Phát triển năng lực tự học cho sinh viên trong dạy học học phần hóa học đại cương vô cơ ở trường cao đẳng y tế khu vực tây nam bộ tt

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION HUYNH GIA BAO DEVELOPING SELF-LEARNING CAPACITY FOR STUDENTS THROUGH TEACHING GENERAL INORGANIC CHEMISTRY AT MEDICAL COLLEGE OF THE SOUTHWEST REGION Speciality: Theory and Methods of Teaching Chemistry Code: 9.14.01.11 SUMMARY OF THESIS WILL ADVANCED SCIENCE EDUCATION HA NOI , 2020 The work was completed at Chemistry Faculty - Hanoi National University of Education Supervisor: Assoc.Prof Dr Nguyen Xuan Truong Review 1: Assoc.Prof Dr Le Van Nam Review 2: Assoc.Prof Dr Vu Quoc Trung Review 3: Dr Nguyen Thi Nguyet The thesis will be defended by the University-level thesis evaluation committee at Hanoi National University of Education at hour date month year The thesis can be found at these libraries: National Library, Hanoi or library of Hanoi National University of Education PREAMBLE The reason for choosing the topic Innovation in education and training is a fundamental factor determining the sustainable development of the country Along with the trend of internationalization, our Party and State have considered capacity development to be the leading task in educational innovation, including vocational education The basic task of teaching at Universities and Colleges today is not only to provide students with a system of professional knowledge, but more importantly, to equip learning styles and promote proactivity of learners; using information and communication technology in teaching activities; exploiting open educational resources and Internet resources.Teaching and oriented development of competencies in general and self-learning capacity in particular can be considered as a concretized model of an output-oriented program Self-learning is the decisive factor for the quality of learning and training It promotes self-awareness, actively occupies students' knowledge Developing self-learning capacity for students is a job that has an extremely important position in higher education Students want to firmly grasp, deeply understand and apply chemical knowledge to different situations that require good intellectual capacity The current situation of teaching in Inorganic General Chemistry in medical colleges has not yet developed self -learning capacity for students There is still a very limited number of self -studying capacities because teaching the subject has not brought them excitement The task is to find ways to develop autistic energy for students to improve the teaching quality of inorganic general chemistry in medical colleges Stemming from the above analysis, we choose the topic "Developing self- learning capacity for students through teaching the Inorganic General Chemistry module at the Medical College of the Southwest region" as the subject of thesis 2 Research’s aims and Research’s missions 2.1 Research’s aims Research, proposed measures develop Self-learning Resources Inorganic chemistry part For Students Contribute to improving the quality of training at Southwestern Medical College 2.2 Research’s missions - Research on the basis theory of Self-learning, Capacity, self-learning capacity, organize self-learning activities for students and some teaching methods actively to develop energy deposition Learning in College Medical; - Research and practical basis on the status of capacity development for the Student Study in teaching modules General Inorganic Chemistry at the Medical College of the South West region - Research and propose the structure of Self-learning Competencies; identify the Selflearning Activity process and develop a toolkit, criteria for the Self-learning Competency Assessment for Health Students; - Analyze the structure and content of the General Inorganic Chemistry program at the Medical College; - Proposing measures to be used in the process of organizing Self-learning Activities to develop Self-learning Capacity of inorganic General Chemistry chemistry: Project-based teaching, Experimental teaching according to Spickler - Pedagogical experiment to confirm the correctness of the thesis hypothesis Object and subject of the research 3.1 Research object The process of organizing teaching inorganic general chemistry courses for students at medical colleges in the direction of developing self-learning capacity 3.2 Research subjects Student's self-learning capacity and two measures to develop self-learning capacity for students at the Medical College Scope of research - Curriculum of general inorganic chemistry at the Medical College - Student self-learning capacity in inorganic chemistry course - Survey and experimental pedagogy at six southwestern medical colleges - Research period: From November 2016 to May 2020 Scientific hypothesis By applying project-based teaching