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| Dr. Nguyen Thi Ngoc Minh believes that the concept of one curriculum and many textbooks has created conditions for teachers to be creative in teaching. (Photo: NVCC) |
What do you think about the policy of one program, many textbooks in recent years?
I remember, the time when my eldest son was preparing for the high school entrance exam, the exam could be said to be the most difficult. He said: “You know, Mom, I can’t learn your Literature subject. I have to relearn the poem “Kitchen Fire” 5 times. I’m so bored.” He belonged to the generation of students who still had to study according to the old curriculum and textbooks.
Literature - a subject that should equip students with the ability to appreciate literature, the ability to imagine and create, and the ability to express their thoughts honestly. However, throughout the 9th grade, I only studied and re-studied about a dozen works in the textbook for exams. And studying here means memorizing outlines and sample essays to do the test without missing any ideas.
A few years ago, when I went to a locality to provide professional training, I heard teachers complaining that any teacher who was creative had to teach according to the curriculum, regardless of the students' ability to learn quickly or slowly, otherwise they would be warned and reprimanded. Because the exam only tested a few works in the textbook, to ensure that students got high and even scores, the safest way was still to memorize the outline and sample essays.
The consequence of this way of studying and taking exams is that after graduating from high school, students know nothing more than Chi Pheo, Vo Bei ... familiar works in textbooks. They do not have the skills to read and understand even a simple text, do not have the skills to write what they really think, but only know how to copy. Literature, History, Geography are considered subjects to memorize, but after the exam, it seems that students... forget everything. When teaching at university, we are the ones who feel more clearly than anyone the shortcomings of general education.
The policy of one program, many textbooks and the "socialization" of textbooks makes textbooks no longer binding teachers and students. Because teachers can decide for themselves the learning rhythm, lesson objectives, and learning materials that are most suitable for their students...
Does that mean that the policy of reforming general education is an important turning point to unleash the creativity of general education? So how has this policy actually affected teachers?
It can be said that the policy of general education reform also encourages schools to develop their own school education plans in accordance with the school's goals. Being able to refer to many sets of textbooks at the same time forces teachers to improve their professional capacity and practice their analytical and critical thinking.
This is one of the extremely important and necessary human abilities in an era where artificial intelligence is developing at an incredible rate. If this policy is implemented consistently, deeply and qualitatively, education will certainly have breakthroughs.
Particularly for the subject of Literature, Official Letter No. 3175 of the Ministry of Education and Training to guide the innovation of teaching and assessment is a very important step forward. The requirement that assessment questions must not fall into works that have appeared in textbooks (any textbook series) if implemented in a truly serious and scientific manner, will eliminate the situation of rote learning, rote learning, and memorization of model texts.
From there, encourage teachers to be creative and change their teaching methods so that learners can develop the ability to apply the knowledge and skills they have learned to solve new situations.
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| Dedicated and truly good teachers choose to do what is best for their students. (Photo: NVCC) |
That is, general education is gradually removing the "iron hoop" that has long stifled the creativity of teachers and students?
Yes, teachers are allowed to choose what is best for their students. Exams are not tied to textbooks. I think this is the right direction.
Teachers who are creative, solid in knowledge and dedicated to their work are really enthusiastic about this policy. In fact, in specialized schools, from twenty to thirty years ago, when we were still in high school, teachers were not bound by textbooks. Exam questions in gifted student competitions were not only about works in textbooks.
So we read widely and were free to write what we thought. The truly dedicated and good teachers chose to do what was best for their students.
If we go back to one program and one textbook, what consequences will it leave on teaching and education quality, in your opinion?
The biggest problem in educational reform lies in how to train and retrain teachers to adapt to new programs, textbooks, and assessment mechanisms. How to change the way the education system is managed and operated to unleash teachers' creativity.
As a teacher trainer, I understand the disadvantages and difficulties of teachers when implementing new programs and textbooks. Therefore, in my opinion, we should consider returning to one program, one textbook and request the Ministry of Education and Training to develop a single set of textbooks. Because this will "destroy" the efforts of the entire education sector over the past many years.
So what is the solution here?
In my opinion, the education sector's job at this time is to support and empower teachers so that they have the motivation and capacity to adapt to new things. Create a worthy compensation mechanism and a working environment that encourages creativity. At the same time, equip teachers with the missing knowledge of psychology, pedagogy, and professional knowledge. In addition, constantly test and improve testing and assessment methods so that they not only accurately measure learners but also motivate the entire teaching and learning process.
There are still many heavy and important responsibilities that the education sector must fulfill, so that educational innovation can be carried out thoroughly, because innovation is always difficult and faces many obstacles from the old and from outdated viewpoints.
Educational innovation is not just about textbook innovation, but about systematically changing all elements and processes, stakeholders from teachers, students to managers, parents. Something new cannot be formed immediately, but requires a process of exploration, testing, improvement, and perfection, so results cannot be achieved overnight.
Thank you!
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