HANOI NATIONAL UNIVERSITY OF EDUCATIONLE THI HUYEN DESIGN AND ORGANIZE TEACHING OF VIETNAMESE HISTORY THEMES FROM 1919 TO THE PRESENT IN THE DIRECTION OF DEVELOPING COMPETENCY FORHISTORY
Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
LE THI HUYEN
DESIGN AND ORGANIZE TEACHING OF VIETNAMESE HISTORY THEMES FROM
1919 TO THE PRESENT IN THE DIRECTION OF DEVELOPING COMPETENCY FORHISTORY-SPECIALIZED STUDENTS AT HIGH SCHOOLS IN HANOI CITY
Trang 2Science instructor:
1 Dr NGUYEN VAN NINH
2 Dr NGUYEN VAN PHONG
Reviewer 1: Prof PhD Nguyen Thi Coi
Ha Noi National University of Education
Reviewer 2: Assoc Prof PhD Nguyen Thanh Nhan
Hue University of Education
Reviewer 3: PhD Tuong Phi Ngo
HCMC University of Education
The thesis will be defended before the university council at Hanoi National University of Education, No 136 Xuan Thuy, Cau Giay, Hanoi.
At 2021
Trang 3or library of Hanoi National University of Education RESEARCHER’S PUBLICATIONS RELATED
TO THE THESIS
1 Le Thi Huyen, Integrating knowledge on sea and island sovereignty in
teaching world history to grade 12 at high school Journal of Education,
Number 380, term 2, April 2016
2 Le Thi Huyen, Applying the project method in teaching the topic "Protection
of sovereignty over islands" to develop the capacity of 12 students specializing
in History Journal of Education, Special Number, term 3, April 2016, Tạp
chí Giáo dục, số đặc biệt, kì 3, June 2016
3 Le Thi Huyen, Nguyen Van Ninh, Effective use of Original Materials in
High School’s history teaching by topic, American Journal of Educational
Research, Volume 6, Number 10, October 2018.http://www.sciepub.com/journal/education
4 Nguyen Van Ninh (Chief editor), Duong Tan Giau, Le Thi Huyen, Tong Thi
Quynh Huong, Truong Trung Phuong, Using caricatures in teaching history
at high schools, National University Publishing House, Hanoi, 2019
5 Nguyen Van Ninh, Nguyen Thi The Binh (Co-Editors), Le Thi Huyen,
Nguyen Thi Linh, The secret to conquering the High Score of History 9,
Hanoi National University Publishing House, 2019
6 Nguyen Van Ninh, Nguyen Thi The Binh (Co-Editors), Le Thi Huyen,
Nguyen Thi Thanh Thuy, The secret to conquering the highscore History 10,Hanoi National University Publishing House, 2019
7 Nguyen Van Ninh, Le Thi Huyen, Speed of practice to conquer the 2019
National High School Exam in History, Hanoi National University
Publishing House, 2019
8 Lê Thị Huyền, Nguyễn Mạnh Hưởng, Applying the reverse classrom model
in teaching Vietnamese History topics for history gilfted students at Son Tay High school, Ha Noi Journal of Educational Equipment, number 234, term
1, February 2020
Trang 51 The necessity of the topic
1.1 Over the last few years, the world has witnessed the strong development of theScientific and Technological Revolution with the trend of globalization and theknowledge economy To ensure sustainable development, many countries have beenconstantly innovating education to improve the quality of human resources for the future.From the general trend of the world, and the practical needs of the country, thelimitations and shortcomings of the current educational program - no longer suitablewith the development trend of the world and the need of high-quality humanresources for the development and integration process, Vietnam has beenimplementing a fundamental and comprehensive renovation of the country'seducation according to the Resolution 29 (NQ / TW) Accordingly, implementingeducational innovation from the goal of accessing content to accessing competencies,building new programs and textbooks (SGK), renovating organizational forms,teaching methods according to orientation of developing the competency of learners
In order to prepare well for the implementation of the new high school program, theMinistry of Education and Training issued Official Letter 4612 / BGDĐT - GDTrH(October 3, 2017) guiding the implementation of the current high school programtoward the development of students' competencies and quality from the school year
2017 - 2018 Letter clearly states: “Based on the current general education program, select themes, review the content of lessons in the current textbook corresponding to that topic to rearrange into a number of integrated lessons of each subject or interdisciplinary; from there, building educational plans for each subject, educational activities toward development of students' competencies and qualities in accordance with the actual conditions of the school " Thus, building and organizing
theme based learning in the direction of streamlining, avoiding duplication ofknowledge, creating logic, reasonableness in real school conditions, suitable forstudents, thereby developing the competencies and quality for students is an urgentrequirement for teachers (GV), this is a trend of renewing teaching content that hasbeen directed and encouraged by educationi management agencies However, atpresent, the design of the topic is spontaneous and lacks theoretical basis
1.2 In the education system of our country, the specialized high schools andhigh schools have the specialized system as the educational environment besides fullyand comprehensively implementing the general education requirements according tothe regulations of the Ministry of Education and Training, and at the same timeperform the task of discovering and fostering talents for the country It is the model
Trang 6of high schools in terms of facilities, the contingent of teachers and the organization
of educational activities
