Decision No. 59/2003/QĐ-BGDĐT On issuing the Continuous Training Program for Primary School Teachers in Cycle III (2003-2007)

✦ Smart summary

This Decision issues the Continuous Training Program for primary school teachers in Cycle III (2003-2007), focusing on enhancing knowledge and teaching skills according to the new curriculum. The program consists of 60 sessions, divided into theoretical and practical lessons, guiding teachers to apply methods that promote students' positivity.

Scope of application

Primary school teachers

Key points

Teachers need to know and understand the objectives, plans, contents of the new primary school curriculum, the structure of textbooks, and teaching methods that promote students' positivity.
The professional training section includes 23 lessons, focusing on applying knowledge to teach according to the new primary school curriculum.
Trainees need to evaluate their learning outcomes and develop self-improvement plans based on self-evaluation.
The program is designed flexibly, allowing teachers to arrange study time suitable for their actual conditions.
Regular training lessons help teachers enhance their knowledge and skills to teach in a positive direction.
Teachers need to use reference materials and supporting tools during the learning process.

🌐 Social impact of this document

Creating opportunities for teachers to improve teaching quality, meeting the requirements of primary school curriculum reform.
Reducing the burden of time and content of training for teachers through flexible scheduling.
Supporting teachers in transitioning from traditional methods to positive methods.

❓ Frequently asked questions

Which primary school teachers does this program apply to?

This program applies to all primary school teachers, regardless of level or teaching experience.

What is the duration of the continuous training?

The program is implemented in Cycle III from 2003-2007, with a total duration of approximately 60 sessions.

What materials do teachers need to prepare to participate in training?

Teachers need to have the Continuous Training Program for Cycle 2003-2007, the New Primary School Curriculum, Textbooks, and Teacher's Books according to the primary school curriculum.

Is there a requirement for self-assessment of learning outcomes?

Yes, after each part of the training, teachers need to self-assess their results and develop self-improvement plans.

Can teachers arrange their study time how?

Yes, teachers can flexibly arrange their study time according to their actual conditions, provided they meet the total requirement of 60 sessions.

Full text

DECISION OF THE MINISTER OF EDUCATION AND TRAINING

Regarding the issuance of the regular training program for primary school teachers for Cycle III (2003-2007)

Issuing the Regular Training Program for Primary School Teachers for Cycle III (2003-2007) attached to this Decision.

MINISTER OF EDUCATION AND TRAINING

Pursuant to Decree No. 86/2002/NĐ-CP dated November 5, 2002 of the Government stipulating the functions, tasks, powers, and organizational structure of Ministries and ministerial-level agencies;

Pursuant to Decree No. 85/2003/NĐ-CP dated July 18, 2003 of the Government stipulating the functions, tasks, powers, and organizational structure of the Ministry of Education and Training;

Pursuant to the proposal of the Director of the Primary Education Department,

DECISION:

Article 1. The Director of the Department of Primary Education shall take the lead and coordinate with the heads of relevant units to direct the compilation of training materials and prepare necessary conditions for implementing this program; at the same time, guide the Departments of Education and Training, and related teacher training institutions to implement it.

Article 2. The Standard Measurement Quality Control Department shall be responsible for organizing and guiding the implementation of the Regulations adopted herein.

The Heads of the Office, the Directors of the Department of Primary Education, the heads of relevant units under the Ministry, the Directors of the Departments of Education and Training, and related teacher training institutions are responsible for enforcing this Decision.

Article 3. REGULAR TRAINING PROGRAM FOR PRIMARY SCHOOL TEACHERS CYCLE III (2003-2007)

(Issued pursuant to Decision No. 59/2003/QĐ-BGDĐT dated December 31, 2003)
1. Regarding knowledge. Participants need to know and understand:

* The objectives, plans, and contents of the new primary school curriculum.
of the Minister of Education and Training)

I. OBJECTIVES

* The contents, structure of new textbooks and other learning materials, and their relationship with teaching methods.

* The characteristics of teaching that promotes students' proactivity.

* The key skills that teachers need to have to teach effectively.

* Using teaching aids reasonably and effectively. Ways to make some simple teaching aids.

* Methods of assessing students. Self-assessment and adjusting educational activities.

2. Regarding skills. Participants need to be able to:

* Apply acquired knowledge to plan and conduct teaching according to the new primary school curriculum and textbooks.

* Use textbooks and teachers' guides effectively to promote students' proactivity.

* Assess what students have learned and monitor their progress and development.

* Self-assess and adjust teaching and educational activities to achieve effectiveness.

II. CURRICULUM FRAMEWORK

Title

Introduction lectures

Serial number	Lecture 1	Number of class hours
Part I	Introduction to the regular training program for Cycle III (2003-2007)
2 sessions	Lecture 2	Primary school curriculum. Textbooks and teaching-learning materials
4 sessions	Active teaching methods	Lecture 3
Part II	Overview of teaching that promotes students' proactivity
3 sessions	Lecture 4	Organizing group teaching
Lecture 5	Dialogue and discussion	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 6	Teaching environment and aids	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 7	Planning lessons and using teachers' guides	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 8	Evaluating teaching and learning	Primary school curriculum. Textbooks and teaching-learning materials
Applying active teaching methods in subjects	Lecture 9	Primary school curriculum. Textbooks and teaching-learning materials
Part III	Teaching Vietnamese according to the new primary school curriculum and textbooks
Lecture 10	Integrated teaching in Vietnamese	Organizing group teaching
Lecture 11	Supplementary knowledge for Vietnamese teachers according to the new primary school curriculum and textbooks	Organizing group teaching
Lecture 12	Teaching Mathematics according to the new primary school curriculum	Primary school curriculum. Textbooks and teaching-learning materials
6 sessions	Lecture 13	Teaching Morality according to the new primary school curriculum
Lecture 14	Extracurricular educational activities	Organizing group teaching
Lecture 15	Teaching Social Studies according to the new primary school curriculum and textbooks	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 16	Teaching Science according to the new primary school curriculum	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 17	Teaching History according to the new primary school curriculum	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 18	Teaching Geography according to the new primary school curriculum	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 19	Teaching Art (Music) according to the new primary school curriculum	Primary school curriculum. Textbooks and teaching-learning materials
Lecture 20	Teaching Art (Visual Arts) according to the new primary school curriculum	Organizing group teaching
Lecture 21	Teaching Art (Crafts) and Technology according to the new primary school curriculum	Organizing group teaching
Lecture 22	Teaching Physical Education according to the new primary school curriculum	Organizing group teaching
Practical teaching and evaluation	Lecture 23	Organizing group teaching
Part IV	Summary and self-assessment of learning outcomes
III. DETAILED CURRICULUM	Lecture Number 1	Primary school curriculum. Textbooks and teaching-learning materials

INTRODUCTION TO THE REGULAR TRAINING PROGRAM

CYCLE III (2003-2007)

(2 sessions)
After completing this lecture, participants need to know and understand:

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

* Requirements for knowledge and skills of learners

* Tasks of participants

Participants need to be able to:

* Self-study and self-improve based on guiding materials

* Self-assess learning outcomes

1. Regular training program for Cycle 2003-2007

Information:

Content

Introduce the objectives and content of the regular training program

Activities:

* Reading materials

* Group discussion or individual reflection on the following topics: (1) New points of the regular training program for Cycle 2003-2007 compared to previous cycles. (2) Which lectures help participants approach the content and teaching methods of the new primary school curriculum? (3) Advantages and difficulties in implementing this training program?

