MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI QUY THE ORGANIZATION OF TEACHING HISTORY TOPICS IN 10TH GRADE OF HIGH SCHOOLS ACCORDING TO THE 20
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN THI QUY
THE ORGANIZATION
OF TEACHING HISTORY TOPICS IN 10TH GRADE
OF HIGH SCHOOLS (ACCORDING TO THE 2018 PROGRAM)
Major: Teaching Theory and Method of Teaching History
Code: 9.14.01.11
SUMMARY OF DOCTORAL DISERTATION
IN EDUCATIONAL SCIENCE
Hanoi, January 2020
Trang 2The work was completed at: Hanoi National University of Education
Supervisors:
Assoc Prof Dr Nghiem Dinh Vy
Dr Nguyen Anh Dung
Reviewer 1: Prof Dr Ha Thi Thu Thuy
Thai Nguyen University of Education
Reviewer 2: Prof Dr Tran Viet Luu
Central propaganda and training commission
Reviewer 3: Prof Dr Nguyen Manh Huong
Ha Noi National University of Education
The dissertation was defensed in front of the school-level Doctoral Dissertation
Review Board at Hanoi National University of Education at
o’clock date month year
The dissertation is available at:
- National Library, Hanoi
- Library of Hanoi National University of Education
Trang 4LIST OF SCIENTIFIC WORKS BY AUTHOR
1 Trinh Dinh Tung (Editor) I Hanoi National University Press) Characteristics of teaching History in high school and achieved issues, Nguyen Thi Quy (author)
2 Nguyen Thi Quy (2019) Proposing the process of developing a history teaching plan in the new general education program, "Developing a teacher training program to meet the new general education program"
3 Nguyen Thi Quy (2014) Characteristics of teaching History in high school and problems achieved (Specialíe in teaching History and issues raised in the present), Journal of Education and Social Affairs, No 39 (100 ) June 2014, p26-28
4 Nguyen Thi Quy, (2019) Teaching history in high school by subject to shape and develop learners' capacity (Conducting Theme-Oriented History Teaching and Basic Features of History Teaching), Educational Magazine and Society, No 95, 2/2019, pp 42-48
5 Nguyen Thi Quy (2019) Organization of subject teaching and basic features of Conducting Theme-Oriented History Teaching and Basic Features of History Teaching, Journal of Education and Society, Special issue number 2, March 2019, pages 14-17
Trang 5REAMBLE
1 The urgency of the topic
1.1 Implementing Resolution No 29-NQ / TW of November 4, 2013, on "fundamental and comprehensive renovation of education and training, meeting the requirements of industrialization and modernization in certain market economic conditions" socialist direction and international integration ", the Ministry of Education and Training advocates" to continue strongly renovating teaching and learning methods in the direction of modernization, promoting positive, proactive, creative and active using learners' knowledge and skills, overcoming one-way imposition of transmission, memorizing machines, focusing on teaching, learning, thinking, encouraging self-study, creating a basis for learners to update and exchange themselves new knowledge, skills, capacity development ” In particular, the "continuous innovation in terms of objectives, content, methods, organizational forms of teaching and testing, evaluation of students' learning results" [18] is considered a "solution" key "to improve the quality of education
The History History general education program of 2018 has fundamentally and comprehensively changed in the direction of shifting the content approach to quality and capacity approach Accordingly, the program is developed flexibly and flexibly, directing teachers into organizing activities to guide students to self-study; reduce class time, increase application practice; increase local education content closer to practical life Throughout the program is a system of topics and thematic learning on the basics of World History, Southeast Asia and Vietnam, to enhance and expand the common knowledge that students have studied at the secondary school level The systematic, fundamental topics and themes of the program are fundamental, stemming from the requirement to develop the qualities and competencies outlined
in the overall curriculum and History educational goals for each program
The objective and structure of the program as above governed the renovation of methods and organizational forms of subject teaching To meet the renovation requirements of the History curriculum, the key solution in the teaching process is to effectively use teaching methods and forms to actively improve the activities of students towards: Focusing on organizing learning activities related to life's situations; linking intellectual activities with practice and practice through active teaching activities to develop patriotic, compassionate, hard-working, honest, responsible and common qualities (self-study capacity) , autonomy; communicative and linguistic competence; problem-solving and creative ability), specialized competence (History capacity)
In recent years, the organization of teaching subject in History has been implemented in some high schools, especially since the Ministry of Education and Training issued Instruction No
