Applying Project-Based Learning to Organize Study Tours to the Hoa Lu Ancient Capital Cultural Heritage

Lessons at the heritage are conducted outdoors, students need to move to an open space that is not as confined as in the classroom. Besides the benefits of this lesson, there are many issues when organizing it. Therefore, teachers need to carefully consider the preparation stage for the lesson from choosing the location, preparing knowledge related to the lesson, to weather issues, finances, safety for the whole class, informing students' families about the study plan at the heritage...

To prepare for the lesson "Learning about the Hoa Lu Ancient Capital Heritage at the historical site of King Dinh - King Le Temple" at the Hoa Lu Ancient Capital relic in teaching LSDP:

For teachers:

+ Make a plan and submit it to school leaders and disseminate it to students right from the beginning of semester I, setting specific dates and times for the lessons.

+ Contact the relic management board, clearly state the purpose and requirements for students to create favorable conditions. Coordinate between the relic management board and the school to arrange before, during and after the lesson.

Maybe you are interested!

+ To orient students' awareness, teachers prepare some content for students to learn in advance: such as learning about historical figures related to the relic (King Dinh Tien Hoang, King Le Hoan, Queen Mother Duong Van Nga...)

+ Teachers prepare history games through students' activity sheets.

+ Compile documents and activity sheets. Compiling lesson content must be based on official reference materials (such as LSĐP teaching guidelines of the Department of Education and Training, monographs of local researchers, documents of the Hoa Lu Ancient Capital Monuments Conservation Center), which is an important basis for orienting the content and progress of lessons at the heritage. This content must ensure clarity of key knowledge, accuracy and demonstrate the objectives of the lesson on local history. The content of LSĐP documents at the Hoa Lu Ancient Capital Monuments Center is a valuable and scientific source of information that history teachers can contact and exploit to develop content for lessons conducted at the heritage.

For students, those assigned to study historical documents must prepare carefully and fully. When visiting the relic, they must comply with the regulations, wear uniforms, not make noise, and pay attention to observing the artifacts, listening, and taking full notes... Learn

Some basic issues through historical game activities. Write a summary of your study at the heritage site as required by the teacher.

c. Flexibly apply the stage of stabilizing the class by creating situations and stating cognitive tasks.

Stabilizing students is done not only at the beginning of the lesson but needs to be maintained throughout the lesson, especially when the lesson is conducted in an open space such as the field at the heritage site.

After moving from the school to the gathering place at the relic, students need to gather to listen to the lesson rules again. Teachers and students perform the incense offering ceremony at the temple of King Dinh Tien Hoang and King Le Dai Hanh, showing respect and gratitude to the heroes of the nation. For the lesson at the heritage, teachers do not check the old lesson but instead create problematic situations to guide and stimulate students' curiosity to seriously enter the lesson. For this lesson, teachers can play the role of tour guides to create problematic situations as follows:

“ Ninh Binh is a land with a long history and culture. According to statistics in 2005, in Ninh Binh province there are 78 historical and cultural relics ranked by the Ministry of Culture and Information. Among them, the Hoa Lu ancient capital historical relic stands out. Coming to Hoa Lu ancient capital, we will explore the vast and majestic land of mountains and forests, with beautiful landscapes that captivate people's hearts. Not only that, the space seems to bring us back to the early days of Vietnam, through exploring the old capital with a bit of nostalgia and boundless pride. One of the famous destinations here is the temple of King Dinh Tien Hoang, King Le Dai Hanh, which stands out with its majestic, ancient features and exists as a heroic historical witness in the ancient capital land . " Next, the teacher briefly introduces the birth of the relic, helping students understand the process of construction and investment in restoration as well as its significance. “ In 2012, the state recognized it as a special national historical relic. In 2014, the Trang An Scenic Landscape Complex was also recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as a dual cultural heritage that ensures both natural and cultural factors. That is the content of today's lesson we will learn together.

understand”. Then, the teacher presents situations and cognitive exercises to help students orient themselves to the tasks and learning requirements of the lesson:

+ What are the outstanding architectural features of King Dinh's temple and King Le's temple? Why did King Dinh choose Hoa Lu as the capital? But why did King Ly Thai To decide to move the capital?

