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Current Status of Organizing Experiential Activities in Teaching History and Geography in Grades 4 and 5



TT


Content

Level of implementation


Rank

Level of effectiveness


TB


Rank

Frequent

Seldom

Not yet implemented

TB

Effective

Less effective

Inefficient

SL

%

SL

%

SL

%


SL

%

SL

%

SL

%


for education

cultural values

















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Current Status of Organizing Experiential Activities in Teaching History and Geography in Grades 4 and 5

The statistical results show that the content " The topic of integrating historical and geographical knowledge is integrated into each topic about the locality" (frequency 2.43 points, good efficiency 2.44 points) has been effectively implemented in primary schools. With this content, we see that teachers focus on forms such as organizing events and forms of visiting to learn about History and Geography in grades 4 and 5 with questions that grasp the knowledge content, solve the main tasks of the lesson, there are many questions that to solve, students must mobilize their own experience and life knowledge to develop their capacity. Teachers have posed meaningful questions that link the lesson content with real life, have a general nature of the lesson content, and focus on the core content of the lesson, for example the lesson "Northern Midlands" (History and Geography 4).

Contents: " The topic integrates historical and geographical knowledge integrated into each topic about regions, countries and the world " (implementation level 2.12 points, effectiveness level 2.25 points at average level); "The topic integrates to form new knowledge and skills " (implementation level 2.17 points, effectiveness level 2.27 points at average level) and " The topic integrates to educate cultural values " (implementation level 2.29 points, effectiveness level 2.24 points at average level). Observing the forms of experience such as organizing games, organizing competitions, some young teachers pose a system of questions that only help students grasp the content of the topic without focusing on exploiting life experience and experience to develop learners' capacity.

Thus, most teachers have a firm grasp of knowledge, closely following the process of organizing practical activities in class, all types of lessons according to the main content. Basic activities are organized vividly, attractively, highlighting the key points of the lesson, students grasp the content of the lesson knowledge. However, in the process of organizing practical activities, teachers still limit students' participation in activities to promote learners' capacity, students have not really promoted their proactiveness in learning and

perception. In practice, we found that students still expressed their understanding of the teacher's lecture. Furthermore, the questions the teacher asked did not really develop the students' experience.

Teachers still teach according to the habit: Teacher introduces the lesson - Students listen, Teacher asks - Students answer, Teacher writes down the content - Students copy, Teacher checks knowledge - Students reproduce. The most common form is Teacher asks - Students answer, Students comment, share, Teacher concludes knowledge, other activities are interspersed, coordination is very limited.

The management board of Gia Sang Primary School said: “ The awareness of some teachers is not correct and not complete about the use of ACT in teaching History and Geography 4,5. Some teachers are afraid of innovation, afraid of difficulties and hardships when applying ACT in teaching History and Geography. Teachers spend a lot of time preparing lesson plans, visual aids, activity locations... Professional management is still heavy on imposition and machinery, hindering the application of ACT in teaching History and Geography. It is difficult to manage students when there are too many students in the class. During the organization process, if they are not used skillfully, are not proactive, and distract students' attention, ACT will not achieve the desired results”.

2.2.4. Current status of organizing experiential activities in teaching History and Geography in grades 4 and 5

To survey the form of organizing experiential activities in teaching History subject for grades 4 and 5, we used question number 4 in appendix 2. The results obtained through processing are shown in table 2.5.