791 / HD-BGDĐT dated 26 / 6/2013 on piloting the development of school education programs Accordingly, teachers can structure and rearrange the teaching content of each subject in the current program according to the orientation of developing students' capacity into new lessons, turning some teaching contents into internal ones content of educational activities, building interdisciplinary integration topics to overcome shortcomings and limitations in the current educational program (Issued under Decision No 16/2006 / QD-BGDĐT of May 5) / 2006) From the 2017-2018 school year, the implementation of the current general education program towards developing student qualities and competencies has been implemented nationwide Accordingly,
“based on the current general education curriculum, selecting topics, reviewing lessons in the current textbooks corresponding to that topic to reorganize into some integrated lessons of each
Trang 6subject study or interdisciplinary; From there, build an education plan based on the orientation of developing students' capacity and qualities suitable to the actual conditions of the school ”[7, p1] However, the conversion of teaching from the current program to the active development of the school curriculum is still very confusing, inadequate, special and the identification of topics and organization of teaching subjects in History subject at school High school Therefore, the results of teaching subjects do not meet the requirements set forth These limitations have significantly affected the teaching quality of History subjects
Therefore, with the desire to find out measures to organize the teaching of subject subjects
in History in the general education program 2018, especially the method of identifying topics, requirements of the topic and organizing teaching Subjects that meet the subject's objectives, we choose the research topic: "The organization of teaching History topics in 10th grade of high schools (according to the 2018 program)"
2 Research subject and scope
- Scope of application: Due to the wide range of topics (including topics and topics chosen
by the content of vocational knowledge, knowledge of world history, regional history, and Vietnamese history) specialized subjects with the forms of organizing curricular and extracurricular teaching), so we focus on applying research measures to organize teaching grade
10 topics in high schools in high school during the class
- Scope of the investigation: Surveying the current situation of organizing teaching history topics for students in general and the reality of organizing the teaching of history topics in particular at high schools nationwide The localities were randomly selected according to 6 economic regions, each with 5 provinces selected
- Scope of the experiment: To test the correctness and feasibility of the proposed measures,
we conduct experiments at some high schools in Hanoi City and the provinces of Vinh Phuc and Bac Giang , Hai Duong
3 Research objectives and tasks
3.1 Objectives of the study:
Based on confirming the role and meaning of organizing teaching subject topics, the thesis identifies the topic and the required requirements of the topic From there, propose forms and measures to organize teaching effectively the topics of Grade 10 in high schools (according to the
2018 program) to contribute to improving the quality of subject teaching
3.2 Research tasks:
To achieve the above goal, the thesis focuses on solving the following specific tasks:
Trang 7- Learn to identify the psychological basis, education, theory of the topic teaching organization
Investigate the current situation of organizing teaching history topics for students and organize teaching history by high school education program 2006 in high schools
- Learn the overall curriculum, 10th-grade history subject curriculum (according to the 2018 curriculum) as a basis for determining the topics, describing the requirements of the topics and organizational forms of teaching topics
- Proposing measures to organize teaching subject topics for history in internal classrooms and conduct pedagogical tests to verify the science and feasibility of organizing teaching subject topics 10th grade in high school (according to CT 2018)
4 Scientific hypotheses
The quality of teaching subject matter subject under the approach of forming and developing computers and skills at high school (according to the curriculum in 2018) will be improved if the system of topics with criteria to meet the requirements of the subject curriculum
is identified History and propose the forms, measures to organize teaching by those topics by teachers, students and practical conditions of the school
5 Methodological basis and research method
5.1 Methodological basis
The methodological basis of the topic is the viewpoint of Marxism-Leninism, Ho Chi Minh ideology, the Communist Party's policy on history education
5.2 The research method of the thesis
During the research process, the thesis uses some following research methods:
- Group of theoretical research methods:
+ Research psychology, education, and history materials to select and identify the theoretical and practical basis for organizing teaching history: nature, characteristics, position, the role, the topic of the topic and the form and method of organizing the teaching