and Experimental teaching according to Spickler in teaching inorganic general chemistry part in science, it will develop self-learning capacity for students and contribute to improve teaching quality studying inorganic general chemistry at the medical college in the current period according to the capacity development orientation Research method 6.1 Group of theoretical research methods 6.2 Group of practical research methods 6.3 Mathematical statistical methods New contributions of the topic - Systematize the theoretical basis of self-learning, self-learning activities organization, capacity, self-learning capacity and theoretical basis for organizing self-learning activities; - Investigating and assessing the status of self-learning capacity development in teaching general inorganic chemistry at southwestern medical colleges: 24 lecturers and 600 students; - Identified the 5-step basis and process of building self-learning capacity structure of medical college students Framework structure self-learning capacity has component competencies and criteria - Proposing measures to develop self-learning capacity for students to teach the chemistry part of the college of health: Project-based teaching and Experimental teaching according to Spickler - Designing a set of tools for assessing the self-learning capacity of self-learning ability for students in teaching the chemistry part at the College of Health: Student Self-learning Competency Evaluation Form for Students, self-assessment of student capacity selfevaluation questionnaire, questionnaire of students The structure of the thesis In addition to the introduction, conclusions, recommendations and references, the thesis has chapters: Chapter 1: Theoretical and practical basis of developing self-learning capacity for students Chapter 2: Developing self-learning capacity for students in teaching inorganic General Chemistry at Southwestern Medical College Chapter 3: Pedagogical experiment CHAPTER THEORETICAL AND PRACTICAL BASIS OF DEVELOPMENT SELF-LEARNING CAPACITY FOR STUDENTS 1.1 History of research issues 1.1.1 In the world 1.1.2 In Vietnam 1.2 Theoretical basis of developing self-learning capacity for students 1.2.1 Self-learning and self-learning activities 1.2.1.1 Self learning Self-learning is a positive self-awareness process of learners in order to perform learning activities themselves (self-learning, self-express, self-test) In the process, there may be no need or need the help of other people (referees, organizations, guides) Students always proactively put themselves into learning tasks, handle them to acquire knowledge, form and develop their own skills and techniques with the set goals 1.2.1.2 Self-learning activities of students student activities of students currently is the activities of self-learning Should selflearning activities must also have appropriate methods, content, purposes, expressed in many aspects (motivation, attitude, will, methods and skills of learning) and still subject to many Other factors (documents and learning facilities; friends; teachers, family and society ) 1.2.2 Capacity 1.2.2.1 General capacity concept Competence is the ability to appropriately apply the system of knowledge, skills, and attitudes to successfully perform a task in a given context 1.2.2.2 General structure of capacity The general structure of active capacity is described as a combination of component CAPACITY: professional competence, method competence, social competence, individual competence 1.2.2.3 capacity of students in general and medical students - general competencies: (1) capacity of autonomy and self-learning; (2) capacity of communication and cooperation; (3) capacity for problem solving and creativity - professional competencies: (1) language capacity, (2) calculating capacity, (3) capacity of natural and social study, (4) technological capacity, (5) competition capacity , (6) aesthetic capacity, (7) physical capacity 1.2.3 Self-learning ability 1.2.3.1 Definition of self-learning capacity student's self-learning capacity is the ability of the student to flexibly and actively apply the existing knowledge and skills to successfully perform the learning task by developing a learning plan on their own; implement learning plans and self-assess, adjust the learning process itself to achieve the learning goals set out 1.2.3.2 The general structure of self-learning capacity self-learning capacity is two groups of component ability: action ability group and intellectual capacity group 1.2.4 Organize learning activities to develop self-learning capacity organization of self-learning activities a teacher sets out the self-learning activities, orienting, supporting, advising and directing students to conduct the self-learning activities the teacher offers different forms of self-learning activities such as self-learning