GII THIU MT S PHNG PHP GING DY CI TIN

GIP SINH VIN HC TP CH NG V TRI NGHIM,

T CC CHUN U RA THEO CDIO
Nguyn Thnh Hi, Phng Thy Phng, ng Th Bch Thy ( * )
Trung tm Nghin Cu Ci Tin Phng Php Dy v Hc H
Trng H Khoa hc T nhin i hc Quc Gia Tp.HCM
TM TT
m bo cht lng o to, chng ta phi quan tm nhiu yu t v iu kin trong
sut qu trnh o to. Trong gii hn ca bi vit ny, chng ti ch gii thiu v mt s phng
php ging dy ci tin gip sinh vin hc tp ch ng (active learning) v tri nghim
(experiential learning) t c cc mc tiu mn hc v chng trnh o to theo CDIO,
cng nh p ng c cc yu cu ca x hi. Cc kt qu nghin cu gn y cho thy kh
nng tip thu v vn dng bi hc ca sinh vin tng ln khi c hc tp ch ng. Trong
phng php dy hc ci tin, ngi hc - i tng ca hot ng dy hc ng thi l ch th
ca hot ng hc tp - c cun ht vo cc hot ng hc tp mt cch ch ng do ging
vin t chc v hng dn, thng qua ngi hc t lc khm ph nhng iu mnh cha r
ch khng phi th ng tip thu nhng tri thc c ging vin sp t. c t vo nhng
tnh hung ca i sng thc t, ngi hc c tri nghim, c trc tip quan st, tho lun,
lm th nghim, gii quyt vn t ra theo cch suy ngh ca mnh, va thng qua lm vic c
nhn, va phi lm vic theo nhm, t t c kin thc mi, k nng mi, pht huy tim
nng sng to. Ty vo mc tiu ca mn hc c th, cn t mc kin thc hay k nng no
theo cch tip cn CDIO, ngi ging vin s t chc cc hot ng ph hp gip sinh vin hc
tp ch ng t c cc mc tiu y.
I.

T VN
Ti sao phi quan tm phng php ging dy ci tin?

Vit Nam ang trong giai on chuyn tip sang nn kinh t tri thc, vai tr ca cc trng
H ng gp cho s tng trng kinh t cng tr nn quan trng hn bao gi ht. Mt trong
nhng thch thc chnh yu m cc trng H phi i mt l lm th no o to c sinh
vin p ng nhu cu pht trin ca x hi. Mt trong nhng cch tip cn nng cao cht
lng v chun ha chng trnh o to ngnh k thut v cng ngh l chng trnh CDIO
(Conceive Design Implement Operate). Trong , vic p dng v trin khai phng php
tip cn CDIO trong chng trnh k thut v cng ngh ti trng i hc i hi phi c s
thay i v tng tc lin tc, ng b trong 3 yu t: cc chun u ra d nh (Intended
learning outcomes), cc hot ng dy v hc (Teaching and learning activities), nh gi
(Assessment) (Hnh 1) (Edward v cng s, 2007).

E-mail: {nthai I ptphuong I thuy}@hcmuns.edu.vn

i hc Quc gia Tp.HCM Hi tho CDIO 2010

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Hnh 1. Mi quan h nht qun gia chun u ra, ging dy v hc tp, v nh gi

Nh vy, chng ta cn phi quan tm phng php ging dy ci tin v 3 l do sau:
Th nht, chun u ra (learning outcomes) thay i th cc hot ng dy v hc cng
phi thay i ph hp. Sau khi xy dng c cc chun u ra cho chng trnh o to cng
nh cho tng mn hc c th, cu hi t ra tip theo i vi ngi ging vin l: Lm th
no gip sinh vin chng ta c th t c cc mc tiu ?. Ngha l chng ta cn quan
tm n cc phng php t chc vic ging dy v hc tp (teaching learning) cho sinh vin
trong sut chng trnh o to cng nh cho tng mn hc c th mt cch c hiu qu cao
c th p ng c cc chun u ra mong i.
Th hai, mt trong nhng c trng ca chng trnh o to k thut cng ngh theo
cch tip cn CDIO l chng trnh o to tch hp (integrated curriculum) (Hnh 2).
Ngha l chng trnh o to phi c cc kha hc kin thc chuyn ngnh h tr ln nhau, c
k hoch r rng trong vic tch hp cc k nng c nhn v tng tc giao tip, cng nh k
nng kin to sn phm, quy trnh v h thng (Edward v cng s, 2007). Nh vy, c th t
chc o to theo chng trnh tch hp th bn thn ging vin v sinh vin cn c trang b
cc phng php ging dy v hc tp tch hp (integrated learning) c th thch nghi v t
c mc tiu ca chng trnh mi ny.

Hnh 2. Cc mc tiu trong chng trnh o to tch hp theo CDIO

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Th ba, i vi cc chun u ra v mt k nng, ging vin cng cn c nhng k hoch

v phng php ging dy mt cch c th v c mc ch. V d nh yu cu sinh vin lm vic
nhm khng c ngha l h s hc c k nng lm vic theo nhm hiu qu. Cc vn nh
lm sao thnh lp mt nhm, lm sao lp k hoch v phn chia cng vic trong nhm, v lm
sao gii quyt nhng mu thun trong nhm, cn phi c ging dy mt cch r rng.
Hc tp hiu qu ch xy ra khi cc hot ng ging dy mang n nhng c hi c th cho sinh
vin thc hnh, phn nh nhng tri nghim ca h v h c ng dng khi nim l thuyt.
y l mt thch thc rt ln i vi a s cc ging vin Vit Nam khi hin nay vn cha c
tp hun y v thng nht v cc phng php ging dy mi.
II.

