development of student competencies; Ensuring the science, updating, modern and moderate for learners; Ensuring practicality, related to local social issues; Ensuring pedagogy, developing Geography thinking; Ensuring the effectiveness and feasibility of the measure 2.1.2 Request - Organization of integrated teaching must be compatible with the content of the training program - Must promote the positive, proactive, creative and develop learner capacity - In order to teach effective integration, teachers need to add some capacity to meet the requirements of case study, pay attention to the object of awareness, have a deep understanding of students to choose the content, how to organize suitable, creating opportunities for all students to participate in the awareness and evaluation process ` 10 2.3.1 Develop teaching plans The development of teaching plan is the first stage with a very important role, deciding the success of the organization of integrated teaching During this period, teachers need to take the following basic steps: Step Investigating and learning about students on existing knowledge and skills; need for lessons; students' abilities, strengths or attitudes about issues raised in the integrated lesson This is an important basis for teachers to identify knowledge and skills that need to be accumulated, to select and design appropriate learning tasks, promote their strengths and abilities For example, when teaching the topic "Civilization of Red River and Mekong River", teachers rely on KWLH questionnaire to survey students' understanding of issues related to integrated lesson/topic, survey the desire and interest of students Based on the students' awareness level, skill knowledge standards, local practical situation, teachers determine the content to be specifically integrated in Geography lessons; Based on the length of the lesson, select the appropriate integrated form For the selection of integrated topics, teachers in the subject and teachers of the subjects need to review and make statistics in the program and textbooks to find nearly similar content related to each other in the subject , or between program subjects, agree on an integrated topic choice For example, for the interdisciplinary subject of Labor and Employment, the Teacher of Geography and the Teacher of Citizenship Education should sit down to discuss and agree, propose specific forms and integrated content Step Determine the objectives, content, methods, forms and means of teaching Identify the objectives of the integrated lesson, including the objectives: knowledge, skills, attitudes, and orientation of capacity to form in students Ensure the right objectives in the standard of knowledge, skills of the subject and other related subjects, and identify the goals of the competence of the integrated lesson For example: When teaching lesson Labor and employment Quality of life, teachers choose integrated / integrated teaching methods Besides the goal of Geography, in this lesson, the teacher also integrates the goal of integrating environmental education so that students know the environment in many places is polluted, affecting people's health, reflect the low quality of life In addition, through understanding the status of employment in our country, teachers can integrate vocational education content, impact on the sense of active learning to improve the level of students, orient their careers Future Determine the content of integrated lessons: Based on the expected time, objectives, psychophysical factors and regional factors to select the appropriate content accordingly To this well, it is possible to coordinate with teachers of subjects related to the topic to build the content to ensure the accuracy, science and abundance of topics For many integrated topics, targeting and topic content sometimes take place simultaneously Example: The content of the topic "Civilization of the Red River and the Mekong River" needs to be achieved: ` 11 Presenting the cultural characteristics of the Red River and Mekong River Delta through the understanding of civilization River; Analyzing the manifestations of climate change in the two regions of the Red and Mekong River deltas; Describe the impact of climate change on socio-economic development in the Red and Mekong River deltas; Proposing at a simple level some measures to cope with climate change related to the delta of the two modern plains Identify methods, forms and means of teaching: From determining the objectives and content of teaching methods, teachers will select suitable teaching methods and teaching methods for each lesson, paying attention to the active teaching methods contributing to developing capacity for students, such as teaching review, choosing and preparing necessary tools, equipment and teaching facilities to support the process of teaching integrated lessons / topics Very important meaning, deciding the success of the teaching process Step Design learning activities: When designing an integrated lesson / theme teaching plan, teachers need to pay attention to the appropriate arrangement of time for each activity content but must ensure to provide giving students the knowledge, skills and abilities they need to develop; pay attention to techniques to attract students to learning activities For example, when studying the Local Geography section in the Geography program, teachers can build up the topic of teaching "Understanding clean water around you" with the project "I was invited to cooperate with the research team save the situation of local water resources I and the members of the delegation, survey, study and