To train talents to meet the increasing requirements of the country'sdevelopment, the requirement for specialized schools is to reform training in thedirection of combining learning with creative thinking; learning is associated withpractice; education and training according to the characteristics of students instead oftraining according to a certain pattern, following a common program of commonnature The renewal of teaching content design into themes ensures both the basics,the systematization, and the generalization and enhancement; and flexibly applyingforms and methods of teaching in the spirit of innovation, aiming to form and developthe qualities (patriotism, compassion, hard work, honesty, responsibility), commoncompetency (independence and self-study; communication and cooperation; problemsolving and creativity) and history's specific competencies (understanding history;historical perception and thinking; applying knowledge, skills learned) is an urgentrequirement for a team of specialized teachers
1.3 Hanoi city - the capital city of the country, after expanding theadministrative boundaries, there are most high schools; gifted schools and highschools with gifted classes; including 5 high schools with history-specialized classes(4 schools under the direct management of the Hanoi Department of Education andTraining, 1 school under the National University) with the largest number of students
As one of the cradles to train talents for the country, Hanoi needs to continue topromote its advantages and further enhance its role in improving people's knowledge,training human resources and fostering talents, supplying high-quality labor to meetthe construction, development and integration of the capital and the country Historysubject in general and History-sepecialized in particular should promote its strengths,pride about national history, cultural capitals, heroes, and improve the quality andcompetency of students in general and history-specialized students in particular Inorder to accomplish the above tasks and missions, the contingent of Hanoi Historyteachers in general and History-specialized teachers in particular need to be activeand take the initiative in the innovation of teaching content and methodology; becreative, initiative in content design, flexible application of teaching forms andmethods to effectively implement the goal of educational innovation from contentaccess to competency access
1.4 As a teacher teaching specialized subject, from the practical teachingprocess and the need to renew education in History, I myself am aware of the need toimprove professional qualifications and pedagogical skills; actively innovate, createand be flexible in the design of history content and teaching methods to serve the
Trang 7current program, and create a good foundation for the implementation of the newHistory program 2018 In particular, the design of learning content for specializedstudents, and choosing the organizational forms and teaching methods that promotetheir talents, form and develop learners' competencies and qualities is an opportunityfor me to study more deeply about my expertise, approach modern teaching theoriesand perspectives, apply effectively teaching methods, directly serve my ownteaching, and at the same time respond to the increasing requirements of the country'seducation in general and the education of the capital in particular.
Themes based learning is one of the trends of educational innovation towardstoday's student competency Accordingly, the contents of knowledge are designed intothemes, with a tight structure, logic, system, demonstrating continuity, inheritance anddevelopment Learning history by topic also requires learners to be more self-reliant andmore active, develop thinking and form essential competencies for learners from thatlearning process In particular, those students who are studying in a specializedenvironment, history-specialized, researching the systematic, profound and generalizedthemes in history helps develop personal abilities and bravery
Stemming from the above practical requirements, we choose the topic: "Design and organize teaching of Vietnamese history themes from 1919 to the present in the direction of developing competency for history-specialized students at high schools in Hanoi city” as a research topic with the desire to contribute to the renewal
of the content and teaching methods of History in general and teaching history forhistory-specialized students in particular
2 Object and scope of the research
2.1 Research subjects
The research object of the topic is the process of designing and organizingteaching history for students in History-specialized classes at high schools
2.2 Research scope
The research scope limits of the research as follows:
- About the theory of subject teaching: Learn about the theory of teaching bysubject; propose ways to design historical topics and propose forms and methods oforganizing teaching topics for students specializing in history in high schools
- About time: The topic limits the scope of research on Vietnam's history from
1919 to 2000 according to the current program However, in some topics, there is aconnection and application to the present day
- About the content of knowledge: Applying knowledge in Vietnam's historyfrom 1919 to present In particular, there is the application and connection in both thecurrent general program (Advanced Program) and the 2018 General Program
Trang 8- About the area: Conduct surveys, investigate the practice of teaching andlearning history by topics of History teachers and students specializing in History atspecialized high schools in Hanoi city.
