Integrated Teaching of Extreme Geometric Problems in Vietnam
Keywords:
Integrated teaching; concept; characteristics; transformations; experimentAbstract
Integrated teaching is a modern, learner-centered trend.
Today, Vietnam is strongly innovating from teaching academic
knowledge to integrated teaching. Integrated teaching helps learners to
develop their competencies. This method makes students to be active
and creative. Students have more motivation in learning. Integrated
teaching means helps us to find the relationship between these
knowledge, methods and other ones. The above things are illustrated by
teaching geometric extremes. This is a practical problem in Hau Giang,
Vietnam. Teacher gives questions and students answer them. These
questions are pedagogic. In addition, the article gives some results of
empirical investigation confirming the superiority of integrated teaching
compared to traditional teaching. The article proposes a number of
research results on the concept of integration and features of integration.
Some features of integration are subjective, association, useful
combination, expression of introvert and extrovert orientation, creating
a unified block, in a certain context.
https://doi.org/10.26803/ijlter.18.8.11
References
Bailey, L. B (2010). The Impact of Sustained, Standards – Based Professional Learning on Secon and Third Grade Teachers’ Content and Pedagogical Knowledge in Integrated Mathematics. Early childhood Education Journal, 38, 123 - 132.
Boyer (1990). Scholarship Reconsidered: Priorities of the Professoriate. San Francisco: Jossey-Bass.
Bui, H., Vu, V. T., Nguyen, V. G., & Nguyen, H. Q. (2013). Education Dictionary. Vietnam: Encyclopaedic Dictionary Publishing House.
Ding, G, (2010). New Theoretical Approach Integrated Education and Technology. Frontiers’ of Education in China, 5(1), 26–36. https://doi.org/10.1007/s11516-010-0004-3
Do, H. T. (2016). Integrated teaching and developing students' ability (volume 1: Natural Science). University of Pedagogy Publishing House.
Vars, G. F., & Beane, J. A. (2000). Integrative curriculum in a standards-based world. Washington, D.C: ERIC Digest, ERIC Document Reproduction Service No. ED 441618.
Ha, T. L. H., & Dang, T. O. (2015). Some principles and methods of designing topics of integrated teaching. Science Journal, Hanoi University of Education, 6(2015), 204-210.
Hoang, P., Bui, K. V., Chu, B. T., Dao, T., Hoang, T., Hoang, V. H., Le, K. C., Nguyen, M. C., Nguyen, N. T., Nguyen, T. N., Nguyen, T. K., Nguyen, V. K., Pham, H. V., Tran, C. V., Tran, N. P., Vu, N. B., & Vuong, L. (1988). Vietnamese Dictionary. Social Science Publishing House.
Hockett, J. A. (2009). Curriculum for highly able learners that conforms to general education and gifted education quality indicators. Journal for the Education of the Gifted, 32(3), 394-440. https://doi.org/10.4219/jeg-2009-857
Hornby, A. S. (2005). Oxford Advanced Learner’s dictionary of Current English, UK, Oxford: Oxford University Press.
Irwin, C, (1992). Prospects-Quarterly Review of Education, 22(1). Unesco Publishing.
Lang, M., & Olson, J. (2000). Integrated Science Teaching as a Challenge for Teachers to Develop New Conceptual Structures. Research in Science Education, 30(2), 213–224. https://doi.org/10.1007/bf02461629
Marshall, J. (2005). Connecting Art, Learning, and Creativity: A case for Curriculum Integration. National Art Education Association, 46(3), 227–241. https://doi.org/10.1080/00393541.2005.11650076
Mei, L. (2009). Bridging disciplinary boundaries. Education Canada, 49(3), 40–43.
Nguyen, H. C (2006). Basic issues about the program and teaching process, Education Publishing House.
Nguyen, H. D (2001). The methods of solving geometric extreme problem, Science and Technology Publishing House.
Nguyen, K. H., & Huynh, C. M. H. (2013). Integrated teaching in Australian high schools. Science Journal, Ho Chi Minh City University of Education, 42, 7-17.
Nguyen, N. G. (2017). Practical mathematical Methods and exams to grade 10th, Ho Chi Minh Pedagogy University Publishing House.
Nguyen, N. G. (2019). Integrating Mathematics, Informatics and Physics, Hanoi National University Publishing House.
Nguyen, T. S. (2017). Developing integrated topics in teaching mathematics at high schools. (Doctoral thesis), Vietnam Institute of Educational Sciences.
Nguyen, T. T. B. & Truong, T. P. (2019). The necessity of integrated methods in historical teaching in current high schools. Vietnam Education Magazine, 447, 29-32.
Park, M. (2008). Implementing Curriculum Integration: The Experiences of Korean Elementary Teachers. Asia Pacific Education Review, 9(3), 308–319. https://doi.org/10.1007/bf03026719
Tran, V. (2014). Solving practical problems in teaching Mathematics, Hue University Publishing House.
Wraga, W. G. (2009). Toward a connected core curriculum, Educational Horizons, 87(2), 88–96.
Zhbanova, K. S., Rule, Montgomery, S. E., & Nielsen, L. E. (2010). Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons, Early Childhood Education Journal, 38, 251–258. https://doi.org/10.1007/s10643-010-0405-1
Downloads
Published
Issue
Section
License
Copyright (c) 2019 Ngoc-Giang Nguyen
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