report the results and propose some simple measures to treat domestic water in the household scale In order to implement this project, teachers need to first determine the specific objectives of the project: In terms of knowledge, students understand the quality characteristics of domestic water sources in the locality; On that basis, propose and test a number of measures to treat water on a household scale; In terms of skills, students improve and strengthen skills of searching, processing information, synthesizing issues related to research issues; Regarding the attitude, adding love to the homeland, improving the sense of responsibility and changing behavior in front of local environmental protection issues; In terms of capacity, through the project, it contributes to the formation and development of students' ability to solve problems, cooperation capacity, and the ability to apply the learned knowledge and skills, and the ability to understand geography (use maps, geographic images, statistics ) On the basis of sticking to the topic, teachers identify cognitive activities, choose methods, teaching techniques and teaching facilities, allocate reasonable time With the above project, the basis and content, objectives and local real situation, teachers can suggest organizing some basic activities as follows: Researching local water quality; Find out the causes and consequences of local water pollution; Proposing and testing a number of simple water treatment measures in households In each activity, teachers need to develop a detailed ` 12 teaching plan Specifically, with activity 1, research on local water quality, teachers determine: + Objectives: To understand the manifestations, causes, impacts and solutions to use rational and safe water sources + Teaching methods / techniques: Local geographic survey + Media: Water sampling device, camera + Operation process: Data collection: (1) Actual survey: Students plan to propose actual points, take water samples (2) Search and collect information on the internet, local books and newspapers; Processing data analysis: Testing of collected water samples in some basic components; General analysis of documents according to the basic issues identified; Write reports, present research results; Report, present and discuss + Assessment: Product reports and attitudes of students participating in performing tasks Step Planning assessment Based on the objectives when building lessons and products that need to be achieved, teachers make plans to evaluate students' work results according to the capacity development orientation In a lesson / topic, one or several specific competencies can be selected and evaluated This assessment can be done through observation cards, questionnaires or practical questions, exercises, and situations for students Assessment in integrated teaching should pay attention to the following contents: The purpose of assessment is to help both teachers and students have a basis and orientation to adjust teaching activities more effectively; comprehensively evaluate both knowledge, skills, attitudes and competencies; the content of integrated lesson / topic assessment in teaching Geography in secondary school focuses mainly on assessing the ability to apply general knowledge to solve specific situations; Evaluation method: combining process evaluation and evaluation of performance results; Audience participants: individual students, classmates, teachers, families and society Example: After completing the lesson, integrate lesson Labor and employment Quality of life, to assess the level of awareness of students, teachers organize for students to a test including a system of multiple choice questions and essays In particular, to assess the ability to apply knowledge into practice of students, teachers make a request to observe images Comparison of hourly labor productivity in 2012 among countries According to the report of the General Statistics Office, in 2015, Vietnam's labor productivity at current prices reached 3,660 USD, only 4.4% of Singapore Thus, every Singaporean works with the productivity of 23 Vietnamese people combined Do you have any assessment on the above problem? As the future owner of the country, what will you to contribute to increasing the productivity of your country? 2.3.2 Integrated teaching organization On the basis of the content of integrated lessons / topics, teachers conduct teaching and learning, which means implementing the previously-oriented ` 13 teaching plan The process of organizing the implementation of integrated teaching lessons / topics in Grade Geography - Secondary has just the basic general steps for all learning topics and has its own characteristics based on the content of lesson study / topic, implementation time, product requirements and specific conditions of each school, each region and student objects Organization of integrated lesson / topic teaching is carried out through the following basic steps: Step Transfer learning tasks to students The task of learning is clear and consistent with the ability of students, reflected in the requirements of products that students must complete when performing tasks; forms of lively and attractive tasks, stimulating students' interest in awareness; ensure all students receive and are ready to perform their tasks To transfer learning tasks to students, teachers can use a number of ways such as games, learning situations, using a practical problem, a literary work or an historical event Since then teachers skillfully lead students to perform learning tasks, creating excitement for learners Step Organize integrated