+ Studying the overall program, history subject curriculum, and documents, documents guiding the implementation of the program and textbook according to the orientation of developing learners' capacity
- Group of practical investigation methods: Investigating by questionnaires, consulting experts, education managers, teachers, students; attending hours, visiting classes to observe, collecting data, evidence to objectively assess the teaching situation according to history subject
in some high schools
- Group of pedagogical testing methods: Using case studies/case studies to apply, analyze, evaluate, compare and prove the scientific hypothesis of the topic; organizing teaching history topics for students
- Group of mathematical-statistical methods: Using mathematical-statistical methods to handle investigation results and pedagogical test results Based on those results to analyze and evaluate the effectiveness of the proposed thesis measures
6 The scientific and practical significance of the thesis
Theoretical aspect: The research results contribute to enriching theories, the method oforganizing teaching history topics for students, the method of organizing teaching history topics
at high schools
Trang 8In practical terms: Research results help teachers apply the processes and ways to identify the subject's requirements according to the abilities approach; measures to organize teaching history topics at high schools to improve subject quality At the same time, this research result is also a reference source for students, graduate students and graduate students majoring in history
7 Contribution of the thesis
The research results of the thesis contribute:
- Identify the characteristics, nature, roles, and meanings of the topic to organize teaching subject matter to meet the requirements of qualities and student development;
- Assessing the situation of organizing teaching subject topic in high schools as a practical basis for teaching and managing teaching subject in high schools;
- Determine the topics with the criteria to meet the requirements of the history subject and form of teaching according to those topics at the high school
- Identify the requirements when selecting and using organizational methods of teaching subject topics at high schools
8 The structure of the thesis
In addition to the "introduction", "conclusion", "list of references" and "appendices", the main content of the thesis consists of 4 chapters:
Chapter 1 Overview of research related to the topic
Chapter 2 Problems of organizing teaching activities under the topic in high schools- theory and practice
Chapter 3 Determining the requirements and the organizational structure of teaching history according to the topic in high school
Chapter 4 Measures to organize teaching history according to the topic for 10th grade in high school
CHAPTER 1
OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC
1.1 The research works on college in teaching theory
1 For research projects on the subject of teaching theory in the world, we have collected and researched many works of authors such as BPExipop in "Theories of teaching theory" , episode 2, Education Publishing House; I.A Ilinna in "Education Studies", volume 2, Hanoi Education Publishing House, 1973; Jerome S Bruner, in The Process of Education, HarvardUniversity Press, Cambridge, London, England, (1977); I.F.Kharlamop, in the project
"Promoting the learning activeness of students", Volume I, Education Publishing House, 1978 and many other research works The results show that the studies affirmed the role of teaching according to colleges in promoting positive, proactive, creative creativity of learners, teaching according to colleges is "a method to implement integration in teaching" College-based teaching forms systematic skills and knowledge in students through the integration of knowledge units belonging to one or more learning subjects of the sciences around a college; provide ways for learners to expand awareness of a unified, systematic, continuous and expanded world, motivating and stimulating students throughout the teaching process, helping students develop ideas community awareness, working cooperation, and communication skills, promoting creative initiative, helping learners have many opportunities to promote their capacity
Trang 92 The research team also focuses on collecting and studying materials on organizing teaching by topics in teaching theory in the country in educational materials by authors Ha The Ngu - Dang Vu Hoat (Education Publishing House, Hanoi, 1987); Author Nguyen Thanh Long
in "Modern teaching: theory, measures, techniques", (Hanoi National University Publishing House, 2002); Author Tran Ba Hoanh in "Innovating teaching methods, curriculum and textbooks", Publishing House of Pedagogy University, 2007 said that teaching student-centered teaching is "preparing students to adapt to social life." , respect the purpose, needs, ability of interest, interests of students' learning "and many research works and topics related to this field
1.2 The research works on college, organize teaching according to college students' subject
