CHU THI MAI HUONGKNOWLEDGE DIAGRAMATIZING METHOD IN TEACHING VIETNAMESE HISTORY 1919 – 1975 AT HIGH SCHOOL Experiment in the Northwest SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE H
Trang 1CHU THI MAI HUONG
KNOWLEDGE DIAGRAMATIZING METHOD IN TEACHING VIETNAMESE HISTORY (1919 – 1975) AT
HIGH SCHOOL
(Experiment in the Northwest)
SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE
HA NOI - 2019
Trang 2INSTRUCTORS: 1 ASS.PROF.&PHD NGUYEN MANH HUONG
2 ASS.PROF.&PHD DO HONG THAI
Hanoi National University of Education at … … on day … month… year…
This thesis can be found at: National Library of Vietnam, Hanoi
or Library of Hanoi National University of Education
Trang 31 Chu Thi Mai Huong (2014), Building Website of local history teaching document at High School, Educational Magazine,
special edition, pages 121-122 and 116.
2 Chu Thi Mai Huong (2014), Instructions for pupil to learn History,
Educational Magazine, special edition, 125-126 and 120.
3 Nguyen Manh Huong, Chu Thi Mai Huong (2016), Using Graph in innovating the teaching method of History at High School, Educational Magazine, special edition, pages 154-158.
4 Nguyen Quoc Phap, Chu Thi Mai Huong (2016), "Designing and using knowledge graph with assistance of information technology to develop pupil’s ability in teaching history at Son
La High School", Theme of scientific research at grassroots level,
code TB 2016-02, Tay Bac University.
5 Chu Thi Mai Huong (2017), Diagramatic method in teaching history at High School, Educational and Social Magazine,
special edition, pages 64-68 and 73.
6 Chu Thi Mai Huong (2017), History teaching method according
to the orientation of developing ability for pedagogical students
in History, Scientific Seminar, pages 300-313.
7 Chu Thi Mai Huong (2018), Using the knowledge diagramatizing method for organizing pupils to solve problems according to the direction of approaching ability in teaching history at High School, Scientific Magazine, Hanoi National
University of Education, No 63, pages 3-12.
8 Chu Thi Mai Huong (2018), Using graph in teaching history at High School, Educational Magazine, No 428, pages 39-44.
9 Chu Thi Mai Huong (2018), Appying knowledge mapping method to organize the examination and evaluation in teaching history in high schools, Educational Sciences Magazine, No 3,
pages 62 – 66.
10 Chu Thi Mai Huong (2018), Using knowledge mapping to organize the startup activities in teaching, Educational Sciences
Magazine, No 9, pages 77 - 82
11 Chu Thi Mai Huong (2019), Applying the knowledge
mapping method in teaching Vietnamese History 1975) at high schools, Educational Magazine, No.186, pages
(1954-46 -49.
Trang 51 Urgency of the theme
The fourth scientific and technological revolution (CMCN 4.0) has impactedand made a great change to the life, economy, society and education of most countries
in the world Industrial revolution 4.0 requires education to apply IT in the educationprocess, changing the thinking and approach, methods and means of teaching andlearning in the direction of education 4.0 (transforming the way education from thetransmission of knowledge into development of qualities and abilities for students:creative ability, language ability, and ability to establish relationships or teamworkskills) in order to adapt to changes in social practice
Education of Vietnam before the 4.0 era, in front of the need to innovate The
Central Resolution II, Session VIII affirmed: "Reform education - training methods,
overcome the one - way transmission, training into the creative thinking of learners Step by step applying the advanced methods and modern methods in the teaching process, ensuring conditions and time for self-study, self-study for students " Thus,
the general orientation of teaching method innovation is the diversified and reasonableuse of teaching methods in the direction of promoting activeness, initiative andcreativity of students, transforming the teaching form of transmissing knowledge intothe form of teachers organizing activities for students to perceive independently