+ Through Le Van Huu's assessment: Tien Hoang, thanks to his extraordinary talent, bravery and strategy, at a time when our country had no ruler, the strong leaders were in charge, and at one time he raised an army and all twelve warlords submitted. The king established the country, established the capital, changed his title to emperor, appointed hundreds of officials, established six armies, and had a nearly complete system. Perhaps it was God's will for our country that he gave birth to a sage to continue the national tradition (According to Dai Viet Su Ky Toan Thu), please evaluate the contributions of King Dinh Tien Hoang to the history of the nation.

+ Learn about the current status of preserving the Dinh King - Le King Temple relics and your thoughts on protecting and promoting local cultural heritage.

The LSDP lesson conducted at the heritage site, in addition to its great visual significance, also has some specific issues to note, that is, because it is conducted in an open, sacred space, before starting the lesson, the teacher skillfully organized an incense offering ceremony in front of the temple, creating a serious learning attitude and a state of mind ready to enter the lesson content. Creating learning situations and stating the teacher's cognitive tasks as above, along with the flexible application of the class stabilization stage, contributes to orienting the whole class to focus on the learning task without being distracted by the atmosphere and learning environment around.

d. Organize students to exploit artifacts and evidence at historical sites to create historical symbols.

Historical sites are places that contain valuable visual aids such as artifacts, antiquities, evidence, real terrain, etc., from which a solid historical concept is formed. Direct observation of traces and artifacts at the heritage will have a profound impact on students' attitudes and actions. However, due to some factors of time and preservation conditions, some artifacts are damaged, so it is not possible to fully restore the picture of the past. Therefore, to concretize historical events, teachers

need to add more visual aids (pictures, drawings, films...) or other conventional visual aids (historical maps, timelines, graphs, diagrams...).

For example: The Long Sang in front of Nghi Mon Ngoai and the Long Sang in front of Bai Duong at the temple of King Dinh Tien Hoang are among the unique treasures, recognized as national treasures at the end of 2017. Therefore, guiding students to observe and learn about the stone Long Sang at the temple of King Dinh is one of the main learning activities here. The teacher lets students observe and ask suggestive questions: What material is the Long Sang made of? What is its shape and size? Describe and draw conclusions about the decorative motifs on the surface of the Long Sang . Under the teacher's guidance, students observe, discuss and draw answers. The stone Long Sang is decorated with dragon motifs, which is the image of a dragon or also known as a single dragon. On both sides are two 400-year-old green stone lions (17th century) carved simply, with a sturdy, rustic shape that evokes reverence for King Dinh.

Through the organization of exploitation and study of the Long Sang artifacts as above, students can discover the architectural artistic value of the ancient capital of Hoa Lu and the talent and intelligence of stone carving artisans in Ninh Binh province throughout history.

e. Combine a variety of teaching methods to promote students' initiative:

Promoting students' initiative is a requirement, goal and condition for implementing teaching and learning activities with cultural heritage in LSĐP lessons. Learning results are achieved when students themselves are active and proactive in participating in the teaching and learning process. Therefore, when organizing teaching and learning at heritage sites, teachers need to prioritize combining active teaching methods to help students maximize their initiative and creativity. To achieve this goal, teachers can apply problem-based teaching methods combined with exchange, discussion, visualization and coordinate the forms of organizing learning activities (individual, whole class, group) flexibly.

When teaching at the temple of King Dinh Tien Hoang, the teacher will lead the whole class through Ngo Mon Quan (outer gate) located on the north side of the temple. Above the door is a large plaque “ Bac Mon Toa Thuoc ” (meaning: the North Gate is locked). The teacher asks the question: the North Gate is locked - what do you think this sentence means? Students: think and answer according to their understanding. The teacher: comments and concludes: the North Gate is locked - meaning to avoid the north wind, and also implies that when King Dinh ascended the throne, the era of

Although it was a period of northern domination, the northern feudal forces had not yet given up their plot to invade our country. Therefore, it also has a profound meaning: " Beware of northern invaders ". The four words of the ancestors' advice engraved on the northern gate of the ancient capital Hoa Lu, although brief, are full of profound implications, reminding future generations of patriotic Vietnamese to always heighten their vigilance against all expansionist and invasive plots of northern forces.