- Experimental pedagogy (TNSP) partially and completely through a number ofthemes in the history classes Experimental sites (TN) are specialized high schools,directly under the Department of Education and Training of Hanoi, including: Hanoi -Amsterdam specialized high schools; Nguyen Hue specialized high school; Chu Van
An High School; Son Tay High School
3 Research purposes and tasks
3.1 Research purposes.
Build Vietnamese history themes from 1919 to the present that can be used inteaching history to history-specialized students at high schools; propose measures toorganize Themes based learning in teaching the aforementioned part of Vietnamesehistory, contribute to the renewal of content design and effective application ofteaching forms and methods, improve thge quality of History subject
3.2 Research mission
To achieve the above purpose, the specific research tasks of the topic are:
- Research overview of works of foreign and domestic scholars related to theresearch topic; clarify research results, inheritance and the problems that the researchraises need further research and resolution
- Research on Vietnamese History from 1919 to the present, design content ofhistorical themes and theoretical issues about organization and teaching history bytopic in the direction of developing competency for students in teaching history toclarify the theoretical basis of the topic
- Investigate, survey and clarify the current status of teaching history by topic inHistory classes at 04 high schools in Hanoi, analyze and evaluate the achieved resultsand existing problems
- Propose measures to organize history Themes based learning in teachingVietnamese history from 1919 to present at high schools in the direction ofdeveloping students' competencies
- Design lesson plans by topic and conduct pedagogical experiments to confirmthe feasibility of the proposed measures in the thesis
4 Basis of methodology and research methods
4.1 Methodological basis
The dissertation researches on the theoretical basis of Marxism-Leninism onawareness; thought and views of the Party, State and President Ho Chi Minh onhistorical education and education
Trang 94.2 Research Methods
To accomplish the objectives, tasks, the research uses the following mainresearch methods:
Theoretical research: analyzing and synthesizing documents of Psychology,
Education, teaching methods for History subject; research, program analysis andHistorical textbooks, historical documents related to the topic to systematize theconcept of tools Studying the documents related to the Vietnam History from 1919
up to now to evaluate the historical and ideological values, on that basis, designhistorical themes
Practical research methods: Investigate and survey the current situation:
through observation, class observation, exchange, interview, distribution ofquestionnaires for teachers and students to find out the current status of teaching bytopic in general, and teaching topics for students Specializing in History in particular
in teaching history at high schools
Consult and receive opinions of scientists, discuss in the Department at thetraining institution, summarize the experience of teachers specializing in teachingtopics
Pedagogical experimental method: design lesson plans by topic and conduct
partial and full pedagogical experiments to confirm the feasibility of the proposedmeasures in the thesis
Using statistical methods to process the data obtained in the actualinvestigation and conduct pedagogical experiments (TNSP) in order to drawscientific conclusions
5 Scientific hypothesis
Designing the content of Vietnamese historical themes from 1919 to present inteaching for historical specialized students and proposing measures to organizeteaching of historical themes at high schools in the direction of students’ competencydevelopment will contribute to innovating methods, improving quality, andcontributing to the achievement of subject teaching objectives in high schools ingeneral and for history-specilized students in particular
6 Contribution of the research
- Continue to consolidate the theoretical bases of teaching history by themes Atthe same time, affirm the role and meaning of the design and organization of teachinghistory by topic in teaching in general and teaching history by topic for history-specialized students in particular
Trang 10- Provide a current picture of the design and organization of teaching historytopics for students majoring in History in Hanoi city, with outstanding features of theeducational environment for gifted students in the Hanoi capital
- Provide the basis for the design of historical themes; the process of designinghistorical topics suitable for specialized students and implementing the design ofVietnamese historical topics from 1919 to present in the direction of capacitydevelopment
- Proposing measures to organize teaching topics for students majoring inHistory in the direction of capacity development, towards the formation anddevelopment of three components of competence, including: Learning history;Historical awareness and thinking; Apply knowledge and skills learned
7 The significance of the topic
7.1 Scientific significance
The research contributes to reinforcing and enriching the theory of teachinghistory by topic in general and the design of content and Themes based learningorganization for history-specialized students in particular in teaching history at highschool towards developing students' competencies
8 Structure of topic
In addition to the introduction, conclusion, references, appendices, dissertationcontent is composed of 4 chapters:
Chapter 1: Overview of research works related to the topic.