Table 2.5. Current status of organizing experiential activities in teaching History and Geography in grades 4 and 5



TT


Form

Level of implementation

Rank

Level of effectiveness


TB


Rank

Frequent

Seldom

Not yet implemented

TB

Effective

Less effective

Inefficient

SL

%

SL

%

SL

%


SL

%

SL

%

SL

%

1

Organizational form

campaign

28

37.3

32

42.7

15

20.0

2.16

6

31

41.3

33

44.0

11

14.7

2.27

4

2

Organizational form

club activities

35

46.7

11

14.7

29

38.7

2.08

8

38

50.7

9

12.0

28

37.3

2.13

7

3

Organizational form

for students to visit

68

90.7

5

6.7

2

2.7

2.88

1

70

93.3

5

6.7

0

0.0

2.93

1

4

Organizational form

game

33

44.0

21

28.0

21

28.0

2.16

7

32

42.7

23

30.7

20

26.7

2.16

6

5

Organizational form

event

47

62.7

15

20.0

13

17.3

2.45

2

46

61.3

18

24.0

11

14.7

2.47

2

6

Organizational form

contest

34

45.3

22

29.3

19

25.3

2.20

4

35

46.7

23

30.7

17

22.7

2.24

5

7

Organizational form

Forum

32

42.7

24

32.0

19

25.3

2.17

5

36

48.0

25

33.3

14

18.7

2.29

3

8

Organizational form

dramatization

38

50.7

21

28.0

16

21.3

2.29

3

31

41.3

19

25.3

25

33.3

2.08

8


Digitized by Center for Learning Resources and Information Technology - TNU http://lrc.tnu.edu.vn

The statistical results show that the forms of "Organizing student field trips" and "Organizing events" are implemented regularly and effectively. The frequency level is evaluated from 2.45 to 2.88 points, the effectiveness level is from 2.47 to 2.93 points.

During the 2017-2018 and 2018-2019 school years, primary schools organized for students to visit scenic spots, historical and cultural relics in Thai Nguyen city such as historical relic 915, Doi Can temple, Museum of Vietnamese ethnic cultures, Phu Lien pagoda; Nha Trang primary school students participated in cleaning Ong Temple and Xuong Rong Temple. In addition, they organized for students to visit Do Temple (Bac Ninh), Hung King Temple (Phu Tho). In addition, they visited production facilities and craft villages such as Tan Cuong tea village, Bo Dau banh chung village, and organized for students to make banh troi and banh chay at primary schools. For the form of organizing events, we have organized gift giving on December 22nd, July 27th, invited veterans on December 22nd to talk about history, exchange arts with twinned army units, etc. In addition, we organized the exhibition " Vietnam - My Fatherland" to display exhibition products in corners, each corner has a person in charge of their corner, send representatives to present about the products when students from other groups come to visit their group's exhibition area, and at the same time receive comments from other students, teachers, and guests.

The teacher organized for students to experience in teaching Geography, helping students learn about location, boundaries, terrain, minerals, land, flora and fauna, rivers and lakes, climate, seas, these factors are clearly shown on maps and diagrams. Maps, diagrams and data tables are used as a source of knowledge, helping students to explore and discover knowledge and form and practice subject skills. From there, students can exploit the content of the lesson, students actively acquire knowledge, explore knowledge, create interest in learning, light lessons reduce boredom, create for them the habit of loving to learn and explore nature; from there, they will love nature, people, homeland, country, they


will respect and protect it.

Digitized by Center for Learning Resources and Information Technology - TNU http://lrc.tnu.edu.vn

Observing the activities in teaching History and Geography, we found that students really like to participate in the activities in teaching History and Geography. The forms of field trips and organizing events have stimulated their interest in learning History and Geography, helping students develop their creativity, forming their emotional thoughts, deeply understanding the content of the lesson, thereby developing their abilities. Stimulating students' communication skills, helping them to be more confident and bold, developing their emotional thinking, and experiencing helps them to be more agile, dynamic, interested, and love the content of the subject and the lesson. Students all want to learn in combination with experience to develop their own abilities, which is an effective activity to form knowledge and skills, helping students to apply knowledge to real life.

The following forms are rarely implemented and are less effective: Campaign organization; Club activity organization; Game organization; Contest organization; Forum organization; Drama organization, in which the evaluation level is at an average level from

2.08 to 2.29 points.