The lessons of LSDP when conducted at the heritage site open up the possibility of relatively comprehensive perception for students not only due to the expanded conditions of space, time, and the ability to exploit the documents of the cultural heritage site, but also the ability to integrate interdisciplinary knowledge to bring many different understandings to students. Therefore, in addition to being educated in knowledge of LSDP and national history, students also have the opportunity to demonstrate and develop their level of understanding in an open classroom space.

In the lesson of LSĐP at the Hoa Lu Ancient Capital Heritage, it is possible to combine the use of interdisciplinary knowledge with student exchange and discussion. The teacher gathers students in front of the gate of King Dinh Temple and gives some questions for students to think, exchange, discuss, and write the results.

The teacher divides the class into two teams: The Co Lau team: answers the question " What do you know about Dinh Tien Hoang? Evaluate his contributions to the nation?"; The Bach Dang team: answers the question " What do you know about Le Hoan? Evaluate his contributions to the nation ?". Students: The two teams discuss and recall the knowledge they have learned, and select a group leader to answer the question. Teacher: asks representatives of the two student teams to answer the question.

Teacher: Conclusion, connection to national historical knowledge in lesson 17 (History Textbook 10): After defeating the invasion of the Southern Han army, in 939 Ngo Quyen proclaimed himself king, started building a new government, and established the capital in Co Loa (Dong Anh - Hanoi). After Ngo Quyen died (in 944), the Ngo dynasty declined, the country was divided due to the "12 warlords' rebellion". From the land of Hoa Lu, Dinh Bo Linh quelled the internal rebellion and unified the country. In 968, he ascended the throne as Emperor, with the title Dinh Tien Hoang, named the country Dai Co Viet, and established the capital in Hoa Lu. In 979, King Dinh Tien Hoang and his son Dinh Lien were assassinated. Taking advantage of that opportunity, the Song invaders threatened to invade our country. In that context, with the support of the court's military, Queen Mother Duong Van Nga enthroned Le Hoan as king and established the Tien Le dynasty. Le Hoan commanded the resistance against the Song, defeating the invading Song army right in the Northeast region.

Integrating with music knowledge: Organize students to listen to the song "Co lau tap truong" by musician Khanh Vinh and ask questions: " Who is the song about?", "What does the song express? ". Then, the teacher lets students reenact the game "Co lau tap truong" so that students can see the martial spirit of Dinh Bo Linh.

Integrating with Literature: The teacher introduces not only musicians but also many writers and poets who have spent a lot of ink praising Dinh Tien Hoang, Le Hoan, Duong Van Nga. Then, give the task: " Do you know any stories or poems praising Dinh Tien Hoang, Le Hoan, Duong Van Nga ?". Students: Student representatives tell stories or read poems that students have been assigned.

Or in the activity after the time for groups to explore and discover, the teacher gathers students to continue the lesson. The teacher asks the question: " What does the construction and renovation of the temples of King Dinh and King Le represent ?" (Integrated with the subject of Civic Education). The construction and renovation of the two temples by our people is to commemorate the contributions of two national heroes, Dinh Bo Linh and Le Hoan.

Teacher: “ So what do you need to do to show your gratitude to the national heroes ?”. Student: Each of us needs to take practical actions to preserve, protect, promote and disseminate the historical and cultural relics of our homeland. Through learning a little about the ancient capital to help you understand more about the history of the Dinh - Tien Le dynasties and the historical figures in the places where you are living and studying, thereby educating you on the tradition of loving your homeland, being grateful and taking practical actions while still in school.

Integrating environmental knowledge: Help students have positive life skills, know how to protect the environment, and have a sense of responsibility in protecting and restoring the ancient capital of Hoa Lu in particular and historical relics in general. Teacher: "What is the current status of preserving and maintaining cultural relics in the locality where you live?" Students: Form teams to preserve the landscape of the relics in the area where you live and study.