according to the curriculum, self-research on the subject, self-learning according to the instructors, to explore knowledge and forge skills , thereby developing ability 1.2.6 Assess self-learning capacity (1) Purpose of evaluating self-learning ability: Assessing learning needs; Learners are concerned (2) Principles for evaluating self-learning ability: Ensuring value, Ensuring reliability, Ensuring flexibility, Ensuring fairness, Ensuring systemateness, Ensuring integrity , assurance assessment of student development, assessment in a practical context (3) Methods and tools for evaluating self-learning capacity for students using the capacity scale, assessing through study records and assessing through special design tests 1.3 Some learning theories guide the development of self-learning ability 1.3.1.Cognitive blood (Cognitivism) 1.3.2 Constructionalism 1.4 Some teaching methods develop students' self-learning ability 1.4.1 Project Based Learning “teaching project is a form of teaching in which students under the control and assistance of the teachers themselves solve a complex learning task not only theoretically but also The practical side through which creating practical products can be introduced and published 1.4.2 Teaching methodology experiment according to Spickler active learning process, self-discipline associated with experimental activities, “students self-learning in order to achieve the set learning requirement, students need to apply more extensive skills of laboratory processing, self-development of thinking, creativity, and knowledge utilization 1.5 Situation of developing self-learning capacity for students in teaching General Chemistry inorganic chemistry at Southwestern Medical College 1.5.1 Characteristics of the Medical College of the Southwest region in the South of Vietnam 1.5.2 Survey purpose 1.5.3 Subject, survey time 1.5.4 Survey content and methods 1.5.5 Survey results 1.5.5.1 Analysis of survey results for lecturers a About the common difficulties in self-learning organizationb b.About the actual status of the implementation of teaching methods contribute to the development of self-learning capacity c regarding the role of developing self-learning capacity for students at college of health d On the frequency of regular use of self-learning capability assessment tools in teaching 1.5.5.2 Analysis of survey results for students a About self-learning awareness b About the role and meaning of self-learning c About the time for self-learning d on the level of realization of the basic skills of self-learning Through exchanging survey students, we found that: students have correct awareness of the role of the game, there are still quite a few students who not have much time for selflearning Students not have scientific self-learning methods (find documents, collect information, process information); has not brought into full play the collective strength, selflearning is still spontaneous, strong who does that person learn, rarely exchange information Self-learning ability of medical students is not high Teachers initially teach students self -studying skills and let students it by themselves, create products, not pay attention to students to self-define tasks and plan self-learning; self-assessment and selfregulation Teachers teach self-learning to students mainly based on "personal experience" Summary of chapter CHAPTER DEVELOPING SELF-LEARNING CAPACITY FOR STUDENTS IN THE TEACHING OF GENERAL INORGANIC CHEMISTRY LEARNING AT SCHOOL MEDICAL COLLEGE SOUTHWEST REGION 2.1 Analyze the structure and objectives of the Inorganic General chemistry program 2.1.1 The curriculum structure of the General inorganic chemistry course 2.1.2 Objectives of the curriculum in Chemistry General Inorganic course 2.1.2.1 About knowledge 2.1.2.2 Skills 2.1.2.3 Attitude 2.1.2.4 Capacity development orientation 2.2 Building the self-learning capacity structure of Health College students 2.2.1 The process of building self-learninging competence structure 2.2.2 Structure of self-learning capacity of Medical College students 2.2.3 The level of expression of self-learning competency criteria of Health College students component capacity Develop a selflearning plan Perform Selflearning plan Evaluatea nd selfassessme nt of selflearning results criteria Define selflearning goals and tasks degree evaluation Determining the objectives and tasks of the school but not clearly analyzed and specific Self-learning plan Identify methods and means of selflearning but have not distributed a reasonable time Information gathering Gathered some information but it was not accurate Information analysis and processing Processing some information but not accurate Using information to solve selflearning tasks Solve some selflearning tasks Taking notes, summarizing information, summarizing Taking notes and summarizing