Vietnam: What is the 1st mid-semester review outline for the first three chapters in the 12th-grade Chemistry curriculum? What are the perspectives on the development of the Chemistry curriculum?

What is the 1st mid-semester review outline for the first three chapters in the 12th-grade Chemistry curriculum in Vietnam?

Below is the 1st mid-semester review outline for the first three chapters in the 12th-grade Chemistry curriculum in Vietnam.

The 1st mid-semester review outline for the first three chapters in the 12th-grade Chemistry curriculum in Vietnam...download

Note: The 1st mid-semester review outline for the first three chapters in the 12th-grade Chemistry curriculum in Vietnam is for reference purposes only.

Are methods of developing chemistry competence in Vietnam oriented?

According to the General Education Program for Chemistry issued with Circular 32/2018/TT-BGDDT, specific requirements are outlined as follows:

- Develop the ability to perceive chemistry, teachers should create opportunities for students to leverage their existing knowledge and experiences to form new knowledge; emphasize organizing activities that connect new knowledge with learned systems through activities such as comparison, classification, systematization of knowledge, applying learned knowledge to explain objects, phenomena, or solve simple problems,...

- Develop the ability to explore the natural world from a chemistry perspective, teachers should apply certain advantageous teaching methods such as visual methods (especially experimental practice,...), problem-based teaching methods, and project-based teaching methods,... This approach allows students to pose questions, identify issues to explore, independently find evidence to analyze information, test predictions, and hypotheses through experiments, or seek and collect information from books, the Internet,...

At the same time, emphasize the development of chemical thinking in students through chemistry exercises that require critical, creative thinking (open-ended exercises, multiple solutions,...), exercises with content related to real-life chemical nature, and reduce calculation-heavy exercises...

- Develop the ability to apply learned knowledge and skills, teachers should create opportunities for students to read, access, and present information about real-world issues that require chemical knowledge and propose solutions. Teachers should focus on training skills in problem identification; research planning; problem-solving (information collection, presentation, processing of information to conclude); evaluate problem-solving outcomes; propose measures for improvement; and integrate STEM education in teaching to develop students' ability to integrate knowledge and skills from Mathematics, Technology, and Chemistry in researching and resolving certain real-world situations.

What is the 1st mid-semester review outline for the first three chapters in the 12th-grade Chemistry curriculum? What are the perspectives on the development of the Chemistry curriculum in Vietnam? (Image from the Internet)

What are the perspectives on the development of the Chemistry curriculum in Vietnam?

According to the General Education Program for Chemistry issued with Circular 32/2018/TT-BGDDT, the perspectives on the development of the Chemistry curriculum in Vietnam are outlined as follows:

- Ensure inheritance and development

+ The Chemistry curriculum inherits and promotes the advantages of the existing program, absorbing experiences from advanced educational systems worldwide and in the region; simultaneously approaching educational and chemical science achievements suitable for students' cognitive levels, and psychological age, taking into account Vietnam's economic and social conditions.

+ The Chemistry curriculum inherits and develops educational content from the Natural Sciences subject at the secondary level in a concentric structure combined with a linear structure to expand and enhance students' knowledge and skills. At the lower secondary level, through Natural Sciences, students are introduced to basic chemical knowledge at a qualitative, visual level. At the upper secondary level, Chemistry focuses on equipping students with basic general chemistry knowledge about the composition, properties, and applications of elements and compounds to explain the nature of chemical transformations at a necessary level.

- Ensure practicality

The Chemistry curriculum emphasizes practicality; avoids tendencies towards calculations; and focuses on equipping students with conceptual tools and methods for using tools, especially helping students develop skills in experimental practice and applying chemistry knowledge to explore and solve, to a certain extent, several real-life problems, meeting life’s demands.

- Implement vocation-oriented requirements

The Chemistry curriculum specifies vocational-orientation educational goals. Based on identifying industry fields and technological processes that require in-depth chemical knowledge, the Chemistry curriculum selects core educational content and study modules, helping students delve deeper into chemistry knowledge with many practical applications, and preparing them for vocational orientation.

- Promote student engagement

The educational methods in the Chemistry curriculum aim to foster student engagement, proactivity, and creativity, aiming to develop chemistry competence and contribute to forming and developing essential qualities and general competencies specified in the overarching program.