Vietnam: What are the 03 1st mid-semester question papers of 12th-grade Physics? What are the characteristics of the 12th-grade Physics?

What are the 03 1st mid-semester question papers of 12th-grade Physics in Vietnam?

Below is a summary of 03 1st mid-semester question papers of 12th-grade Physics in Vietnam:

1st mid-semester question papers of 12th-grade Physics download

1st mid-semester question papers of 12th-grade Physics download

1st mid-semester question papers of 12th-grade Physics download

Note: The summary of 03 1st mid-semester question papers of 12th-grade Physics is for reference purposes only.

What are the 03 1st mid-semester question papers of 12th-grade Physics in Vietnam? What are the characteristics of the 12th-grade Physics? (Image from Internet)

What are the perspectives for developing the 12th-grade Physics curriculum in Vietnam?

According to the general education program for Physics issued with Circular 32/2018/TT-BGDDT, specific regulations are as follows:

The Physics curriculum fully adheres to the basic regulations stated in the overall education program, concerning perspectives, objectives, necessary achievements, educational plans, educational content, educational methods and assessment of results, conditions for implementation and program development; guiding the construction of subject curricula and educational activities; while emphasizing the following perspectives:

- The Physics curriculum on one hand inherits and promotes the advantages of the current curriculum and on the other hand, adopts experiences from countries with advanced education systems globally. It also approaches the achievements of educational science and physics science appropriate to students' cognitive levels and psychological, and physiological ages, considering the socio-economic conditions of Vietnam.

- The Physics curriculum emphasizes the essence and significance of physics objects, prioritizing practical relevance; avoiding an excessive focus on mathematics; enabling teachers to assist students in developing scientific thinking from a physics viewpoint, inciting enthusiasm in students, and enhancing the ability to apply physics knowledge and skills practically. Topics are designed and arranged from intuitive to abstract, from simple to complex, from systems considered as a single particle to multiple particles; initially approaching some practical core modern content.

- The Physics curriculum is developed with openness in mind, represented by not stipulating detailed teaching content but instead prescribing the requirements students should meet; only providing specific definitions for concepts when there are different interpretations. Based on the necessary achievements, textbook authors are proactive and creative in implementing specific teaching content per program development requirements. Based on closely aligning with the objectives and meeting the necessary achievements of the Physics curriculum, teachers can choose, utilize one or combine multiple textbooks and different resource materials for teaching. In a grade, the order of teaching topics (including mandatory topics and optional subjects) is not rigidly fixed; textbook authors and teachers may reasonably innovate, ensuring not to disrupt the logical formation of knowledge, and skills and not restricting the opportunity to form and enhance students' qualities and competences. The order of teaching topics is carried out such that the topic describing the physical phenomenon is conducted first to provide an overview of the phenomenon, followed by topics explaining and studying the phenomenon to offer deeper physics bases, and then topics on the phenomenon's application in science or practice.

- The educational methods of the Physics subject contribute to fostering students' activeness, autonomy, and creativity for forming and developing diverse competencies and spiritual values in students.

What are the characteristics of 12th-grade Physics in Vietnam?

According to the general education program for Physics issued with Circular 32/2018/TT-BGDDT, the characteristics of 12th-grade Physics in Vietnam are as follows:

- Physics is a science dealing with the study of the simplest and general types of motion of matter and interactions between them.

- In general education schools, physics education is delivered at all three educational levels in varying extents.

- In the basic education phase (elementary school and lower secondary school), physics content is included within subjects such as Nature and Society (grades 1, 2, 3); Science (grades 4, 5); and Natural Science (from grades 6 to 9).

- In the career orientation education phase (upper secondary school), Physics is part of the Natural Science subject group, chosen based on student's preferences and career orientation. Students with a career orientation requiring extensive physics knowledge and skills could study additional specialization topics. The Physics subject helps students further develop the qualities and competencies already formed during the basic education phase, enabling initial recognition of their true capabilities and fields of interest, and fostering a positive attitude toward the subject. Based on the foundational content provided during the basic education phase, the Physics curriculum selectively advances the most practical core issues while focusing on high-application issues as the basis for various engineering, science, and technology fields.

- Experimentation and practice play a crucial role in forming physics concepts, rules, and principles. Therefore, the Physics curriculum emphasizes cultivating students' ability to explore the properties of physics objects through varied experimental and practical content.

- The Physics curriculum values the cultivation of the ability to apply learned knowledge and skills to explore and solve certain practical problems, meeting life's demands; simultaneously ensuring the development of physics competence - a representation of natural science competence, and meeting students' career orientation needs.

- Through the Physics curriculum, students form and develop a scientific worldview; cultivate confidence, honesty, objectivity; appreciate the beauty of nature; love nature, and pride like their homeland and country; respect natural laws, cherish, preserve, and protect nature, and appropriately engage with nature in line with sustainable development requirements; while forming and enhancing self-learning, communication, and collaboration skills, problem-solving, and creativity.