information but not summarizing knowledge Peer Assessment Self Assessment Assess the advantages and disadvantages of your classmates, but have not identified the cause Clearly defined but unimportant goals and mandates Clearly and properly identifying the goals and tasks of the private school Identify methods, means, self-learning time and expected results Determining methods, means and time to selflearning but not expected to achieve results Collected quite a lot of information but some are not accurate Processing a lot of information to acquire knowledge but not accurate Solve quite a lot of private tasks Taking notes, summarizing information and summarizing incomplete knowledge Assess the advantages and disadvantages of your classmates and identify a number of reasons Gather a lot of accurate and complete information Handling information is complete and accurate knowledge Fully solve the task of selflearning Taking notes, summarizing information and summarizing knowledge fully Assess the advantages and disadvantages of your classmates and identify the causes based on the results achieved Self-assessment of Self-assessing Self-assess your the pros and cons of the advantages strengths and self but not know and weaknesses and how to adjust disadvantages of self-adjust in self and selfadjustment, but not consistent with the goals and tasks of selflearning 2.3 Develop a toolkit to assess students' self-learning ability accordance with the goals and tasks of selflearning 2.3.1 Developing the survey questionnaire after experiment 2.3.2 Build observation checklist 2.3.2.1 Student observation checklist for faculty members Criteria Level of points Determining the objectives and tasks of the school but not clearly analyzed and specific Identify methods and means of self-learning but have not distributed a reasonable time Gathered some information but it was not accurate Processing some information but not accurate Solve some selflearning tasks Taking notes and summarizing information but not summarizing knowledge Clearly defined but unimportant goals and mandates Assess the advantages and disadvantages of your classmates, but have not identified the cause Assess the advantages and disadvantages of your classmates and identify a number of reasons Self-assessment of the pros and cons of self but not know how to adjust Self-assessing the advantages and disadvantages of self and self-adjustment, but not consistent with the goals and tasks of self-learning Determining methods, means and time to self-learning but not expected to achieve results Collected quite a lot of information but some are not accurate Processing a lot of information to acquire knowledge but not accurate Solve quite a lot of private tasks Taking notes, summarizing information and summarizing incomplete knowledge Clearly and properly identifying the goals and tasks of the private school Identify methods, means, self-learning time and expected results Gather a lot of accurate and complete information Handling information is complete and accurate knowledge Fully solve the task of self-learning Taking notes, summarizing information and summarizing knowledge fully Assess the advantages and disadvantages of your classmates and identify the causes based on the results achieved Self-assess your strengths and weaknesses and selfadjust in accordance with the goals and tasks of self-learning Assessments of private competency in groups of students School: Group: Training industry: Lecturers: component capacity Criteria Level of points points Develop a selflearning plan Define self-learning goals and tasks Self-learning plan Information gathering Perform Information analysis and processing SelfUsing information to solve self-learning learning tasks plan Taking notes, summarizing information, summarizing Evaluateand self- Peer Assessment assessment of Self Assessment self-learning results Summary sheet of assessment results of case study in a class School: Group: Training industry: Lecturers: Numerical order Full name Criteria total score …… ………… Total points observe 2.3.2.2 Student self-assessment form Self-assessment sheet of students' self-learning ability School: Group: Training industry: Lecturers: Numerical order Criteria Define self-learning goals and tasks Self-learning plan Information gathering Information analysis and processing Using information to solve self-learning tasks Taking notes, summarizing information, summarizing 10 point (1) (2) (3) Peer Assessment Self Assessment total score Other comments (specify):………… Phiếu tổng hợp kết tự sinh viên đánh giá NĂNG LỰC TỰ HỌC School: Group: Training industry: Lecturers: Numeric Full name Criteria total al order score …… Total points observe 2.3.3 Evaluation through special tests 2.3.3.1 Special test design process Step Determine the objective of the test Step Design the test