Luận án phát triển năng lực đánh giá sự kiện cho học sinh trong dạy học lịch sử ở trường trung học phổ thông (vận dụng qua chương trình lịch sử việt nam từ năm 1858 đến năm 1918 12

Stemming from the above background and practice, we choose the problem: "Developing event assessment competency for students in teaching history in high schools Applying through the Viet

DUONG TAN GIAU

DEVELOPING EVENT ASSESSMENT COMPETENCY

FOR STUDENTS IN HISTORY TEACHING

IN HIGH SCHOOL (Applied through Vietnam History program from

HA NOI, 2022

Supervisors: Assoc Prof Dr Nguyen Manh Huong

Examiner 3: Dr Pham Thi Tuyet

The thesis is defended at the thesis examination council at

Ha Noi national university of educattion at … on …

Thesis can be found at:

National Library, Ha Noi

or the Library of Ha Noi national university of educattion

RESEARCHER’S PUBLICATIONS RELATED

[4] Nguyen Manh Huong, Duong Tan Giau (2017), Situation and solutions to guide students to evaluate events in teaching history in high schools (Through a survey of some schools in Ho Chi Minh City), Proceedings International scientific conference: Training and fostering history teachers to meet the requirements of reforming programs and textbooks, Hanoi National University Publishing House, Hanoi, pages 421-432.

[5] Nguyen Manh Huong, Duong Tan Giau, Dao Thi Mong Ngoc (2017), Suggestions of history teachers in fostering and training to meet the new curriculum, textbooks, Proceedings of international scientific conferences: Dao training and fostering high school teachers, managers of general education institutions and pedagogical lecturers, Publishing House of Ho Chi Minh City University of Education, Ho Chi Minh City, pp 180 – 189

[6] Nguyen Manh Huong, Duong Tan Giau (2018), Guiding students to assess events in history teaching in high schools (Through History 12 examples, Standard program), Education and Society Magazine, no 82 (143), January 2018

[7] Nguyen Manh Huong, Duong Tan Giau (2018), Current situation and solutions to guide students to evaluate events

in teaching history in high schools in Ho Chi Minh City, Vietnam, American Journal of Educational research, 2018 6(6), p.787 – 794

[8] Nguyen Manh Huong, Duong Tan Giau (2018), Developing students' ability to evaluate events through the use of materials other than textbooks, Journal of Educational Equipment, No 174, 1st term August 2018, pages 33 – 35 and pages 80

[9] Nguyen Manh Huong, Duong Tan Giau (2018), Guiding students to evaluate events in history teaching in high schools in Ho Chi Minh City, Proceedings of the Young University Scientific Conference National Pedagogy, 7th -

2018, Publishing House of Pedagogy University, Hanoi, pp 492-499

[10] Duong Tan Giau, Dao Thi Mong Ngoc, Ho Ngoc Diem Thanh (2018), The reality of high school teacher's practice

of teaching history following a competency – oriented approach in Ho Chi Minh city and some provinces, Proceedings of a staff scientific conference Youth of National Pedagogical Universities, 7th - 2018, Publishing House of Pedagogical University, Hanoi, pp 535 - 539

[11] Duong Tan Giau (2019), Educating traditional national values through guiding students to evaluate historical events, Proceedings of international conferences: Value education in schools, Hue University Press, Hue, page 496 - 512

[12] Duong Tan Giau, Giang Hoang Thai (2019), Developing the competency to assess historical events for high school students through data, Journal of Science, Can Tho University, Volume 55, Science topic number Education, pages 62 – 67

[13] Duong Tan Giau (2020), Developing students' ability to evaluate facts in teaching history in high schools, Journal

of Educational Equipment, Special Issue, November 2020, pp 116 - 118

[14] Duong Tan Giau (2020), Career guidance for students through career-oriented topics and topics in teaching history

in high schools, Journal of Educational Equipment, No 228, November 2020, page 105 – 107

[15] Nguyen Manh Huong, Duong Tan Giau (2021), Designing an event assessment competency framework in teaching history in high schools, Journal of Educational Equipment, No 236, Issue 1 – March, page 28 – 30.