lesson / topic activities for students Based on the process of organizing the designed activities, teachers organize for students to perform tasks and corresponding cognitive processes In the process of performing tasks, teachers need to encourage students to cooperate with each other when performing their learning tasks; timely detection of students' difficulties and appropriate and effective support measures; No students are "forgotten" For example, when teaching the subject of Geography in the agricultural sector in the Geography program, teachers organize for students to perform the tasks of studying with the grafting technique with the expert group and puzzle pieces, thereby completing a diagram showing the impact of natural and socio-economic factors on the distribution and development of the agricultural sector Step Student organization reports academic results Guidance for students to present / report results greatly contributes to the success of the integrated teaching lesson / topic in Geography - Secondary school Based on the time (at the previous stages) and the process of monitoring the individuals / groups of students performing the learning tasks, teachers build the reporting method The form of reporting is consistent with the active learning content and teaching techniques used; Encourage students to exchange and discuss learning content; handle pedagogical situations that arise logically Step Review and evaluate students' learning results In this step, teachers base on the practical situation of the organization of integrated teaching, based on the attitude of participation and the level of accomplishing students' cognitive tasks in order to have appropriate assessment and use The results of the evaluation tools have been selected and built, ensuring fairness, objectivity and accuracy Depending on the specific situation of each school, depending on the ` 14 organizational capacity of the teacher, there is flexibility in organizing different integrated lessons / topics 2.3.3 Evaluate - Assessing the process: In integrated teaching of Geography subject in junior high school, periodic assessment is shown in the process of teachers using a variety of tools to assess students' cognitive ability, observe, evaluate student's capacity development after learning integrated lessons / topics The progress of students must be expressed through the learning process, undergoing the process of affecting perceptions and changing learners' behaviors The evaluation process focuses on finding out the factors that affect students' educational results in order to have timely, timely solutions to improve and improve the quality of education and teaching - Periodic assessment: usually held in the middle of the semester, the end of the semester and the end of the school year In addition to the periodic assessment of learning, the quality of students' competencies is shown in the question of applying knowledge to solving practical problems The results of periodic reviews will also reflect the degree of impact of the process assessment Experiencing the process of designing and organizing cognitive activities in integrated lessons, assessing the appropriateness of teaching methods and means, ensuring the objectives or cognitive characteristics of students; Since then the teacher has to make adjustments and changes if necessary in specific steps such as defining the goals, content, methods, forms and teaching facilities; redesign the process of organizing activities or organizing learning activities to better suit the perceived subjects, with the objectives of integrated lessons and practical practices of high schools 2.4 Measures to organize case study in Geography in secondary schools 2.4.1 Applying positive teaching methods and techniques in integrated teaching of Geography in secondary schools - Applying a variety of teaching methods on the basis of carefully studying the physiological characteristics of students, consistent with the content of the integrated lesson / topic: teaching the whole class, individual teaching, group teaching, classroom teaching - Flexible and flexible application of teaching methods and techniques in accordance with integrated teaching in Geography at junior high school Through theoretical research and based on teaching experience in high school, in order to effectively integrate integrated teaching to meet educational objectives, the PhD student selects some of the most effective teaching methods and techniques in teaching integrated learning Geography at junior high school, specifically as follows: Method of using visual media; Methods of problem-solving teaching; Method of teaching by station; Project teaching method; Methods of survey and investigation; Webquest method; Piece technique; Technical tablecloths; The technique of using thinking diagrams; ` 15 Each teaching method and technique has its own strengths, so teachers base on specific lesson objectives / integrated topics, using flexible coordination activities and techniques to achieve the highest efficiency, creating the best opportunity for students to participate in cognitive activities, promoting their activeness, initiative and creativity 2.4.2.1 Application of IT in the design of integrated lessons / topics In the process of designing lessons / integrated topics, teachers need the support of IT in information search activities for research work, improve professional knowledge and get materials to support lecture preparation through Internet; use programs, software to capture, cut, design documentary, chart, knowledge mapping, select pictures like Paint, Photoshop, Window