Basic Content of Vietnamese History Section in High School Program 2018

2.1.4. Basic content of Vietnamese history in the 2018 high school program

The objectives of the History program are specified as follows: “The History program helps students develop historical capacity, a manifestation of scientific capacity that has been formed at the secondary school level; contributes to educating national spirit, patriotism, fine traditional values of the nation and the quintessence of human culture, the qualities and capacities of Vietnamese citizens, global citizens in line with the development trend of the times; helps students approach and clearly perceive the role and characteristics of historical science as well as the connection between historical science and other scientific fields and professions, creating a basis for students to orient their future careers” [9]. The program shifts from the goal of teaching knowledge to the goal of developing learners' capacities and qualities. History belongs to the group of social sciences, selected according to career orientation at the high school level. The time for History at this level is arranged from grade 10 to grade 12, each school year is 70 periods. In addition, there are 3 study topics, each school year is 35 periods. According to that orientation , the content of Vietnamese history knowledge is designed according to topics corresponding to the grade levels:

Class

LSVN Content	Number section
	Some civilizations in Vietnam (before 1858)	11
	Community of Vietnamese ethnic groups	7
	Topic: Fields of History	10
	Topic: Preserving and promoting cultural heritage values in Vietnam Male	15
	Topic: Vietnamese State and Law in History	10
	Periodic review	7
	Practice history	14
Grade 11	War to defend the Fatherland and war of national liberation in LSVN (before August Revolution 1945)	8
Grade 11	Vietnamese villages in history	7

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LSVN Content	Number section
	Some major reforms in LSVN (before 1858)	8
	History of protecting sovereignty, rights and legitimate interests of Vietnam in the East Sea	6
	Topic: History of traditional Vietnamese art	15
	Topic: War and Peace in the 20th Century	10
	Topic: Famous people in Vietnamese history	10
	Periodic review	7
	Practice history	14
Grade 12	August Revolution 1945, war of national liberation and the war to defend the Fatherland in Vietnamese history (from August 1945 to present)	8
	Innovation in Vietnam from 1986 to present	7
	History of Vietnam's foreign relations	7
	Ho Chi Minh in Vietnamese history	6
	Topic: History of beliefs and religions in Vietnam	15
	Topic: Vietnam's international integration process	10
	Periodic review	7
	Practice history	14

Class

With the above history program, basic knowledge of national history is encapsulated in learning topics while enhancing historical practice content, expanding teaching space, not only in the classroom but also in the field, at heritages, historical relics, learning through experience... Therefore, if teachers know how to exploit and effectively use heritages, it will bring about effective education, nurturing and comprehensive development of students.

2.2. Basic requirements when using heritage in teaching Vietnamese history at high schools in Cao Bang province

With the characteristics of the subject and the advantages of heritage in teaching, teachers need to skillfully combine methods and pay attention to the following basic issues to ensure effective teaching of the subject, which are:

First: Ensure the objectives of the general education program of the subject and the objectives of heritage education:

Ensure that the general education goals are linked to the heritage education goals. The goals of each level of education in general, and subjects in general schools, all have specific goals for each level and class. On the basis of those goals, the goals of each lesson are built. Therefore, when preparing to choose heritage to serve the teaching of a lesson or a content/topic of a subject or many subjects, teachers need to determine the goals of the lesson/topic and the selection of heritage must be directed towards the implementation of the identified goals and the use of heritage supports and creates conditions for the implementation of that educational goal to be more favorable.

Second: Determine the content and take careful preparation steps

Whether teaching at a heritage site or in a classroom using heritage, teachers need to carefully prepare the content and implementation conditions. The preparation of professional content is based on the subject knowledge and skills standards and according to the suggestions on teaching methods for the subject, we focus on determining the content and preparation steps related to exploiting heritage as a teaching tool.

Teachers must learn about heritage before introducing students to them so that they can support students when needed. However, it is not necessary for teachers to know fully and in detail what students will collect and search for about heritage. When students learn additional information, "strange" information about heritage, it will bring joy and excitement to students, stimulate their curiosity and desire to learn, and facilitate the next time they research and learn about heritage.