In recent years, education of Vietnam has the development steps but there aremany limitations, especially the education of history Students do not know and do notlike to study, the quality of history is reduced, not meet the requirements of socialreality Therefore, the improvement and renewal of content and teaching methods ofthis subject is an urgent matter which must be conducted regularly and synchronously.The graph has been the best means of teaching in many fields and in manyfields of education in Vietnam However, in the teaching practice in general, historyteaching in particular, teachers only use the graph as a visual means to support theteaching process but not use it as an active teaching method Moreover, the process ofdesigning, using the graph is mainly in single direction, teachers are the person whobuild and use the graph according to the experience of individual, students are theobject to receive the graph models passively In particular, the constructing andreading skills and graph using skills of students are very weak Besides, the use ofgraph in teaching has not followed a certain principle, teachers have not maximizedthe positive, initiative of students in the learning process so the efficiency is not veryhigh
The history of Vietnam from 1919 to 1975 at High School is the focus contentwith many important events through three periods: the Communist Party of Vietnamwas established in 1930; The successful August Revolution led to the establishment ofthe Democratic Republic of Vietnam (1945); The anti-French resistance ended withthe historic victory of Dien Bien Phu (1954); The anti-American resistance saved thecountry in the joy in Spring 1975 With three historical periods, long knowledgevolume, many events are difficult for students to learn and remember so it is thechallenge for teachers and students Using the knowledge diagramatizing method toteach this part, it helps to minimize difficulties in students' perceptions and helpsstudents to generalize the basic knowledge contents in a systematic way, especially
Trang 6students can compare and contrast contents of knowledge in two French and American wars From there, students will know the development period of nationalhistory through each important event that is expressed in the form of graph.
anti-Based on the theoretical and practical basis as mentioned above, we selected
the problem "Knowledge diagramatizing method in teaching history of Vietnam
(1919 - 1975) at High School (Experiment in the Northwest) "as a research theme for
the doctoral thesis, major in Theoretics and Teaching Method in History
2 Research scope and object
- About research location: Investigation and survey were conducted in manyHigh Schools in the whole country, but it concentrated mainly in High Schools in theNorthwest of Vietnam The author conducted the pedagogical experiments in 8 HighSchools in 4 provinces of the Northwest (Lai Chau, Hoa Binh, Dien Bien, Son La)
3 Research tasks and purpose
3.1 Purpose of this theme
Basing on the study of the knowledge diagramatizing method in teaching, thethesis designed and focused on proposing groups of measures to use knowledge graph
in the direction of capacity development when organizing teaching History at highschool
3.2 Task of this theme
To implement the above purpose, this thesis aims to solve the following tasks:Study the knowledge diagramatizing theory in teaching in general and teachingHistory in particular at high schools; Surveying and investigating the practice ofteaching History in general and using the knowledge diagramatizing method inteaching history at high schools in particular; Studying the program, historicaltextbooks of Vietnam (1919-1975) at high school; Implementing the preparation oflessons and pedagogic experiment (each part and total parts)
4 Methodological basis and research method
4.1 Methodological basis
The methodological basis of the thesis is based on Marxist-Leninist viewpoint
on perception, Ho Chi Minh's thought, viewpoint of the Party and State on educationand historical education
4.2 Research method
This thesis uses some research methods in the performance period of thetheme, but focuses on four method groups as follows: Theoretical research method;Survey and investigation method; Experimental method of pedagogy; Statisticalmethods, data processing
5 Scientific hypothesis
Trang 7If the historical content is clearly defined to design the knowledge diagrams inaccordance with the procedure as proposed in this thesis, and at the same time, toflexibly apply measures of using the knowledge diagramatizing method as presented
by the author, suitable with the specific characteristics of each school, will contribute
to renovate methods and quality of history subjects at high school
6 Contribution of this thesis
