At first glance, this information might evoke the "one curriculum - one set of textbooks" model of the past. However, this is not a return to the status quo because the role of textbooks has completely changed.
Under the 2006 General Education Program, textbooks were considered "mandate." Teachers strictly followed the textbooks in what they taught, how they taught, and in what order, leaving little room for creativity; students primarily learned by rote, memorizing, and reproducing. Classrooms operated according to a predetermined, stable but rigid "trajectory," lacking flexibility.
Conversely, with the 2018 General Education Program, regardless of whether multiple or a single set of textbooks is used, the overall spirit remains unchanged: the program is the "mandate," and textbooks are merely important learning materials in organizing teaching and learning. The professional space for teachers is expanded, and creativity is unleashed. For the same learning objectives, multiple approaches can be chosen, using diverse materials and organizing different paths to guide students in acquiring knowledge. Textbooks, in this way, are not the "destination," but only the "path" to developing learners' competencies.
To implement effectively, four core requirements must be thoroughly understood by schools and teachers: correctly understanding the 2018 General Education Program; using textbooks flexibly as important learning materials; organizing teaching and assessment according to the orientation of developing qualities and competencies; and connecting educational content with the practical needs of students, schools, and localities.
Teachers' teaching mindset must change, shifting from "transmission" to "activity organization"; shedding the pressure of "teaching everything from the textbook" to accompany students in forming and developing their competencies; strengthening teaching connected to real-life situations; empowering students to be proactive in class... The requirements for testing and evaluation must shift from memorizing knowledge to applying competencies.
Another important change is the mindset regarding professional management. Many educators believe that if lesson plan checks still adhere to the principle of "teaching all the content in the textbook" and "following every step correctly," teachers will find it difficult to be creative.
The effectiveness of a lesson should be evaluated based on the extent to which students understand the material, actively participate, and apply their knowledge, rather than focusing too much on form or strictly adhering to the textbook. Furthermore, teachers need to be empowered in their professional work, allowing them to confidently adjust teaching materials, examples, and learning activities to suit the students' level and local conditions.
Furthermore, in the context of digital transformation and the knowledge explosion, having a unified set of textbooks requires an accompanying "open ecosystem." Teachers must utilize digital learning materials; students must have access to multiple sources of information instead of just a single channel. Curriculum uniformity does not equate to monotony in methodology.
Therefore, the decisive factor in the quality of education does not lie in the use of one or more sets of textbooks, but primarily in the professional competence and teaching organization skills of the teacher. To achieve this, teachers and schools need to constantly innovate their educational thinking, improve their professional competence, and at the same time promote proactiveness and creativity in the teaching process.
Source: https://giaoducthoidai.vn/linh-hoat-su-dung-sach-giao-khoa-post777477.html
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