Movie Maker, SnagIt, Total video Converter, autoshape, smartAr, Chart ; Application of some utility software to exploit and design channels such as Mapinfo, Excel, Google - earth, Encarta, Mindmap to design maps, schemas, charts, images, mind maps In addition, teachers can use the software to support lecture preparation to create electronic lectures such as MS Powerpoint, Violet, iSpring Presenter and software for making movies, music 2.4.2.2 IT application in the process of organizing integrated lessons / topics Information technology to support teachers in organizing the teaching process in class: Teachers use Projecto to express the prepared teaching tools, an important support tool in organizing receiving activities knowledge for students, such as lectures, science films, pictures, diagrams, diagrams, charts, tables of data related to the content of lesson knowledge; Train skills, develop students' capacity under the help of IT: Under the support of IT, teachers organize cognitive activities, thereby contributing to the formation and development of necessary capabilities for people learn Information technology supports group collaboration: One of the main benefits of project teaching is to link lesson content with practical ideas of life to attract students into teaching activities Through the implementation of projects, students can work in groups, exchange, discuss and cooperate to work together outside of class time, through IT to help students share more documents and work more effectively in the learning process Through tools such as Google Driver, Office 365 teachers can check student results and study participation Information technology helps students complete the cognitive tasks assigned by teachers: While organizing the lesson / integrated topic, teachers often assign tasks and learning projects to students Based on the task, students can use the support of IT to fulfill the requirements of teachers For example, when teaching integrated topics Understanding clean water sources around you, teachers can use the optional station type to organize for students at each station to display information with different sources of materials on the content understand the problem of using domestic water in the locality In order to complete the task, the groups must have the support of IT to find relevant ` 16 information on the internet, using ProShow Producer software to create videoclip; Use Power Point to complete the presentation; Look up the internet channel to complete a propaganda poster and use Mindjet MindManager to draw a mind map Information technology improves the efficiency of strengthening the learned knowledge: IT supports teachers to design and organize activities to consolidate knowledge by diagrams, multiple choice exercises, crossword games, Overtime In the main course, extra-curricular activities also need the support of IT as the contest: Vibrating the golden bell; Road to Olympia; Geography gala Information technology assists teachers in setting up opinion surveys and gathering feedback from students using Google Forms The implementation is very easy, just - minutes, teachers can build the Surveys for students The answer results are statistically automated and immediately integrated in the surveyor's Driver This means you can collaborate with others to create surveys, or share finished products with selected people, and then use the power of a spreadsheet for analysis feedback 2.4.2.3 Strengthen IT application in the process of organizing the examination and evaluation of integrated lessons / topics When organizing old lessons with the help of IT, teachers should combine multiple choice and essay questions, which can include pictures to comprehensively evaluate the student's previous lesson study This measure will help students get excited and bring more efficiency Using software to support the exam/test and evaluate the learning results of students such as McMix, Quest, MS Excel 2.4.3 Renewal and assessment in the organization of teaching Geography To assess student's ability as well as the level of completion of student's learning tasks after completing integrated lesson / topic in teaching geography in junior high school, the thesis proposes a number of tools the following evaluation: - Assessment through cognitive tests: Questions and cognitive exercises are assessment tools in which students answer questions given by teachers in the form of objective multiple-choice questions (TNKQ), essay, writing reporting, painting, drawing mind maps - Use evaluation sheets according to criteria: This type of tool is often used for teachers to evaluate students' learning products, so that students can self-assess their own learning products and evaluate the products of others - Assessment through observation: During observation in class, teachers must pay attention to the activities of students such as expressions, presentation, skills to use maps, the interaction between the students in the group and each other, talking individually in class, distracting, nervous, anxious or excitedly raising their hands to express their ideas, The specific product that students create is evidence of the application of the learned knowledge - Using the evaluation sheets according to the criteria, the checklist of ` 17 behaviors: The checklist for teaching is a list of steps taken by a skill in a reasonable order and required to be achieved for implementation a technical process, a job, a task, teaching by checklist used to teach the practice of skills - Assessing through learning records: Learning records are documents that prove the students' progress, in