Research reult of this thesis contributes to: Systematizing the results oftheoretical studies of diagrams and application of diagram theory in teaching theory ingeneral, teaching history in particular; Provide data on the actual state of teachinghistory at high schools through using the knowledge diagramatizing method inteaching the subject; Introduce the method and process of designing the knowledgediagram in historical teaching, which was concretized through teaching of Vietnamesehistory (1919-1975) at high school; Propose the pedagogical measures to use theknowledge diagramatizing method in teaching history of Vietnam (1919-1975) at highschool
7 Significance of this theme
7.1 Scientific significance
This thesis contributes to the consolidation and enrichment of teaching theory
on using the knowledge diagramatizing method in teaching history at high school
7.2 Practical significance
Research result of the thesis will help teachers and students to design and applymeasures using knowledge graph in teaching in general, in teaching history inparticular The thesis will be a useful reference for teachers and students in history ofuniversities and colleges, teachers and students at high schools
8 Thesis structure
Chapter 1 Overview of research works relating to this theme
Chapter 2 The knowledge mapping method in teaching History at high schools: The theoretical and practical basis
Chapter 3 The knowledge mapping method in teaching Vietnamese
History(1919 – 1975) at high schools
Chapter 4 Applying the knowledge mapping method in teaching Vietnamese History (1919-1975) at high schools Pedagogical experiment
Trang 8Chapter 1 OVERVIEW OF RESEARCH WORKS RELATING TO THIS THEME 1.1 Research of diagram theory and application of diagram theory in the teaching
1.1.1 Research of foreign author
Research of diagram theory was early concerned by scientists and widelyapplied in many scientific disciplines In 1736, Swiss mathematician – Leonhard Euler
(1707-1783) was the first person who studied diagram theory The “How to Draw
Charts and Diagrams”, written by Bruce Robertson and published in 1988 In 1989,
Ray mond M.Marston published the “110 diagrams using thyristo and triac” In
2009, the authors Jean – Luc Deladrièric, Frédéric Le Bihan, Pierre Mongin, Denis
Rebaud published the “Organisez vos Idéesavecle Mind Mapping” In 2010, Tony Buzan wrote the “Mind Mapping” In 2012, Christine Taylor – Butler published the
“Understanding Diagrams” The “The Ishikawa Diagram” written by Ariane de
Saeger and published in 2015 The authors Jessica Glaser, Carolyn Knight in the
“Diagrams: Innovative Solutions for Graphic Designers Paperback”, the
“Diagramming the Big Idea” written by the authors Jeffrey Balmer, MichaelT.
Swisher Through above studies, the author expressed the practical convenience of
using diagrams in arranging ideas and abstract concepts in many practical situationseffectively
In 1970, Đ.M Kirinskin and V.X.Poloxin published the “Teaching method of
Chemistry” In 1980, M.A Đanilôp, M.N Xcatkin, I.Ia Lecne, A.A Buđarnưi,
N.M Săckhơmaiep, V.V Craiepxki published the “Teaching theory of high
schools” In 1983, the authors G.M.Stờrác, X.A.Pê tơrusépxki, T.N.A A
giơghépcôva, A.M Coocsunốp, L.V.Nhicôlaiêva published the “Visual means in
teaching Philosophy” L.SH.Levenbeg published the “Using diagrams, drawings to teach Mathematics at Primary School” in 1982 The author Vlaxôva T.F, Ivanốp E.A
published two books “Diagram and chart of dialectical materialism” and “Diagram
and chart of historical materialism” In 2010, Katherine S.McKnight published the
“The Teacher’s Big Book of Graphic Organizers” In 2016, Mickey Kolis, Benjamin H.Kolis wrote the “Thinking Diagrams: Processing and Connecting Experiences,
Facts, and Ideas” The author affirmed that diagram plays an important role and
significance in the awareness of students, the use of diagrams is an active method toimprove the efficiency of lessons
1.1.2 Research of the author in our country
In Vietnam during the recent years, many researchers have been interested in
the diagrammatic method First of all, I can mention on the book “P.E.R.T network
diagram method” written by Nham Van Hanh In 2015, the author Nguyen Vu
Phuong Nam wrote the book: “4 steps for solving problems” In 1994, Nguyen Ngoc Quang published the “Teaching theory of Chemistry” In 1979, Nguyen Quang Vinh, Tran Doan Bach, Tran Ba Hoanh published the “Teaching theory of Biology”, other
articles of the authors such as: Do Thi Chau, Dang Van Duc, Tran Dinh Chau, Nguyen Thuy Khanh Chuong, Pham Thi Trinh Mai; Pham Thi My, Nguyen Chinh Trung, Hoang Viet Anh, the studies of above authors also affirm the role and
Trang 9effect as well as the using methods of diagrams in practical activities in general andthe teaching process in particular.