matrix Number of sentences Numerical order Criteria Information gathering Information analysis and processing Using information to solve self-learning tasks Taking notes, summarizing information, summarizing Location Score Score TC Step Compile the question according to the matrix 10 Step Prepare the answer, scale and conversion table Step Verify the test 2.3.3.2 Recommended test illustration 2.4 Principles for developing students' self-learning capacity in teaching General Chemistry inorganic chemistry at Medical College 2.4.1 Assurance of study objectives 2.4.2 Ensuring the inheritance of knowledge content 2.4.3 In accordance with the mode of training under credit system 2.4.4 Ensure practicality 2.6 Process of organizing self-learning Chemistry General Inorganic Chemistry 11 2.6 Measures for developing self-learning inorganic General Chemistry chemistry at the College of Health 2.6.1 Measure 1: Use project-based teaching to develop self-learning capacity 2.6.1.1 The relationship between the process of teaching by project method with the manifestations of self-learning capacity Steps of teaching by project methods Step Develop a project plan The manifestations of self-learninging ability – – – – Determining project objectives and tasks Project planning Collect information related to the project Step Analyzing and processing information related to Project implementation the project – Use information to solve project tasks – Taking notes, summarizing information, reporting products Step – Peer evaluation Project evaluation – Self-assessment, adjustment for the next project 2.6.1.2 The process of organizing project-based teaching activities to develop self-learning capacityStep Develop a project plan Activities of lecturers Student activities Expression of selflearning capacity - Setting a problem situation - Form excitement and a sense containing many of learning - Determine goals and contradictions, stimulating tasks of self-learning learning curiosity for students Creating students' beliefs about their own ability to successfully implement the project of study, what does it mean in science and real life? How can they be applied? Instructing students to 12 identify the objectives and - Agree the name and target of tasks of the project: the assigned project - Make a self-learning - Determining the core content plan determine the project title and of the project (knowledge objectives circuit) Listen and record requirements and procedures determine the tasks of the for the TH plan: project: content and + Discuss with members the implementation process work to be done during the (notice the form of classroom implementation of the TH plan organization: Time, space, + Read the entire DA content facilities and list what needs to be done + Design a plan framework + Ask students to list all the template, fill in the content, necessary work related to the coordinate the content and TH: prepare facilities, search finalize the TH plan documents + Expected products + Ask students to determine the plan framework; Create a planning matrix: Organize the tasks listed above into the plan template Step Project implementation Activities of lecturers Student activities Expression of selflearning capacity Advising and - Based on the standard chemical - Collect information organizing students to chemistry GT, references, internet implement the project: Students read and search, collect the - Instructing, orienting type of information to be found with reading and searching confidence, high selectivity in many documents of students different forms suitable to the items - Randomly track and targets and missions DA Analyzing and check student - Select and analyze sufficient processing information information sources information for each content and know during processing how to check and evaluate the - Suggestions to help accuracy and completeness of the students build products collected information - Using information to - Using processed information to solve self-learning - Organize for students build products tasks to report products - Summary of information of group members From there, build up the Taking notes, product, present the results of the summarizing project that prepared and answer information, additional questions from the teacher summarizing or classmates knowledge 13 Step Project evaluation Activities of lecturers Student activities - Presiding for students to evaluate each other - Evaluate the pros and cons of your group and group members - Through the self-evaluation of students: Identify the advantages and disadvantages of themselves, identify the causes based on the results achieved - Overcoming and adjusting errors, limitations and selfadjustment to suit the project objectives and tasks Expression of selflearning capacity - Peer evaluation - Summarizing group and individual assessment