Changing pedagogies:Vietnamese case from international perspectives

Duong Thi Hong Hieu

Tóm tắt


From exploring learning theories, this article analyses and evaluates the orientation presented in Vietnamese MOET (Ministry of Education and Training) guideline documents for the nearest high school curricula and textbooks reforming. From that, the article presents some conclusions about the missing aspects which can affect the way teachers interpret and use the new approach in their teaching practice.


Từ khóa


learning theories, education reform, teaching approach, changing pedagogies

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DOI: https://doi.org/10.54607/hcmue.js.0.54.740(2014)

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