Third: Promote students' positivity and initiative, create conditions for students to experience

We must always promote the role of students' proactive, positive, and creative activities, avoiding one-way impact. Teachers always create maximum conditions for students to participate in heritage activities, from activities in the preparation stage such as planning, assigning people to perform to heritage activities such as observing and working directly with phenomena and objects contained in heritage so that students can find out.

Explore, discover, and connect existing knowledge to explain those phenomena. Teachers assign tasks clearly and provide specific and detailed instructions so that students know how to work with heritage. Being autonomous in their work, completing product reports on their own, and having products created by individuals or groups, students will be excited to try to complete the task. That further encourages students to work more actively and enthusiastically, and they have the opportunity to express themselves. When students learn about heritage themselves, observe, comment, and perceive directly, not just hear about heritage, it will help them experience it through real-life situations. That often helps students have a genuine and correct emotional attitude towards heritage.

Fourth: Combine diverse forms of implementation organization

Each type of heritage has its own characteristics in form and value. Therefore, when using heritage as a teaching tool, many forms of approach can be organized: Let students directly observe the heritage, sometimes they can use their senses to learn, use cameras and video cameras to record images of the heritage. It is also possible to let students come into contact through films and photos if there are no conditions to take students to places where the heritage is located. In addition to teaching subjects with heritage, general schools need to organize many forms of education for students to learn about heritage right on the school campus; the school's tradition room; extracurricular activities; organize thematic activities to learn about heritage; organize clubs; organize exhibitions on local heritage, ... and organize visits to places with heritage right in the locality where the school is located when conditions permit.

2.3. Some forms of using the UNESCO Global Geopark heritage Non Nuoc Cao Bang in teaching Vietnamese history in high schools

2.3.1. Using the UNESCO Non Nuoc Cao Bang Geopark heritage in teaching internal history lessons

2.3.1.1. Using heritage to conduct classroom lessons

Lessons have a particularly important position in the process of teaching subjects in general schools. It is the basic form of organizing the unified process between teaching and learning of teachers and students. Lessons are the main component, occupying the majority of the time of the teaching and learning process in general schools. Therefore,

Conducting lessons is inevitable and mandatory in teaching in general schools. However, whether the lesson leaves a deep impression on the students' souls or not, whether it makes them love the problems they have learned and know how to apply them dynamically and creatively to solve pressing problems in life or not depends on the teacher's method. Therefore, conducting lessons by using creative, diverse and fluent teaching methods of teachers will have a great effect in fostering, deepening knowledge, educating morality, ideology, emotions and training cognitive abilities, practical skills of the subject for students. One of the important measures contributing to improving the quality of teaching the subject is using heritage documents when conducting lessons in class.

When preparing lesson plans, teachers must choose the most typical and necessary documents to include in the lesson. Avoid using too many documents, not distinguishing which documents are necessary and typical, using them at the wrong time and place, diluting the basic content of the lesson. Heritage documents are used in this form as visual aids, sources of knowledge, so they need to be closely combined with oral presentations and other methods. However, they must be suitable for each student. For example: Teachers can use photos of heritage combined with general descriptions and analysis of related knowledge, or teachers can use pictures of heritage combined with stories to concretize knowledge or combine the use of pictures of heritage with dialogue to help students deeply understand the basic knowledge of the lesson.

2.3.1.2. Conducting in-house lessons at the heritage site

Lessons are the basic form of organization of teaching in general schools. Lessons are not only conducted in the classroom but can also be conducted in places with heritage (field lessons). Field lessons are very meaningful to students in all three aspects: Knowledge, skills and attitudes. It helps them develop their imagination, diversify cognitive activities, and create interest in learning the subject. Conducting field learning is a method of implementing teaching and learning associated with life that has an impact.

The lessons at the heritage must also fully comply with the requirements of an internal lesson and must also fully implement the requirements of a lesson at the heritage (field) as follows:

First : Preparations for conducting lessons at heritage sites must be done carefully and thoroughly.

Second: The content of the lessons at the heritage must ensure accuracy, basicity and close adherence to the content of the lesson knowledge and the knowledge reflected by the heritage.

Third: Lessons at heritage sites must develop students' active and creative cognitive activities, observation skills, and especially independent thinking.

Fourth: Lessons at heritage sites must help students " visualize vividly " the evidence and artifacts, reflecting the knowledge of the subject they are studying.

