What are the newest 1st-semester question papers and answers for 3rd-grade Informatics? What are the objectives of Informatics curricula at the primary level in Vietnam?

What are the newest 1st-semester question papers and answers for 3rd-grade Informatics?

Students may refer to the following newest 1st-semester question papers and answers for 3rd-grade Informatics:

Department of Education and Training .....

1st-semester question papers for 3rd-grade Informatics

2024 - 2025 Academic Year 

Test: 3rd-grade Informatics

Time:.. minutes

(Excluding distribution time)

(Question paper No. 1)

Part I. Multiple Choice (4 points)

Question 1. According to the weather forecast, it will rain today, so Minh brings a raincoat to school. In the above example, what is the information?

A. It will rain today

B. Weather forecast

C. Minh brings a raincoat

D. Minh goes to school

Question 2. To which key row do the F and J keys belong?

A. Top key row.

B. Home key row.

C. Bottom key row.

D. Space key row.

Question 3. Which part of the computer is this?

A. Speaker

B. Computer case

C. Computer keyboard

D. Computer monitor

Question 4: "Use the index finger to quickly press the left mouse button twice consecutively" is which mouse operation?

A. Drag and drop

B. Click

C. Double-click

D. Right-click

Question 5: Which of the following news or entertainment programs can you watch on the Internet?

A. Animated movies for children.

B. Football match schedules.

C. Videos introducing famous landscapes, tourist spots.

D. All A, B, and C.

Question 6: Organizing items logically helps us:

A. Manage items more easily.

B. Manage items so others find them difficult to search.

C. Find items faster.

D. Both A and C are correct.

Question 7: When a rice cooker operates, it first boils the water to cook the rice. When the water evaporates and the temperature rises, the control unit of the cooker switches to warm mode. In this situation, what is the information the rice cooker receives?

A. Temperature of the rice cooker.

B. The person cooking rice.

C. External weather.

D. Temperature of the pot.

Question 8: Which of the following statements is incorrect?

A. There can be two files with the same name in different folders.

B. A folder can contain many subfolders with the same name.

C. A folder can contain multiple files and subfolders.

D. A drive can contain multiple folders.

Part II. Short Answer (6 points)

Question 1: (2 points) Choose the appropriate phrase to fill in the blanks:

a) Main areas of the keyboard: number row, ………………, ………………, ………………, and the spacebar row.

b) After typing, always return your hands to ……………… on the home row.

Question 2: (2.5 points) Sort the types of fruits and vegetables below into three appropriate boxes:

Question 3. (1.5 points) Fill in the blanks (…) with the name of the mouse operation:

a) To launch a software, perform the operation: …………………….

b) To select an icon, perform the operation: …………………….

c) To move an icon to another position, perform the operation: ………………

III. ANSWERS

I. Multiple Choice Questions (4 points)

II. Short Answer (6 points)

Question 1: (2 points)

a) Main areas of the keyboard: number row, top row, bottom row, home row, and the spacebar row.

b) After typing, always return your hands to the starting position on the home row.

Question 2: (2.5 points) (Each correctly sorted fruit or vegetable earns 0.25 points)

Question 3: (1.5 points)

a) Double-click

b) Click

c) Drag and drop

Note: This information is for reference only!

What are the newest 1st-semester question papers and answers for 3rd-grade Informatics? (Image from the Internet)

What are the objectives of Informatics curricula at the primary level in Vietnam?

According to Subsection 2 Section 3 of the General education program in informatics issued under Circular 32/2018/TT-BGDDT, the objectives of Informatics curricula at the primary level in Vietnam are clearly stated as follows:

- The Informatics curriculum at the primary level helps students initially get acquainted with digital technology, begin forming Informatics capabilities, and prepare students for continued study in Informatics at the secondary level. To be specific:

- Initially forming in students the ability to solve problems with the help of computers: Developing the need to collect and use information, the idea of controlling computers through creating simple programs using visual programming languages.

- Helping students use software to create simple digital products such as short documents, greeting cards, fun animations,...

- Helping students initially become familiar with digital technology by using computers to play games, study, watch, and search for information on the Internet; training students in some basic computer skills; knowing how to protect health when using computers, initially having an awareness of preventing harmful effects when using the Internet, and respecting copyright.

What are the perspectives for developing the Informatics curriculum in Vietnam?

According to Section 2 of the General education program in informatics issued under Circular 32/2018/TT-BGDDT, 04 perspectives for developing the Informatics curriculum in Vietnam include:

(1) Inheritance and Development

- Inheriting the existing Informatics curriculum

The Informatics curriculum inherits and develops the basic strengths of the current program, which includes systematic and scientific properties while avoiding the theoretical bias in some content and the overlap across educational levels, causing overload.

- Leveraging advanced international Informatics curricula

In the context of many countries emphasizing the development of Informatics education programs to train human resources for the fourth industrial revolution, the Informatics curriculum leverages selectively implemented advanced international Informatics programs aiming for international standards.

(2) Scientific, Modern, and Pedagogical Characteristics

The Informatics curriculum selects basic, universal, and modern content from three main knowledge streams DL, ICT, CS, while duly considering content regarding ethics, law, culture, and the influence of Informatics on society, ensuring the principle of "teaching both knowledge and ethical behavior" and valuing humanism in the highly connected real and digital worlds.

The program is designed with pedagogical principles: ensuring appropriate difficulty levels, developing knowledge strands in both linear and concentric manners, and building a core concept system.

The curriculum selects content and requirements suitable for the age group, mixing theoretical with practical content, and abstract with visual.

The main themes run through all educational levels with gradually increasing achievement requirements. Core concepts begin forming at the primary level and are gradually completed at higher educational levels.

(3) Practicality

- Serving career orientation

In the context of the fourth industrial revolution, where many new sectors and jobs require deep Informatics knowledge and skills, the Informatics curriculum demonstrates the extensive connection and dissemination capability of Informatics to all areas of life, establishing for different student groups a wide range of specialist disciplines and application careers.

- Implementing STEM education

The orientation of STEM education is being deployed as an important direction in education and training in many countries around the world.

As a foundational technology encompassing all four elements of STEM education (Science (S), Technology (T), Engineering (E), and Mathematics (M)), the Informatics subject plays a central role in linking other subjects, promoting STEM education, enhancing student creativity to create high ICT content digital products.

The Informatics curriculum leverages interdisciplinary integration advantages by requiring students to create digital products individually and in learning groups to bridge the gap between academic and practical education.

(4) Openness

- Open program content

The Informatics curriculum contains both mandatory and optional topics. The content topics are independent of specific hardware and software, nondiscriminatory between open or closed software and instructional materials, offering flexibility for application matching the capacities of localities and different student groups.

Due to its unique characteristics, the Informatics curriculum requires periodic short-term updates and adjustments according to guidance from the Ministry of Education and Training to ensure modernity and timeliness, accommodating the rapidly developing digital technology, suitable for the country's socio-economic conditions.

- Diverse educational formats

The Informatics curriculum selects practical and attractive topics, enabling students to learn and apply computing not only within the subject but also across other subjects, not only within the school premises but also in environments outside the school premises (at home, through the network, in clubs, and in practice).