Thực trạng hoạt động dạy học môn Địa lí ở các trường trung học phổ thông công lập tại Thành phố Hồ Chí Minh

Abstract

Teaching Geography in upper secondary schools under the 2018 General Education Curriculum aims to develop students’ spatial cognition, integrative territorial thinking, and the ability to apply knowledge to real-life contexts. This paper presents the findings of a survey on the current status of Geography teaching in public upper secondary schools in Ho Chi Minh City. It was conducted through questionnaires administered to 30 school administrators, 80 teachers, and 250 students, combined with in-depth interviews. The collected data were analyzed using a five-point Likert scale and statistical indicators such as mean scores, standard deviations, and rankings to evaluate criteria related to objectives, content, methods, forms, teaching conditions, and assessment activities. The results reveal that the implementation of the new curriculum has generated positive changes, particularly in the innovation of teaching methods and forms of organization. However, certain limitations remain, including unclear goal definitions, insufficient linkage between content and real-life contexts, and inconsistency in assessment systems. Thus, the study provides practical evidence for proposing solutions to enhance Geography teaching in public upper secondary schools in Ho Chi Minh City.