TỔNG QUAN CÁC NGHIÊN CỨU VỀ PHÁT TRIỂN NĂNG LỰC ĐÁNH GIÁ SỰ PHÁT TRIỂN CỦA TRẺ QUA TỔ CHỨC HỌC TẬP TRẢI NGHIỆM CHO SINH VIÊN NGÀNH GIÁO DỤC MẦM NON
Nội dung chính của bài viết
Tóm tắt
Bài báo trình bày kết quả nghiên cứu tổng quan về phát triển năng lực đánh giá sự phát triển của trẻ qua tổ chức học tập trải nghiệm cho sinh viên ngành Giáo dục Mầm non trên thế giới và Việt Nam, từ đó đề xuất định hướng nghiên cứu và ứng dụng trong đào tạo giáo viên mầm non ở Việt Nam. Bài viết sử dụng phương pháp nghiên cứu tài liệu để phân tích, tổng hợp, khái quát các tài liệu dưới dạng sách, báo khoa học từ các cơ sở dữ liệu thông dụng. Ba hướng nghiên cứu về phát triển năng lực đánh giá sự phát triển của trẻ qua tổ chức học tập trải nghiệm cho sinh viên ngành Giáo dục Mầm non được xác định gồm (01) Nghiên cứu về năng lực đánh giá sự phát triển của trẻ; (02) Nghiên cứu về học tập trải nghiệm; (03) Nghiên cứu về phát triển năng lực đánh giá sự phát triển của trẻ qua tổ chức học tập trải nghiệm cho sinh viên ngành Giáo dục Mầm non. Trên cơ sở đó, bài viết chỉ ra khoảng trống nghiên cứu, đề xuất một số định hướng nghiên cứu và ứng dụng nhằm tích hợp hiệu quả hoạt động học tập trải nghiệm vào chương trình đào tạo, góp phần nâng cao năng lực đánh giá sự phát triển của trẻ cho sinh viên ngành Giáo dục Mầm non ở Việt Nam.
Từ khóa
năng lực đánh giá sự phát triển của trẻ, sinh viên ngành giáo dục mầm non, phát triển năng lực, học tập trải nghiệm
Chi tiết bài viết
Tài liệu tham khảo
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Heineke, A., Kennedy, A., & Lees, A. (2013). Preparing early childhood educators for the culturally and linguistically diverse classrooms and communities of Illinois. Early Childhood Research & Practice, 15(2).
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Dang, T. M. H. (2024). Ren luyen ky nang quan sat tre cho sinh vien nganh su pham mam non qua hoat dong ren luyen nghiep vu su pham o Truong Cao dang su pham Nam Dinh [Training child observation skills for preschool education students through pedagogical training activities at Nam Dinh Pedagogical College]. Journal of Educational Equipment: Education Management, 1(310), 274–276. https://vjol.info.vn/index.php/tctbgd/article/view/97090
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Division North Dakota Department of Human Services (2005). Core competencies for early education and care practitioners.
Epstein, A. S., Atkins-Burnett, S., & Cavin, M. A. (2015). Learning through inquiry: Preparing preservice early childhood educators for the future. Journal of Early Childhood Teacher Education, 36(2), 144-160.
Fixsen, D. L., Naoom. S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa : University of South Florida, Louis de la Parte Florida Mental Health Institute. The National Implementation Research Network. https://byvn.net/92j7
Gupta, B. (2023). Experiential learning in higher education. University News, 61(9), 1-24.
Heineke, A., Kennedy, A., & Lees, A. (2013). Preparing early childhood educators for the culturally and linguistically diverse classrooms and communities of Illinois. Early Childhood Research & Practice, 15(2).
Hnizdilova, O., Czepil, M., & Karpenko, O. (2023). Practical Training as a Necessary Component of Future Professional Preschool Teacher’s Training in Higher Educational Institutions in Ukraine. Annales Universitatis Mariae Curie-Sklodowska sectio J: Paedagogia-Psychologia, 36(3). https://doi.org/10.17951/j.2023.36.3.145-155
Hoang, T. H. Q. (2019). Doi moi noi dung, phuong phap boi duong giao vien mam non dap ung yeu cau cach mang cong nghiep 4.0 va hoi nhap quoc te [Innovating contents and methods of training preschool teachers to meet the requirements of the 4.0 industrial revolution and international integration]. Journal of Education, 3, 26–31.
Hollingsworth, H. L., & Vandermaas-Peeler, M. (2017). ‘Almost everything we do includes inquiry’: fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152-167. https://doi.org/10.1080/03004430.2016.1154049
Jablon, J. R., Dombro, A. L., & Johnsen, S. K. (2010). The Power of Observation: Birth to Age 8. Teachers College Press.
Kolb, D. A. (2014). Experiential learning: experience as the source of learning and development. Address: Englewood Cliffs, New Jersey; Publisher: Prentice - Hall.