of students through: selfassessment student votes - Self assessment - Comments help students adjust, learn from experience - Qualitative evaluation through the survey after DHTDA - Quantitative evaluation through the observation checklist of teachers, and the product report of the project 2.6.1.3 Develop a system of project topics in teaching General Chemistry inorganic Chemistry (1) Principles for choosing a project topic (2) The system of project topics in Chemistry can be implemented 2.6.1.4 The teaching plan uses project-based teaching methods to develop the ability to self-learning the chemistry of Inorganic General Science 2.6.2 Measure 2: Using teaching method of Chemistry according to Spickler 2.6.2.1 The relationship between the Spickler experiment process and the expression of private competency Steps to experiment Spickler Step Develop a plan experiment Step Implementation of the plan experiment Expression of self-learning capacity – – – – – Determining goals and practical tasks -Experiment planning Survey and exploration outline the experiment Design your own way of performing, conducting, analyzing data and formulating assumptions Summary of experimental results to verify the hypothesis Record, summarize information, report on experiment 14 results Step – Peer evaluation Experiment assessment – Self-assessment and adjustment for the next exercise 2.6.2.2 The process of organizing practical learning activities according to Spickler to develop self-learning ability for students Step 1: Develop a experiment plan Activities of lecturers Student activities - Teachers set problematic content and assign tasks to students - Suggest students to find experiments by themselves in accordance with the program content and allowable conditions Expression of selflearning capacity - Determine goals and tasks of self-learning Proposal of experimental exercises (select content for experiment) + Teachers and students research and select the content of experiment exercises to develop mathematical representation for creative independent students Finalizing student associated with the medicine proposals and pharmacy profession - Support students to plan - Determining the objectives of - Make a self-learning plan experiments the experiment - Planning: Time, space, vehicles Step 2: Implementation of the experimental experiment plan Activities of lecturers - Teachers monitor and help when needed - Provide standard samples - Advising case questions Student activities Survey, exploration information outlines experiments + Students discuss in groups + Students propose to select experiments (Students can refer to books, GT, Internet, ) - Students design how to perform, analyze data and formulate assumptions - The student groups work out how to proceed, collect data, analyze data and formulate hypotheses - Summary of hypothetical 15 Expression of self-learning capacity - Collect information - Analyzing and processing information - Using information to solve self-learning tasks - Taking notes, summarizing information, summarizing knowledge test results + Representatives of student groups report the experimental results + Students compare the obtained results with the approved standard sample results and draw conclusions + Write a report on the experimental results Step Experience valuation Activities of lecturers - Presiding for students to evaluate each other - Summarizing group and individual assessment of students through: selfassessment student votes - Comments help students adjust, learn from experience Student activities Expression of selflearning capacity - Evaluate the pros and cons - Peer evaluation of your group and group members Through the self- Self assessment evaluation sheet: students recognize the advantages and disadvantages of themselves, identify the causes based on the results achieved - Fix and adjust errors, limitations and know how to self-adjust to suit Spickler experiment - Qualitative assessment through questionnaire after experiment according to Spickler - Quantitative evaluation through the observation checklist of teachers and reports of experimental results 2.6.2.3 The teaching plan uses Spickler's method of teaching chemistry experiment to develop students' self-learning ability Summary of chapter CHAPTER EXPERIMENTAL PEDAGOGY 3.1 Experimental overview 16 3.1.1 Experimental purposes 3.1.2 Experimental pedagogical task 3.1.3 Subjects and experimental areas 3.1.4 Experimental content 3.1.5 Pedagogical experiment process Phase 1: Experimental exploration Phase 2: Experimental impact (2 rounds) 3.1.6 Methods of processing experimental results Experimental results 3.2.1 Experimental exploration 3.2.1.1 Measure 1: Use project-based teaching 3.2.1.2 Measure 2: Use Spickler's Experimental teaching method 3.2.2 Experimental impact 3.2.2.1 Measure 1: Use project-based teaching (1) Qualitative analysis via student experiment form (2) Analyzing results of quantitative assessment a) Assessment of student self-learning ability development * Assessment through the student observation checklist for lecturers b) Assessment through empirical and control classes * Assessment through the student observation checklist for lecturers 17 18 Graph of developing self-learninging ability of students - Round Graph of developing self-learninging capability in Grades and Grades – Graph of developing self-learninging capability in Grades and Grades - Round 3.2.2.2 Measure 2: Use Spickler's Experimental teaching method (1) Qualitative analysis via student experiment form (2) Analyzing results of quantitative assessment 2.7 2.5 2.7 2.7 2.6 2.2 2.7 2.6 2.4 2.2 2.7 1.7 1.5 1.6 1.4 2.8 2.7 1.9 2.8 2.7 2.6 2.5 2.4 2.5 1.8 1.5 2.8 2.4 2.3 2.1 1.9 1.5 2.6 2.4 2.3 2.3 2.2 2.4 2.4 2.2 2.1 2.8 2.7 2.5 1.9 1.9 1.9 1.4 1.5 1 0.5 0.5 Xác định mục Lập kế hoạch tiêu nhiệm tự học vụ TH Thu thập thông tin Thực hành Phân tích Sử dụng thơng Ghi chép, tóm Đánh giá đồng xử lí thơng tin tin giải tắt thông tin, đẳng nhiệm vụ tự tổng kết kiến học thức Thực hành Tự đánh giá Xác định mục Lập kế hoạch tiêu nhiệm tự học vụ TH Thực hành Thu thập thông tin Phân tích Sử dụng Ghi chép, tóm xử lí thơng tin thông tin giải tắt thông tin, nhiệm tổng kết kiến vụ tự học thức Thực hành Thực hành Đánh giá đồng đẳng Thực hành Chart of developing student competency through experiment Round 1,2 19 Tự đánh giá ậ đị ế ụ ự ậ Đ ự ụ ọ đị đ ắ ệ ế ậ ụ ế ả ự ệ ế ế ọ ụ ọ ổ ế ế ứ ứ Đối chứng Đố đẳ ắ ế ệ ổ ụ ự ự đ đồ ọ ụ ả Đ ự ệ đẳ ụ ậ ụ đồ ứ ự T hực ng hi ệm ệ 2.7 2.7 2.7 2.6 2.5 2.6 2.6 1.1 1.1 2.7 2.7 1.5 1.4 1.3 1.1 1.1 1.1 1.2 0.5 Xác định mục Lập kế hoạch Thu thập Phân tích tiêu nhiệm thơng tin xử lí thơng tự học vụ TH Sử dụng Đánh giá Ghi chép, tóm Tự đánh giá thơng tin giải tắt thông tin, đồng đẳng nhiệm tổng kết kiến tin vụ tự học Đối chứng thức Thực nghiệm Graph of developing self-learning capacity of experimental and experimental students - Round 8 7 2.5 8 1.7 1.6 1.5 1.7 1.5 1.6 1.5 1.4 1.7 đị ậ ụ ế ọ ệ ự ụ Đ ự đ ậ đồ ả ụ ắ 0.5 đẳ ế ệ ự ụ ọ ổ ế Xá c định mục Lậ p kế ho ch Thu thậ p tiêu v nhiệm tự họ c thơ ng tin ế Phâ n tích v x Sử dụng thơ ng lí thơ ng tin v ụ TH ứ Ghi chép, tó m Đá nh g iá đồ ng tin g iả i quy ết tắ t thô ng tin, đẳ ng nhiệm v ụ tự họ c tổ ng kết kiến thức Đối c h ứn g T h ực n g h i ệm Đối chứng 2.8 2.8 2.7 2.8 2.7 2.8 2.7 2.6 2.5 Thực nghiệm 1.7 1.6 1.5 1.7 1.5 1.7 1.6 1.5 1.4 0.5 Xác định Lập kế mục tiêu hoạch tự nhiệm vụ học Thu thập thông tin Ghi chép, Đánh giá Tự đánh xử lí thơng tin tóm tắt đồng đẳng giá thơng tin giải thơng tin, Phân tích TH Sử dụng nhiệm vụ tổng kết tự học kiến thức Đối chứng Thực nghiệm Graph of developing self-learning capacity of experimental students - Round 20 Tự đá nh g iá CONCLUSIONS AND RECOMMENDATIONS Conclusion Through the process of researching and implementing the tasks of the topic, we have achieved the following results: 1.1 Conducted research on the theoretical and practical basis of self-study, organizing selfstudy activities, self-study competency and capacity development through a review of reference documents and investigation of self-study status Study in the General Inorganic Chemistry Module with questionnaires for 24 lecturers and 600 students of 06 medical colleges in the southwest region 1.2 Proposing content and measures to develop self-study capacity for students through organizing self-study activities for inorganic general chemistry module at medical colleges: Proposing a framework of self-study competency structure with component competencies and criteria with levels of assessing students' self-study capacity Through analyzing the program structure and objectives The inorganic chemistry module is being taught in medical colleges At the same time, proposing principles and processes for organizing self-study activities oriented to develop self-study capacity for students in medical colleges To develop self-study capacity for medical college students, we have proposed two teaching methods: project-based teaching and Spickler-based experimental teaching Based on the characteristics of each teaching method and self-learning capacity, we have determined the process of applying these teaching methods in medical college automation activities Since then, designing 06 detailed teaching plans to use in teaching General Inorganic Chemistry module to develop self-study capacity for students at the medical college of the TNB region Based on the self-study capacity framework of medical college students, the selfstudy capacity assessment toolkit is designed including: Post-experimental survey, Observation checklist, student self-assessment and aptitude test 1.3 Conducted pedagogical experiment: exploration round and impact rounds with 06 teaching plans at 06 