1. Dạy học thông qua các hoạt động

1. Dạy học thông qua các hoạt động của học sinh
Dạy học thông qua tổ chức liên tiếp các hoạt động học tập, từ đó giúp HS tự khám phá những điều chưa biết chứ không phải thụ động tiếp thu những tri thức được sắp đặt sẵn. Theo tinh thần này, giáo viên không cung cấp, áp đặt kiến thức có sẵn mà là người tổ chức và chỉ đạo HS tiến hành các hoạt động học tập như nhớ lại kiến thức cũ, phát hiện kiến thức mới, vận dụng sáng tạo kiến thức đã biết vào các tình huống học tập[1] hoặc tình huống thực tiễn,...

2. Dạy học chú trọng rèn luyện phương pháp tự học
Chú trọng rèn luyện cho HS những tri thức phương pháp để họ biết cách đọc sách giáo khoa và các tài liệu học tập, biết cách tự tìm lại những kiến thức đã có, biết cách suy luận để tìm tòi và phát hiện kiến thức mới,... Các tri thức phương pháp thường là những quy tắc, quy trình, phương thức hành động, tuy nhiên cũng cần coi trọng cả các phương pháp có tính chất dự đoán, giả định (ví dụ: phương pháp giải bài tập vật lí, các bước cân bằng phương trình phản ứng hóa học, phương pháp giải bài tập toán học,...). Cần rèn luyện cho HS các thao tác tư duy như phân tích, tổng hợp, đặc biệt hoá, khái quát hoá, tương tự, quy lạ về quen... để dần hình thành và phát triển tiềm năng sáng tạo của họ.

Xem thêm: Thể loại:Phương pháp tự học
3. Tăng cường học tập cá thể phối hợp với học tập hợp tác
Tăng cường phối hợp học tập cá thể với học tập hợp tác theo phương châm “tạo điều kiện cho HS nghĩ nhiều hơn, làm nhiều hơn và thảo luận nhiều hơn”. Điều đó có nghĩa, mỗi HS vừa cố gắng tự lực một cách độc lập, vừa hợp tác chặt chẽ với nhau trong quá trình tiếp cận, phát hiện và tìm tòi kiến thức mới. Lớp học trở thành môi trường giao tiếp thầy – trò và trò – trò nhằm vận dụng sự hiểu biết và kinh nghiệm của từng cá nhân, của tập thể trong giải quyết các nhiệm vụ học tập chung.

Xem thêm: Phương pháp dạy học hợp tác trong nhóm nhỏ
4. Kết hợp đánh giá của thày với tự đánh giá của trò
Chú trọng đánh giá kết quả học tập theo mục tiêu bài học trong suốt tiến trình dạy học thông qua hệ thống câu hỏi, bài tập (đánh giá lớp học). Chú trọng phát triển kỹ năng tự đánh giá và đánh giá lẫn nhau của HS với nhiều hình thức như theo lời giải/đáp án mẫu, theo hướng dẫn, hoặc tự xác định tiêu chí để có thể phê phán, tìm được nguyên nhân và nêu cách sửa chữa các sai sót.

Kết quả (Anh) 1:

1. Teaching through student activitiesTeaching through the Organization of learning activities, which help HS self-discovery unknown things rather than passively absorb the knowledge being available. According to this spirit, teachers do not provide, impose knowledge available that is the person who organizes and directs HS conduct learning activities such as recall old knowledge, new knowledge, innovative use of known knowledge on learning situations, [1] or practical situations ,...2. Teaching focused on work-study methodFocus on practice for the HS knowledge methods so they know how to read textbooks and other learning materials, know how to search the knowledge already, know how to inference and discovery of new knowledge, ... The method of knowledge is often the rule, process, method of action, but also need to appreciate both the anticipated nature methods, assumptions (for example, physical exercise method, the steps to balance chemical equations, solution of mathematical exercises, ...). Need to work out for the HS thinking like analysis, synthesis, in particular, generalise, similarly, the strange rules about familiar ... to gradually form and develop their creative potential.See also: category: self study method3. Strengthen collaboration with individual learning collaborative learningEnhance coordination with individual learning collaborative learning under the motto "create conditions for HS thinking more, do more and more discussion". That means, each of the HS just try self independently, in close cooperation with each other in the process of approaching, discover and explore new knowledge. The classroom environment becomes the master-game and trivia-trivia to use understanding and experience of the individual, the collective resolve of the joint mission.See also: collaborative teaching methods in small groups4. Combined with physician's evaluation of the self assessmentFocus on learning outcomes assessment according to the objective lesson during the teaching process through the system questions, exercises (classes). Focus on developing skills in self-assessment and mutual evaluation of the HS with a variety of forms such as a template/solutions, according to instructions, or manually specify the criteria to be able to critique, to find the cause and how to fix the flaws.