2. Regular training method. System of materials and supporting tools

a) Understanding the form of "distance learning". Conditions and supporting tools

b) How to self-study regularly

Activities:

* Group discussion or individual reflection on the following issues: (1) How to effectively utilize materials and supporting tools for learning tasks. (2) Learning methods. (3) Support from subject specialists, educational managers, and pedagogical lecturers...

3. Evaluation of regular training outcomes

2. Regular training method. System of materials and supporting tools

a) Purpose of evaluating regular training outcomes.

b) Content of evaluation.

Activities:

c) Evaluators.

d) Evaluation methods.

* Group discussion on the following issues: (1) Purpose and content of evaluating regular training outcomes. How can one self-assess their learning outcomes? (2) Activities of subject specialists in evaluation work?

Lecture Number 2

2. Regular training method. System of materials and supporting tools

* Group discussion on the following issues: (1) The purpose and content of evaluating the results of regular training. How can one self-evaluate their learning outcomes? (2) The activities of the subject-specific group in the evaluation process.

Lesson Number 2

PRIMARY SCHOOL CURRICULUM AND TEACHING MATERIALS
AND LEARNING RESOURCES

(4 periods)

Objective

* Requirements for knowledge and skills of learners

* The characteristics of teaching that promotes students' proactivity.

* Structure of the new primary school curriculum.

* Requirements for innovative teaching methods.

* Textbooks in the new primary school curriculum.

* Teachers' textbooks and other reference materials.

Learners can

* Identify the new features in the primary school curriculum and textbooks.

Content

1. Objectives, plans, contents, and structure of the primary school curriculum.

Activities:

New points regarding objectives, plans, contents, and characteristics of the primary school curriculum.

2. Regular training method. System of materials and supporting tools

* Group discussion: What are the new features of the primary school curriculum?

2. Requirements for innovation in educational methods.

Activities:

a) Orientation for innovation in educational methods.

b) Requirements for innovation in educational methods.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following topics:

(1) Comparing current teaching methods with the requirements for innovation.

(2) Presenting personal experiences in using teaching methods that promote student initiative.

2. Primary school textbooks, teachers' textbooks, and teaching and learning materials.

Activities:

a) Structure of textbooks in the primary school curriculum.

b) Teachers' textbooks, system of study materials and teaching aids according to the primary school curriculum.

* Reading documents, textbooks, teachers' textbooks...

* Group discussion on:

(1) New features in the structure of textbooks and teachers' textbooks.

(2) Personal experience in effectively utilizing the system of materials to support teaching and learning activities.

* Skill reinforcement exercises.

Exercise Number 3

OVERVIEW OF STUDENT INITIATIVE ENHANCING TEACHING AND LEARNING

(8 periods)

Objective

* Requirements for knowledge and skills of learners

* What is student initiative enhancing teaching and learning (SIETL) and its effects on the quality and effectiveness of teaching and learning.

* Characteristics of SIETL and corresponding teaching activities.

* Changes in the roles of teachers and students when implementing SIETL.

Learners can

* Selecting and appropriately using necessary teaching activities when implementing SIETL.

Content

1. What is student initiative enhancing teaching and learning?

Activities:

a) Definition, characteristics.

b) Effects of SIETL on the quality and effectiveness of teaching and learning.

* Reflect on past teaching practices. Record the teaching methods used (frequently, occasionally, known but never implemented). Conclude on one's own teaching approach (records will be used later).

* Have you heard about "active teaching methods," "student initiative enhancing teaching and learning"? How do you understand these concepts?

* Explain the effects of SIETL on the quality and effectiveness of teaching and learning.

2. Teaching activities when implementing SIETL.

Activities:

Activities used when implementing SIETL.

* Provide examples to illustrate the activities mentioned in the article.

* Write reflections on the necessary activities when implementing SIETL. Compare a lesson plan from the new primary school teacher's guidebook with the requirements of SIETL (group discussion may be conducted).

3. Roles and responsibilities of teachers and students when implementing SIETL.

Activities:

Roles and responsibilities of teachers and students when implementing SIETL.

* Reflect on changes in the roles of teachers and students.

* Create a table with two columns: Column 1 for traditional teaching methods, Column 2 for SIETL. Each column lists characteristics, roles, responsibilities of teachers and students, and the quality and effectiveness of learning.

* Each learner proposes opinions on SIETL for a specific lesson (group discussion may be conducted).

4. Self-assessment

* Answer questions to evaluate: What is student initiative enhancing teaching and learning? What activities are needed to implement SIETL? What changes occur in the roles and activities of teachers and students when implementing SIETL?

* Skill reinforcement exercises.

Exercise Number 4

ORGANIZING GROUP-BASED TEACHING AND LEARNING

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

* Requirements for knowledge and skills of learners

* Purpose and effects of group-based teaching and learning activities.

* Forms of group-based teaching and learning activities.

* Master methods of organizing and guiding students to work in groups and pairs.

* Self-assess learning outcomes

* Appropriately apply group-based teaching and learning forms in lessons at appropriate times.

* Organize and guide students to engage in group-based learning activities (select activity forms, divide groups, organize guidance...).

Content

1. Benefits of group-based teaching and learning activities.

Activities:

a) Provide opportunities for students to express their thoughts, listen and understand others' opinions, and analyze different viewpoints.

b) Practice presenting a topic before a group or class.

c) Students actively and deeply acquire knowledge and skills.

* Plan dividing students into groups for a specific primary school lesson. Analyze the benefits of dividing groups for that lesson.

* Design a lesson with group-based teaching and learning activities.

2. Methods of dividing groups.

Activities:

a) Selection: Group division forms depend on the content and teaching methods of each lesson, based on student characteristics, classroom size...

b) Division forms: Random grouping (by number order, playing cards, different symbols), grouping by ability, grouping by interest...

* Practice dividing groups (using different division forms).

* Exchange experiences with colleagues.

3. Organizing group work.

Activities:

Main steps include:

a) Prepare teaching content and plan.

b) Determine the time for group activities during the lesson.

c) Determine the group structure and method of division.

d) Appoint group leaders and secretaries.

e) Assign tasks and guide activities.

f) Supervise, guide, and prompt.

g) Group activities.

h) Groups report results.

i) Organize analysis, evaluation, and conclusion...

* Organize a lesson with group-based teaching and learning activities.