which students evaluate themselves, state their strengths, weaknesses, interests and record themselves re-learning results in the learning process, self-assessment, compared with the learning objectives set out to realize progress or not progress, find causes and remedies in the future 2.5 Design and organize some integrated lesson plans in Geography in secondary school Based on the principles and requirements for the organization of case study, sticking to the first stage of the process is to build the lesson plan / topic integrated from the survey step, learn students to determine the goals, set planning activities and planning for inspection and assessment; Applying the proposed measures, PhD student designed and organized integrated teaching plans in Geography in secondary schools, namely: Labor and employment Life quality; Vietnam Agricultural Geography; Topic of Delta and Red River Delta civilization; topic Learn about clean water around you These lesson plans are used by the PhD student in the experimental process of the thesis CHAPTER 3: PEDAGOGICAL EXPERIMENT 3.1 Experimental purpose Experimental pedagogy to test the feasibility, correctness, efficiency of the proposed process and measures; Adjust and supplement to complete theoretical studies to find the right direction and appropriate implementation, bring high efficiency in organizing integrated teaching in Grade Geography in secondary school capacity development orientation for learners 3.2 The task of pedagogical experiment Developing organizational plan for pedagogical experiment; Experimental organization; Evaluate experimental results On that basis, it draws conclusions and recommendations to continue to improve and implement research results to meet the requirements of current education reforms 3.3 Experimental method 3.3.1 Select experimental methods - During the experiment, the author conducted two waves as follows: + Stage 1: The author organizes for teachers Geography schools conduct experiments to learn the knowledge of integration and teaching teaching; exchange with teachers about the purpose, content, experimental experience; provide teachers with necessary materials for teachers to improve knowledge of mathematical teaching; provide and guide teachers how to prepare integrated lesson plans in accordance with the proposed process; Experimental teachers ` 18 refer to the lesson plans already prepared in Chapter Based on the knowledge just exchanged, the author of the thesis asks the teachers' opinions about the process and methods of organizing teaching in the Geography of in secondary School; make suggestions to improve and perfect the experimental lesson plan; supplement and perfect the content of case study in Geography + Stage (including stages of pedagogical experiment) Phase 1: The author directly teaches 04 experimental lesson plans at grade 9A of Chu Van An primary, secondary and high schools according to the lesson plan already prepared and revised through the 1st training course in order to seek the opinion of teachers students and students assess the suitability and feasibility of integrated teaching in Geography 9; comment on completing the process and measures in chapter of the thesis, contributing suggestions to complete the experimental lesson plan Phase 2: The geography teacher attended the first training, the first time of the second experiment was conducted on the pilot pedagogical 04 modified lesson plans; Control class: Teachers teach the above lessons by compiling common lesson plans To verify the feasibility and effectiveness of the research topic, the author conducted a pre-check and post-impact test with experimental and control classes In the general class, teaching traditional methods, the experimental class applied positive methods and techniques that were developed in the integrated lesson plan 3.3.2 Method of evaluating experimental results To conduct comments and evaluate experimental results both qualitatively and quantitatively, the author used some of the following tools: 15-minute test was done by students after completing the experimental exercises to help the author beat the price of acquiring geographical knowledge and vocational guidance through experimental periods and experiments; assessing through questionnaires of teachers and students on integrated lessons / topics; observe the classroom; deep conversations or interviews; use observation cards to assess students' capacity of teachers, self-assessment forms and peer assessment: to assess the capacity development of learners; using math statistics method Comment, evaluate the experimental results and draw conclusions about the feasibility and effectiveness of the research through the use of statistical math methods and SPSS software to process data after experiment 3.4 Experimental process 3.4.1 Experimental preparation - Selection of experimental content: PhD student conducted integrated lessons / topics, namely: Lesson Lesson Labor and employment Quality of life (Week 2); Lesson 7,8,9,10 Subject: Vietnam Agricultural Geography (Week 4, 5); Subject extracurricular: Red River and Mekong River Delta civilization (Week 27); Lesson 41 Local Geography: Understanding the clean water source around you ` 19 (Week 32, 33) Experimental lessons are arranged in incremental levels of integration: integration - integration of subject-matter topics - integration of interdisciplinary topics and application in local practice The design and organization of activities in lessons are also arranged and selected according to cognitive ladder, thereby assessing the level of capacity development of students - Selecting experimental teachers: Choosing teachers directly teaching Grade Geography in secondary schools The teaching teacher must have a strong professional qualification and competence to meet the purpose of the experiment - Select experimental location: Table 3.1 Statistics table of teachers and experimental classes and control Teacher Experimental Secondary School Control class teaching class Class Class Class Class size size Chu Van An Primary, Hoang Thi Secondary & High School Thanh Giang 9A 37 9B 38 (Son La) Cao Duong Secondary School Nguyen Thi 9B 43 9C 42 (Hanoi) Hanh Sa Pa Town Secondary School Luong Thi 9A 39 9B 37 (Lao Cai) Huong La Bang Secondary School Bui Thi Mai 9A1 38 9A2 39 (Thai Nguyen) Total 157 156 The selection of experimental schools representing the provinces in the plains, mountainous, city, and rural areas to assess the appropriateness of the content and measures to organize teaching activities, ensuring mass, not local, feasible Student level is also relatively equal - Experimental time: school year 2016 - 2017, 2017 – 2018 3.4.2 Experimental organization Teachers in each experimental school teach lesson plans of both experimental and control classes In the course of teaching in class, there will be questionnaires for students after implementing the integrated lesson / topic; teacher evaluation forms, student self-assessment and peer assessment of competence After each experiment, 15-minute tests were conducted to assess students' learning results in both experimental and control classes 3.5 Assessment of pedagogical experiment results 3.5.1 Analyzing the results of the experimental exercises 3.5.1.1 Test results of students before experiment The results of the test showed that the level of the experimental classes ` 20 and the control classes were relatively equal before the experiment, reflects the selection of experimental class and control class based on the average grade of Grade Geography , of the classes are appropriate, further confirmed by the results of the pre-test test 3.5.1.2 Results of student test after experiment - After pedagogical experiment, applying the design process and measures to organize integrated teaching in Geography 9, the learning results of students through experimental papers tend to increase The specific results are as follows: The test score rate in the range of 0-4 of the experimental class is always lower than the control class In contrast, the test score is in the range of 7-8, - 10 of the experimental class is always higher than the control class This result demonstrates that the organization of teaching lessons / topics integrated in teaching Geography in secondary schools is appropriate, which contributes to the capacity development of students - Quantitative verification through specific parameters: The average value of the test points is always higher than the control classes; The standard deviation of variation between experimental and control classes is not uniform The cause of such unevenness is due to differences in learning outcomes between the experimental class and the control class That affects random errors Variable coefficient V of the experimental class is always smaller than the control class, this proves that the experimental students have more uniform learning capacity than the control class Although the average grade of the experimental class is always higher than the control class in all lessons, the result is really meaningful or not based on the t value - the Student test we see t> t (If select t = 0.05, look at Student distribution table, t (0.05) = 1.654) This shows that the difference between the average score of the experimental and the control classes is significant This also shows that the experimental plan is more effective than the control plan with significance level of 0.05 (meaning that only cases in 100 cases are not substantial) 3.5.2 Evaluate students' capacity development 3.5.2.1 Evaluation through observation - In the control class, the class hours are organized according to the teaching method with little active promotion, the teachers present more knowledge; Major knowledge practiced in Geography, little practical contact and integration of interdisciplinary knowledge; Students acquire knowledge more passively, mainly recording knowledge Classes with less lively atmosphere - In experimental classes, teachers conduct integrated teaching according to the lesson plan designed in Chapter Teachers play the role of organizing orientation and evaluation as main Students are active subjects, they are facilitated to participate in learning activities in a proactive, independent, selfconscious and creative way; implement the plan to create learning products 3.5.2.2 Evaluation through a checklist and peer assessment, selfassessment of students ` 21 - Cooperative capacity: In the process of organizing pedagogical experiments, combining observation of students and peer assessment, selfassessment, through integrated lessons / topics, the collaborative capacity of students tends to develop well Students identify the goals and contents related to the project topic, students know how to assign and master the assigned tasks Most students participated fully and punctually in group activities; students learn how to plan collaboratively; skills of creating collaborative environment, expressive skills, listening and feedback skills of students also tend to increase, most of students have a sense of contribution to reach a common unity They listen to their opinions seriously, including those that not agree - Self-study capacity: From empirical results, the criteria for