What are lessons in grade 11 Biology according to the "Kết nối tri thức" curriculum in Vietnam?

What are lessons in grade 11 Biology according to the "Kết nối tri thức" curriculum in Vietnam?

Grade 11 Biology according to the "Kết nối tri thức" curriculum is one of the interesting subjects included in the students' program in Vietnam.

In Grade 11 Biology according to the "Kết nối tri thức" curriculum, the lessons will continue from the grade 10 Biology, hence, the third part: Organism Biology will be covered.

This part will be divided into 5 chapters and 29 specific lessons as follows:

*Note: The information is for reference only./.

What are lessons in grade 11 Biology according to the "Kết nối tri thức" curriculum in Vietnam? (Image from the Internet)

What are the teaching methods for grade 11 Biology in Vietnam?

Based on Section VI of the General Education Curriculum for Biology, issued together with Circular 32/2018/TT-BGDDT:

1. General Orientation

The educational method for Biology is implemented according to the following general orientations:

- Foster the positivity, initiative, and creativity of students; avoid one-sided imposition, rote memorization; focus on nurturing the ability to self-regulate and self-study so that students can continue to explore, expand their knowledge base, and further develop necessary qualities and abilities after graduating from high school.

- Train skills to apply biological knowledge to identify and solve practical issues; encourage and create conditions for students to experience and innovate by organizing learning activities, exploration, and application.

Apply educational methods flexibly and creatively, suitable to the educational objectives, content, student subjects, and specific conditions.

Depending on the requirements to be achieved, teachers can use a combination of many teaching methods in one topic. Traditional teaching methods (lecturing, dialogue, etc.) are used to promote students' positivity and initiative.

Increase the use of modern teaching methods that emphasize the students' role as the subject of learning (practical teaching, problem-based learning, project-based teaching, experiential learning, exploration-based teaching, differentiated teaching, etc. along with appropriate teaching techniques).

- The organization of teaching activities is carried out diversely and flexibly; combining individual learning, group learning, classroom learning, contract learning, flipped learning, online learning, etc. Strengthen the application of information and communication technology in teaching biology.

Value resources outside of textbooks and the system of teaching equipment; fully exploit the advantages of information and communication technology in teaching on platforms of knowledge storage, multimedia, enhancing the use of electronic resources (such as experimental films, virtual experiments, simulation experiments, etc.).

- Integrated teaching through topics connecting multiple knowledge aspects. When teaching these topics, teachers need to build situations requiring students to apply knowledge and skills to solve cognitive, practical, and technological problems.

2. Orientation for Methods to Develop Essential Qualities and General Competencies

- Method for developing essential qualities

Through organizing students to participate in practical activities, field trips, discussions, group work, project research, etc., the subject of Biology educates students about the love of nature, pride in the diversity and richness of Vietnam's biological resources, citizenship responsibility in maintaining, promoting, and preserving the diversity and richness of natural resources; train students in the virtues of diligence and honesty in learning and scientific research.

- Method for developing general competencies

Biology has many advantages in shaping and developing the general competencies outlined in the overall program. Developing these competencies also elevates the quality of biology education.

- Self-regulation and self-study competence: In Biology teaching, self-regulation competence is developed through practical activities, project work, designing experimental activities in the lab or in the field, especially in organizing to explore the living world.

The emphasis on self-regulation, positivity, and initiative in the teaching method that Biology focuses on provides opportunities for students to develop self-study competence.

- Communication and collaboration competence: In Biology, seeking and exchanging information during observations, constructing scientific hypotheses, planning and implementing plans to verify hypotheses, collecting and processing data, aggregating results, and presenting research outcomes help students develop communication and collaboration skills.

Especially when conducting practical lessons, research projects, and experiencing activities in groups, each member is responsible for performing different tasks, exchanging information, presenting, and sharing ideas to fulfill the common duty.

These are opportunities that Biology creates for developing communication and collaboration competence in students.

- Problem-solving and creativity competence: Problem-solving and creativity are distinct activities in exploring and understanding the living world. Hence, developing this competence is one of the core educational contents of Biology.

This general competence is developed in organizing students to propose problems, pose hypotheses, plan and implement plans to understand the diverse phenomena of the living world close to daily life.

3. Orientation for Methods to Develop Biological Competence

- For the component of biological cognitive competence, teachers create opportunities for students to mobilize their existing knowledge and experience to participate in forming new knowledge.

Pay attention to organizing activities where students can express understanding in their own way, compare, classify, systematize knowledge; apply learned knowledge to explain objects, phenomena, or solve simple issues; thereby connecting new knowledge with the knowledge system.

- For the component of competence to explore the living world, teachers enable students to pose questions and issues for exploration; create opportunities for students to participate in forming new knowledge, propose and test hypotheses; collect evidence, analyze, and process to draw conclusions and evaluate the obtained results.

Based on some teaching methods such as experimental, investigative, problem-solving, project-based teaching, etc., teachers can organize for students to find evidence to test hypotheses through experiments or seek and gather information through books, the Internet, investigations, analyzing, and processing information to verify predictions, etc.

- For the component of competence to apply biological knowledge and skills, students are provided opportunities to propose or approach practical situations, seek, explain, present information, argue and offer solutions based on learned biological knowledge and skills; students need to be focused on training skills such as identifying problems, planning research, solving problems (collecting, presenting information, processing information to draw conclusions), assessing problem-solving results, proposing remedial or improvement solutions.

Pay attention to using exercises requiring critical and creative thinking (open-ended questions, multiple solutions, connected with feedback during learning).

What are regulations on evaluation of students' results regarding grade 11 Biology in Vietnam?

Based on Section VII of the General Education Curriculum for Biology, issued together with Circular 32/2018/TT-BGDDT, evaluation of students' results regarding grade 11 Biology in Vietnam is as follows:

1. General Orientation

The evaluation of educational outcomes must meet the following requirements:

- Provide full, accurate, and timely feedback on learning results to help students self-adjust their learning process, teachers adjust their teaching activities, school management officials devise solutions to improve educational quality, and families monitor and support their children's learning.

- The content of the evaluation ensures the integration of assessing knowledge, practical skills, and the application of learned concepts to solve practical issues.

- Combine process evaluation with summary evaluation; qualitative evaluation with quantitative evaluation, where quantitative evaluation must be promptly and accurately based on qualitative feedback.

- Integrate multiple evaluation methods to ensure a comprehensive assessment of the level of meeting the required outcomes outlined in the program.

- Combine teacher assessments with student self-assessment and peer assessments to train students' self-regulation and self-learning competence, critical thinking.

2. Forms of Testing and Evaluation

Biology uses the following primary evaluation forms:

- Evaluation through written tasks: subjective tests, objective tests, essays, collection reports, research reports, investigations, etc.

- Evaluation through oral tasks, presentations: answering oral questions, interviews, presenting research issues, etc.

- Evaluation through observation: observing the process of students performing practical experiments, group discussions, field studies, visiting scientific sites, participating in research projects, ... using observation checklists, checklists, learning portfolios, etc.

Download the General Education Curriculum for Biology, issued together with Circular 32/2018/TT-BGDDT