Is it true that the text corpus used in the textbook will not be used in the literature paper for the school year 2024-2025 for lower and upper secondary schools in Vietnam?
What are methods and forms of Secondary Education Teaching for the school year 2024-2025 in Vietnam?
At Subsection 2, Section 1, Part B of Official Dispatch 3935/BGDDT-GDTrH of 2024, guidelines for effectively implementing methods and forms of secondary education teaching for the school year 2024-2025 are as follows:
- Select appropriate teaching methods that align with the lesson content to organize student learning activities ensuring quality. Allocate ample time for students to utilize textbooks, conduct practical work, and experiments to receive and apply knowledge through given tasks and to complete specific learning products as required by the teachers.
Diversify teaching organization forms (inside and outside classrooms, within and outside school premises). Encourage teaching forms that stimulate student learning interest.
- Enhance professional activities based on lesson study, organize seminars and discussions on program implementation, innovate teaching methods, forms of teaching and assessment according to the requirements of the 2018 General Education Program (CT GDPT 2018);
Strengthen collaboration, mobilize, and exchange teachers among schools in the area to effectively utilize the current teaching staff.
Is it true that the text corpus used in the textbook will not be used in the literature paper for the school year 2024-2025 for lower and upper secondary schools in Vietnam? (Internet image)
Is it true that the text corpus used in the textbook will not be used in the literature paper for the school year 2024-2025 for lower and upper secondary schools in Vietnam?
According to Subsection 3, Section 1, Part B of Official Dispatch 3935/BGDDT-GDTrH of 2024, the regulations are as follows:
B. SPECIFIC TASKS
I. Implementation of Secondary Education Program
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3. Effectively implementing testing and assessment methods and forms
a) Evaluate secondary and high school students conformably, not exceeding the required outcomes of the program, focusing on content such as: developing testing and assessment plans that match the teaching plan; enhancing periodical evaluations through practical tests and learning projects. For the Literature subject, avoid using texts or excerpts already studied in textbooks as materials for reading comprehension and writing assessments in periodic exams to prevent students from merely memorizing or copying pre-existing content.
b) Strengthen the development of question banks and test matrices according to the required outcomes of the subject program; prepare 9th grade students for the orientation of entrance exam questions to 10th grade, and 12th grade students for the orientation of high school graduation exam questions.
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Thus, for secondary education in the school year 2024-2025, the Literature subject should avoid using texts or excerpts already studied in textbooks as materials for reading comprehension and writing assessments in periodic exams to prevent students from merely memorizing or copying pre-existing content.
Additionally, for the school year 2024-2025, secondary education will also enhance the development of question banks and test matrices according to the required outcomes of the subject program; prepare 9th grade students for the orientation of entrance exam questions to 10th grade, and 12th grade students for the orientation of high school graduation exam questions.
What are the General Tasks for Secondary Education in the school year 2024-2025 in Vietnam?
Specifically: in Part A of Official Dispatch 3935/BGDDT-GDTrH of 2024, the general tasks for secondary education in the school year 2024-2025 in Vietnam are outlined as follows:
(1) Implement the 2018 General Education Program (CT GDPT 2018) for all grades, focusing particularly on preparing the conditions for implementing CT GDPT 2018 for 9th and 12th grades to ensure the completion of the academic year’s program and improve secondary education quality. Prepare to assess the overall implementation of CT GDPT 2018 for the period 2020-2025.
(2) Effectively implement teaching and assessment methods, organization forms aimed at developing student qualities and competencies; diversify the forms of organizing educational activities to integrate skill development for students; promote and improve the quality of STEM education, career orientation education, and streamlining students after secondary and high school.
(3) Pay attention to developing the network of schools and classes; enhance facilities and teaching equipment to meet the requirements of implementing CT GDPT 2018; improve the quality of secondary education popularization.
(4) Focus on developing the team of teachers and educational managers to ensure the quality of CT GDPT 2018 implementation; emphasize regular training and professional development to enhance the specialized and professional competencies of the teaching staff.
(5) Effectively manage education and school administration; ensure democracy, discipline, quality, and effectiveness in secondary education institutions; organize well the emulation movements. Enhance advisory, guidance, supervision, inspection, and audit tasks according to authority.
(6) Implement practical and effective digital transformation in teaching and educational management; focus on digital transformation in managing student learning and training results.
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