1 In the field of organizing teaching history topics for students in high schools, there have not been many studies onorganizing teaching history topics for students However, its theoretical studies have been studied by many experts These studies, although not directly related to the organization of organizing teaching history topics for students, have mentioned the method of it to promote the positive, proactive creativity of learners, improving the effectiveness of organizing teaching history topics for students - in the goals oforganizing teaching history topics for students as the authors: The author NGDai-ri in the book "How to prepare LS lesson?", Education Publishing House, Hanoi, 1973; Authors G.A.Cu-La-Ghi-Na and Luong Ninh in "Some LS games" of Education Publishing House - Hanoi (1975); A.A.Vaghin in "Methods of teaching history in high schools" (1977, Publisher
of Hanoi University of Education); I.Ia.Lecne's author with "Developing students' thinking in teaching physics" (Publisher of Moscow Education Publishing House, 1982 - Translators: Tran Kim Van, Dinh Ngoc Bao, Pham Huy Khanh, Nguyen Thi Coi); The authors Terry Haydn and Christine Counsell in "History, ICT and Learning in the Secondary school"; The authors of "Pastplay: Teaching and Learning History with Technology" by Adesote, S.A and Fatoki, O.R in the article
"The role of ICT in the teaching and learning of history in the 21st century"
2 In the country, the textbooks, monographs on teaching methods of teaching in high schools, the authors mentioned the concepts of positive teaching, teaching student-centered learning
as the main method, methods, effective way to organize history lesson time these documents, although not directly mentioning but indirectly mentioning the ways and methods of organizing teaching history topics for students as: "Some topics of teaching methodology" , Phan Ngoc Lien, Trinh Dinh Tung, Nguyen Thi Co, co-editor, Hanoi National University Publishing House, 2002, author Trinh Dinh Tung; curriculum "Methods of teaching history" (volume 1 and volume 2) authored by Phan Ngoc Lien, Editor of Pedagogical University Publishing House (2010); the textbook "Methods of teaching history in high schools", Publishing House, Hanoi National University, 2014, by Vu Quang Hien and Hoang Thanh Tu and many research projects in monographs , research topics, theses, theses the research results show that: In Vietnam, the researches on teaching in general and organizing teaching history topics for students, in particular, are quite modest in terms of content and scope, the degree Studies have not been conducted systematically and comprehensively at all three levels of education; has not proposed any method
or technique fororganizing teaching history topics for students On the other hand, most of the new researches are exploited in terms of integrated junior and junior high school colleges based on research, the current program structure without mentioning the organization of teaching of life skills in high school education program For the high school level, the research on teaching is still quite faint, especially in the field of organizing teaching history topics for students
Trang 10By analyzing the theoretical literature of domestic and foreign authors on the issue of
"organizing history teaching by subject" in teaching, we found that:
International and national educators and educators all emphasize the principle of ensuring the purpose of educational activities and the principle of education must be associated with reality and affirm the main solution in the process Teaching organization is the effective use of teaching methods and forms to actively improve students' activities Therefore, the authors unanimously affirmed the role of defining goals (requirements to be met), defining the content of teaching in designing teaching activities to specify requirements to be achieved and confirmed roles role and meaning of organizing teaching activities associated with practical and practical situations inorganizing teaching history topics for students Since then, the same level studies give us important suggestions on the identification of goals, content, methods, organizational forms of teaching subject topics
On the other hand, in the research works, the authors affirmed the role of organizing teaching topics and affirmed that teaching subject organization is an integrated teaching method Since then, the research also gives us many suggestions in selecting teaching content in accordance with the need to achieve qualities and abilities to organize teaching subject topics The research works have provided important scientific arguments on measures and organizational forms of teaching to promote students' activeness and initiative In particular, the research attaches special importance to the training and development of thinking skills, skills of collecting historical documents; self-study skills and IT application skills in history learning These knowledge and skills are the means to create qualities and capabilities for learners Therefore, although not directly referring to the organization of teaching topics, but with the above contribution is an important basis for us to continue applying research to realize the research purposes of the thesis