GII THIU PHNG PHP GING DY CH NG

Phng php ging dy ch ng l g?

Phng php ging dy ch ng (Active Teaching) l mt thut ng rt gn, c dng

nhiu nc ch nhng phng php gio dc, dy hc theo hng pht huy tnh tch cc, ch
ng, sng to ca ngi hc. "Ch ng" trong phng php ging dy ch ng c dng
vi ngha l hot ng, tch cc, tri ngha vi b ng, th ng. Phng php ging dy ch
ng hng ti vic hot ng ha, ch ng ha hot ng nhn thc ca ngi hc, ngha l
tp trung vo pht huy tnh ch ng ca ngi hc ch khng phi l tp trung vo pht huy tnh
ch ng ca ngi dy, tuy nhin dy hc theo phng php ch ng th ging vin phi n
lc nhiu so vi dy theo phng php th ng.
iu ny cng cn c th hin r qua vic thit k cng chi tit mn hc (syllabus).
Chng ta khng nn quan nim rng cng chi tit mn hc l bng lit k cc ni dung kin
thc cn c hc m nn hiu l k hoch cc hot ng gip ngi hc t c cc mc
tiu. Do vy, phng php dy v hc tp cn c th hin r trong cng. Ngi ging vin
phi to ra c cc c hi hc tp, thng qua cc hot ng a dng, kch thch sinh vin khm
ph, p dng, phn tch v nh gi cc tng hn l truyn t thng tin mt chiu. Sinh vin
s c c hi c thc mc, nu ln cc vn xoay quanh cc khi nim hay cc tng, t
tin ti gii quyt cc vn . Ngi hc s cm thy lun thc c qu trnh hc ca h,
h ang hc g v phi hc nh th no. y cng chnh l cch nng cao cho ngi hc cch
xy dng ng c hc tp v hnh thnh thi quen hc tp sut i.
Cc nghin cu cho thy sinh vin gn nh t c cc kt qu mong mun v h cm
thy tha mn vi nn gio dc m h nhn c khi h c hc mt cch tch cc, c tham
gia ch ng vi a dng cc hot ng hc tp. Hc tp ch ng gip sinh vin c c cch
tip cn su trong qu trnh hc. Cch tip cn su c ngha l sinh vin ch tm tm hiu cc
khi nim, thay v n thun ch ti th hin thng tin trong cc bi thi (Edward v cng s,
2007).
Mt s nghin cu ca Biggs (2003) cho thy rng c mi lin quan cht ch gia cc hot
ng ca ngi hc vi hiu qu hc tp. T l tip thu kin thc ca ngi hc tng ln cao khi
c vn dng a gic quan vo hot ng hc tp, c s dng trong thc t v c bit nu
c dy li (truyn t li) cho ngi khc. Ging dy ch ng chnh l t chc cc hot ng
hc tp a dng v phong ph gip lm tng kh nng lnh hi kin thc (Hnh 3).
i hc Quc gia Tp.HCM Hi tho CDIO 2010

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Hnh 3. Thp hc tp (Learning Pyramid) th hin t l phn trm kh nng tip thu kin thc
tng ng vi cc hot ng hc tp ca sinh vin (theo National Training Laboratories, Bethel,
Maine, http://lowery.tamu.edu/teaming/morgan1/sld023.htm)

III. MT S C IM CA PHNG PHP GING DY CH NG

Phng php ging dy ch ng c nhng c im g?
1. Ngi hc l trung tm
Trong phng php dy hc ch ng, ngi hc - i tng ca hot ng "dy", ng
thi l ch th ca hot ng "hc" - c cun ht vo cc hot ng hc tp do ging vin t
chc v ch o, thng qua t lc khm ph nhng iu mnh cha r ch khng phi th
ng tip thu nhng tri thc c ging vin sp t. c t vo nhng tnh hung ca i
sng thc t, ngi hc trc tip quan st, tho lun, lm th nghim, gii quyt vn t ra theo
cch suy ngh ca mnh, t nm c kin thc k nng mi, va nm c phng php
"lm ra" kin thc, k nng , khng rp theo nhng khun mu sn c, c bc l v pht
huy tim nng sng to. Dy theo cch ny th ging vin khng ch gin n truyn t tri thc
m cn hng dn hnh ng.
2. Ch trng rn luyn phng php t hc
Phng php ging dy ch ng xem vic rn luyn phng php hc tp cho sinh vin
khng ch l mt bin php nng cao hiu qu dy hc m cn l mt mc tiu dy hc. Trong x
hi hin i ang bin i nhanh - vi s bng n thng tin, khoa hc v cng ngh pht trin
nh v bo - th bn thn ngi thy cng khng th thu thp c y thng tin v khng th
nhi nht vo u c sinh vin khi lng kin thc ngy cng nhiu. Vai tr ca ngi thy
khng cn l ngi truyn t thng tin na. Tri li, phi quan tm dy cho sinh vin phng
php t hc t nhng mn hc u tin ca chng trnh. Ni nh vy khng c ngha vai tr ca
ngi Thy khng cn quan trng m gi y ngi Thy s l ngi hng dn cho ngi hc
i tm tri thc. Trong cc phng php hc th ct li l phng php t hc. Nu rn luyn cho
ngi hc c c phng php, k nng, thi quen, ch t hc th s to cho h lng ham hc,
khi dy ni lc vn c trong mi con ngi, kt qu hc tp s c nhn ln gp bi. V vy,