1 Rationale of the research

History in general, knowledge of History in particular always has two parts: the

"history" part and the "thesis" part The historical part is the events and phenomena thathave happened, associated with certain time, space, characters and developments It is theresult of the process of exploiting, dealing with the past so as not to restore the past picture,knowing how history unfolds in the most honest way The essays are the evaluations,explanations, comments and comments of the afterlife about history, helping us tounderstand the logic and the intrinsic relationship of events Theory and methods ofteaching history have shown that: history and theory are unified, that is, how history takesplace must be evaluated like that That tells teachers in teaching history in high schools toensure the principle that all important historical events and phenomena must be evaluatedand that all evaluations and explanations must come from the facts facts, objective and realphenomena that students know For example: Students evaluate the Nguyen Dynastypositively or negatively, from which event did the praise or criticism come from? On whatbasis? In other words, developing students' ability to evaluate historical events in teachinghistory in high schools has long been a focus of subject-teaching theory

Unfortunately, with history teaching in high schools, the development of students'ability to evaluate facts is still limited A part of teachers, when organizing for students tolearn new knowledge, still heavy on event announcement, presentation, explanation orexplanation and interspersed with picture presentation without focusing on instructingstudents to develop develop competencies such as: historical inquiry, historical perceptionand thinking, application of learned knowledge and skills, autonomy and self-study,communication and cooperation, problem solving and creativity, When teaching, manyteachers have not focused on guiding students to evaluate facts, or the assessment is stillimposed, subjective, not derived from historical sources, and does not promote independentthinking students' creation… “Craming in a bunch of knowledge that is both heavy onmemorization and propaganda, but don't know where to apply it The test is still mainlymemorization, recognition causes boredom for students”[114] This is one of the reasonswhy many students are no longer interested, not interested in exploring and discovering

when studying history In summary, history teaching practice reflects with the assessment ofhistorical events, teachers are confused, students are also confused, depending on theevaluation of others, this ability should be developed for students (and to a lesser extent).certain level for teachers) is essential.

In the national history program in high schools (2006 program and 2018 program),Vietnamese history from 1858 to 1918 has an important position, equipping students withmany events, topics and events specialized topics and topics such as: The stages of Frenchcolonial invasion and the Vietnamese people's resistance war; The anti-French patrioticmovement at the end of the nineteenth century; The war for the defense of the Fatherlandand the war for national liberation in Vietnamese history (before the August Revolution in1945), Some major reforms in the history of Vietnam (before 1858) The history of Vietnam(1858-1918) is closely associated with the history of the Nguyen Dynasty - the last feudaldynasty in the nation's history Many events, phenomena, and characters need to bethoroughly evaluated and thus, have advantages This helps students develop their ability toevaluate events In the process of teaching Vietnamese history (1858-1918), teachers need

to guide students to evaluate facts, ensure the correct process, based on scientific bases andbases to help students learn More interesting history, more effective

Stemming from the above background and practice, we choose the problem:

"Developing event assessment competency for students in teaching history in high schools

(Applying through the Vietnamese History program from 1858 to 1918)” as the subject of

doctoral thesis, majoring in Theory and teaching methods of History subject, code62.14.01.11

2 Object and scope of research

2.1 The object of the study is the process of developing students' competency to

assess events in history teaching in high schools

2.2 The research scope of the topic is related to the theory and methods of teaching

history, the content of applied knowledge and the survey area, pedagogical experiment

- About the theory and teaching methods: The topic focuses on researching andproposing measures to develop the competency of event assessment for students in teachinghistory in high schools, teaching methods internal key

- Regarding the content of applied knowledge: The thesis applies experimentally topedagogical Vietnamese history from 1858 to 1918, grade 11 in high schools (current

program and 2018 program) In the current program, the author chooses lesson 19:Vietnamese people's resistance against the French colonialists (1858-1873) to experimentwith pedagogy in Ho Chi Minh City and some Southern provinces.