1.2 Research and application of knowledge diagramatizing method in teaching History
1.2.1 Researches of foreign authors
The Historical textbook of Taiwan (volume 1) was written by the author Doi Bao Thon Ly Phuc Chung and Co Vi Doanh are the authors of Chinese Historical textbook The textbook of World History and Shosuke Murai as the chief author (in
1998) To approach the above source of documents, we realize that diagram plays animportant role and significance in organizing the teaching activities in order toimprove efficiency of lessons, contributing to improve quality of teaching subjects
1.2.2 Researches of the authors in our country
The “Draft of history teaching method at Secondary and High Schools” written
by Phan Ngoc Lien – Tran Van Tri published in 1961, the “Visual instrument in
teaching history at secondary school” written by Phan Ngoc Lien, Pham Ki Ta
published in 1975 In 1976, Phan Ngoc Lien – Tran Van Tri published the
“Teaching method of History” (volume 1) In 1992, the authors Phan Ngoc Lien –
Tran Van Tri (chief author), Trinh Dinh Tung, Nguyen Thi Coi, Nguyen Huu
Chi, Phan The Kim, Pham Hong Viet published the “Teaching method of History”,
this book is reprinted and corrected and supplemented in 1998, 1999, 2000, 2001,
2009 In 2001, Nguyen Thi Coi published the book “Teaching forms of history at
secondary schools,” the “System of history teaching methods at secondary schools”
written by Trinh Dinh Tung (chief author) Tran Viet Thu, Dang Van Ho, Tran Van Cuong published in 2005 The use of visual instrument in the teaching is
mentioned by the authors Vu Quang Hien, Hoang Thanh Tu in the “Teaching
method of History at high schools” Many articles of the author Nguyen Manh
Huong also relate to this research matter The above researches are important
orientations for this author to continue studying to solve problems in chapter 2,chapter 3 and chapter 4 of this thesis
1.3 General assessment of research result of the published documents and the arisen issues for this thesis to continue solving
Firstly, basing on the study of the documentation sources, we continue to build
and perfect the theoretical foundation system of knowledge diagramatizingmethodologies in the teaching in general and teaching history at high school inparticular
Secondly, investigate and survey the actual state of teaching history and the use
of knowledge diagrams to assess the feasibility and efficiency when applying theknowledge diaramatizing method in teaching history at high schools
Thirdly, learn about contents of Vietnamese history program (1919-1975) to
determine content of basic knowledge that may be designed knowledge diagrams tohelp students to acquire quickly and efficiently during their learning period
Fourthly, study and put forth the process and steps for designing knowledge
diagrams in teaching history at high schools
Fifthly, suggest the pedagogic method groups when using knowledge diagrams
in teaching history of Vietnam (1919-1975) at high schools
Trang 10Sixthly, prepare lessons and implement the pedagogic experiment (each part
and total parts) at grade 12, thus, generalize the suggested methods when using theknowledge diagramatizing method in teaching history at high schools
Chapter 2 KNOWLEDGE DIAGRAMATIZING METHOD IN TEACHING HISTORY AT
HIGH SCHOOL: THEORY AND PRACTICE 2.1 Theoretical basis
2.1.1 Conception of the knowledge diagramatizing method in teaching
history * Graph, diagramatizing
Graph means a kind of conventional visual instrument that is used in the
teaching process Graph is the system of keywords and images of the same systemcombining with symbols to reflect the object during the awareness process
Diagramatizing means the action takes place in thinking to modelize a thing,
the phenomenon of nature and society in a schematic language to make it easy toperceive it Diagramatizing is considered as a teaching method to express knowledgecontent in a diagrammatic language The schematic language is a system of symbols,cubes, colors, dimensions, scales used to specify or generalize the knowledgecontent shown on the diagram
*Knowledge, historical knowledge
Historical knowledge means the basic knowledge in the history subject that is
confirmed by science, selected by scientists and recorded in the historical textbook ofhigh school Historical knowledge includes events, phenomena, rules, concepts, time,places, characters, etc Through this, it impacts on historical awareness and makes thehistorical awareness to be specific, comprehensive and systematic
*Knowledge diagramatizing, history knowledge diagramatizing
Knowledge diagramatizing is the form to arrange knowledge according to the system of symbols, cubes, colours This arrangement should be based on specific
purposes, content, requirements and principles and it is categorized into diagrammaticforms
*Diagramatizing method