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3. Phi hp gia hc tp c nhn vi hc tp hp tc

Trong mt lp hc m trnh kin thc, t duy ca sinh vin khng th ng u tuyt
i th khi p dng phng php ch ng buc phi chp nhn s phn ha v cng , tin
hon thnh nhim v hc tp, nht l khi bi hc c thit k thnh mt chui cng tc c lp.
p dng phng php ch ng trnh cng cao th s phn ha ny cng ln. Tuy nhin,
trong hc tp, khng phi mi tri thc, k nng, thi u c hnh thnh bng nhng hot
ng c lp c nhn. Lp hc l mi trng giao tip ging vin sinh vin, sinh vin sinh
vin, to nn mi quan h hp tc gia cc c nhn trn con ng chim lnh kin thc. Thng
qua tho lun, tranh lun trong tp th, kin mi c nhn c bc l, khng nh hay bc b,
qua ngi hc nng mnh ln mt trnh mi. iu ny ph hp vi mi trng thc t sau
ny khi sinh vin tt nghip v i lm, buc mi ngi phi hc tp sut i, phi hp gia
hc tp c nhn v hc tp hp tc.
4. Vai tr ca ging vin trong ging dy ch ng: ngi hng dn, t chc hot ng
Nh cp trn, trong ging dy ch ng ging vin khng cn n thun ng vai
tr l ngi truyn t kin thc m tr thnh ngi hng dn cho sinh vin trn con ng i
tm tri thc. Mt cch c th hn, ngi thy cn ng vai tr thit k, t chc, hng dn cc
hot ng c lp hoc theo nhm nh sinh vin t lc chim lnh ni dung hc tp, ch ng
t cc mc tiu kin thc, k nng, thi theo yu cu ca chng trnh. Trn lp, sinh vin
hot ng l chnh, ging vin ch l ngi hng dn. Nhng trc khi ln lp, ging vin phi
u t nhiu thi gian thit k bi ging sao cho t c chun u ra theo CDIO; chn lc
phng php ging dy v phng php nh gi ph hp vi mc tiu v ni dung bi ging.
Trong qu trnh ging dy, ngoi gi ln lp, ngi thy cn phi theo di cc hot ng t hc
ca sinh vin, gip khi cn thit, trao i tho lun v gp ngi hc i ng hng. Nh
vy, ngi thy trong ging dy v hc tp ch ng cn phi u t cng sc v thi gian rt
nhiu so vi kiu dy v hc th ng mi c th thc hin bi ln lp vi vai tr l ngi gi
m, xc tc, ng vin, c vn, trng ti trong cc hot ng tm ti ho hng, tranh lun si ni
ca sinh vin.
5. Kt hp nh gi ca ging vin vi t nh gi ca sinh vin
Trc y ging vin gi c quyn nh gi sinh vin, nhng trong phng php ch
ng th ging vin phi hng dn sinh vin pht trin k nng t nh gi t iu chnh cch
hc. Lin quan vi iu ny, ging vin cn to iu kin thun li sinh vin c tham gia
nh gi ln nhau. T nh gi ng v iu chnh hot ng kp thi l nng lc rt cn cho s
thnh t trong cuc sng m nh trng phi trang b cho sinh vin. Mt im cn ch trong
vic nh gi l phi nh gi da trn qu trnh (formative assessment), trnh tp trung nh
gi vo cui hc k v a dng cc hot ng nh gi ngi hc c c hi th hin s tin b
ca mnh trong qu trnh hc.

IV. GII THIU MT S PHNG PHP GING DY CH NG

i hc Quc gia Tp.HCM Hi tho CDIO 2010

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C rt nhiu phng php ging dy ch ng, trong bi vit ny chng ti ch gii thiu
tm tt mt vi phng php ging dy c s dng ph bin ti cc trng i hc tin tin.
Chng ti tm phn chia cc phng php ging dy ch ng thnh 2 nhm, ty theo mc
gn kt vi thc t t v nhiu: Nhm phng php gip sinh vin hc tp ch ng (Active
Learning) v Nhm phng php gip sinh vin hc tp qua tri nghim (Experiential Learning).
1. Mt s phng php ging dy gip sinh vin hc tp ch ng (Active Learning)
1.1.

Phng php ng no (Brainstorming)

Phng Php ng No c nh ngha l cch thc vn dng kinh nghim v sng kin
mi ngi trong thi gian ti thiu ty vn a ra c c ti a nhng d kin tt nht
(Osborn, 1963) . ng no l phng php gip sinh vin trong mt thi gian ngn ny sinh
c nhiu tng, nhiu gi nh v mt vn no , trong c nhiu tng sng to.
Thc hin phng php ny, ging vin cn a ra mt h thng cc thng tin lm tin cho
bui tho lun. Phng php ny c th p ng c chun u ra theo cng CDIO nh: T
duy sng to, Gii php v xut.
1.2.

Phng php Suy ngh - Tng cp - Chia s (Think-pair-share):

Phng php ny c thc hin bng cch cho cc sinh vin cng c ti liu hoc suy
ngh v mt ch , sau cc sinh vin ngi bn cnh nhau c th trao i vi nhau v kin v
kinh nghim ca mi ngi mt khong thi gian nht nh (khong vi pht), sau chia s vi
c lp (Lyman, 1987). Phng php ny c u im l rt d dng thc hin mi cu trc lp
hc, ai cng c th tham gia c vo vic chia s kin ca mnh, to c s t tin cho ngi
hc dm ni ra nhng suy ngh ca mnh (y l im yu i vi a s cc sinh vin Vit Nam),
gip cc sinh vin tp trung vo ch ang hc, bit mnh ang hc g v hiu vn n
u, thm ch nu ln c nhng vn mi cho bi hc. Phng php ny c th gip t c
chun u ra theo cng CDIO nh: Cu trc giao tip; T duy suy xt, phn bin (critical
thinking).
1.3.