- Regarding the survey areas, pedagogical experiments: through surveys, surveys, timeattendance, consultation with experts, practical visits to history teaching in many highschools across the country, in which focuses on high schools in the south

3 Purpose and tasks of research.

3.1 Purpose

On the basis of affirming the role and meaning of developing the ability to evaluateevents for students in teaching history in high schools, the topic will determine the contentand criteria for assessing the assessment competency of students Fact assessment forstudents in teaching history in high schools From there, propose appropriate pedagogicalmeasures to contribute to improving the quality of subject teaching

3.2 Mission

To fulfill the research purpose, the thesis focuses on the following tasks:

- Clarifying theoretical issues about teaching methods to develop competence inHistory subject, competency to evaluate facts in teaching history in high schools

- Investigate and survey the current situation of developing event assessmentcompetency for students in history teaching in high schools through questionnaires, surveys,interviews, time attendance, consultation with experts, thesis seminar,

- Find out the contents, programs, textbooks of current History and textbooks ofHistory of the 2018 program in high schools, which focuses on Vietnamese history (1858-1918) to identify the content to be exploited, determine requirements to achieve in terms ofknowledge, historical content can develop students' ability to evaluate events

- Determining the content and criteria for assessing the ability to assess events forstudents in teaching history in high schools

- Propose appropriate pedagogical measures to develop students' ability to evaluatefacts in history teaching in high schools and conduct pedagogical experiments to confirmthe feasibility of the research topic research, as a basis for conclusions andrecommendations

4 Methodological basis and research methods

4.1 The methodological basis

The research methodological basis of the topic is based on the Marxist-Leninistviewpoint on Ho Chi Minh's perception and thought and the line and viewpoint of theVietnamese Party and State on education and historical education.

4.2 Research Methods

The topic uses many different research methods and approaches, such as historical andlogical methods, diachronic and synchronous methods, methods of using originaldocuments, interdisciplinary methods, etc However, the thesis belongs to the field ofEducation, so the thesis focuses on the following four groups of typical research methods:

- Group of theoretical research methods: studying the document sources of President

Ho Chi Minh, Party documents (orientation for the education and training of the younggeneration), educational documents, Psychology, historical methodology, History education;study programs, history textbooks (2006 program and current program) to serve as a basisfor the implementation of the topic

- Group of practical research methods: methods of investigation and survey throughbuilding questionnaires, interviews, attending professional hours, experimentalobservations, consulting experts, These methods will help the author of the thesis toclarify the practical issues in chapter 2

- Group of experimental pedagogical methods: partial and complete pedagogicalexperimentation on measures to develop the ability to evaluate facts for students in historyteaching in high schools, application in history History of Vietnam (1858-1918)

- Statistical mathematical method: collect and process data obtained frominvestigation, survey and pedagogical experiment to draw comments, conclusions andrecommendations

5 Scientific hypothesis

Developing the ability to evaluate facts for students in teaching history in high schoolswill contribute to improving the quality of subject teaching and accomplishing teachinggoals if teachers can identify the content, criteria for assessing the competency to evaluatehistorical events, historical content to be exploited and to propose appropriate use measuressuitable to the conditions and characteristics of local students

6 Contribution of thesis

The research results of the thesis will contribute to:

Firstly, continuing to affirm the importance of developing students' ability to evaluate

facts in teaching history in high schools (through building a systematic theoretical basis).Secondly, draw a picture of the current situation of developing event assessmentcompetency for students in teaching history in high schools today, especially in the southernprovinces.