Fifth: Must organize for students to study by themselves during and after school hours.

This is a necessary condition for the lesson at the heritage to achieve good results. Students can only answer questions, point out internal relationships between observed objects and the nature of phenomena on the basis of knowing how to analyze, compare, generalize... the main aspects of the observed things. Therefore, it is necessary to develop students' self-study ability during and after the lesson.

2.3.1.3. Organizing internal history lessons through experiential activities at heritage sites

Heritage experiences play an important role in teaching in general schools. Experiences can be carried out for both curricular and extracurricular lessons. Traces and artifacts at heritage sites not only have the effect of concretizing subject knowledge, but also leave a strong impression, enhance students' interest in learning and practice their observation and thinking skills. Organizing heritage experiences for students is a popular and effective form in educational activities in general schools. This form can be applied to students at primary, secondary and high school levels. However, organizing students to experience heritage requires a lot of effort.

to prepare and carry out. In particular, teachers need to choose internal history lessons with appropriate content and develop an implementation plan.

2.3.2. Using the UNESCO Non Nuoc Cao Bang Geopark heritage in organizing extracurricular activities

2.3.2.1. Organizing study tours at heritage sites

Organizing study tours at heritage sites must follow the prescribed program, avoiding arbitrary and unplanned activities because this is an internal activity. For this form, the main content of the tour is to consolidate the knowledge learned or prepare for learning new lessons. This is 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, during the tour, teachers need to guide students to focus on documents and artifacts related to the program they have learned (or will learn). To achieve good results, teachers should coordinate with the instructors at the heritage site so that the presentation and supplement of knowledge are appropriate to the requirements and cognitive level of students, on that basis, suggest and guide students to master important issues.

To develop the results of the study tour at the heritage, the teacher will test and evaluate the students' awareness. If the study tour is to consolidate the knowledge learned, the teacher should ask general and synthetic questions or let the students discuss and write a summary. If the study tour is to prepare knowledge for the new lesson, then in the following lessons in class, the teacher should give the students cognitive exercises to solve based on the content of the teacher's lecture and the knowledge they have learned at the heritage.

2.3.2.2. Using heritage documents to organize extracurricular activities

On the occasion of major national holidays, traditional days of the homeland or monthly, quarterly or semester regulations. Subject teachers in conjunction with the Youth Union or Young Pioneers organize for students (by grade, class) to collect documents about heritage for exhibitions or to publish learning newspapers (wall newspapers). This activity will promote students' positivity and creativity in learning, improving their capacity.

awareness and interest in learning for students. For example, to understand Uncle Ho's contributions in the founding of the Communist Party of Vietnam, teachers organize for students to collect and use documents, pictures of artifacts in museums, traditional houses, and memorial houses of Uncle Ho in the locality to make wall newspapers, exhibitions of images of his activities according to each stage of his activities... The documents used in the exhibition and publication of learning newspapers will be used to build subject classrooms to serve long-term teaching.

- Organizing a contest to learn about heritage: This is a very important extracurricular activity, a measure to connect the school with social life, helping students to directly observe and "lively" the life around them as a source of knowledge "beyond books". The form of implementation is competitions in many different ways: Competition in the form of dramatization; writing competition; eloquence competition, video design competition, photo clips about heritage or design of blogs promoting heritage... This extracurricular activity can also be carried out on the occasion of celebrating major anniversaries of the country, local traditional days or combined with the school's emulation movements according to the theme of the school year.

- Heritage storytelling : This is an attractive, easy-to-do and highly educational form of extracurricular activity. The content of heritage storytelling is the dissemination of knowledge in a scientific way, not fictional stories. Therefore, the content of the story must have a theme (about a historical event, a character, a place related to heritage) and be based on accurate documents. The content of the story must be related to the basic knowledge in the subject's lesson, accurate, avoiding thrilling details that have no scientific value, not suitable for learning requirements. Storytelling must make the listener emotional, as if reliving the event, like the story of historical witnesses or the narrator who "immersed" himself in the event.

- Talking about heritage: Talking has content and higher requirements than storytelling. Storytelling is mainly about presenting specific events to raise the level of general thinking, while talking mainly makes the listener aware.

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