Diagramatizing method means the forms and uses of graph to organize the
teaching with certain purpose and plans in order to improve the efficiency of lessonsand quality in teaching subjects
2.1.2 Knowledge diagramatizing types in teaching history at high
schools * Flow charts
Flow chart was researched and used by American engineers, namely Frank andGibreth since 1921 This is a chart form using simple cubes, symbols, logo, colour toarrange the system according to a detailed chart Each cube expresses an unit ofknowledge and combines with each other by links to describe relationship amongcubes in this system Sometimes, it is also called process chart, process diagram
Trang 11Figure 2.1: Flow chart
* Mindmap
Mindmap is the act of arranging ideas, knowledge content to create images inthinking for a problem or a content from familiar images, which are captured in theform of maps Mindmap can break down the phenomenon into details orgeneralizations of the details into the system while retaining the linkage andsystematization of the problem
Figure 2.2: Mindmap
* Fishbone diagram
Fishbone diagram is an action that uses a simple drawings and symbols tosort according to a fish bone-like system The fishbone diagram is used to identify thecause of the problem, to analyze the cause, to categorize the cause in order to provide
a specific solution to solve the problem
Figure 2.3: Fishbone diagram
* Venn diargam
Schematic diagram or Venn diagram was built by Jonh Venn in about 1880
circles; each circle contains all the elements of a set Usually two or three circles, morecircles, the problem becomes more complicated Similarity among the groups, ideas,and problems are shown in the overlapping parts of the circle, the differences areshown in the non-overlapping part of the circle
Trang 12Figure 2.4: Venn diagram
* Timeline
It is called as Timeline, English-Vietnamese dictionary defines: Timelinemeans progress In Vietnamese, the timeline is understood as the way in which thingsare arranged in chronological order by diagrams In practice, it is possible to use atimeline to list typical events in chronological order to determine the location of theevent, the phenomenon at a particular time, or to understand the overall development
of events in a period or process
The classification of the above map is only relative, based on the characteristics
of the timeline, the design should be based on the purpose, requirements, tasks andcontents of the knowledge so that the use process is effective and suitable with thelevel of awareness of students
2.1.3 Characteristics of knowledge mapping in history teaching at High Schools
Knowledge mapping in teaching history includes the following characteristics:Objectivity and subjectivity; Generalization; Logic, system; Basicity, nature; Intuitive;High transferability; Flexibility
2.1.4 The advantage of the method of mapping knowledge in teaching history in high school
Theoretically: The transformation of the mathematical diagram method intothe method of knowledge mapping in teaching will help to arrange knowledge in alesson, a chapter, a process into a system with close relationship together help studentsunderstand the nature of the knowledge arranged in diagrams In addition, the method
of knowledge mapping also helps teachers and students use knowledge diagrams toorganize teaching activities in the direction of positive student learning activities,thereby contributing to improving efficiency lesson
Trang 13In practical terms, when using the method of mapping knowledge to teach, it will firstdraw attention to students; The method of teacher knowledge mapping can incorporatemany different teaching methods; The method of knowledge mapping has advantages
in organizing various forms of teaching and diversity; The method of knowledgemapping also helps students orient learning methods; Methods of mapping knowledgecombined with teaching techniques modeled in the form of activity diagram willmobilize all students in the class to participate in learning activities under theorganization and guidance of teachers Teaching by mapping the knowledge, teachersand students does not take too much time on writing, drawing and deleting on theboard
2.1.5 Orientation of innovation in teaching history at High School
At present, innovation of education in our country is concretized through theInstructions, Resolutions of the Party, the National Assembly and the Government;Education Law in 2009; Resolutions of the 8th Party Central Committee – Session XI
on the radical renewal of Education and Training after 2015 Therefore, the use ofmapping method in teaching history will be one of the important measures to raisequality of subject It contributes to enrich the method system of teaching history athigh schools in order to carry out the renovative task of teaching methods at highschool in our country in this period