Thirdly, identify the content and criteria for assessing the ability to evaluate events forstudents in teaching history in high schools

Fourthly, to propose appropriate pedagogical measures to develop the ability toevaluate facts for students in history learning in high schools, which have been verifiedthrough partial and full pedagogical experiments (applied through the Vietnam History Programfrom 1858 to 1918)

7 Meaning of the topic

Topics of scientific and practical significance:

- Scientific significance: contribute to enriching theories and methods of teaching

history subject in high schools, especially about the ability to evaluate facts for students inhistory teaching

- Practical significance: helping history teachers realize the importance of developing

students' ability to evaluate facts in history teaching in high schools; provide historyteachers, PhD students and graduate students majoring in Theory and teaching methods ofHistory subject about the content, evaluation criteria and measures to develop thecompetency of event assessment for students students in teaching history; The researchresults of the thesis will also be directly applied by the author to the process of traininghistory teachers at Ho Chi Minh City University of Education The thesis is also animportant reference source for those who are interested and want to learn related to theresearch problem

8 The structure of thesis

In addition to the Introduction, Conclusion, References and Appendix, the thesis isdivided into the following 4 chapters:

Chapter 1 Overview of research works related to the topic

Chapter 2 Theoretical and practical basis of developing students' ability to evaluate

facts in teaching history in high schools

Chapter 3 Measures to develop students' ability to evaluate facts in teaching history

in high schools Experiment each part

Chapter 4 Full pedagogical experiment

Chapter 1 OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC 1.1 Fact studies and event evaluation in history research and teaching

1.3.1 General assessment and inherited thesis issues

On the basis of having access to many reference sources in the world and in Vietnam,the author has had a systematic and clearer view of the issues related to the event, theassessment of the event in historical research and teaching history; on competency andcompetency development for students to evaluate facts in teaching history in high schools.The above works were:

Affirming the importance of facts and assessing events in history teaching in general,and history teaching in high schools in particular

Provide important information related to the current state of history teaching ingeneral, assess facts and guide students to evaluate events in history teaching in highschools in particular

Presenting the basic features of content, form and methods of guiding students toevaluate events in history teaching through a number of specific teaching methods such asusing pictures, diagrams, group teaching , exchange, talk

Introduce a number of ways to develop student competencies in history teaching,

including guiding the assessment of events in intra-curricular teaching, through experientialactivities, and history study tours.

The above research works are an important theoretical and practical basis for theauthor to inherit, supplement and develop at a higher level Specifically, the thesis inheritsthe following points:

First, the source of documents related to research problems in the world and in thecountry serving to solve the research topic is selected by the author

Second, the concepts of facts, competency, and ability to evaluate events for students

in teaching history in high schools, support the author to solve problems related to thetheoretical basis of the subject

Third, the information related to the actual situation of event assessment and thedevelopment of event assessment competency for students in teaching history in highschools, serves as a reference channel for the author to deal with the background practicerelated to the topic

Fourth, some suggestions on teaching forms, methods, and pedagogical measuresrelated to guiding students to evaluate facts in history teaching in high schools to developactive components student force

Fifth, some research methods can be consulted when presenting a scientific work onevent research, event assessment and event assessment in history teaching in high schools.However, the issue of developing the ability to evaluate facts for students in historyteaching in high schools is still a new content and it is difficult for any author to conductsystematic research in depth; There have been no studies to research and propose measures

to develop event assessment competency for students in history teaching (both 2006 and

2018 programs) Therefore, on the basis of inheriting previous documents and the task oftraining history teachers to meet the current 2018 General Education Program, we determinethe task of the thesis that needs to be solved

1.3.2 The thesis issues continue to solve

From the general assessment and the inheritance of the thesis mentioned above, wewill focus on solving the following issues:

First, to build a system of theoretical basis for developing the competency of eventassessment for students in teaching history in high schools For example: what is developingstudents' ability to evaluate facts in history teaching in high schools?; On what viewpoints

and principles is the assessment of facts for students in teaching history in high schoolsbased?; How is the classification of events, the ability to evaluate events and thedevelopment of the ability to evaluate events for students in teaching history?; What does itmean to develop the ability to evaluate facts for students in teaching history in highschools?

