Devise Integrated Theme Assignment Oriented to Ability Development and the Application of Knowledge in Realistic Problem Solving for Secondary School Student

Abstract

During the last decade, integrated studies has been practiced in many nations with developed education system. In Vietnam, the traditional teaching practice is having its weaknesses exposed, as it has to face a great knowledge boom, as many global problems are emerging that needs to be in the school curriculum and be taught to children, but not being exclusive to the knowledge and thought process of any individual subject or science. Thus, integrated studies is also one of the crucial orientation necessary for a fundamental, thorough innovation of the education system in Vietnam in the upcoming period. This paper will present the topic of devising integrated theme assignment with a view to develop the ability to apply knowledge in realistic problem solving for students in secondary schools. In order to build the integrated theme assignment, the author based on the scientific reasoning: To overcome the limitation of using the current curriculun as well as to serve the need for innovation in education at the Secondary level in the upcoming period; to develop the ability to apply knowledge to realistic problem solving for the students is the objective of teaching and is also the directive idea in the building of new secondary school curriculum; Divising integrated theme assignments is to serve the purpose of organizing the study in a way that help students develop the ability to apply knowledge to realistic problem solving. Based on its identification and general characteristics such as its suitability, multi-subject and intersubject, reality; we have named the princple in building and modeling the structure of a integrated theme assignment to use as an illustrative example of building integrated theme assignment in the current secondary school curriculum. This study represents the efforts in finding a way to improve the currently teaching quality following the integrative orientation to fit the present context : the curriculum and the learning facilities as well as the quality of teachers, students and the managerial condition of the secondary schools.