In general, scientists have mentioned quite comprehensively about the roads, active teaching methods and organizing teaching topics in education They believe that it is a modern teaching trend in the 21 st century This trend contributes to changing educational thinking, changing from the orientation of teaching approach to content to teaching approach to developing capacity; from placing the teacher in the center to the learner-centered learning activities to ensure the outcome
of the educational program
However, there has not been any specific, focused and systematic research on organizing teaching subject matter in high school subjects under High School Education Program 2018 This
is also the problem, the purpose and the research task Research that our topic is directed to Based on an overview of the research works related to the topic, we have analyzed, synthesized and extracted the inherited thesis points and the thesis continuation studies to clarify
as follows:
Inherited thesis issues:
- Determine and select the topic and organize teaching the subject is a trend of modern teaching, is the right direction, suitable for cognitive and intellectual development features, physiological and age characteristics of students
- Organizing teaching topics is a way to formulate and develop students' qualities and capabilities In organizing teaching topics, teaching content (knowledge) and skills, attitudes are integrated into a systematic structure, connected by dialectical relationship and placed in a
Trang 11context (situation) pedagogy Therefore, students have many opportunities to experience, study to connect the knowledge, apply skills flexibly to solve learning situations and apply learned knowledge into real life Through that, it will form and develop qualities and capabilities
self The research and proposal of measures to organize teaching topics are implemented based on inheriting methods and organizational forms of active teaching to promote the activeness, initiative, and creativity of people
Issues of the thesis continue to study:
Firstly, based on theoretical studies on organizing teaching topics, we continue to study the organizational concepts, history topic; history subject classification Since then, we have determined the characteristics, nature, roles, and meanings of organizing teaching topics in the Advanced Education Science curriculum for grade 10 students at high schools
Secondly, analyze the position, goals, basic content of the overall program, 10th-grade history curriculum in high school to propose the process of identifying, the need to achieve the topic and organizational forms of teaching topics in the 10th-grade history curriculum in high school
Thirdly, focus on researching ways to organizing teaching history topics for students in grade 10 high schools This is the central task of the research issue
Fourthly, conduct pedagogical testing of every part of the measures proposed by the thesis
to draw scientific conclusions of the topic
Finally, research, propose recommendations for organizing teaching history topics for students in high schools in general and high schools in particular
CHAPTER 2 PROBLEMS OF ORGANIZATION OF HISTORY TRAINING BY COLLEGE IN HIGH SCHOOL - THEORETICAL AND PRACTICE
Based on the overview of the research on organizing teaching history topics for students in the world and Vietnam, in chapter 2 of the thesis, we analyze and synthesize theoretical and practical issues related to the topic To clarify the theoretical issues about organizing teaching history topics for students such as Provide concepts on the topic, organization, and topic of history affirming the role and position of organizing teaching history topics for students Common; study the international experience of it and assess the current situation in Vietnam as a practical basis for proposing solutions for organizing teaching history topics for students in Education and Training Program 2018 Specifically:
2.1 The theoretical basis of the topic
1.1 Concepts related to the topic:
* Concepts on topics, history topics: Based on synthesis and analysis of conceptions on the topic, we found that: although there are many different views on the topic, the above concepts have points The general agreement on the topic is the basic issue, the main issue, which is the general content of a certain phenomenon in natural and social life Therefore, we aim to identify the topic as a relatively complete knowledge content unit, when completed, learners can apply the learned knowledge to solve a practical problem or solve a problem Topics in a new context and the value of a topic depend on the extent to which the topic reflects
Trang 12In organizing teaching history topics for students, historical themes are fundamental issues that cover the contents of world history, regional history, and national history to help people have