* Exchange and draw lessons learned with colleagues.

* Skill reinforcement exercises.

Exercise Number 5

DISCUSSION AND DEBATE

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

* Requirements for knowledge and skills of learners

* Importance of discussion and debate.

* Forms of discussion and debate activities.

* Characteristics of question formulation and response in student initiative enhancing teaching and learning.

* Self-assess learning outcomes

* Selecting discussion and debate forms, prompting information, and mobilizing students' life experiences.

* Formulating appropriate questions and receiving student responses in interactive relationships, helping students solve problems independently.

Content

1. Discussion

Activities:

Purpose and impact of dialogue.

* Students write down their understanding of the purpose and significance of "dialogue" for the quality and effectiveness of teaching and learning.

* Group discussion on:

1) Purpose and impact of dialogue. Forms of dialogue in class. Impact of each form.

2) Why asking questions holds such an important position in dialogue/conversation in the classroom?

3) Linking to practical experiences of conducting dialogue in class from before until now: strengths, weaknesses.

2. Asking students

Activities:

Asking and answering (building questions, posing questions to students, responding to answers)

* Group discussion on:

1) The importance of building questions before class.

2) Types of questions. Importance and significance of each type of question in Dialogue, Teaching and Learning.

* Practice: Each student prepares necessary questions to Dialogue, Teaching and Learning a primary school lesson (selected by the student, discussed within the group).

* Group discussion on the questioning and answering process in class during Dialogue, Teaching and Learning:

1) The teacher's process of posing questions and students' responses.

2) Matters to be noted when teachers pose questions in front of the class.

3) Linking to practical questioning and answering in class.

* Students answer and summarize on paper:

1) The importance of teachers correctly and appropriately responding to students' answers.

2) Matters that teachers need to pay attention to when responding to students' answers. Provide examples.

3. Class discussions and encouraging students to ask questions

Activities:

Class discussions and encouraging students to ask questions.

* Group discussion: Why is it necessary to encourage students to ask questions when conducting exchanges and discussions in class?

* Linking and writing down the advantages and disadvantages of organizing discussions. Discuss with a colleague about the connections made.

* Answer multiple-choice questions and compare with the answers at the end of the book. Write down the main outcomes from the results obtained.

* Skill reinforcement exercises.

Lesson 6

TEACHING ENVIRONMENT AND EQUIPMENT AT PRIMARY SCHOOL

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

* Requirements for knowledge and skills of learners

* The effect and efficiency of using teaching environment and equipment at primary school.

* Forms and methods of using teaching environment and equipment at primary school.

* Self-assess learning outcomes

* Effectively applying teaching environment and equipment to specific subjects.

* Knowing how to create simple teaching environment and equipment.

Content

1. Role, effect, and method of using teaching environment at primary school

Activities:

a) Concept of environment in teaching.

b) The effect and efficiency of using environment in teaching at primary school.

c) Methods of using teaching environment in various subjects.

2. Regular training method. System of materials and supporting tools

* Group discussion with questions provided in the material

* Try applying a lesson that uses teaching environment.

2. Role, effect, and method of using teaching equipment at primary school

Activities:

a) Role and effect of teaching equipment at primary school

b) Methods of using teaching equipment

c) Creating some simple teaching equipment.

2. Regular training method. System of materials and supporting tools

* Group discussion on questions provided in the material

* Try making teaching equipment and presenting its usage in a specific lesson.

3. Practice

* Practice on using teaching environment

* Practice making teaching equipment for Skill Enhancement Exercises.

Lesson 7

PLANNING A LESSON AND USING THE TEACHER'S GUIDEBOOK

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* The importance of planning a lesson and the significance of using the teacher's guidebook

* The process of planning a lesson

* Structure of a lesson plan

Students have the ability.

Evaluating teaching and learning

Content

1. The importance of planning a lesson

Activities:

The importance of planning a lesson.

* Write down the key points to remember after studying the lessons "Overview of Teaching to Promote Student Activeness," "Organizing Group Teaching Activities," "Dialogue, Questioning, and Discussion." Discuss these points with a colleague.

* Answer the following questions:

1) Is planning a lesson really necessary?

2) The teacher's guidebook already contains sample lesson plans. Does the teacher still need to plan a lesson for their own class?

3) Are you concerned about planning a lesson?

2. The process of planning a lesson and the structure of a lesson plan.

Activities:

a) The process of planning a lesson.

b) The structure of a lesson plan and identifying elements of the lesson plan.

c) Read two lesson plans for the same lesson (prepared in different ways) selected and brought by the student.

* Discuss the lesson plan. Provide practical examples and share experience in planning a lesson.

3. Using the teacher's guidebook when planning a lesson

Activities:

How to use the teacher's guidebook.

* Briefly answer the following questions on paper:

1) Describe your previous process of planning a lesson.

2) Compare it with the process presented in information 2a (clearly state the advantages of this process and its effects on the quality and effectiveness of teaching).

3) How should the teacher's guidebook be used?

* Think and write down the structure of lesson plans you usually make.

* Group discussion on the following issues:

1) What are the characteristics of the lesson plan structure presented in information 2b? How does it differ from the lesson plan structure you previously used? Why is it called planning a lesson rather than preparing a lesson plan?

2) Definition and importance of lesson objectives. Types of lesson objectives. Requirements for lesson objectives generally, specifically at primary school.

3) Relationship between teaching objectives and teaching content.

4) Activities of students and teachers recorded in the lesson plan.

5) Method of summarizing students' learning outcomes.

* Group discussion on:

1) Characteristics, advantages, and disadvantages of the two lesson plans mentioned above.

2) Conclusions on planning a lesson.

3) Importance and significance of the teacher's guidebook.

4) Compare the requirements and structure of a lesson plan (presented above) with the content of two lessons in the teacher's guidebook.

4. Practicing planning a lesson.

* Each student plans a primary school lesson. Group discussion and analysis of the strengths of the plan.

* Answer multiple-choice questions and complete exercises.

Skill Enhancement Exercises.

Lesson 8

ASSESSING TEACHING AND LEARNING

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

* Requirements for knowledge and skills of learners

* New aspects in the work of assessing teaching and learning

* The role of assessment: an important activity in the teaching and learning process

* Self-assess learning outcomes

* Knowing how to assess teaching and learning in various subjects

* Using assessment results to adjust teaching and learning activities.

Content

1. New points in the work of assessing teaching and learning at elementary school.

Activities:

a) Purpose of assessment.

d) Evaluation methods.

c) Assessment tools

d) Analyzing assessment results.

đ) Using assessment results.

* Read materials, find new points in the work of assessing teaching and learning.

* Group discussion.

2. Methods for organizing assessment of teaching and learning at elementary school.

Activities:

a) Using multiple-choice questions.

b) Using essay questions.

c) Using surveys and interviews.

d) Observing learning outcomes and products.

e) Method of designing assessment tasks.