Kết quả (Anh) 2:

1. Teaching through student activities
through the organization Teach consecutive academic activities, which help students discover the unknown rather than passively absorbing knowledge arranged courtyard. In this spirit, the teacher does not provide, imposing knowledge available that is the organizer and direct students to conduct learning activities such as remembering old knowledge, discover new knowledge, creative application prior knowledge in learning situations [1] or practical situations, ...

2. Teaching methodology focused self-study training
workout focus HS method knowledge so they know how to read textbooks and learning materials, know how to reconstruct the existing knowledge, know how to inference to explore and discover new knowledge, knowledge ... the methods are often the rule, process, mode of action, but also to appreciate both methods predict nature, assumptions (eg, methods of solving physical exercises, balance the equation step chemical reaction, the math exercises solution, ...). Need training for students thinking tasks as analysis, synthesis, particularly chemicals, generalization, similar provisions on familiar stranger ... to forming and developing their creative potential.

See also: Category: self-study method
3. Strengthen the coordination of individual learning with cooperative learning
Strengthening the coordination of individual learning with cooperative learning under the motto "enabling students to think more , as more and more discussion. " That means, each student has tried to force an independent, has close cooperation with each other in the process of accessing, discovering new knowledge and finding stuff. Classes became master communication environment - games and games - games to apply the knowledge and experience of individuals and collectives in addressing common learning task.

See also: collaborative teaching method in small groups
4. Combine assessment with self-assessment of the teacher's role
Focus assess learning outcomes targeted lessons during the teaching process through the system questions, exercises (classroom assessment). Skills development focused self-assessment and evaluation of students with one another as according to many forms solution / answer form, follow the instructions, or set criteria to be able to criticize, to find the cause and outlined how to fix the errors. collective in addressing common learning task. See also: collaborative teaching method in small groups 4. Combine assessment with self-assessment of the teacher's role Focus assess learning outcomes targeted lessons during the teaching process through the system questions, exercises (classroom assessment). Skills development focused self-assessment and evaluation of students with one another as according to many forms solution / answer form, follow the instructions, or set criteria to be able to criticize, to find the cause and outlined how to fix the errors. collective in addressing common learning task. See also: collaborative teaching method in small groups 4. Combine assessment with self-assessment of the teacher's role Focus assess learning outcomes targeted lessons during the teaching process through the system questions, exercises (classroom assessment). Skills development focused self-assessment and evaluation of students with one another as according to many forms solution / answer form, follow the instructions, or set criteria to be able to criticize, to find the cause and outlined how to fix the errors. Exercises (rated class). Skills development focused self-assessment and evaluation of students with one another as according to many forms solution / answer form, follow the instructions, or set criteria to be able to criticize, to find the cause and outlined how to fix the errors. Exercises (rated class). Skills development focused self-assessment and evaluation of students with one another as according to many forms solution / answer form, follow the instructions, or set criteria to be able to criticize, to find the cause and outlined how to fix the errors.

Kết quả (Anh) 3:

1. Students through teaching activitiesTeaching through continuous organizational learning activities, help from HS found himself does not know, rather than passive acceptance of knowledge for installation. According to this spirit, the teachers do not provide ready-made knowledge, but the people and organizations HS religious activities of the learning and memory of old knowledge, the discovery of new knowledge, creative application of knowledge has to know the situation of the learning [1] or the actual situation,......2. Schools attach importance to education and training methodsFocus on practical knowledge for HS methods so that they know how to read textbooks and other learning materials, know what they have found, know how to reason to explore and discover new knowledge,... These methods are usually knowledge rules, procedures, methods, actions also need to respect, however, these methods have forecast assumptions (e.g., physics homework method for solving the equilibrium equations for each chemical reaction method to solve. Learning mathematics,...). You need to train the HS to operate thinking is analytical, synthetic, specialized, generalized, and equally strange habits, norms..................... In order to form and develop their creative potential.See: taxonomy: Methodology3. Strengthen individual learning and cooperative learningStrengthen cooperative learning and individual learning and cooperation policy to promote HS think more, do more, more discussion". This means that each HS just want to be independent, but closely together, in the process of cooperation and to discover and explore new knowledge. The school became the communication environment for your game and game - in order to use the knowledge and experience of each individual in the collective learning tasks, solve common.See: teaching methods in small group collaboration4. The game of evaluation and self-evaluationEmphasis on assessment results based on learning objectives in the course of teaching through systematic problems (evaluation of classroom assignments). Pay attention to the development of their skills assessment and evaluation of HS and other forms of the following answer, answer / sample instructions, or their own definition of the standard can be criticized, if found the reason and how to solve these errors.