Phng php hc da trn vn (Problem based learning)

Mc tiu ca hc da trn vn (c nh ngha l vic nghin cu c chiu su v

mt ch hc tp) l hc nhiu hn v mt ch ch khng phi l ch tm ra nhng cu tr
li ng cho nhng cu hi c gio vin a ra (Hmelo-Silver, 2004). Trong phng php hc
da trn vn , sinh vin va nm c kin thc mi, va nm c phng php lnh hi kin
thc , pht trin t duy ch ng, sng to, c chun b mt nng lc thch ng vi i sng
x hi, pht hin kp thi v gii quyt hp l cc vn ny sinh (Hmelo-Silver, 2004). Phng
php ny c th gip t c chun u ra theo cng CDIO nh: Xc nh v hnh thnh
vn ; xut cc gii php; Trao i, phn xt, cn bng trong hng gii quyt.
1.4.

Phng php hot ng nhm (Group based Learning)

Lp hc c chia thnh tng nhm nh t 5 n 7 ngi. Ty mc ch, yu cu ca vn

hc tp, cc nhm c phn chia ngu nhin hay c ch nh, c duy tr n nh hay thay
i trong tng phn ca mn hc, c giao cng mt nhim v hay nhng nhim v khc nhau.
Khi lm vic nhm, cc thnh vin phi lm vic theo qui nh do ging vin t ra hoc do chnh
nhm t ra. Cc thnh vin u phi lm vic ch ng, khng th li vo mt vi ngi hiu
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bit v nng ng hn. Cc thnh vin trong nhm gip nhau tm hiu vn nu ra trong
khng kh thi ua vi cc nhm khc. Khi c mt nhm no ln thuyt trnh, cc nhm cn li
phi t ra cc cu hi phn bin hoc cu hi ngh lm sng t vn . Phng php hot
ng nhm gip cc thnh vin trong nhm chia s cc bn khon, kinh nghim ca bn thn,
cng nhau xy dng nhn thc mi. Bng cch ni ra nhng iu ang ngh, mi ngi c th
nhn r trnh hiu bit ca mnh v ch nu ra, thy mnh cn hc hi thm nhng g. Bi
hc tr thnh qu trnh hc hi ln nhau ch khng phi l s tip nhn th ng t ging vin.
Phng php ny c th gip t c chun u ra theo cng CDIO nh: K nng lm vic
theo nhm, k nng giao tip.
1.5.

Phng php ng vai (Role playing)

ng vai l phng php t chc cho sinh vin thc hnh mt s cch ng x no
trong mt tnh hung gi nh. Phng php ng vai c nhng u im: sinh vin c rn
luyn thc hnh nhng k nng ng x v by t thi trong mi trng an ton trc khi thc
hnh trong thc tin; gy hng th v ch cho sinh vin; to iu kin lm ny sinh c sng to
ca sinh vin, khch l s thay i thi , hnh vi ca sinh vin theo chun mc hnh vi o c
v chnh tr x hi, c th thy ngay tc ng v hiu qu ca li ni hoc vic lm ca cc vai
din (Kritzerow, 1990). Phng php ny c th gip t c chun u ra theo cng CDIO
nh: T duy suy xt, phn bin (critical thinking); nhn bit v kin thc, k nng v thi c
nhn ca bn thn
2. Mt s phng php ging dy gip hc tp qua tri nghim (Experiential
Learning):
Hc tp qua tri nghim c nh ngha l qu trnh hc ca sinh vin c tri qua nhng
vic lm m phng thc t, c tnh thc hnh v vn dng cao, nh cc n thit k - trin khai,
cc tnh hung nghin cu, t sinh vin c kt thnh nhng kinh nghim cho bn thn, lm
sng t hn cho cc l thuyt c hc (Edward v cng s, 2007). Theo Kolb (1981) cc qu
trnh hc tp c th c chia thnh 4 nhm c bn, ph hp vi 4 xu hng hc tp (kiu hc)
khc nhau: (1) Quan st suy ngm: hc tp thng qua quan st cc hot ng do ngi khc thc
hin hoc chim nghim li bn thn, suy ngm v c kt nhng tri nghim; (2) Khi nim ha:
hc tp thng qua vic xy dng cc khi nim, tng hp, bin gii v phn tch nhng g quan
st c; (3) Tri nghim thc t: hc tp thng qua cc hot ng, hnh vi, thao tc c th, trc
tip; (4) Th nghim: hc tp thng qua nhng th nghim, xut cc phng n gii quyt vn
v a ra quyt nh.
Trong thc tin din ra qu trnh hc tp, mi ngi hc s vn dng cc qu trnh ny
theo cc cch khc nhau, nhng mc khng ng u ty thuc vo cc c im tm sinh
l, trnh , nng lc nhn thc v kinh nghim x hi. Thng thng trong cch dy truyn
thng, ging vin thng bt u bi ging t cc khi nim c tnh khi qut hoc tru tng
trc khi cho sinh vin c thc hnh v lm cc hot ng thc t. Tuy nhin i vi cch tip
cn theo ging dy ch ng th hot ng tri nghim c xem l hot ng u tin trong qu
trnh hc tp. M hnh hc tp qua tri nghim theo CDIO c minh ha nh trong Hnh 4.