LaParo, K. M., & Siskind, D. (2022). Practicum student perceptions of major constructs of ECE classroom-based field experiences: relationships, fit, learning, efficacy, and satisfaction. Journal of Early Childhood Teacher Education, 43(3), 450-473. https://doi.org/10.1080/10901027.2022.2054033
Mpakirtzis, K. (2012). Education of preschool students in experiential teaching methods and its effect on their educational practices. Educational Research, 54, 150-168.
Minister of Education and Culture of the Republic of Indonesia number 137 (2014). Kindergarten teacher professional competency standards. Indonesia.
Ministry of Education and Training (2018). Thong tu so 26/2018/TT-BGDDT : Ban hanh chuan nghe nghiep giao vien mam non [Circular No. 26/2018/TT-BGDDT: Promulgating regulations on professional standards for preschool teachers]. https://s.pro.vn/RX57
National association for the education of young children (2019). Professional Standards and Competencies for Early Childhood Educators.
New Jersey and New Jersey Council for Young Children (2016). Core Knowledge & Competencies for early chilhdood professionals. https://www.nj.gov/education/earlychildhood/b3/docs/coreknowledge.pdf
Nguyen, H. D. (2021). Danh gia nang luc thuc hanh cua sinh vien o cac nha truong hien nay - Mot so van de co ban [Assessing students’ practical competence in current universities - Some fundamental issues]. Journal of Saigon University Science, 73, 27–33.
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Nguyen, L. B., & Do, H. T. (2022). Day va hoc tich cuc: Mot so phuong phap va ki thuat day hoc [Active teaching and learning: Some teaching methods and techniques]. Hanoi National University of Education Publishing House.
Nguyen, T. C. T. (2024). Ren luyen ki nang danh gia su phat trien cua tre cho sinh vien nganh su pham mam non [Practicing assessment skills of child development for preschool education students]. Journal of Psychology and Education, 163–176.
Nguyen, T. H. (2022). Day hoc ket hop dua tren hoc tap trai nghiem cho sinh vien nganh cong nghe ky thuat dien, dien tu [Blended learning based on experiential learning for electrical and electronic technology students]. Journal of Education, 22(16), 29–35.
Nguyen, T. H. (2012). Tu li thuyet kien tao den mo hinh hoc tap trai nghiem va kha nang ung dung trong day hoc mon giao duc hoc [From constructivist theory to experiential learning model and its applicability in teaching educational science]. Journal of Education, 291, 27–29.
Nguyen, T. H. Y., Ngo, T. H. V., & Phan, D. D. (2020). Xay dung bo tieu chi de do luong ky nang danh gia qua trinh cho sinh vien nganh Su pham Sinh hoc [Developing criteria for assessing formative assessment skills for biology pedagogy students]. Hue University Journal of Science, 6D, 37–47.
Nguyen, T. H. V. (2022). De xuat giai phap phat trien nang luc to chuc hoat dong lam quen voi bieu tuong toan theo huong trai nghiem cho sinh vien nganh Giao duc mam non [Proposing solutions to develop competence in organizing math symbol activities through experiential learning for preschool education students]. Journal of Education, 22(18), 37–41.
Nguyen, T. H., Dam, T. N. N., & Phung, N. Q. N. (2018). Doi moi hoat dong kiem tra danh gia nang luc su pham cua sinh vien truong cao dang su pham Nghe An nham nang cao chat luong dao tao dap ung yeu cau doi moi giao duc hien nay [Innovating assessment activities of pedagogical competence for students at Nghe An Pedagogical College to improve training quality]. Journal of Education, Special Issue, 64–67.
Nguyen, T. N. T. (2023). De xuat quy trinh ren luyen nang luc thiet ke hoat dong giao duc theo huong trai nghiem cho sinh vien dai hoc Su pham Mam non [Proposing a process to develop competence in designing experiential educational activities for early childhood education students]. Journal of Education, 23(04), 31–36.
Nguyen, T. T. H., Dang, L. P., Nguyen, T. H., & Pham, T. H. (2023). Mot so bien phap ren luyen ki nang quan sat tre trong qua trinh cho sinh vien mam non [Some measures to develop observation skills on children for preschool students]. Proceedings of the Scientific Conference, Hanoi National University of Education 2.
Nguyen, T. T. T. (2021). Dao tao giao vien mam non theo dinh huong tiep can nang luc: Bai hoc kinh nghiem tu mot so nuoc tren the gioi [Training preschool teachers under competence-based approach: Lessons from some countries]. Journal of Social Education, 169–175.
Nguyen, T. C. (2022). Ren luyen ki nang to chuc cac hoat dong trai nghiem trong mon Toan cho sinh vien nganh Giao duc tieu hoc [Developing competence in organizing experiential learning activities in mathematics for primary education students]. Vietnam Journal of Education, 22, 14–17.
Nguyen, V. B. H. (2013). Nghien cuu, de xuat va hoan thien khung kien thuc chung ve danh gia trong giao duc va trong tam cho tung doi tuong lien quan [Research, proposal, and improvement of the general knowledge framework on assessment in education and focus for each stakeholder]. Bao cao hoi thao chuong trinh READ, Nghe An.
Niemi, H. (2002). Active learning-a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763-780.
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