a systematic overview of World history and national history Therefore, when building history topics to organize teaching in high schools, the topics selected for organizing teaching must ensure the requirements of systematic, basic and general universality in the relationship the systematic, harmonious relationship between the common and the private and reflects the continuity, development, and inheritance of history
The content requirement of the topic is to contain typical and popular knowledge content and must be able to open and combine with other fields or topics Each topic after completion of the course must ensure that it can solve and deal independently with a specific area of life, but at the same time must be able to connect with the next topics to develop A new step, a higher level
* organizing teaching history topics for students
From the concept of "Organization", we define the organization of teaching topics is the process of teaching in which the learning content is designed into generalized topics that require students in the process of exploiting the subject to be connected situations that contain logical knowledge and skills that address cognitive and practical problems thereby forming and developing capabilities and qualities
2 Characteristics and nature of organizing teaching history topics for students
The similarity between traditional teaching topics and traditional teaching is still to attach importance to acquiring and training knowledge, skills, and attitudes Therefore, teaching according to the topic is a model of teaching that can be applied to the organization of teaching current educational programs in the direction of approaching a new curriculum in Vietnam today However, the difference between traditional teaching and thematic teaching is the relationship between the elements of knowledge, skills, and attitudes Specifically:
- For approaching teaching with content orientation, the goal of teaching activities is that students have to reach the standard of knowledge, skills, and attitude Therefore, the teaching process in the classroom of teachers mainly focuses on activities of remembering historical knowledge, but not focusing on forming the skills and personal qualities of the learners, especially binding skills associated with the analysis and interpretation of historical events and phenomena in the context of certain history
- In teaching under the orientation of approaching the energy, the required requirement of the topic/lesson is to build the quality and capacity of learners Teaching integrated development
of learners' capacity according to the formula "Capacity = [(knowledge X skills x attitude) x situations]" must be understood as the process of organizing students to explore by integrating skills, combining linking knowledge units by being aware of the value of such activities can meet the needs of practical cognitive problems Logical learning activities can only take place when students are facing a situation / cognitive task The situation determines the ability to develop the quality and the learner capacity, deciding the integrated scope of the content topic Students 'ability to develop students' computers and capabilities is directly proportional to the integrated scope of the topics This relationship directs the determination of criteria and requirements of the topic so that the organization of teaching history topics for students can meet the requirements of capabilities and qualities in history
Trang 13Accordingly, with this teaching approach, the relationship between the four elements
"knowledge, skills, attitudes, and situations" is necessary and sufficient for the process of teaching to develop capabilities and qualities, lacking one of the four factors that capability does not form Therefore, it is necessary to express the relationship between the four factors as a relationship according to the nature of multiplication, then, if only one of the four factors is zero (= 0), the teaching effect will be zero (= 0) and capability does not form Therefore, in the process of organizing teaching topics under the orientation of quality and capability, and teacher development, teachers need to properly solve the relationship between the elements as required by the topic
With the above characteristics, in our opinion when organizing teaching topics, teachers should ensure the following requirements:
- Firstly, the selection of knowledge content must be made based on analyzing the requirements of quality and capability of the topic to determine the topic system with knowledge content, skills, student's mode of operation and practical situations expressed by core questions are universal questions, requiring many open answers
Secondly, the content knowledge units of the topic are designed into learning activity chains Each knowledge unit will correspond to a learning task that requires the learner to discover the problem; problem-solving and reporting problem research results
Besides the advantages, organizing teaching history topics for students have difficulties and challenges for both teachers and learners Specifically:
- When exploiting topics, questions raised by students may be beyond the scope of the program, it is difficult for teachers to give students a satisfactory answer
- Students must be studying and living in a pedagogical environment where learning must