2. Regular training method. System of materials and supporting tools

* Design some assessment tasks.

* Group discussion on the above-designed tasks.

3. Adjusting teaching and learning activities through assessment results.

Activities:

a) Adjusting teachers' teaching activities.

b) Adjusting students' learning activities.

2. Regular training method. System of materials and supporting tools

* Group discussion.

* Skill reinforcement exercises.

Lesson 9

TEACHING AND LEARNING VIETNAMESE AT ELEMENTARY SCHOOL
AND NEW TEXTBOOKS

(3 periods)

Objective

After completing this lesson, students should know and understand

* Some measures for teaching Vietnamese at elementary school in a way that promotes students' proactivity (DHTC) such as using open-ended questions, discussions, group activities, educational games...

* Ways to assess teaching and learning in Vietnamese.

Learners can

* Designing and organizing teaching activities in Vietnamese according to the DHTC approach.

Content

1. Questions in teaching Vietnamese

Activities:

a) Problem-based questions that require students to think

b) How to ask and use questions in teaching Vietnamese at elementary school.

* Reading materials.

* Group discussion on the following issues:

1) Open-ended questions, problem-based questions

2) Ways of asking and using questions to promote students' proactivity in teaching Vietnamese.

3) Personal experience with these issues.

* Building questions for a specific lesson.

2. Group discussion and working in groups in teaching Vietnamese.

Activities:

a) The significance of group discussion in Vietnamese. Selecting appropriate content and timing for discussion within a lesson.

b) Working in groups in teaching Vietnamese. Methods of organizing group work.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following contents:

1) Objectives, requirements, and methods for organizing teaching activities involving discussion and group work in Vietnamese

2) Personal experience when using these teaching methods.

* Developing a detailed plan for a specific lesson that includes discussion and group work activities. Exchanging experiences with colleagues.

2. Using teaching aids in Vietnamese.

Activities:

a) Objectives and requirements for using teaching aids in Vietnamese. Types of teaching aids for Vietnamese.

b) Using teaching aids in a DHTC approach.

2. Regular training method. System of materials and supporting tools

* Designing a lesson plan that uses teaching aids as required. Discussing and exchanging ideas within the group.

3. Educational games in Vietnamese.

Activities:

a) What is an educational game. Forms of educational games.

b) Effects and effectiveness of educational games in Vietnamese.

c) Organizing educational games in Vietnamese.

* Reading materials. Answering questions raised in the materials.

* Practicing designing and organizing educational games. Group discussion.

4. Assessment in teaching Vietnamese.

Activities:

a) Requirements for assessment. Forms of assessment.

b) Using assessment results to adjust teaching and learning.

* Reading materials.

* Group discussion on the following contents:

1) Ways to assess and use assessment results in teaching Vietnamese.

2) Personal experience in assessment activities.

* Designing a lesson that includes assessment. Exchanging experiences with colleagues.

* Skill reinforcement exercises.

Lesson 10

INTEGRATED TEACHING AND LEARNING IN VIETNAMESE

(3 periods)

Objective

After completing this lesson, students should know and understand

* What is integrated teaching and learning. Some types of integration and different levels of integration.

* The ability to integrate and develop knowledge based on Vietnamese language in general and literary works in particular. Integration in the elementary school curriculum and textbooks.

* Self-assess learning outcomes

* Planning and organizing Vietnamese teaching and learning activities in an integrated manner.

Content

1. Understanding integration. Integration in Vietnamese at elementary school

Activities:

a) Concept of integration in education.

b) Integration capability in Vietnamese. Integrating knowledge and skills in the Vietnamese curriculum and textbooks.

* Reading materials. Understanding terms and common issues.

* Group discussion: The elementary school Vietnamese curriculum and textbooks have been developed in an integrated manner. Analysis and providing specific examples.

2. Methods and forms of organizing integrated teaching and learning in Vietnamese.

Activities:

Issues related to the method of conducting integrated lessons.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following issues:

1) Methods and forms of integrated teaching and learning.

2) Advantages and difficulties (if any) when teaching and learning in an integrated manner at elementary school.

3. Practice: developing an integrated lesson plan.

Activities:

Sample lesson plan.

* Developing a specific lesson plan in an integrated manner.

* Practicing, discussing, and group discussion.

* Skill reinforcement exercises.

Lesson 11

ADDITIONAL KNOWLEDGE TO SUPPORT TEACHERS TEACHING VIETNAMESE AT ELEMENTARY SCHOOL WITH NEW CURRICULUM AND TEXTBOOKS

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* Some additional knowledge about Vietnamese writing and teaching handwriting in the elementary school curriculum.

* Some additional knowledge about Sino-Vietnamese vocabulary and teaching Sino-Vietnamese vocabulary in the elementary school Vietnamese curriculum.

* Some additional knowledge about texts and teaching various types of texts in the elementary school Vietnamese curriculum.

Learners can

* Adjusting and supplementing some new issues regarding knowledge and teaching methods for certain contents in the elementary school Vietnamese curriculum, including phonetics, spelling, handwriting, vocabulary, storytelling, reading, and composition.

* Self-study and research to consolidate and expand knowledge about language and Vietnamese through a system of reference materials and books.

Content

1. Some additional knowledge about Vietnamese writing and teaching handwriting in the elementary school curriculum.

Activities:

a) Some additional knowledge about Vietnamese writing.

b) Teaching handwriting at elementary school.

* Reading materials. Reading elementary school Vietnamese textbooks and teacher's guides, understanding and identifying relevant content.

* Solving exercises and answering questions.

* Designing lessons.

* Discussing and exchanging with colleagues.

2. Some issues about Sino-Vietnamese vocabulary and teaching Sino-Vietnamese vocabulary in the elementary school curriculum.

Activities:

a) Concept of Sino-Vietnamese vocabulary. Formation process of Sino-Vietnamese vocabulary.

b) Notes when teaching Sino-Vietnamese vocabulary in the elementary school curriculum.

* Read materials. Read primary school Vietnamese textbooks and teachers' books to identify relevant contents.

* Solving exercises and answering questions.

* Design a lesson.

* Discussing and exchanging with colleagues.

3. Communicative activities for teaching Vietnamese.

Activities:

a) What are communicative activities.

b) Teaching Vietnamese at primary school through communicative activities.

* Read materials. Read primary school Vietnamese textbooks and teachers' books. Identify and discover relevant contents.

* Solving exercises and answering questions.

* Design a lesson. Discuss and exchange with colleagues.

* Skill reinforcement exercises.

Lesson 12

TEACHING MATHEMATICS ACCORDING TO THE PRIMARY SCHOOL CURRICULUM
AND NEW TEXTBOOKS

(6 periods)

Objective

After completing this lesson, students should know and understand

* Some measures to use questions, organize students to discuss and work in groups to teach mathematics in a way that promotes student initiative.

* How to guide students to independently explore new knowledge, guide students to practice mathematical skills, and guide students to solve math problems.

