The teaching of mathematics, aimed at promoting learners learning activities in the senior high schools in Lao People's Democratic Republic

In this article, the author presents the results of his study and application of methods of active learning of mathematics at a Senior high School in Lao Peoples Democratic Republic. The new method is based on: The teachers design a lesson plan to promote learners to create for themselves new knowledge that they wish to acquire.
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The teaching of mathematics, aimed at promoting learners learning activities in the senior high schools in Lao Peoples Democratic Republic JOURNAL OF SCIENCE OF HNUE Educational Sci., 2007,V.52, No 6, pp.3-5 THE TEACHING OF MATHEMATICS, AIMED AT PROMOTING LEARNERS LEARNING ACTIVITIES IN THE SENIOR HIGH SCHOOLS IN LAO POEPLES DEMOCRATIC REPUBLIC KHAMKHONG SIBOUAKHAM Hanoi National University of Education Abstract. In this article, the author presents the results of his study and applicationof methods of active learning of mathematics at a Senior high School in Lao PeoplesDemocratic Republic. The new method is based on: The teachers design a lesson plan topromote learners to create for themselves new knowledge that they wish to acquire.1. Forword The United Nations Stated Education, Science and Culture Organization (UN-ESCO) put forward the education target in the 21st century that is to learn is to knowhow to learn, to learn is to know the way of doing, to learn is to create and to learn isto live together. Based on that target, teaching methods in the senior high school of LaoPeoples Democratic Republic has `been step by step renovated. We are very self-assuredwith the orientation stated in Article 24 Education Law 2002 by the Socialist Republicof Vietnam: senior high school education methods must exploit activeness, self-awarenessand self-motivation; in conformity with each class and each subject; fostering the self-studymethod, practice the skill of applying knowledge into practice; influence the feeling and,bring joy and interest in study for learners. Activeness in study has an intimate relationship with learning motivation. Right mo-tivation brings interest. Interest and self-awareness are two psychological factors that cre-ate activeness. An active, independent and creative learning style develops self-awareness,interest and fosters learning motivation. Activeness in learning of learners are shown with learning aspirations, effort, spon-taneity in terms of brainpower with high notivation during knowledge acquisition for them-selves. If we range activeness in grades of: imitation, reappearance, research and creation,the learners are now learning with the two former grades: imitation and reappearance arethe maincause as birdsnare for teachers. Almost all teachers thread poetic inspiration toobtain functional teaching as equipment to give the student knowledge and to help [studentmisunderstanding can do something be tempted to mathematics in schoolbook, thereforehave to divide the students can imitation and reappearance]. Teachers, therefore, mustguide learners to learn at the two latter grades: research and creation in every function,as they are very important teaching aids. Activeness here means positive activeness, i.e. the learners take full initiative in re-searching, finding and giving prompt consciousness solutions under teachers organizationand guidance. In order to help learners become active and self-motivated and creative in learning,teachers should create a pleasant communicative atmosphere between teacher and learners, 3 Khamkhong Sibouakhamby reasonably organizing and monitoring activities of learner-individual, learner-collective;it is recommended to make problematic situations, which require prediction, suppositionand discussion with contradictory opinions.2. Promoting learning activities of learners in teaching Al- gebra for the 10th form We have carried out a study which gave trial teaching activities with some contentin the 10th form algebra curriculum for the senior high school learners Lao PeoplesDemocratic Republic, following a positive teaching method as written above. Example. When giving Vi-et Theorem, we design three main activities includingrealization of Vi-et theorem, application of this theorem, realization root and method ofcalculating tin head when equation factors satisfy a ± b + c = 0. Every main activitycomprises many partial activities. Class activities occur in following sequence:Activity (Act) 1: We give each group the following equation to solve: Goup 1: To solve the following equation: (1) x2 3x + 2 = 0 (with roots x1 = 1, x2 = 2) (2) x2 - 6x + 5 = 0 (with roots x1 = 1, x2 = 5) (2) x2 - 9x + 5 = 0 (with roots x1 = 1, x2 = 5) Goup 2: To solve the following equation: 3 (4) 2x2 x - 3 = 0 (with roots x1 = -1, x2 = ) 2 2 (5) 3x2 - x - 2 = 0 (with roots x1 = -1, x2 = − ) 3 (6) x2 - x - 2 = 0 (with roots x1 = -1, x2 = 2) Goup 3: To solve the following equation: 1 (7) 2x2 3x + 1 = 0 (with roots x1 = 1, x2 = ) 2 1 (8) 3x2 - 4x + 1 = 0 (with roots x1 = 1, x2 = ) ...