Second, clarifying the situation of developing event assessment competency forstudents in teaching history in high schools through questionnaires, interviews, attendingclasses with high school teachers, building a survey questionnaire Monitor and attendprofessional training for both teachers and students to compare and serve as a practicalbasis

Third, develop a process to develop the ability to assess events for students in teachinghistory in high schools (applied through the Vietnamese history program 1858-1918)

Fourth, research and develop content and assessment criteria on developing eventassessment competency for students in teaching history in high schools

Fifth, focus on researching and proposing groups of measures to develop eventassessment competency in teaching history in high schools Each proposed measure will beconcretized by examples, proven through experimental results of each part

Sixth, learn the content and requirements to be met when teaching Vietnamese history1858-1918 (2006 program) to design lesson plans, organize pedagogical experiments withintegrated application of measures that thesis proposed in chapter 3

Finally, from the research results of the chapters, the thesis draws conclusions andrecommendations to guide the application of effective measures in practice

Sub-conclusion of chapter 1Through an overview of the works related to the research topic, the thesis has:

- Generalize the research on facts and evaluate events in history research and historyteaching (in the world and in the country)

- Summarize research on competency and develop competency to evaluate historicalevents both in the world and in the country

- Give a general assessment of the researched works inherited by the thesis, and at thesame time emphasize the problems posed for the thesis to continue to solve

The above-mentioned domestic and foreign history research and teaching works will

be important documents for the author to inherit and implement the theoretical and practical

basis (chapter 2) of the thesis.

Chapter 2THEORETICAL AND PRACTICAL BASIS OF DEVELOPING EVENT EVALUATION COMPETENCY FOR STUDENTS IN TEACHING HISTORY IN

HIGH SCHOOL2.1 Basis for argument

2.1.1 The concept of event assessment in history teaching in high schools

2.1.1.1 Concepts of events and historical events

Approaching from the perspective of teaching history in high schools, we believe thathistorical events are human records of things that happened in the past Historical events arerecorded and included in textbooks, giving priority to guiding students to evaluate inteaching history as accurate, basic and effective events for student development

2.1.1.2 The concept of event evaluation in history teaching

- Assessment

Assessment is the perception, opinion, and judgment of people (researchers, witnesses,etc.) about the event itself that happened in the past Evaluators can be directly observed(direct assessment) or through various historical sources (indirect assessment)

- The event assessment in the study

Assessment of addiction in historical research is about making the researcher'sperception of the historical event studied To evaluate the event, the researcher needs to bebased on the context, and this work is related to many factors: context, time, characters,events, not to impose subjective opinions of people later people in the assessment…

- The event assessment in history teaching

Facts assessment in history teaching is the making of learners' perceptions (opinions,personal opinions) about events that have happened in the past written in textbooks, included inthe curriculum history learning of students in high school

2.1.2 Types of events and characteristics of events in history teaching in high schools

2.1.2.1 Types of events

- Classification of events in the study

Historical facts always exist in 3 forms with 3 different meanings but closely related to

each other: actual facts, documentary facts and knowledge facts.

- Classification of events in history teaching

Based on specificity (events and phenomena), scale (historical events in Vietnam, theworld, and localities), structure or complexity (simple events, complex events), contentcontent (economic, political, cultural - ideological, military events ), level of impact (basicand non-basic events)

2.1.2.2 Features of events in history teaching

Figure 2.1 Diagram of basic features of historical events 2.1.3 Features of fact assessment and event assessment levels in teaching history

in high schools

2.1.3.1 Features of event assessment in teaching history in high schools

Feature 1: The evaluation of historical events always comes from objective realityFeature 2: The assessment of historical events is both objective and subjective for theevaluator

Feature 3: The assessment of facts in history teaching in high schools is influenced byhistorical perspective and is directional

Feature 4: Assessment of facts in history teaching is both specific and general

Feature 5: Assessment of facts in teaching history is complicated but there is a unitybetween history and theory

Feature 6: Assessing events in history teaching helps students find out the nature,relationship and cause-and-effect law of events

Features of historical events

Past

Don't repeat