Integrating life skills: Teacher presents a situation: " In the district in particular and Ninh Binh province in general, if you encounter acts of disrespect for cultural heritage such as littering, selling goods in the wrong place... what will you do ?" Students: think and answer according to their subjective opinions. Teacher: can call a

Some students expressed their thoughts and actions, then the teacher guided the students to help them have the right attitude and actions to oppose the acts of encroachment on the cultural heritages of Ninh Binh and Vietnam as well as in the world. Have an attitude of respect, gratitude and take practical actions towards the preservation and conservation of cultural heritages.

g. End the lesson flexibly and creatively

To help students grasp the lesson content, teachers can combine it with extracurricular activities: At the Hoa Lu Ancient Capital relic site, after organizing activities for students to learn about some of the main heritages, teachers spend time for students to learn on their own according to their interests, and can be divided into many groups to work on different tasks (Time is 30 minutes).

Group 1: Students observe the dragon image on the Long Sang bed, then have students draw the dragon image and the unique architecture of King Dinh's temple. Record and list artifacts and documents related to King Dinh's and King Le's temples.

Group 2: Students discuss and meet with relic site officials to continue learning about the architecture of King Le's temple. Students are required to follow and take notes to write a report.

After the time for groups to explore and discover on their own according to the requirements, the teacher gathers students to consolidate, practice, test cognitive activities, evaluate the lesson, and give homework...

Thus, to conduct a lesson on LSĐP at Hoa Lu Ancient Capital, teachers need to follow the process shown through the above measures, in which the content of the activities of each measure is effective or not, depending entirely on the teacher's choice and creativity.

2.3.1.3. Applying project-based learning to organize study tours at the cultural heritage of Hoa Lu Ancient Capital

Organizing study tours is a form of intracurricular activity that can solve two goals, one is to consolidate the knowledge learned or to prepare for learning new lessons. For study tours to prepare for learning new knowledge, the project-based teaching method is an advantage to promote the positivity, initiative and creativity of students. In other words, applying project-based teaching to organize intracurricular lessons at DSVH aims to promote student activities.

This is a form of teaching in which learners must carry out a project, which is essentially a situation, a learning task based on their existing abilities and available theories and practices. “ Project-based learning is a learning activity that creates opportunities for students to synthesize knowledge from many fields of study and creatively apply it to real life ” [25; p.125]. In project-based learning, students proactively find problems, determine goals, make plans, propose solutions, implement, self-evaluate, adjust and create products for reporting and presentation. This process requires high individual effort combined with group activities to bring about the most effective products possible for the whole group.

The steps of a project-based lesson are: Planning, defining the topic, assigning tasks (sub-topics) to groups before conducting a study tour. Students need to research documents about the heritage before the lesson takes place. They need to work in groups, forming sub-projects according to specific assignments. In the next steps, student groups continue to exploit, search for and process information at the heritage to carry out their tasks (possibly under the organization of the teacher). The teacher is the one who guides, supports, and helps students solve problems when difficult situations arise. The teacher is also the one who pre-reviews the content of the groups' products before reporting and organizing, and can run the project reporting session. Applying project-based teaching to organize study tours at heritage sites requires students to present their own products, have critical thinking and debating skills to defend the results of group activities as well as their own opinions.

Study tours at heritage sites are an opportunity for students to directly observe and learn about documents and artifacts related to the lesson, concretize knowledge and create realistic and accurate symbols. Therefore, teachers need to guide students to focus on documents and artifacts related to the content they have learned (or will learn).

Thus, if we flexibly use the project-based teaching method to organize study tours at this cultural heritage, we can promote the advantages of both in-class teaching and teaching at the heritage.

Here we apply project-based learning to organize a study tour at Hoa Lu Ancient Capital through 3 main steps:

Step 1: Prepare the project (Develop ideas; choose topics, sub-topics; Plan learning tasks), in which the teacher can use a class activity period