Evolution of Teaching Methods in Vietnam: 20th Century to Now
The development of teaching methods (PTDH) in Vietnam has shifted dramatically across three phases: the traditional, knowledge-transfer model (early 20th century); the skill-integration orientation (2000–2018), which introduced technology and guided practice; and the current competency-based approach (2018–present), focusing on developing core skills, creativity, and problem-solving using advanced digital tools.
Key Takeaways
Traditional teaching focused solely on knowledge transmission and passive reception.
The 2000–2018 phase introduced technology and shifted teachers to guiding roles.
Modern PTDH emphasizes developing core competencies and real-world problem-solving.
The student role evolved from passive recipient to active, self-reliant researcher.
Digital tools like GIS and big data are now central to modern learning environments.
What characterized traditional teaching methods in Vietnam during the early 20th century?
Traditional teaching methods, prevalent in Vietnam during the early 20th century, were fundamentally teacher-centric, prioritizing the efficient transmission of facts and established knowledge. The primary goal was to impart specific information, requiring students to passively receive, memorize, and reproduce content. Teaching aids were limited mainly to traditional tools like textbooks and blackboards, serving primarily to illustrate the teacher's lecture rather than facilitating active student engagement. The relationship between the teacher and student was strictly one-way, with the instructor controlling the entire learning process and the student acting as a mere recipient.
- The concept of PTDH was limited, serving only to visually illustrate and reinforce the teacher's spoken lecture or explanation.
- The primary objective was the simple transmission and retention of foundational knowledge and historical facts.
- Teaching tools were predominantly traditional, relying heavily on physical books, standard textbooks, and the ubiquitous blackboard.
- The teacher maintained a central role, acting as the sole source of information, transmitting content, and strictly controlling the entire learning progression.
- Students adopted a passive stance, primarily focused on receiving information, rote memorization, and the subsequent reproduction of learned knowledge.
- The relationship between teacher and student was strictly one-way, characterized by the teacher lecturing and the students diligently taking notes.
How did teaching methods shift during the competency development orientation (2000–2018)?
The period between 2000 and 2018 marked a significant transition toward competency development, moving beyond mere knowledge transfer to integrate knowledge with basic skills. Teaching methods (PTDH) began to incorporate technology, such as projectors and digital atlases, to increase visualization and actively support learning activities. The teacher's role evolved from a central authority to a guide, responsible for designing engaging activities and organizing learning situations. Consequently, students became more active, practicing skills and searching for information under guidance, fostering an interactive relationship where teachers assigned tasks and students engaged in discussion and presentation.
- PTDH helped increase visualization and supported learning activities.
- The main educational goal shifted to integrating theoretical knowledge effectively with the development of essential, basic practical skills.
- Teaching tools became more diverse, incorporating early Information Technology (IT) such as projectors, PowerPoint presentations, and both printed and digital atlases.
- The teacher transitioned into a guiding role, responsible for designing structured activities and organizing specific learning situations for students to navigate.
- Students became noticeably more active, practicing newly acquired skills and searching for relevant information under the teacher's structured guidance.
- The relationship became interactive, where the teacher assigned specific tasks, prompting students to engage in group discussions and present findings, such as using atlases.
What defines the current competency development teaching approach (2018–Present)?
Since 2018, the focus has intensified on developing core competencies—both general and specific—and equipping students to solve complex, real-world problems. PTDH is now viewed as a critical tool for fostering creativity and self-study, demanding maximum modernization and digitalization of resources. Teachers function as creators and supporters, designing open learning environments and acting as companions or consultants. Students are recognized as the primary agents of their learning, engaging in self-reliant research, cooperation, and project-based learning, often utilizing advanced tools like GIS, satellite imagery, and big data for practical application and field collection.
- PTDH is now recognized as a vital instrument for developing core competencies, fostering student creativity, and promoting essential self-study skills.
- The central objective is the comprehensive development of core competencies (both general and specific) and the ability to solve complex, real-world problems.
- Teaching tools utilize maximum modernization and digitalization, including interactive devices, GIS technology, satellite imagery, and analysis of big data.
- The teacher acts as a creator and supporter, serving as a companion and designing flexible, open learning environments tailored to student needs.
- The student is the primary subject or agent, engaging in self-reliant research, collaborative efforts, and cooperative problem-solving initiatives.
- The relationship is highly collaborative and consultative, involving teachers organizing large projects while students utilize advanced tools like GIS or conduct field collection.
Frequently Asked Questions
What was the primary role of the student in traditional Vietnamese teaching methods?
In the traditional model (early 20th century), the student's role was entirely passive. They were expected to receive, memorize, and reproduce the knowledge transmitted directly by the teacher, with little opportunity for independent inquiry or active participation.
How did technology integration change the teacher's role after 2000?
The introduction of IT tools like projectors and digital atlases shifted the teacher's role from a central transmitter to a guide. Teachers began focusing on designing structured activities and organizing learning situations to facilitate skill practice and information searching.
What advanced tools are characteristic of the current competency development approach?
The current approach (2018–present) relies heavily on maximum digitalization. Characteristic tools include interactive devices, Geographic Information Systems (GIS), satellite imagery, and the use of large datasets (big data) to support complex, real-world problem-solving projects.
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