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Hnh 4. M hnh hc tp qua tri nghim (chnh sa t Kolb, 1984)

Sau y, chng ti xin gii thiu s nt mt s phng php ging dy gip hc tp qua
tri nghim.
2.1.

Hc da vo d n (Project based Learning)

Phng php hc da vo d n l t chc vic dy v hc thng qua cc d n hay cng

trnh thc t. D n y c hiu l nhng nhim v phc tp t cc cu hi hay vn mang
tnh cht kch thch ngi hc tm hiu, khm ph (Jones v cng s, 1996). Gii php c th
bao gm cc tri nghim thit k - trin khai. T y ngi hc s tham gia vo thit k, a ra
quyt nh hay kho st cc hot ng c lin quan n d n. Vi phng php hc ny, ngi
hc s phi lm vic theo nhm v khm ph nhng vn gn lin vi cuc sng, sau s
thuyt trnh trc lp v chia s nhng g h lm c trong d n ca mnh. Trong bui
thuyt trnh c th s dng cc phng tin nghe nhn, mt v kch, mt bn bo co vit tay,
mt trang web hoc mt sn phm c to ra. Theo Bransford v Stein (1993), phng php
hc da trn d n ch trng ti nhng hot ng hc c tnh cht lu di v lin ngnh
(interdisciplinary) v thng gn vi nhng vn ny sinh t i sng hin ti. Bn cnh ,
phng php hc da trn d n cn to ra nhng c hi nhm gip ngi hc theo ui c
nhng s thch ca mnh, v t mnh a ra quyt nh v cu tr li hay tm ra gii php cho cc
vn trnh by trong d n. Phng php ny c th gip t c chun u ra theo cng
CDIO nh: Lp gi thit; K nng thit k - trin khai; K nng giao tip bng vit; K nng
thuyt trnh.
2.2.

M phng (Simulations)

M phng, thng c dng trong nghin cu khoa hc, l qu trnh pht trin m hnh
ho ri m phng mt i tng cn nghin cu. Thay cho vic phi nghin cu i tng c th
m nhiu khi l khng th hoc rt tn km tin ca, chng ta xy dng nhng m hnh ho ca
i tng trong phng th nghim v tin hnh nghin cu i tng da trn m hnh ho
ny. Kt qu rt ra c phi c kim chng vi kt qu o c thc t. a s cc m phng u
da trn phn cng v phn mm my tnh. Da trn nhng kt qu thu c sau qu trnh m
phng, ta c th rt ra hng i tip cho nghin cu v sn xut v sau. M phng trong dy hc
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l trng hp ring ca m phng trong nghin cu khoa hc. Do ta c th nh ngha m

phng trong dy hc cng l mt dng m phng nghin cu khoa hc trong bao gm c x
l s phm v t chc hot ng dy hc nm xen k nhau (Hnh 5) (Ng T Thnh, 2008).

Hnh 5. Cu trc phng php m phng trong dy hc

Phng php ny c th gip t c chun u ra theo cng CDIO nh: K nng
m hnh ha; K nng th nghim kho st; Giao tip ha.
2.3.

Nghin cu tnh hung (Case studies)

Mc d nghin cu tnh hung c s dng nhiu trong gio dc lut, thng mi v

y hc nhng chng cng ph hp khng km cho lnh vc k thut v cng ngh. Yu t cu
thnh ch yu ca phng php o to mi ny da trn cc tnh hung thc t ca c hc vin
v ging vin. Mc ch chnh ca cc tnh hung l miu t, trao i kinh nghim v cch
thc gii quyt vn v nhng mu thun trong khi thc hin cng vic c giao. Bng nhng
tnh hung khc nhau cn phi gii quyt trong khong thi gian nh sn cng ngun lc c hn,
ngi hc c t vo v tr cn phi a ra quyt nh hoc ku gi s h tr ca cc thnh
vin cng nhm tm hng gii quyt hp l. S a dng ca cc tnh hung c a ln
khng ch khuyn khch ngi hc pht huy tnh ch ng, c sng to m cn em n s thoi
mi, sng khoi v mt tinh thn khi tham d lp. Yu t ny lm ngi hc c th tip thu ni
dung kin thc bi ging d dng, su v nh lu hn cc phng php ging dy truyn thng
(Scholz v Olaf, 2002). Phng php ny c th gip t c chun u ra theo cng CDIO
nh: ra cc gii php; c lng v phn tch nh tnh.
2.4.

Phng php hc tp phc v cng ng (Service Learning)

Hc tp phc v cng ng (tn ting Anh l Service Learning hoc Community- based
learning) c t nm nhng nm 1960 ti M (Jacoby,1996). Service-Learning (SL) l mt
phng php dy v hc m thng qua ngi hc p dng c nhng kin thc hc c
trong lp vo iu kin thc t, ng thi kt qu ca qu trnh hc p ng nhu cu ca cng
ng v c cng ng s dng. SL c p dng ti nhiu trng H trn khp th gii,
n nay ti Hoa K hn 1.000 trng H v Cao ng p dng phng php ny cho hn 6
triu sinh vin (Campus Compact, 2007). SL c xem l mt chin lc pht trin bn vng ca
cc trng H ti Hoa K v ang dn dn nh hng sang cc trng H khc ti chu .
Phng php SL l mt s phi hp lm vic, hp tc trn c s cc mi quan h ca 4 thnh
phn tham gia l: nh qun l trng hc (Administrator), ging vin (Faculty), cng ng
(Community Partner) v sinh vin (Student). u im ca SL l gip ngi hc lm phong ph
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kin thc ca mnh t l thuyt n thc t v ngc li (bring books to life and life to books),
qu trnh hc ny thng qua tri nghim nn ngi hc c iu kin tng cng kin thc hc
thut, rn luyn v pht trin cc k nng mm nh t duy suy xt, phn bin (critical thinking),
lm vic theo nhm, giao tip, thuyt trnh v cc k nng sng (Hnh 6).