Chapter 2 Designing and teaching organization of themes in the direction of
competency development for history-specilized students in high schools - Theory and practice
Chapter 3: How to design Vietnamese history themes from 1919 to present for
history-specialized students at Hanoi High School
Chapter 4: Measures to organize teaching Vietnamese history themes from
1919 to the present in the direction of developing competency for history-specializedstudents at high schools in Hanoi city Experimental pedagogy
Trang 11CHAPTER 1 OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC
1.1 Researches of design and themes based learning in high schools
1.1.1 Research by foreign authors.
In general, the researches of foreign authors have mentioned the role ofdesigning and constructing teaching content of teachers; in which, a number ofmonographs in recent years mentioned designing teaching content into themessuitable for each student object; and introducing new teaching methods to promotestudents' activeness and initiative in the learning process by themes
1.1.2 Research by domestic authors
Some textbooks, monographs, and research articles mention the design andorganization of Themes based learning This is the scientific basis for us to clarify thetheoretical issues of the topic such as: The concept of the topic, the way to organizeThemes based learning; as well as affirming the role and meaning of designing andorganizing Themes based learning suitable for each student object in high schools
1.2 The research works on designing and organizing themes based learning in History in high schools
1.2.1 Research by foreign authors
Foreign authors have affirmed the role of designing history-based teachingcontent for teachers' and student learning activities Many works also propose formsand methods of teaching that promote students' activeness and initiative in learning.Researches of foreign authors not only contribute to affirm the correctness andfeasibility of the topic, but also help us apply and propose main forms and methods ofteaching the subject suitable for the object and promotes the students' learningcompetency
1.2.2 Research by domestic authors
History educators in the country have built up a theoretical basis for designinglearning and research content, proposed appropriate teaching forms and methods forstudents In particular, researches in recent years have emphasized the design ofhistorical knowledge into themes such as an innovation of content and proposedforms, organization of topic teaching to develop students' competencies, to meet therequirements of educational innovation in general and history education in particular.The researches of domestic authors are an important basis for us to complete thetheoretical basis of the topic, design historical themes for students to specialize andchoose, and propose teaching forms and methods suitable for the audience
Trang 121.2.3 The research works on the organization of teaching themes for specialized students in high schools
history-In addition to training materials on program development, teaching materials forhigh school subjects of the Ministry of Education and Training, there are a number ofbooks fostering good students in High School History mention the designing andteaching history themes for specialized students However, in general, there are veryfew researches on designing and teaching of Vietnamese history themes forspecialized students In particular, there is currently no author researching on thedesign and teaching organization of historical themes from 1919 to present in thedirection of developing competency for history-specialized students at high schools
in Hanoi This is also the task for the research to set and resolve
1.3 Problems inherited and researched further
1.3.1 Evaluation of research results of published works
Through research, we inherit the following issues:
- Some theoretical issues about the design of learning themes for students inDHLS in high schools in general and history-specialized students in particular suchas: Concept, classifying themes; features of themes in DHLS in high schools
- Forms and methods of organizing teaching according to the orientation ofdeveloping students' competency
- Principles and foundations for designing historical themes in accordance withthe cognitive characteristics of students
1.3.2 Further research
First, continue to consolidate and clarify the theoretical bases of designing and
teaching history by topic in general and for history-specialized students in particular
in teaching history in the direction of developing students' competencies; Clarify the
content of concepts related to the topic: themes, design and organization of teaching history by topic
Second, research, survey, clarify the current status of historical education,
achievements and problems; Point out the urgent requirement of innovating methodsand improve the quality of subject teaching Clarify the current situation of Themesbased learning for high school students in general and history-specialized students inparticular in teaching history in high schools today Thereby, analyze and evaluatethe causes of the achievements and limitations, in order to draw scientific conclusions
as a basis for implementing the research topic
Third, research programs, orient to innovative teaching content, thereby design
teaching themes in Vietnamese history from 1919 to the present subject of specialized students in Hanoi city At the same time, to summarize theories and
Trang 13history-practical surveys, propose organizational forms and teaching methods of historicalthemes in the direction of competency development.