* Evaluation in teaching and learning mathematics.

Learners can

* Asking and using questions to promote student initiative.

* Organizing discussions, group activities, and individual work appropriately and at the right time.

* Guiding students to independently explore new knowledge, guiding students to practice mathematics, and guiding students to solve math problems.

* Evaluation and self-evaluation in teaching and learning mathematics.

Content

1. Questions in teaching mathematics

Activities:

a) Problem-based questions. Questions that encourage students to think.

b) Methods of asking and using questions in teaching and learning mathematics at primary school.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following issues:

1) Open-ended questions, problem-based questions

2) Ways of asking and using questions to promote student initiative in teaching mathematics.

3) Personal experience with these issues.

* Develop questions for a specific math lesson. Practice and draw lessons from within the group.

2. Discussion and group work in teaching mathematics.

Activities:

a) The significance of group discussion in mathematics. Choosing content and timing for discussion.

b) Group work in teaching mathematics. Methods of organizing group work in teaching mathematics.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following contents:

1) Objectives, requirements, and methods of organizing discussion and group activity teaching in mathematics.

2) Personal experience when using these teaching forms.

* Develop a plan for a specific math lesson that uses discussion and group work activities. Practice and draw lessons from within the group.

3. Guiding students to independently explore and acquire new knowledge.

Activities:

a) Students' mathematical thinking develops during the process of exploring and acquiring new knowledge.

b) When students discover knowledge on their own, they can understand deeply and remember longer.

* Recall and summarize some examples in teaching mathematics where you guided students to explore and acquire new knowledge.

* Group discussion or personal reflection on the following issues: How to guide students to independently explore and acquire new knowledge. Exchange experiences with colleagues.

* Apply to some specific lessons in the new curriculum and textbook.

4. Guiding students to practice and hone mathematical skills.

Activities:

a) The role of practicing and honing mathematical skills.

b) Requirements and main measures to guide students to practice and hone mathematical skills in a way that promotes student initiative.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following contents:

1) Information in the literature.

2) Personal experience regarding measures to guide students in practicing mathematics.

* Prepare a plan for a specific lesson.

5. Guiding students to solve math problems.

Activities:

a) The role of solving math problems in teaching mathematics.

b) Main measures to guide students to solve math problems in a way that promotes student initiative.

* Learners choose a math problem and summarize the guidance process for students to solve it.

* Read information in the literature and reflect on the steps to guide students.

* Practice guiding students to solve some math problems and draw lessons.

6. Evaluation in teaching and learning mathematics.

Activities:

a) Requirements and methods of evaluation in teaching and learning mathematics.

b) Using evaluation results to adjust teaching and learning mathematics.

* Reading materials.

* Group discussion on the following contents:

1. Methods of evaluation and using evaluation results in teaching and learning mathematics.

2. Personal experience in evaluation activities for teaching and learning mathematics.

* Observe and analyze the teacher's evaluation in a specific class period.

* Skill reinforcement exercises.

Lesson 13

TEACHING MORAL EDUCATION ACCORDING TO THE NEW PRIMARY SCHOOL CURRICULUM
* Methods of planning and organizing activities based on textbooks towards DHTC to develop knowledge and skills for students.

(3 periods)

Objective

After completing this lesson, students should know and understand

* Applying these activities in moral education classes.

Learners can

* Combining moral education with other subjects and extracurricular educational activities.

1. Using teaching aids.

Content

Introduce some examples of using teaching aids.

Activities:

1. The significance of using teaching aids in improving the effectiveness of moral education teaching.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following contents:

2. List some main types of moral education teaching aids.

3. Effective ways to use teaching aids.

* Make a moral education teaching aid and present its usage. Discuss within the group about the above teaching aid.

2. Using the problem-solving method.

a) Introduce some features of the problem-solving method.

Activities:

b) Examples of using the problem-solving method in lessons such as "Attending School Regularly and Punctually," "Returning Lost Property" (Moral Education 1).

1. Steps to implement the problem-solving method.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following issues:

2. Benefits of the problem-solving method.

3. Points to note when using the problem-solving method.

* Practice in groups and discuss.

3. Using role-playing and drama methods.

Introduce the role-playing and drama methods. Provide some examples.

Activities:

1. Concept of role-playing and drama methods.

* Reading materials.

* Group discussion on the following issues:

2. Differences between role-playing and drama.

3. How to organize role-playing and drama methods.

* Practice role-playing and drama. Discuss in groups.

4. Game method.

a) Introduce the game method.

Activities:

b) Provide some examples of using the game method in some grade 1 moral education lessons.

1. Concept of the game method.

2. Regular training method. System of materials and supporting tools

* Group discussion on the following issues:

2. Types of games in moral education teaching?

3. Benefits of the game method?

4. How to implement the game method?

* Practice using the game method. Discuss in groups.

5. Evaluating students' learning outcomes in moral education.

a) Introduction to evaluating students' learning outcomes in moral education.

Activities:

b) Examples

* Group discussion on the following issues:

* Reading materials.

1. What are the differences in evaluating students' learning outcomes in moral education compared to before?

2. What advantages and difficulties does the new evaluation method have? What should be noted?

Lesson 14

* Skill reinforcement exercises.

Lesson Number 14

OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* OBJECTIVES, CONTENTS, METHODS AND SOME FORMS OF ORGANIZING OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES IN PRIMARY SCHOOLS.

* PROCEDURE FOR ORGANIZING OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES TO ENCOURAGE STUDENT INITIATIVENESS.

Learners can

* DESIGNING OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

* ORGANIZING OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES IN PRIMARY SCHOOLS.

Content

1. OBJECTIVES OF OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

Activities:

* ENUMERATE THE OBJECTIVES OF OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

2. BASIC CONTENTS OF OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

Activities:

* ENUMERATE THE MAIN CONTENTS OF OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES IN PRIMARY SCHOOLS.

* DO YOU THINK IT IS NECESSARY TO HAVE A UNIFIED PROGRAM FOR OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES AT THE PRIMARY LEVEL? WHY?

3. SOME FORMS OF OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

Activities:

* ENUMERATE THE BASIC WAYS TO CARRY OUT OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES IN PRIMARY SCHOOLS.

* ENUMERATE THE EDUCATIONAL TOPICS BY MONTH DURING THE SCHOOL YEAR.

4. GENERAL PROCEDURES FOR ORGANIZING OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

Activities: PROCEDURE FOR ORGANIZING OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES.

* DESIGN AND DEVELOP THE IMPLEMENTATION PROCEDURE FOR AN OUT-OF-SCHOOL EDUCATIONAL ACTIVITY.

* Skill reinforcement exercises.

LESSON 15

TEACHING NATURAL AND SOCIAL SCIENCES SUBJECTS ACCORDING TO THE PRIMARY SCHOOL CURRICULUM AND NEW TEXTBOOKS.