Hnh 6. Hc tp phc v cng ng trong mi quan h gia hot ng hc v phc v

(da theo s ca Trng Miami-Dade College, http://www.mdc.edu/cci/servicelearningoverview.asp)

Phng php hc tp phc v cng ng c thc hin theo cc bc nh sau: (1) Cng
ng nu vn cn gii quyt; (2) Gio vin lng ghp cc vn cng ng cn gii quyt vo
mn hc nh l ti thc tp ca sinh vin. iu quan trng cn lu l cc ti ny phi ph
hp vi ni dung mn hc, trnh v k nng ca sinh vin; (3) Sinh vin c t chc thnh
nhm thc hin ti di s hng dn ca gio vin. Khi thc hin ti, sinh vin phi vn
dng cc kin thc ca mn hc cng cng ng gii quyt cc vn ; (4) Kt qu ca ti
c cng ng s dng (Phng Thy Phng, 2008). Phng php ny c th gip t c
chun u ra theo cng CDIO nh: Vai tr v trch nhim i vi x hi; Nhn bit c bi
cnh cc t chc x hi; Ham tm hiu v hc tp sut i, T duy suy xt; Lm vic nhm; K
nng giao tip bng vn vit v thuyt trnh.
V.

MT S VN LU KHI TRIN KHAI CC PHNG PHP GING DY

CH NG
1. Mt mn hc c th p dng linh hot v a dng cc hnh thc hc tp

Mi mt phng php ging dy u nhn mnh ln mt kha cnh no ca qu trnh

hc tp. Chng ti cho rng, cho d cc phng php th hin hiu qu nh th no th n vn
tn ti mt vi kha cnh m ngi hc v ngi dy cha khai thc ht. Chnh v th m khng
c mt phng php ging dy no c cho l l tng. Mi mt phng php u c u im
ca n do vy ngi thy nn xy dng cho mnh mt phng php ring ph hp vi mc tiu,
bn cht ca vn cn trao i, ph hp vi thnh phn nhm lp hc, cc ngun lc, cng c
dy-hc sn c v cui cng l ph hp vi s thch ca mnh. V d v mn hc Kh ng lc
hc (aerodynamics) nng cao Trng MIT c s kt hp 4 phng php: Cc cu hi khi
nim vi s tr gip ca h thng tr li in t, Cc bi c v cc vn c giao trc bui
ln lp, Hc tp da vo d n, Thi vn p cui mn hc (Edward v cng s, 2007).
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 gip cc ging vin c th p dng linh hot v a dng ha cc hnh thc ging dy,
chng ti xin trnh by tm tt cc phng php ging dy ch ng c trnh by trn tng
ng vi cc li ch mang li cho ngi hc trong Bng 1.
Bng 1. Tm tt cc phng php ging dy ch ng
STT

Tn phng
php

M t tm tt

Li ch cho ngi hc (*)

Gip sinh vin hc tp ch ng (Active Learning)

1.

ng no
(Brainstorming)

- GV nu vn cn gii quyt, quy nh

thi gian v cch lm vic

- T duy sng to
- Gii php v xut

- SV lm vic c nhn, lit k nhanh cc

tng
2.

3.

4.

5.

Chia s theo cp
(Think pair
share)

T chc hc tp
theo nhm
(Group-based
learning)

- GV nu vn cn tho lun, quy nh

thi gian v cch chia s
- SV lm vic theo cp, lng nghe v trnh
by kin, bo v v phn bc

- Cu trc giao tip

- T duy suy xt, phn
bin (critical thinking)

- GV t chc lp hc theo nhm v chun b

cc nhim v hc tp.

- K nng lm vic theo

nhm

- Mi nhm nhn mt nhim v hc tp v

cng hp tc thc hin.

- K nng giao tip

Dy hc da
trn vn
(Problem-based
learning)

- GV xy dng vn c lin quan n

ni dung dy hc.

- Xc nh v hnh thnh
vn

- SV c giao gii p vn trn c s

c nhn hoc nhm.

- xut cc gii php

Phng php
ng vai (Roleplay teaching)

- GV chun b kch bn c ni dung lin

quan n mn hc.

- T duy suy xt, phn

bin (critical thinking)

- Mt s SV c phn vai thc hin

kch bn. S SV cn li ng vai tr
khn gi v ngi nh gi.

- Nhn bit v kin thc,

k nng v thi c
nhn ca bn thn

- Trao i, phn xt, cn

bng trong hng gii
quyt

Gip sinh vin hc qua tri nghim (Experiential learning)

6.

Dy hc thng
qua lm n
(Project-based
learning)

- GV chun b ni dung cc n mn hc.

- Lp gi thit

- SV c giao thc hin n trn c s c

nhn hoc nhm.

- K nng thit k - trin

khai
- K nng giao tip bng
vit
- K nng thuyt trnh

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B-4/11

7.

8.

Nghin cu tnh
hung (Case
study)

M phng
(Simulations)

- GV xy dng case c lin quan n ni

dung dy hc.
- SV c giao gii p case trn c s c
nhn hoc nhm.
- GV xy dng m hnh m phng (phn
cng, phn mm), gii thch cc quy tc,
tnh hung, gim st m phng khi n thc
hin
- SV thc hin cc m phng v phn nh
li tri nghim qua nhng bi bo co hoc
cc bi tp

9.

Hc tp phc v
cng ng
(Service
Learning)

- GV lin h cng ng v ni kt cc vn
cng ng vi cc l thuyt mn hc,
t chc hot ng
- SV t nguyn tham gia, gii quyt vn
ca cng ng, p dng cc kin thc
c hc

- ra cc gii php
- c lng v phn tch
nh tnh
- K nng m hnh ha
- K nng th nghim
kho st
- Giao tip ha

- Vai tr v trch nhim

i vi x hi
- Nhn bit c bi cnh
cc t chc x hi
- Ham tm hiu v hc tp
sut i

(*) Ty vo cch t chc, cc li ch mang li cho ngi hc c th t hoc nhiu hn

(lu : c th kt hp 2 hoc 3 phng php vo mt cng mt thi im ging dy, v d khi s dng
phng php nghin cu tnh hung, c th ng thi s dng phng php ng no v lm vic nhm)

Trong qu trnh trin khai ging dy CDIO, vn kh khn i vi cc ging vin l lm

sao chn la c phng php ging dy dy ph hp ng vi cc chun u ra theo CDIO.
gii quyt vn ny, ging vin cn i chiu yu cu c th ca tng mc tiu chun u ra
(mc 4) theo cng CDIO v nhng li ch mang li trong tng phng php ging dy. Thc
t cho thy ging vin c th p dng mt phng php ging dy t c nhiu hn mt
mc tiu chun u ra theo CDIO v mt mc tiu chun u ra cng c th c c ging dy
bng nhiu phng php khc nhau (Steven v cng s, 2002). Chng ti xin gii thiu mt vi
v d v cc phng php ging dy ch ng tng ng vi tng mc tiu chun u ra theo
cng CDIO (bng 2).
Bng 2. Gii thiu mt s v d minh ha cc phng php ging dy v hc tng ng vi cc
chun u ra theo cng CDIO
T kt qu ca hc tp ch ng v tri
nghim ny, bn c th t c kh nng
(mc x.x.x.x)

Lin quan n
cng CDIO

Phng php dy v hc
c th p dng

Gii thch mc c th hiu c bi mt

ngi khng hc k thut, cch thc hot ng
ca .

1.3 Kin thc nn tng

k thut nng cao

Suy ngh Theo cp - Chia

s (Think - Pair - Share)

So snh d liu th nghim vi cc m hnh sn

c

2.2.3 Th nghim
nghin cu

Hc da trn vn
(Problem based learning)

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Lp gii php cho vn bng tnh sng to v

k nng ra quyt nh hiu qu

2.4.3 T duy sng to

ng no (brainstorm),
Nghin cu tnh hung

Phn tch u im v nhc im ca nhm

3.1.1 Thnh lp nhm

hot ng hiu qu

Hc theo nhm (Group

based learning)

S dng cch thc giao tip khng li thch

hp, chng hn nh iu b, nh mt, t th khi
lm thuyt trnh

3.2.6 Thuyt trnh v

giao tip

Hc tp phc v cng ng
(Service Learning)

Chp nhn cc trch nhim ca k s i vi x

hi

4.1.1 Vai tr v trch

nhim ca ngi k s

Hc tp phc v cng ng
(Service Learning)

nh gi h thng hot ng cho sn phm ca

nhm v xut nhng ci tin

4.6.4 Ci tin h thng

v quy trnh

Nghin cu tnh hung (case

studies), Hc da trn d n
(project based learning)

Xc nh cc nhu cu v c hi ca th trng
trong lnh vc

4.3.1 Thit lp nhng

mc tiu v yu cu
cu ca h thng

Hc da trn d n (project
based learning)

La chn cc yu cu cho mi thnh phn hay

b phn c rt ra t cc mc tiu v mc
h thng

4.4.1 Quy trnh thit

k

Hc da vo d n (Project
based Learning)

2. p dng cc phng php ging dy cn tnh ti iu kin t chc lp hc

Cc phng php ging dy ch ng t ra hiu qu i vi cc lp hc t ngi, chng
khong 30 40 sinh vin. Khi trin khai cc phng php ny ti cc lp hc ng hn cn c
nhng gip ca tr ging hoc cc thit b k thut in t (Bonwell v Eison, 1991). Chng
hn khi cn kim tra nhanh kh nng hiu v nm bt cc khi nim ca sinh vin trong lp hc
vi khong 100 sinh vin th ging vin khng th t cu hi chung cho c lp c. Cc trng
H M thng c trang b H thng tr li c nhn (Personal Reponse System PRS) hoc
Clicker i vi cc lp hc ng. Ngoi ra, i vi cc lp chuyn ngnh k thut, khi p dng
phng php ging dy gip sinh vin hc tp qua tri nghim, nh m phng hay nghin cu
tnh hung, lp hc cn c trang b mt s my mc v thit b tiu chun cho sinh vin
c th thao tc hoc hc c k nng lin quan thit k - trin khai. i vi cc hot ng t
chc bn ngoi lp hc nh hc da trn d n hay hc tp phc v cng ng, vic tm cc i
tc doanh nghip hoc c s thc tp ph hp c mt ngha quan trng ng gp cho kt qu
hc tp ca sinh vin.