measuring selfstudy capacity tend to increase in a positive direction: increase the ratio of level and reduce the rate of level Especially, after organizing integrated lessons / topics according to the proposed measures, no more students not know how to evaluate or evaluate inaccurately The level of criteria to evaluate the self-study ability of students has been improved, showing the effectiveness of teaching in geography in junior high school - Problem Solving Capacity: Under the effect of the proposed thesis measures, problem solving competence of students has a positive change Through the analysis of empirical exercises, there are significant changes of the elements, especially in the components that determine the solution to the problem and the assessment of the artillery, drawing conclusions with Fast growing In the TN class, the evaluation results of lesson 4, the problem-solving element reached level reached 83.4% (an increase of 10.8% compared to the results obtained after lesson 3) proved that problem-finding ability in students' learning situations tends to increase quite well; component evaluating the solution and drawing conclusions reached level has increased to 65% The results of the test also show that the rate of students answering the questions at high level of manipulation of the experimental class has increased significantly compared to the previous tests This proves that students have gradually become familiar with the new method of teaching method use, being able to apply general knowledge into practical problem solving - Ability to learn geography: Through integrated lessons in Geography in junior high school, students know how to exploit the internet to serve the subject The skill of searching documents of students through experiments has been improved Students can use IT in the process of studying learning materials and designing products The skill of using geographic tools also has developed quite well Students know how to exploit, text documents in textbooks, reference books or on the web to solve learning tasks Skills to use maps and schemas of students also tend to develop With an integrated lesson / topic development process and method, through performing learning tasks, students actively use maps and schemas with the function of knowledge sources, which means students under the Teachers' ` 22 instructions will gradually be able to read - understand the map, exploit the large amount of knowledge shown on the map, for example, identify on the map of ricegrowing areas, industrial plants Especially, in the topic of integrating "My local economy and environment", students are involved in the learning process in the field Students actively search for local locations, especially they also use Google maps to find their way and mark the points that groups will go on the field, photo spots as proof of presentation of the report products - The ability to apply knowledge and skills learned: After the experiment process, the PhD student realized that the students had a clear change in the manifestations of the ability to apply the knowledge and skills they learned to solve the problems practical issues Considering the questions in the test that require applying general knowledge, the number of students choosing the correct answers in the experimental classes is higher than the number of students choosing the correct answers in the control classes This proves that the measures have been effective in training the application of interdisciplinary knowledge into practice for students For example, related questions to solve practical situations (essay questions) in the test, students have the ability to apply and solve problems more thoroughly 3.5.3 Evaluate the feasibility and effectiveness of the built-in lesson / topic Through the results of the survey, teachers and students participate in the hours, teach and learn integrated topics / lessons, it can be affirmed: integrated lessons / topics in Geography at junior high school that the author of the thesis Basic construction has achieved the following basic goals: Creating a vibrant learning environment and increasing learning interest for learners, developing cooperation capacity and problem solving for students in front of practical problems, requiring the mobilization of interdisciplinary knowledge to solve At the same time, this is also an important reference source, meaningful for teachers when it is necessary to implement the design and organize interdisciplinary integrated teaching topics in Geography teaching in high schools CONCLUSION AND RECOMMENDATIONS Conclusion From the study of theory, reality and experimental implementation of integrated teaching methods in Geography in secondary school, based on the purpose and research tasks of the thesis, the author The author draws some of the following conclusions: 1.1 The study of systematizing the theoretical and practical basis of integrated teaching in Geography in secondary school can be seen as integrated in current teaching which is considered an inevitable trend In the renovation of the new general education program, integrated teaching is an important orientation contributing to the development of capacity for students, meeting the educational goals in the new period To date, there are many ` 23 different forms of integration, each with its own strengths Therefore, each school, each subject should be based on its own characteristics, specific subjects to choose appropriate integration 1.2 Based on the theoretical and practical basis of the school, the teaching staff as well as the integrated teaching practice, the thesis proposes