(3 periods)

Objective

After completing this lesson, students should know and understand

* NEW POINTS IN THE CURRICULUM AND TEXTBOOKS OF NATURAL AND SOCIAL SCIENCES AT THE PRIMARY LEVEL.

* SPECIAL METHODS TO TEACH NATURAL AND SOCIAL SCIENCES IN AN ACTIVE WAY.

* EVALUATING STUDENT LEARNING RESULTS.

Learners can

* PLANNING LESSONS AND TEACHING NATURAL AND SOCIAL SCIENCES IN AN ACTIVE WAY.

Content

1. NEW POINTS IN THE NATURAL AND SOCIAL SCIENCES CURRICULUM.

Activities:

INTRODUCE NEW POINTS IN THE CURRICULUM AND TEXTBOOKS OF NATURAL AND SOCIAL SCIENCES (EMPHASIZE THE INTEGRATED VIEWPOINT).

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON NEW POINTS IN THE CURRICULUM AND TEXTBOOKS OF NATURAL AND SOCIAL SCIENCES COMPARED TO CURRENT ONES.

2. METHODS AND PROCEDURES FOR TEACHING A CLASS WITH STUDENT OBSERVATION TO DISCOVER NEW KNOWLEDGE.

Activities:

a) CONCEPT OF OBSERVATION METHOD.

b) ROLE OF OBSERVATION METHOD IN TEACHING NATURAL AND SOCIAL SCIENCES.

c) PROCEDURE FOR TEACHING A CLASS WITH STUDENT OBSERVATION TO DISCOVER NEW KNOWLEDGE.

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

3. PRACTICE IN PLANNING LESSONS.

Activities:

HOW TO PLAN LESSONS FOR A NATURAL AND SOCIAL SCIENCES CLASS IN AN ACTIVE WAY.

* WATCH VIDEO CLIPS.

* SELECT A LESSON FROM THE NATURAL AND SOCIAL SCIENCES TEXTBOOK TO PLAN AN ACTIVE LESSON.

* PRACTICE, GROUP DISCUSSION, AND EVALUATE THE LESSON.

* Skill reinforcement exercises.

LESSON 16

TEACHING SCIENCE SUBJECTS ACCORDING TO THE CURRICULUM.
* Methods of planning and organizing activities based on textbooks towards DHTC to develop knowledge and skills for students.

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* NEW POINTS IN THE SCIENCE CURRICULUM.

* DEEPEN UNDERSTANDING OF SOME SCIENTIFIC CONCEPTS.

* EFFECTIVE ORGANIZATION OF STUDENT ACTIVE LEARNING.

* EVALUATING STUDENT LEARNING RESULTS.

Learners can

* PLANNING SCIENCE LESSONS IN AN ACTIVE WAY.

* EFFECTIVELY ORGANIZING LESSONS.

* KNOWING HOW TO ASSESS AND USE ASSESSMENT RESULTS.

Content

1. NEW POINTS IN THE SCIENCE CURRICULUM FOR GRADES 4 AND 5.

Activities:

a) VIEWPOINTS IN CURRICULUM DEVELOPMENT.

b) NEW POINTS IN THE CURRICULUM.

* READ THE MATERIAL. SELF-DISCOVER NEW POINTS IN THE CURRICULUM.

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

2. EFFECTIVELY ORGANIZING EXPERIMENT METHODS.

Activities:

a) ROLE OF EXPERIMENTS IN PRIMARY SCHOOL SCIENCE.

b) PROCEDURE FOR GUIDING STUDENTS TO PERFORM EXPERIMENTS TO DISCOVER NEW KNOWLEDGE.

2. Regular training method. System of materials and supporting tools

* PRESENT THE PROCEDURE FOR A SCIENCE CLASS WITH STUDENT EXPERIMENTS TO DISCOVER NEW KNOWLEDGE.

3. EFFECTIVELY ORGANIZING THE USE OF MODELS, IMAGES, AND REAL OBJECTS.

Activities:

a) ROLE OF MODELS, IMAGES, AND REAL OBJECTS IN SCIENCE.

b) PROCEDURE FOR GUIDING THE USE OF REAL OBJECTS, IMAGES, AND MODELS IN PRIMARY SCHOOL SCIENCE.

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

* COLLECT MODELS, IMAGES, AND SAMPLES AND PLAN THEIR USE FOR SCIENCE TEACHING.

4. PRACTICE: PLANNING A LESSON.

Activities: INTRODUCE A SCIENCE LESSON DESIGNED IN AN ACTIVE WAY.

* PLAN A SCIENCE LESSON FOR GRADE 4 OR 5 IN AN ACTIVE WAY.

* PRESENT TO THE GROUP AND DISCUSS.

* WATCH VIDEO CLIPS.

* Skill reinforcement exercises.

LESSON 17

TEACHING HISTORY SUBJECTS ACCORDING TO THE NEW PRIMARY SCHOOL CURRICULUM.

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* CHANGES IN THE PRIMARY SCHOOL HISTORY CURRICULUM.

* DEEPEN UNDERSTANDING OF SOME SIGNIFICANT HISTORICAL EVENTS, ACTIVITIES, AND FIGURES.

* MEASURES AND FORMS OF ORGANIZING HISTORY TEACHING TO ENCOURAGE STUDENT INITIATIVENESS.

Learners can

* PLANNING AND TEACHING HISTORY IN AN ACTIVE WAY.

* EVALUATING STUDENTS AND KEEPING RECORDS.

Content

1. NEW POINTS IN THE PRIMARY SCHOOL HISTORY CURRICULUM.

Activities:

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

2. FORMING HISTORICAL SYMBOLS IN AN ACTIVE WAY.

Activities:

a) CONCEPT OF HISTORICAL SYMBOLS, MEANING OF CREATING SYMBOLS IN HISTORY TEACHING.

b) PROCEDURE FOR FORMING HISTORICAL SYMBOLS IN AN ACTIVE WAY.

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE MATERIAL. SHARE PERSONAL EXPERIENCE IN FORMING HISTORICAL SYMBOLS FOR STUDENTS.

* DESIGN A LESSON PLAN FOR FORMING HISTORICAL SYMBOLS IN AN ACTIVE WAY.

3. EXPLOITING VISUAL CHANNELS IN HISTORY TEACHING.

INFORMATION.

a) EFFECTS AND MEANING OF VISUAL CHANNELS IN HISTORY TEACHING.

b) METHODS FOR EXPLOITING VISUAL CHANNELS IN PRIMARY SCHOOL HISTORY TEACHING.

* READ THE MATERIAL. GROUP DISCUSSION ON QUESTIONS RAISED IN THE MATERIAL.

* PROVIDE AN EXAMPLE OF A LESSON THAT EXPLOITS VISUAL CHANNELS TO SUPPORT ACTIVE TEACHING.

4. PRACTICE: PLANNING A LESSON.

Activities:

HOW TO PLAN A HISTORY LESSON IN AN ACTIVE WAY.