2.1.6 Role, significance of knowledge mapping in teaching history at high schools
Based on the objectives of subject, content of knowledge and the purposes,requirements of teaching, the mapping method has the following role: Knowledgemapping is the visual means of teaching history; Knowledge mapping is a way torenovate the history teaching methods; Knowledge mapping is both a teaching tooland an active teaching method
The use of knowledge mapping is not only meaningful in all three aspects ofbringingup, education and development, but also it forms general abilities in thestudents, specific abilities of subject, contributing to the form and development in ourchildren with the core qualities, in line with the objectives of general education
2.2 Practical basis
2.2.1 Purpose, location and object of the survey
Purpose: Understanding the actual state of teaching history, the use of
knowledge mapping methods in teaching history at high schools; suggesting themethod of using knowledge mapping in teaching history at high schools
Location: Some high schools in three regions: North, Central region and
South However, to make convenience for this process, we conducted to teach theexperimental lessons and we focused on survey in the Northwest
Object of the survey: We conducted a survey of 117 history teachers and 1,548
students of 36 classes in 19 high schools across the country
2.2.2 Content, period and method of survey
Content of survey focuses on 4 groups of questions as follows: Perception of
teacher and student about history at some high schools across the country; Practicaluse of knowledge mapping in teaching history at high schools; Construction processand measures using knowledge mapping in teaching history at high school;Difficulties, recommendations when using the knowledge mapping method in teaching
Trang 14history The survey period is performed during the school year 2016-2017, and school year 2017-2018 Survey method: Use the questionnaire developed by the question
system to collect the answers; data analysis through survey results; interviews forteachers and students; attendance; consult experts
2.2.3 Evaluation of survey results
Through investigation, practical survey shows that the use of diagrams asteaching aids, not using the diagrams as an active teaching method, most teachers areconfused in the design and flexible use in the teaching process, students use thediagrams to observe, take notes, but do not use mapping as an effective learningmethod Based on theoretical and practical research, we found that the choice of types
of diagrams to organize learning activities is a positive measure contributing to theinnovation of teaching methods in general and history teaching methods in particular
at high schools
Chapter 3 KNOWLEDGE MAPPING IN TEACHING VIETNAMESE HISTORY
(1919 – 1975) AT HIGH SCHOOLS 3.1 Location, target and basic contents of Vietnamese history program (1919 – 1975) at high schools
Location: Vietnamese History Curriculum (1919-1975) is part of the 12th grade
history program at high school level History program of grade 12 consists of twocourses: World history section and Vietnamese history section are taught in 52.5periods Vietnamese history from 1919 to 2000 was followed by the modern worldhistory from 1945 to 2000 The historical period from 1919 to 1975 was composed of
12 lessons, occupying 30 periods, not including 5 periods of review and test
Target: Based on the program of general education in History and based on the
program of history textbooks in grade 12 at high school, standards of knowledge, skillsand attitudes in History as regulated by the Ministry of Education and Training,teaching the Vietnamese historical module from 1919 to 1975 to achieve the goals ofknowledge, skills, attitudes and development of general abilities and specific abilitiesfor students
Basic knowledge contents of Vietnamese history (1919-1975) at high school
Vietnamese history (1919-2000) according to the instructions of knowledgestandard, skills of History of grade 12, divides into 5 periods: 1919-1930; 1930-1945;1945-1954; 1954- 1974 and 1975- 2000 Within the research scope of this theme, wesumarize the basic knowledge contents from 1919 to 1975
3.2 Design of knowledge mapping types in teaching Vietnamese history (1919 – 1975) at high school
Basic requirements for designing the knowledge map in teaching history:Ensure the knowledge volume to build diagrams; To agree on the objectives,contents and teaching method; Ensuring scientific integrity; In accordance with thelevel of awareness, promote the positive, initiative, creative in learning of students;Ensure the consistency of symbols, colors, and cubes those are conventionally plotted
on the diagram
The knowledge mapping process for historical lessons at high school consists
of 5 steps, which are concretized in the diagram below: