According to the 2018 General Education Program, how is physics education implemented at three educational levels?

How is Physics Education Implemented at Three Educational Levels according to the 2018 General Education Program?

According to Section 1 of the Physics Subject General Education Program issued with Circular 32/2018/TT-BGDDT, physics education is implemented at three levels according to the 2018 General Education Program as follows:

Physics is the science that studies the simplest and most general forms of movement of matter and the interactions between them.

In general education, physics education is implemented at all three educational levels with different intensities.

At the basic education stage (primary and lower secondary levels), the content of physics education is covered in the subjects: Natural and Social Sciences (grades 1, 2, 3); Science (grades 4, 5); Natural Science (from grade 6 to grade 9).

At the vocational education orientation stage (upper secondary level), Physics is part of the group of Natural Science subjects, chosen according to the interests and career orientation of the students.

Students with career orientation that requires extensive physics knowledge and skills are given additional learning topics.

The Physics subject helps students continue to develop the qualities and abilities shaped during the basic education stage, enabling them to initially correctly recognize their own abilities and strengths, and adopt a positive attitude towards the subject.

Building on the foundational content provided to students during the basic education stage, the Physics Program selects and develops the most essential and practical issues while emphasizing highly applicable problems that serve as the basis for many technical, scientific, and technological fields.

Experiments and practical exercises play a particularly important role in forming physical concepts, principles, and laws. Therefore, the Physics Program emphasizes training students to explore the properties of physical objects through various experimental and practical contents from different perspectives.

The Physics Program values training the ability to apply learned knowledge and skills to explore and solve specific real-life problems, meeting life's demands; ensuring both the development of physics competence—manifesting natural science competence—and meeting the vocational orientation requirements of students.

Through the Physics Program, students form and develop a scientific worldview; cultivate confidence, honesty, and objectivity; appreciate the beauty of nature;

simultaneously love nature, take pride in their homeland's and country's nature; respect natural laws, cherish, preserve, and protect nature, behaving towards nature in line with sustainable development requirements; and develop the abilities of self-management and self-learning, communication and cooperation, problem-solving, and creativity.

According to the 2018 General Education Program, how is physics education implemented at three educational levels? (Image from the Internet)

What are the Perspectives on Constructing the 2018 General Education Physics Program?

According to Section 2 of the Physics Subject General Education Program issued with Circular 32/2018/TT-BGDDT, the perspectives on constructing the 2018 General Education Physics Program are as follows:

The Physics Program fully implements the basic provisions stated in the overall Program regarding perspectives, objectives, requirements, educational plans, educational content, teaching methods, and assessment results, execution conditions, and program development; guidance on constructing subject programs and educational activities; while emphasizing the following perspectives:

(1). The Physics Program, on one hand, inherits and promotes the advantages of the current program and on the other hand, learns from the experience in constructing subject programs of countries with advanced education systems worldwide, simultaneously approaching achievements in educational science and physics science suitable to the cognitive level and psychological, physiological age of students, considering Vietnam’s economic and social conditions.

(2). The Physics Program emphasizes the essence and significance of physical objects, highlighting practicality; avoiding a mathematical bias; allowing teachers to help students develop scientific thinking from a physics perspective, sparking interest in students, and enhancing the ability to apply physics knowledge and skills in real life.

The topics are designed and arranged from visualization to abstraction, from simple to complex, from systems viewed as a single particle to multiple particles; initially approaching some modern, practical, core contents.

(3). The Physics Program is constructed in an open manner, expressed in the non-specificity of teaching content but only specifying the student requirements; providing specific definitions for concepts only in cases of varying interpretations.

Based on the requirements, textbook authors are proactive and creative in deploying specific teaching contents according to the program development requirements.

Aligning with the objectives and meeting the requirements of the Physics Program, teachers can choose, use one or combine various textbooks and resource materials for teaching.

In a class, the order of teaching topics (including mandatory topics and optional modules) is not fixed; textbook authors and teachers can reasonably be creative, provided they do not disrupt the logical formation of knowledge and skills and do not limit opportunities for forming and developing students' qualities and abilities.

The order in teaching topics is carried out so that topics describing physical phenomena are addressed first to provide an overview of the phenomena, subsequently moving to topics explaining and studying the phenomena to offer a deeper physical basis, then to topics on the applications of the phenomena in science or practice.

(4). The educational methods of the Physics subject contribute to promoting the activeness, initiative, and creativity of the learner, aiming to form and develop physics competence and contribute to forming and developing general qualities and competences as specified in the overall Program.

What are the Objectives of the 2018 General Education Physics Program?

According to Section 3 of the Physics Subject General Education Program issued with Circular 32/2018/TT-BGDDT, the objectives of the 2018 General Education Physics Program are as follows:

(1). Along with other subjects and educational activities, helping students form and develop key qualities and general competences specified in the overall Program.

(2). Helping students form and develop physics competence, with the following manifestations:

- Acquiring core general knowledge and skills on: physical system models; energy and waves; forces and fields;

- Applying some scientific process skills to explore and solve problems from a physics perspective;

- Applying some knowledge and skills in practice, behaving towards nature in line with sustainable social development and environmental protection requirements;

- Recognizing their own abilities and strengths, orienting their careers, and planning learning, practicing to meet career orientation requirements.