be the needs of students, according to their needs and directed at them
- Teachers must be active and creative in choosing topics, the content of themes, forms and measures of organizing teaching topics
Based on the analysis of the characteristics of organizing teaching history topics for students, we have determined the role and significance of the organization of teaching history by topic as follows:
- Teaching according to colleges is one of the trends of modern teaching in the world organizing teaching history topics for students focuses on general learning content, relating to many fields and associated with real-life situations, creating favorable conditions for students to form and develop capabilities and quality
It brings the following benefits:
* About knowledge
organizing teaching history topics for students will help students form general, systematic knowledge according to each content circuit associated with reality The knowledge that students acquire after completing the topic is not limited to the subject area but usually the interdisciplinary integrated knowledge
- organizing teaching history topics for students, students will be solved their learning tasks according to the content of the learning activities that have been determined according to the knowledge units based on concretizing the requirements of the employer threads According to this teaching method, knowledge brings students close to reality, the process of organizing teaching is not forced, coercive but is formed based on conditions, opportunities, and positive
Trang 14motivation in learning for students, students always have to explore and explore to complete the learning tasks Therefore, the knowledge system students can acquire in the topic of it is kept closed, in association with real-life, practically with students' learning
* About skills
When organizing activities organizing teaching history topics for students, teachers need to design learning tasks for students to "make history" - "Doing History" to make events and phenomena come alive and close Through the performance of tasks, completing the learning tasks, students will be able to learn history knowledge to answer questions or explain a viewpoint,
a viewpoint on history issues Accordingly, in organizing teaching history topics for students, it is necessary to focus on training the basic and essential skills which are typical of history to work towards the formation and development of the specific capacity of History Depending on the content of history knowledge, teachers select activities to help students practice appropriate skills
* About attitude
Through learning activities in the process of organizing teaching topics, it helps learners develop their activeness, confidence, self-affirmation, self-motivation, and self-advocacy on the basis of performing individual / collective activities to be aware, self-developed, self-performing, self-testing, self-assessing and self-improving thanks to that, the motivation for learning is always stimulated so that students are always interested in the learning process At the same time, with such a flexible and flexible organization, it will ensure maximum freedom in choosing, deciding on a work plan and improving in the learning elements, training the ability to work according to groups, community consciousness, cooperation in problem-solving Thus, with the teaching method, history topics will make an important contribution to the development of students with hard work, honesty, and responsibility These are important qualities that contribute
to the formation of the good moral qualities of a positive citizen
3 Types of college students' subjects in high school
- Based on the purpose and requirements of the content circuits in the program there are types of career-oriented colleges (history); colleges provide knowledge about events, phenomena, history issues in the world and the country (politics, society, culture, economy, war ); College
of practice, practical experience;
- Based on the flow of time, it can be divided into history communities in each stage of the historical process of the world, the region, and the nation
- Based on the space of events, history phenomenon can be divided into colleges according
to space of formation and development such as Ancient Egyptian Civilization; Ancient Chinese civilization; Ancient Greek and Roman civilization
- Based on the subject's goals and objectives, specific requirements of each content circuit in the history curriculum, there are types of career orientation
- Based on the scope of the subject's knowledge, it can be divided into integrated topics within the subject; Integrating multidisciplinary; Interdisciplinary integration
4 The starting point for organizing teaching activities according to colleges in high schools
Legal grounds: Based on the policy of "fundamental and comprehensive renovation of education" in Resolution No 29-NQ / TW, National Assembly Resolution No 88/2014 / QH13 dated November 28, 2014, of the National Assembly on renovating curriculum, textbooks for general education and the Prime Minister's Decision No 404 / QD-TTG on approving the scheme