* PLAN A HISTORY LESSON FOR GRADE 4 OR 5 IN AN ACTIVE WAY.

* PRESENT TO THE GROUP AND DISCUSS.

* WATCH VIDEO CLIPS (IF AVAILABLE).

* Skill reinforcement exercises.

LESSON 18

TEACHING GEOGRAPHY SUBJECTS ACCORDING TO THE NEW PRIMARY SCHOOL CURRICULUM.

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* NEW POINTS IN THE GEOGRAPHY CURRICULUM.

* TEACHING GEOGRAPHY TO ENCOURAGE STUDENT INITIATIVENESS.

* EVALUATING STUDENT LEARNING RESULTS.

* Self-assess learning outcomes

* PLANNING AND ORGANIZING GEOGRAPHY TEACHING IN PRIMARY SCHOOLS TO ENCOURAGE STUDENT INITIATIVENESS.

Content

1. NEW POINTS IN THE GEOGRAPHY CURRICULUM.

Activities:

INTRODUCE THE PRIMARY SCHOOL GEOGRAPHY CURRICULUM.

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON THE FOLLOWING ISSUES:

1. NEW POINTS IN THE CURRICULUM.

2. YOUR OPINION: ABOUT SELECTING "MODEL CASES" IN EACH GEOGRAPHIC REGION? ABOUT REORGANIZING TIME ALLOCATION BETWEEN VIETNAMESE AND WORLD GEOGRAPHY?

2. FORMING GEOGRAPHIC SYMBOLS IN AN ACTIVE WAY.

Activities:

a) TYPES OF GEOGRAPHIC SYMBOLS.

b) PROCEDURE FOR FORMING GEOGRAPHIC SYMBOLS IN AN ACTIVE WAY.

* READ THE MATERIAL. STATISTIC GEOGRAPHIC SYMBOLS IN THE TEXTBOOKS OF GRADES 4 AND 5.

* Discuss in groups the questions raised in the material. Share your experiences with colleagues.

3. Form geographical concepts in accordance with the DHTC approach.

Activities:

a) Types of geographical concepts.

b) The process of forming geographical concepts.

* Read the material. Statistically analyze the geographical concepts present in the textbooks for grades 4 and 5.

* Discuss in groups the questions raised in the material. Share your teaching experience regarding the formation of geographical concepts.

4. Skills in working with maps, charts, and numerical tables to help students explore and discover knowledge.

Activities:

a) The role of maps, charts, and numerical tables in elementary school geography.

b) Techniques for using maps, charts, and numerical tables to promote student initiative.

2. Regular training method. System of materials and supporting tools

* Discuss in groups the questions raised in the material. Share experiences with colleagues.

* Develop a specific lesson plan that uses maps (charts, numerical tables) to promote student initiative.

5. Practice.

* Develop a lesson plan aimed at promoting student initiative.

* Conduct trial lectures, exchange, and draw lessons from colleagues.

* Watch video clips, discuss in groups.

* Skill reinforcement exercises.

Lesson 19

TEACHING ART (MUSIC) ACCORDING TO THE NEW ELEMENTARY SCHOOL CURRICULUM
* New features of the art (music) curriculum.

(3 periods)

Objective

After completing this lesson, students should know and understand

* Teaching methods for music that promote student initiative.

* Assessing students' learning outcomes.

* Develop a lesson plan for music according to the DHTC approach.

Learners can

* Apply supplementary measures and games combined with songs.

1. Teaching a song combined with movement or games.

Content

a) Teaching a song.

Activities:

b) Teaching singing combined with movement.

c) Teaching singing combined with games.

* Memorize songs.

2. Regular training method. System of materials and supporting tools

* Practice movements following the songs.

* Organize games based on songs.

2. Using musical instruments in teaching singing, movement, and games.

* Practice using musical instruments.

Activities:

* Practicing accompanying singing with musical instruments.

* Practicing using musical instruments combined with movement and games.

3. Teaching music theory, practicing reading music, and general music knowledge (grades 4 and 5).

* Teaching music theory.

Activities:

* Practicing reading music.

* Teaching general music knowledge.

Lesson 20

* Skill reinforcement exercises.

TEACHING ART (VISUAL ARTS) ACCORDING TO THE NEW ELEMENTARY SCHOOL CURRICULUM

* Objectives, structure, content of the program, textbooks, drawing books, and teacher's manuals.
* Teaching visual arts according to the DHTC approach.

(3 periods)

Objective

After completing this lesson, students should know and understand

* Applying teaching methods and forms according to the DHTC approach in art (visual arts).

1. Objectives, structure, content of the program, textbooks, teacher's manuals, and drawing books for art (visual arts).

Learners can

* Introduce the Program.

* EVALUATING STUDENT LEARNING RESULTS.

Content

* Introduce textbooks, teacher's manuals, and drawing books.

Activities:

2. Teaching methods for visual arts according to the DHTC approach.

Some teaching methods for visual arts that promote student initiative.

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

* Discuss in groups the issues raised in the material. Share personal experiences.

Activities:

* Practical exercise: Drafting lessons, making teaching aids, collecting teaching materials for visual arts.

2. Regular training method. System of materials and supporting tools

* Conduct trial lectures, group exchanges.

3. Methods of evaluating teaching and learning in art (visual arts).

a) The teaching process and special methods.

b) Evaluation methods.

Activities:

* Discuss in groups the issues raised in the material.

* Observe classes. Group exchanges about evaluation and using evaluation results in those lessons.

2. Regular training method. System of materials and supporting tools

Lesson 21

TEACHING ART (HANDICRAFT AND TECHNOLOGY)

* Skill reinforcement exercises.

* Content and usage of textbooks and teacher's manuals for handicraft and technology.

* Teaching methods for handicraft and technology that promote student initiative.
* New features of the art (music) curriculum.

(3 periods)

Objective

After completing this lesson, students should know and understand

* Developing lesson plans and organizing teaching of handicraft and technology to promote student initiative.

1. Content and usage of teacher's manuals for handicraft in grades 1, 2, and 3, and textbooks and teacher's manuals for technology in grades 4 and 5.

* EVALUATING STUDENT LEARNING RESULTS.

Learners can

Introduce textbooks and teacher's manuals.

Content

2. Teaching handicraft and technology to promote student initiative to develop knowledge, skills, and techniques for students.

Activities:

Select and use teaching methods that promote student initiative.

2. Regular training method. System of materials and supporting tools

* Group discussion on questions provided in the material

3. Planning and organizing a handicraft and technology class to promote student initiative.

Activities:

a) The process of planning a handicraft and technology lesson.

* Reading materials.

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

b) Several sample designs.

Activities:

* Practical exercise: Plan a handicraft lesson in elementary school. Trial teach, draw lessons within the group.

* Watch illustrative video clips.

2. Regular training method. System of materials and supporting tools

* GROUP DISCUSSION ON QUESTIONS RAISED IN THE DOCUMENT.

Lesson 22

TEACHING PHYSICAL EDUCATION ACCORDING TO THE CURRICULUM

* Skill reinforcement exercises.

* New points about the content and structure of the physical education curriculum.

* Teaching methods for physical education according to the DHTC approach.
* Methods of planning and organizing activities based on textbooks towards DHTC to develop knowledge and skills for students.

(3 periods)

Objective

After completing this lesson, students should know and understand

* Content and structure of the teacher's manual.

* Applying teaching methods and forms according to the DHTC approach to design and organize effective physical education classes.

1. New points about the content of the elementary school physical education curriculum.

Learners can

Introduce new points about objectives, plans, and content of the new elementary school curriculum.

* EVALUATING STUDENT LEARNING RESULTS.

Content

2. Some teaching methods for physical education that promote student initiative.

Activities:

3. Practical exercise in planning and organizing physical education classes to promote student initiative.

2. Regular training method. System of materials and supporting tools

Lesson 21

* Design a specific lesson, trial teach, group exchange.

Activities:

2. Regular training method. System of materials and supporting tools

Lesson 21

Lesson 23

Activities:

2. Regular training method. System of materials and supporting tools

Lesson 21

* WATCH VIDEO CLIPS.

SUMMARIZE AND SELF-EVALUATE LEARNING OUTCOMES

* Skill reinforcement exercises.

* Why do teachers need to summarize their teaching activities and determine a continued development plan?

* The self-improvement process of teachers and procedures to be implemented.

* The objectives of the regular training program for primary school teachers for Cycle 2003-2007

Objective

After completing this lesson, students should know and understand

* Develop a self-improvement plan based on objective self-evaluation.

1. Why do teachers need to summarize their teaching activities?

Learners can

Factors requiring teachers to continuously improve their qualifications (economic and social factors, occupational factors, characteristics of pedagogical labor, system of abilities, knowledge, and skills that teachers need to have...).

Content

* Answer the following questions:

Activities:

1. What do you know and understand about what happens in the classroom?

2. What positive comments can you make about your teaching?

3. How do you understand self-evaluation for self-improvement?

2. Self-evaluation for self-improvement.

a) The significance of self-evaluation. When is self-evaluation conducted in teaching?

b) Steps to take when conducting self-evaluation.

Activities:

* Review a previously taught lesson and answer the following questions:

1. How was this lesson conducted? Please point out some strengths.

2. Why were these strengths present?

1. How was this lesson conducted? Please point out some advantages.

2. Why are there such advantages?

3. Have you heard others comment on the strengths in your teaching methods? To what extent do these strengths manifest in your teaching?

4. What aspects of your lesson were not satisfactory? Please point out several weaknesses.

5. Why do these weaknesses exist?

6. Have you heard others speak about your teaching methods? To what extent do these weaknesses occur in your teaching?

7. Based on the answers to points (c) and (d), please indicate how to leverage your strengths and address your weaknesses in your upcoming lessons.

3. The self-improvement cycle.

Activities:

Eight steps in the self-improvement cycle: Identify self-improvement goals; select one or two most important and feasible goals; read relevant professional literature related to these goals; implement a mechanism for self-assessment of goal achievement; collect information on these goals; analyze and plan self-improvement; teach, collect information, analyze, and repeat until satisfied; repeat the cycle with another goal.

* Based on the standards for qualities, capabilities, and skills recorded in information 1, create a self-assessment table with two columns titled: strengths/weaknesses.

4. Develop a self-improvement plan.

Information

Tasks when developing a self-improvement plan: Establish a plan (determine self-improvement goals regarding knowledge, skills, and behavior; identify tasks to be performed; determine the schedule for implementing the plan; seek opinions from subject departments and principals; adjust and have the principal approve.

* Based on the self-assessment results of teaching outcomes and participation in regular training, each participant should develop their own self-improvement plan.

* Skill reinforcement exercises.

IV. EXPLANATION AND GUIDANCE FOR IMPLEMENTING THE PROGRAM

The regular training program for primary school teachers in Cycle III (2003 - 2007) consists of three parts:

- Common part: Training for teachers on theoretical cognition according to guidelines from the Ministry of Education and Training (30 sessions).

- Specialized training part developed by the Ministry of Education and Training (60 sessions).

- Local management and implementation part proposed by local authorities and organized according to guidelines from the Ministry (30 sessions).

This document is the specialized training program developed by the Ministry of Education and Training. When implementing this program, participants need to pay attention to the following issues:

1. The program is designed towards reform. Its aim is to help participants effectively perform their teaching and educational duties under the new primary school curriculum. Participants' learning method involves linking theory with practice through various activities.

2. The specialized training program includes 23 lectures: After Lecture 1 (Introduction to the regular training program for Cycle III (2003 - 2007)), Lectures 2 to 8 assist participants in studying the new primary school curriculum and key issues on promoting students' initiative in teaching. Lectures 9 to 23 help participants apply the knowledge and skills learned in the training to teach according to the new primary school curriculum and textbooks, promoting students' initiative.

3. The time allocated for each lecture is only the minimum amount for each of the total 60 sessions dedicated to specialized training. Participants can arrange and organize their personal study plans flexibly to achieve maximum efficiency. From Lecture 9 to Lecture 22, participants do not necessarily have to follow the scheduled order but can organize flexible learning based on their conditions and abilities, with registration at the school and the direct superior education management agency.

4. After each section, participants need to self-evaluate their learning outcomes. The content of self-evaluation should focus on the following points:

* Key issues regarding knowledge and skills that they have mastered after each lecture?

* What thoughts and plans do they have to apply these knowledge and skills effectively in primary school teaching activities?

* Are there any points that they do not agree with, requiring further discussion and clarification with colleagues?

5. Regarding learning materials: Participants need to have all the following study materials and references:

* The regular training program and materials for Cycle 2003 - 2007.

* The new primary school curriculum.

* Textbooks and teacher's guides according to the primary school curriculum.

* Training materials replacing textbooks for grade 1, grade 2...

* Schools need to create conditions for teachers to use:

* Reference materials required by each subject.

* Audio-visual materials and other teaching aids required by each subject.

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Decision No. 59/2003/QĐ-BGDĐT On issuing the Continuous Training Program for Primary School Teachers in Cycle III (2003-2007)

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Tiếng Việt Quyết định số 59/2003/QĐ-BGDĐT Về việc ban hành Chương trình bồi dưỡng thường xuyên cho giáo viên Tiểu học chu kỳ III (2003 - 2007) 한국어 59/2003/QĐ-BGDĐT號決定關於發布第三周期（2003-2007）小學教師常規培訓計劃中文决定第59/2003/QĐ-BGDĐT号关于发布第三周期（2003-2007）小学教师继续教育计划的决定

Decision No. 59/2003/QĐ-BGDĐT On issuing the Continuous Training Program for Primary School Teachers in Cycle III (2003-2007)

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