Thực trạng quản lý hoạt động dạy học môn Tiếng Việt của các trường tiểu học ở phường Bình Thới, Thành phố Hồ Chí Minh

Abstract

Vietnamese language subject at the primary level plays a vital role in developing pupils’ linguistic competence, literary competence, thinking skills, and personal qualities. This article presents the research findings on the current management of Vietnamese language teaching activities in primary schools in Binh Thoi Ward, Ho Chi Minh City under the 2018 General Education Curriculum. A questionnaire survey involved 150 administrators and teachers from four primary schools in Binh Thoi Ward, Ho Chi Minh City, to examine current practices. The findings indicate that Vietnamese language teaching activities have established a relatively positive foundation in terms of understanding instructional objectives, implementing the curriculum, and utilizing traditional teaching resources. However, limitations remain in adopting innovative teaching methods, organizing language-learning experiential activities, integrating information technology into instruction, and conducting process-based assessment. The management of Vietnamese language teaching activities was generally rated satisfactory, while inspection, assessment, and using feedback data gained lower mean scores than the other management functions. Thereby, the article proposes several management measures focusing on enhancing awareness, improving planning, strengthening the organization and direction of professional activities, and refining inspection and assessment practices to improve the quality of Vietnamese language teaching in primary schools and meet the requirements of ongoing educational reform.