VI. KT LUN
Theo cch tip cn CDIO, sinh vin s hc cc k nng c nhn, giao tip, cc k nng
kin to sn phm, quy trnh v h thng cng vi kin thc chuyn ngnh trong bi cnh thc
hnh k thut chuyn nghip, ngi ta gi l hc tp tch hp (integrated learning), (tiu
i hc Quc gia Tp.HCM Hi tho CDIO 2010

B-4/13

chun CDIO 7). Hc tp tch hp c u im l cho php sinh vin s dng kp thi gian va
hc kin thc, va hc k nng. Nhng c th s dng cng dng kp ca thi gian hc tp,
iu quan trng l phi c c mn phng php ging dy v hc tp mi, lm sao tn dng
c ti u thi gian nhng khng lm nng thm v mt chng trnh l thuyt mi vn dy
c trong ni dung. Ging dy v hc tp da trn cc phng php hc ch ng (active
learning) v tri nghim (experiential learning) (tiu chun CDIO 8) l mt gii php cho vn
trn. Vai tr ca ging vin l phi to ra c cc c hi hc tp, thng qua cc hot ng a
dng, kch thch sinh vin khm ph, p dng, phn tch v nh gi cc tng hn l truyn t
thng tin mt chiu. C nhiu phng php ging dy ci tin gip sinh vin hc ch ng v tri
nghim, mi phng php u c nhng mt thun li v kh khn ring. Ty vo tng mc tiu
v iu kin c th, ging vin s phi hp linh hot cc phng php trong qu trnh ging dy
ca mnh. C th ni cc phng php ging dy ci tin gip chng trnh o to t c cc
mc tiu chun u ra theo cch tip cn CDIO, ng thi t c 2 tiu chun 7 v 8 ca
CDIO. Ngha l sau khi xy dng chun u ra mn hc xong, i vi ging vin vic th dy ci
g (What) khng cn l quan trng m phi l dy nh th no (How). Do vy, i ng cc ging
vin cn c tp hun v trang b cc k nng v phng php ging dy ch ng cn thit
trc khi bt u qu trnh o to sinh vin.
VII. TI LIU THAM KHO
1. Biggs J. (2003), Teaching for Quality Learning At University, 2nd ed., The Society for Research
into Higher Education and Open University Press, Berkshire, England.
2. Bloom B. S., Englehart M. D., Furst E. J., Hill W. H., and Krathwohl D. R. (1956), Taxonomy of
Educational Objectives: Handbook ICognitive Domain, McKay, New York.
3. Bonwell C. C., and Eison J. A. (1991), Active Learning: Creating Excitement in the Classroom,
ASHE-ERIC Higher Education Report No. 1, George Washington University School of Education
and Human Development, Washington, DC.
4. Bradford J. and Stein B. (1993), The IDEAL problem solver, 2nd ed., New York, NY: Freeman.
5. Campus Compact (2007), Presidents Declaration on Civic Responsibility of Higher Education. p.
2. www.compact.org/resources/declaration.
6. Edward F. C., Johan M., Sren ., and Doris R. B. (2007), Rethinking Engineering Education The CDIO Approach. Springer Science+Business Media, p. 286.
7. Gibbs G. (1992), Improving the Quality of Student Learning, TES, Bristol, England.
8. Hmelo-Silver C. E. (2004), Problem-based learning: What and how do students learn?
Educational Psychology Review, 16: 235266.
9. Jacoby B. (1996), Service-Learning in Today's Higher Education. In: Barbara Jacoby and
Associates (Eds.), Service-Learning in Higher Education: Concepts and Practices, San Francisco
CA: Jossey-Bass.
10. Jones B. F., Rasmussen C., and Moffitt M. (1996), Real-life problem solving: A collaborative
approach to interdisciplinary learning. Washington DC: American Psychological Association.
11. Kolb D. A. (1981), Learning styles and disciplinary differences. In: A. Chickering (Ed.), The
Modern American College. San Francisco: Jossey-Bass.
12. Kolb D. A. (1984), Experimental Learning. Englewood Cliffs, New Jersey: Prentice Hall.
13. Kritzerow P. (1990), Active learning in the classroom: The use of group role plays. Teaching
sociology, 18(2), 223-225.
14. Lyman F. (1987), Think-Pair-Share: An expanding teaching technique. MAA-CIE Cooperative
News, 1: 1-2.
15. Lyman F. T. (1981), The responsive classroom discussion: The inclusion of all students. In: A.
Anderson (Ed.), Mainstreaming Digest. College Park: University of Maryland Press. pp. 109-113.
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16. Osborn A.F. (1963), Applied imagination: Principles and procedures of creative problem solving
(Third Revised Edition). New York, NY: Charles Scribners Son.
17. Phng Thy Phng (2008), Hc tp phc v cng ng phng php dy v hc ci tin ti
trng H KHTN TP HCM. Hi tho khoa hc Tnh ch ng ca t duy, phng php v tinh
thn i hc H Hoa Sen TP HCM.
18. Scholz R. W. and Tietje Olaf (2002), Embedded Case Study Methods. Integrating Quantitative
and Qualitative Knowledge. Sage Publications. California: Thousand Oaks.
19. Steven R. H., Ian W., Doris R. B., Diane H. S., and Reem N. (2002), Adoption of active learning
in a lecture-based, engineering class, 32nd ASEE/IEEE Frontiers in Education Conference,
Boston, MA, 9-15.
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ch pht trin KH&CN, 11 (10): 114-125.

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