medical colleges in the TNB region, with the participation of lecturers and 655 students In each impact experiment round, we chose experimental classes and control classes The results of pedagogical experiment are assessed through qualitative and quantitative 21 analysis of post-experimental questionnaires, observation checklists, student results on selfassessment and project-based teaching tests in each ring Actual pedagogical data are handled by SPSS statistical data processing software The results of pedagogical experiment on the development of students' self-learning capacity are confirmed through basic statistical parameters The results of pedagogical experiment after statistical processing have confirmed the correctness of the scientific hypothesis and the feasibility of the topic The results of the thesis have achieved the objective: Developing self-study capacity of students through teaching and learning about inorganic general chemistry at medical colleges, contributing to the innovation of teaching methods according to regulations capacity development direction in vocational education Recommendation Over a period of research, we have the following suggestions: + Continuing to experimentally implement the process of organizing self-study activities for students in teaching the general inorganic chemistry module at the medical colleges of the southwest region and other medical colleges in the country + Continuing to research and apply the process of organizing self-study activities for students in teaching other basic and specialized modules of the health science training program 22 LIST OF THE SCIENTIFIC WORKS RELATED TO THE THESIS WAS PUBLISHED Nguyen Xuan Truong, Huynh Gia Bao (2018), “Building the academic dynamics for students to develop self-learning capacity in module chemical at medical college”, World Journal of Chemical Education, Vol 6, No.4, pp 200 – 2003 Huynh Gia Bao (2018), "Fostering self-learning capacity for students in teaching general chemistry concepts", Journal of Chemistry and Application, No (44), pp 55-5 Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan and Nguyen Cam Lai (2019), "Developing self-learning skills for students in teaching General Chemistry inorganic Chemistry at Medical College", Journal Journal of Chemistry and Application, No (47), pp 70-72 Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan, Nguyen Cam Lai (2019), "Principles of developing self-learning capacity for students in teaching General Chemistry inorganic Chemistry at Medical College" , Journal of Chemistry and Application, No (48), pp 65-69 Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan, Nguyen Cam Lai (2019), “Using case studies to develop self-learning capacity for students in teaching General Chemistry inorganic Chemistry at High School College of Health ”, Journal of Chemistry and Application, No (49), pp 69-73 Huynh Gia Bao, Huynh Cong Doan, Dinh Thuy Lan, Nguyen Cam Lai (2019), "Using teaching projects to develop self-learning capacity for students in teaching inorganic General Chemistry at Medical College ”, Journal of Chemistry and Application, No (50), pp 70-74 Huynh Gia Bao, Ngo Thi Kim Lan, Nguyen Thi Thuy Lan (2019), “Designing self-learning activities according to project teaching in teaching General Chemistry inorganic Chemistry to develop self-learning capacity for students at the College of Health ”, Vietnam Journal of Educational Sciences, 19, pp 19-23 Le Thien Tam, Huynh Gia Bao (2019), "Developing the capacity of self-learning for students of the Medical College through teaching under the General Inorganic Chemistry module project", University of Science Journal Learning Vinh, Episode 48 - Số 4B / 2019, p 28-37 Nguyen Xuan Truong, Huynh Gia Bao, Ngo Thị Kim Lan (2020), “Building structure of selflearning capacity about general - inorganic chemistry for students at the medical college”, Journal of Medical Care Research and Review, Volume - 3, Issue - 10 Nguyen Xuan Truong, Huynh Gia Bao, Nguyen Thi Thuy Lan (2020), "Designing a set of tools for assessing self-learning capacity for students through project-based teaching in the General inorganic Chemistry module in College of Health, ”Journal of Science, Hanoi National University of Education, Volume 65, Issue 1, pp 192- 203  ... comments (specify):………… Phiếu tổng hợp kết tự sinh viên đánh giá NĂNG LỰC TỰ HỌC School: Group: Training industry: Lecturers: Numeric Full name Criteria... calculating capacity, (3) capacity of natural and social study, (4) technological capacity, (5) competition capacity , (6) aesthetic capacity, (7) physical capacity 1.2.3 Self-learning ability 1.2.3.1... self-learning capacity student's self-learning capacity is the ability of the student to flexibly and actively apply the existing knowledge and skills to successfully perform the learning task by developing