THỰC TRẠNG VẬN DỤNG DẠY HỌC DỰA TRÊN DỰ ÁN Ở CÁC TRƯỜNG TRUNG HỌC PHỔ THÔNG TẠI THÀNH PHỐ HỒ CHÍ MINH

Abstract

This study employed a survey to investigate the current implementation of project-based learning (PBL) in high schools in Ho Chi Minh City. The research sample comprised 168 teachers and 944 students. The survey results revealed a significant discrepancy between the proportion of students who reported awareness of PBL through classroom instruction and the proportion of teachers who reported incorporating PBL into their teaching practices. Despite this gap, both groups demonstrated a sound conceptual understanding of PBL and shared congruent perspectives on the challenges and complexities associated with its implementation in the high school context. Notably, teachers and students alike expressed a high degree of appreciation for the potential of PBL to foster the development of key competencies and capacities among learners, particularly those competencies emphasized in the 2018 general education curriculum. The findings of this study provide an evidential basis for solutions to overcome challenges and effectively carry out project-based learning in high schools to meet requirements of the modern society.