From the high school graduation exam: Teaching and learning need to touch reality

Experts and teachers believe that it is necessary to overcome initial difficulties and confusion when approaching real-life problems and texts without textbook materials so that teaching innovation can be in the right direction and go into depth.

USING PRACTICAL KNOWLEDGE TO SOLVE PROBLEMS

Recently, in Hanoi, Olympia High School organized the Vietnam Deeper Learning Conference with the participation of more than 500 teachers from 50 schools across the country. This event aims to support teachers in developing deep learning skills, building professional learning communities and contributing to the development of a humane and comprehensive education .

Associate Professor Pham Sy Nam, Saigon University, member of the General Education (GED) program in mathematics, was the speaker of the math workshop (discussion, practice) with the topic "RME in mathematics education: from theory to dynamic classroom", emphasizing the role of linking mathematics with real life.

Since the way the high school graduation exam questions are created in mathematics has received special attention, many mathematics teachers from high schools have shared the difficulties in teaching in the direction of mathematical modeling, such as: students are confused when having to use practical knowledge to solve problems; parents have the mentality of wanting their children to solve problems quickly and solve many problems to get high scores instead of using practical knowledge to solve problems; large classes make it difficult to stop for long to "dissect" practical situations, students do not know where to start and how to end when encountering this type of problem...

Teachers discuss innovation in teaching math in connection with practice

PHOTO: TM

However, Associate Professor Pham Sy Nam believes that changes in the way math is taught are inevitable, not only due to the way the high school graduation exam questions were given but also due to the requirements of the math program in the new general education program. Even parents, when they want their children to practice math for exams, will no longer practice according to the previous format but must focus on developing math skills that are relevant to reality.

MATH IS MORE REALISTIC

There is a reality that Associate Professor Pham Sy Nam pointed out that in the past, we tended to give really difficult problems, and if students could solve them, they were good, while many other countries asked students what the point of solving those problems was. "If we give difficult problems, even problems that only one person can solve but not another, tricky problems do not have much meaning," said Mr. Nam. According to Mr. Nam, giving problems related to reality may not be able to solve them right away, but clearly they will find it meaningful and will try to research and learn about reality to do it.

Explaining mathematical modeling, Mr. Nam said that there is a real-life situation, we simplify it to have a model, then move on to the problem. After solving the purely mathematical problem, we go back to solving the practical problem.

So how to design teaching in a way that connects with reality? Associate Professor Nam noted that the goal of practical teaching is to teach the essence of the problem. Currently, technology greatly supports in creating attractive clips for lessons. Math teachers do not just give pure math exercises but connect so that students understand what is happening in society. This requires teachers to observe life and see what can be applied to design math problems that are related to reality.

Teachers also need to ask students to search for information, find solutions to problems, set students situations and let students decide on the optimal solution. However, despite mathematical modeling and practical connections, teachers need to pay attention to the principle that when giving exercises, they should not exceed the requirements of the program. On the contrary, they must start from those requirements to give appropriate exercises. The difference when the problem is connected to practice is that it creates more opportunities for students to express and reveal themselves, thereby making the "hidden abilities" of students emerge and the assessment of students will be better.

In the practical part, commenting on the real-life problems that teachers create to teach their students at different levels, Associate Professor Pham Sy Nam suggested that teachers find ways to start the lesson to arouse the need to learn and create motivation for students to be attracted to the lesson. To do so, real-life problems need to be more realistic, so that students are excited about solving the problem.

In conclusion, Associate Professor Pham Sy Nam emphasized that it is necessary to change the way math is taught and tested. This change may not be appropriate at first, but according to Mr. Nam, if we do not dare to do it because we are afraid of making mistakes, it will not be possible.

The 2025 high school graduation exam will be innovated in the direction of assessing capacity, enhancing practical factors and logical thinking, requiring teaching and learning in schools to change more actively.

Photo: TM

TEACHING LITERATURE: "DEEP" WRITING STARTS FROM "DEEP READING"

Also within the framework of the event, Ms. Tran Phuong Thanh, a literature teacher at Olympia High School ( Hanoi ), said that "deep writing" is a necessary skill to develop students' thinking and ability to express emotions and personal opinions. When students write "shallowly", they often just repeat sample texts, empty language, or write to complete the task. This invisibly hinders the development of independent thinking.

If we want students to develop independent thinking, the ability to connect and reflect, we require them to write more deeply, to live more truthfully with their reading experiences and emotions. To achieve "deep writing", the journey begins with "deep reading", Ms. Thanh introduces a technique that she has applied quite effectively, which is to use the image of "mirror reflection" in the process of reading short stories.

She gave a specific example of studying the short story The Boat Out at Sea by Nguyen Minh Chau. Accordingly, instead of just asking students to analyze the characters according to available ideas, the teacher invited them to look at themselves, for example: "If you were the fisherman, what would you feel?"...

Emphasizing the core difference of this method, Ms. Thanh said: This is no longer a requirement to analyze characters, but to ask students to reflect on themselves in the work. This technique helps students have a direct dialogue with the work, the author, life and most importantly, with themselves.

In the process of "deep writing", teachers are not one-way knowledge transmitters or imposing templates but companions. "We do not give ready-made models, do not force students to write the same way, but give suggestions, open-ended questions, and spaces for students to choose their own way of expression," said Ms. Thanh.

Like Mr. Pham Sy Nam, Ms. Tran Phuong Thanh believes that accepting the imperfection in the initial writing style; focusing on the depth of thinking and emotions that students express is a long but worthwhile journey. This method does not require students to understand everything after each lesson, but just a gentle "collision", a deep "touch" with the work is enough to evoke thoughts, emotions and help them find their personal voice in the relationship with the work and the author; thereby promoting the process of deep learning effectively and sustainably.

Learning must be more practical.

Speaking to the press after the exam scores and benchmark scores for this year's high school graduation exam were released, Mr. Huynh Van Chuong, Director of the Department of Quality Management (Ministry of Education and Training), said that with the new exam questions in the direction of assessing capacity, enhancing practical elements and logical thinking, teaching and learning in schools must be more actively changed; requiring students to learn practically, understand the nature of knowledge, have reading - understanding - analysis skills, in line with the spirit of the 2018 General Education Program.

According to Mr. Chuong, the 2026 high school graduation exam will continue to be organized according to the plan approved in Decision No. 4068 of the Prime Minister , implemented from the 2025 exam. From the experience of the 2025 high school graduation exam, the Ministry of Education and Training will take early and remote preparations so that next year's exam is safe, serious, objective, honest, in accordance with regulations, and convenient for candidates.

Source: https://thanhnien.vn/tu-ky-thi-tot-nghiep-thpt-day-hoc-can-cham-vao-thuc-tien-185250724215011674.htm