Fourth, design lesson plan and conduct pedagogical experiment (in part and in
whole) to evaluate the feasibility of the proposed measures
Fifth, through the research results of the research, draw scientific conclusions
about the design and organization of teaching history by topic in teaching history athigh schools in the direction of student’s competency development
If completing the above-mentioned tasks, the research not only solves the task ofrenewing content design and the forms and methods of teaching History by topic forhistory-specialized students of Hanoi City, but also meets the requirements for bothteachers and history-specialized students nationwide
CHAPTER 2 DESIGN AND ORGANIZATION OF TEACHING ON THEMES BY
COMPETENCY DEVELOPMENT FOR SPECIALIZED STUDENTS IN HIGH
SCHOOL - THEORY AND PRACTICE 2.1 Theorical basis
2.1.1 Concepts on topic and historical theme design
2.1.1.1 Concept
Historical themes are outstanding, central and essential issues of each historical
period or the content system of historical events and phenomena that have an closerelationship with each other
* Historical theme design
Designing historical themes is the arrangement, gathering, connection, system ofrelated historical knowledge units into historical themes That knowledge system is theoutstanding, central and essential issues of each period, historical period or the contentsystem of historical events and phenomena that are closely related to each other
2.1.1.2 Types of themes in history in high school
Under the current program: there are the following types of themes:
- Themes by program, textbooks with 10th, 11th, and 12th grade themes
- Themes by location, place for world history, ethnic history, local history
- Themes by historical knowledge content, with politics, military, economy,culture, etc
- Themes by historical divergence (time) such as: Dai Viet in the X-XV century; National liberation campaign in Vietnam 1930 - 1945; International relations 1945 –
2000, etc.
- Themes according to students' learning requirements (with optional themes andcompulsory themes)
Trang 14According to the 2018 program
- The History program 2018 classifies themes mainly on the basis of historicalknowledge content, with themes on politics, military, diplomacy, economics, culture, etc
2.1.1.3 Characteristics of historical themes
- Scientific; Fundamentality, system, generalization; Practicality; Openness,continuity
2.1.2 Concept of teaching historical themes
* Themes based learning
Is a system of teachers' methods for students to learn historical issues, in whichthe knowledge system is integrated, streamlined, logic into themes associated withpractical requirements, directions to the goal of forming and developing capacitiesand qualities for students
* Organize themes based learning
It is a new model of classroom activities that are different from traditional lessons(typically short lessons, independent knowledge units) by focusing on designing andbuilding general learning content by theme related to the knowledge of one or moresubjects and with problems associated with practice At the same time, flexibly applyingforms of organization and teaching methods in the spirit of innovation suitable for eachtheme in order to develop students' competencies
2.1.3 Design historical themes for history-specialized students in the direction of competency development
2.1.3.1 The concept of competency
Competency is a personal attribute formed and developed by existing qualitiesand the process of learning and training, allowing people to mobilize the synthesis ofknowledge, skills and other personal attributes such as inspiration, belief, will,successful implementation of a certain type of activity, achieving desired resultsunder specific conditions
History subject contributes to the formation and development of major qualitiesand general competencies according to levels appropriate to the subject and educationallevel specified in the Master Program, focusing on 3 groups of common competencies,
the core is: Self-control and self-study; Communication and cooperation; Problem solving and creativity; form and develop 5 key qualities: patriotism, compassion, hard work, honesty, responsibility Specific competencies in history subjects include: learning history; historical perception and thinking; apply knowledge, skills learned 2.1.3.2 Characteristics of history-specialized students
- Have a certain ability (gifted) with learning History subject: intelligent,creative, able to self-study the subject