principles, requirements, identifies integrated content and topics; propose the process of organizing integrated teaching in Geography in secondary school In order to organize integrated teaching in Geography effectively, the thesis proposes a number of specific measures: applying positive methods and techniques; enhance the application of information and communication technology; innovating and evaluating and developing learners' capacity 1.3 The thesis designs and organizes teaching some integrated lessons in Geography in secondary school The results of pedagogical experimentation show that: Integrated teaching in Geography in high school develops students' abilities; The thesis proposes a process and measures to organize teaching is feasible Integrated teaching meets the innovation requirements in the current high school because it has just achieved the teaching objectives of the program, and created opportunities for students to self-study, self-study, take initiative and creative in learning, developing the necessary competencies Integrated teaching is one of the pathways for students to use their knowledge to solve practical situations, contributing to making teaching meaningful Recommendations Research results show that integrated teaching creates good opportunities for students to participate in learning activities, deepen knowledge, apply knowledge to solve practical situations, develop human capacity study, train dynamics, develop planning and time management capabilities Therefore, the author has some recommendations as follows: - The Ministry of Education and Training guides the implementation of programs and textbooks to meet the requirements of reforming the overall program, focusing on the contents and topics of integration of learners' capacity development orientations; It is necessary to promulgate specific guidelines and documents to support teachers in the process of organizing the program implementation, renewing methods and forms of examination and evaluation The Ministry of Education and Training in conjunction with the Departments and Departments of Education and Training in localities shall open professional training and retraining courses to help teachers well organize integrated teaching activities in secondary schools Department, ensure systematic and scientific, effective quality assurance - For pedagogical schools, it is necessary to update the program in the direction of training teachers can teach integrated learning Students in addition to training specialized Geography knowledge should help them to expand their knowledge, understanding a number of areas such as history, physics, ` 24 information technology and technology moving forward confident when teaching integrated content and topics New graduates adapt to the practical requirements of integrated teaching when the educational program changes - The Board of Directors in secondary schools should be aware of the role and necessity of organizing integrated teaching in Grade Geography in particular and in general school education Since then, the school needs to create conditions for teachers to fully and regularly participate in professional training courses to update new information, have the opportunity to exchange experiences and study professionally, improve qualifications professional and pedagogical skills The school needs to build a flexible and scientific teaching program so that teachers have the opportunity to apply the forms of integrated teaching organization; strengthen professional activities by schools and clusters to share experiences, solve obstacles and embarrassment in the process of applying teaching methods, assessing and assessing to develop students' capacity; Encouraging teachers to innovate teaching methods and techniques towards positive cognitive activities of students Increasing investment in modern and advanced teaching facilities; invest in multi-functional classrooms, equipped with projectors, computers, internet, invest in libraries and laboratories with appropriate equipment; promoting the application of information and communication technology, modernizing teaching equipment and devices to contribute to improving the quality of teaching Geography in high schools - Teachers need to change their perceptions and conceptions, changing from the mono-teaching habits to integrated and multi-disciplinary teaching Teaching needs to be proactive and active to update information, improve professional and interdisciplinary knowledge levels, improve integrated teaching capacity Teachers need to be well-trained and professionally trained, enthusiastic and enthusiastic about their careers, well aware of their needs and determination to implement integrated teaching; Teachers need to create maximum conditions for students to know how to work together, actively participate in the process of exploring and studying knowledge Since then, students develop the necessary competencies, complete the moral qualities for them - the future generation of the country ... Secondary & High School Thanh Giang 9A 37 9B 38 (Son La) Cao Duong Secondary School Nguyen Thi 9B 43 9C 42 (Hanoi) Hanh Sa Pa Town Secondary School Luong Thi 9A 39 9B 37 (Lao Cai) Huong La Bang... Thanh Giang – Nguyen Thi Hue (20 19) , “Applying project method in teaching integrated subject Geography 9 , Proceedings of the 11th National Geographic Conference 11 Hoang Thi Thanh Giang (20 19) ,... THESIS PROTOCOL Hoang Thi Thanh Giang (2016), “Integrating historical content in teaching Geography at high school”, Educational Equipment Journal, No 1 19, July Hoang Thi Thanh Giang (2016), “Integrating