To find out why these activities are ineffective, interviewing managers and teachers, they all commented: " The conditions for experiential activities for students have not been invested adequately, the budget for organizing experiential activities is still limited, not meeting the requirements of experiential activities because schools have to calculate and allocate budget resources reasonably between educational activities ", a teacher of Nha Trang Primary School said: " The time for experiential activities in the program is only 105 periods/grade/school year, each month there is only 1 experiential activity period. To achieve the goal of experiential activities, teachers are required to invest a lot of time and effort from planning, choosing the time, location, form of organizing experiential activities, ... while still having to implement the content of the regular curriculum, so many teachers are afraid of innovation and creativity in the organization process".

Observing the activity in teaching History and Geography, when teachers at Gia Sang Primary School organized the game "I practice being a tour guide" when

teaching the lesson “Hoang Lien Son Range” or the game “Relay” when teaching lesson 4 “Production activities of people in the Central Highlands”, due to the large number of students in the class, the cognitive level of students in the class is uneven, many students are still passive, relying on other students without being active, some students do not pay attention so the results are not high. On the other hand, some students still lack the skills to organize, plan, and assign tasks. This is one of the reasons why the above forms of organization are not effective.

2.2.5. Current status of educational forces participating in organizing experiential activities in teaching History and Geography in grades 4 and 5

To survey the educational forces participating in organizing experiential activities in teaching History and Geography for grades 4 and 5, we used question number 5 in appendix 2. The results obtained through processing are shown in table 2.6.

Table 2.6. Current status of educational forces participating in organizing experiential activities in teaching History and Geography in grades 4 and 5


TT


Coordination of educational forces

Level of participation


TB


Rank

Frequent

Less practice

Not implemented

SL

%

SL

%

SL

%

1

Subject teacher

53

70.7

14

18.7

8

10.7

2.60

2

2

Parents of students

37

49.3

23

30.7

15

20.0

2.29

4

3

Team Leader

34

45.3

28

37.3

13

17.3

2.28

5

4

Organizations, governments

local authority

35

46.7

26

34.7

14

18.7

2.27

6

5

Head teacher

55

73.3

11

14.7

9

12.0

2.61

1

6

Professional team

54

72.0

12

16.0

9

12.0

2.59

3

The statistical results show that subject teachers, homeroom teachers and professional groups regularly coordinate to organize practical activities in teaching History and Geography 4.5. Managers and teachers evaluate this force with a good score from 2.59 to 261.

Points. Observing the activities, we found that teachers supported each other to help and create conditions for students to perform the activities best. History and Geography teachers guided students to apply knowledge to the activities, the professional group guided teachers on how to organize flexibly, to be able to master the content and form of organizing the activities, the professional group guided teachers to predict the difficulties that students will encounter during the process of participating in the activities to have effective solutions.

However, some teachers have not been trained in the capacity to develop experiential learning topics in teaching History and Geography, and club activities for students who love History and Geography to create an environment for students to interact and promote their positivity and creativity. Therefore, the participation of subject teachers, homeroom teachers and Team Leaders is not effective.

According to the management board of Gia Sang Primary School: "When experiential activities in teaching History and Geography became part of the educational process, teachers encountered some difficulties, first of all, mobilizing socialized education to have funding sources, some parents, organizations, and local businesses were not interested, other difficulties from contacting the facilities to bring students to experience were sometimes not favorable, in addition, the school also encountered difficulties in organizing, checking, and evaluating experiential activities in teaching History and Geography of students". Thus, to organize experiential activities in teaching History for grades 4 and 5, it is necessary to raise awareness among social forces to mobilize attention on funding and other resources for the activities.

2.3. Current status of managing experiential activities in teaching History and Geography for grades 4 and 5 students in primary schools in Thai Nguyen city

2.3.1. Current status of planning and organizing experiential activities in teaching History and Geography in grades 4 and 5

To survey the planning of organizing experiential activities in teaching History and Geography for grades 4 and 5, we used question number 6 in appendix 2. The results obtained through processing are shown in table 2.7.

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