Current Status of Teaching Vietnamese History with Local Historical Relics at High Schools in Nghe An Province

Students will understand more about the resilient revolutionary struggle of the people here. The communal house is where the drum beat to gather the people to fight against high taxes and heavy duties, where patriotic scholars and scholars in the Can Vuong movement joined together, where schools were opened in the Dong Du movement, where young people were gathered to work abroad. This is where the Central Party Committee and Nghe An Provincial Party Committee were used as meeting places, to hide documents, and as a workplace for the Soviet government. The historical vestiges here will help students recreate historical events during the vibrant revolutionary period of 1930-1931. Students will have symbols of the resilient fighting spirit of the people - especially the farmers here during this period. From there, concepts were formed: the worker-peasant movement, the Soviet, the form of two parallel governments... Students have an attitude of admiration and sympathy for the actions of their predecessors and the masses. That is the basis for us to educate the young generation about love for their homeland and country.

On the basis of three aspects: knowledge, skills, attitudes, organizing teaching with local historical contexts contributes to developing 5 general capacities : capacity to detect and solve problems; self-study capacity; cooperation capacity; presentation capacity; debate... and specialized capacities such as: historical reenactment, historical thinking, historical practice, application of historical knowledge into practice, solving a historical problem, using language to present a historical problem...

From there, they also contribute to fostering and cultivating many correct moral qualities such as: pride, love for the homeland and country; deep gratitude to those who have contributed their efforts and blood for the peace of their homeland...

2.2. Practical basis

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2.2.1. Overview of the current status of historical relics in Nghe An

As a land with a long history and culture, “... Nghe An has a rich and valuable system of historical and scenic relics. That is truly a source of pride but also a long-term difficulty and challenge for the work of preserving and promoting traditional tangible cultural values in the short and long term ” [122; 43].

According to data provided by the Management Board of Monuments and Landscapes of Nghe An based on Decision 201 dated January 17, 2018, Nghe An currently has 2,602 monuments distributed across 21 districts, cities and towns of the province. Of which, there are 274 provincial-level monuments, 140

5 General competencies such as: Critical thinking, logical thinking; Creative and autonomous skills; Problem solving skills; Teamwork skills; Communication and language mastery skills; Calculation and digital application skills; Reading and writing skills; Information and communication technology skills.

national relics and 04 relics ranked as special national relics, including: Kim Lien relic cluster, Nam Dan and milestone number 0, Tan Ky; Hoanh Son communal house. Recently, on December 16, on the occasion of the 150th anniversary of the birth of patriotic scholar Phan Boi Chau, Nghe An province received the certificate of ranking as a special national relic for the Phan Boi Chau Memorial Site in Nam Dan district.

According to statistics from the Department of Culture, Sports and Tourism, and the Department of Monuments and Landscapes of the province, Nghe An has a large number of historical relics - including 127 national historical relics, 02 special national historical relics, which have received attention and investment from the state and local departments and agencies. For example , in 2012, the Memorial House of the late General Secretary Le Hong Phong and the Memorial House of Comrade Nguyen Thi Minh Khai were completed. In 2013, the Memorial House of General Chu Huy Man was inaugurated.

built with an area of 7743m2 . In 2014, the memorial site of comrade Phung Chi

Kien in Dien Yen, Dien Chau was inaugurated... The restoration of Truong Bon relic site was completed in 2015, including 21 main items with a large budget. The restoration and embellishment with funding from many sources: the state, socialized sources... makes the historical relics in Nghe An become places to preserve historical relics and destinations to educate the people about traditions. Thereby, promoting the historical and cultural values of the historical relics in the locality.

Thus, the DTLS system in Nghe An is very diverse, with many types, belonging to many LS stages, many levels: provincial level, national level, special national level.

These DTs have an advantage in teaching LSVN grade 12 in high schools here because they are familiar, helping students easily remember and understand basic knowledge. The DTs have many values such as: history, culture, science, tourism... Especially for students, they have special value in educating their personality and qualities such as: loving their homeland, country, being proud of the people, the land where they were born, being responsible for the country, homeland...

However, many DTs are still being encroached upon, many households encroach on relics, using parts of the relics for many different purposes; many important historical relics are degraded and damaged. Some relics are in a state of severe damage, even becoming ruins.

Some DTLS have not yet fully promoted their value and meaning after being built or

Restoration and restoration have not been effectively exploited, even falling into a state of " shelving". That reality requires management levels to promote the exploitation of DTLS in the locality and need specific solutions such as: widely propagating to the people, especially the nearest residents, creating understanding of DTLS and awareness of preserving and promoting relics. That work needs to be coordinated with schools in the province, paying attention to going into depth, not just stopping at temporary movements. Localities also need to coordinate with communication channels and travel companies so that tourists from everywhere know and find the " red addresses" which are DTLS here.

2.2.2. Current status of teaching Vietnamese history with local historical relics at high schools in Nghe An province

In recent years, the Ministry of Education and Training has issued documents guiding the implementation of local education content at all levels with the goal of educating local people to contribute to the implementation of the subject, linking theory with practice, linking schools with society. In Directive No. 40/2008/CT-BGDDT, dated July 22, 2008 of the Ministry of Education and Training on launching the emulation movement " Building friendly schools, active students " in high schools in the period 2008 - 2013, students are required to participate in learning, caring for and promoting the values of local historical, cultural and revolutionary sites. Each school takes care of a local historical, cultural or revolutionary site, contributing to making the site cleaner and more attractive to introduce local works and sites to friends. Schools must plan and organize effective education on national traditions, culture and revolutionary spirit for all students; coordinate with local authorities, organizations and people to promote the values of national traditions, culture and revolution for the lives of local communities and tourists.

Nghe An Department of Education and Training has issued documents on " Enhancing collective activities, taking students on field trips to historical sites " to comprehensively educate students, preserve and promote national cultural values. From there, help students understand the process of formation, development and great contributions of their homeland and ancestors to the country, thereby increasing love and pride for the land that gave birth to and raised them. The forms of organizing teaching with DTLS are mainly integrating DTLS content into subjects and educational activities such as: organizing

DT care organizations, educational activities, teaching in places with DT; organizing tours, experiencing DTLS... Subject teaching methods with DTLS through media and multimedia are encouraged through many initiatives and experiences. In these activities, in addition to the efforts of teachers, students are required to be proactive in researching, exploiting, disseminating, and propagating documents about DTLS in the locality.

To accurately grasp the situation of teaching history with relics in the locality, we directly interviewed and worked with the specialist in charge of history of the Department of Education and Training of Nghe An province - Ms. Nguyen Thi Thanh Thuy. In fact, especially in 2007 - 2008, the Department of Education and Training of Nghe An coordinated with management agencies such as: Soviet Nghe Tinh Museum, Military Region 4 Museum, television station, ethnic areas... to develop plans; direct schools to coordinate with subject groups, bring secondary and high school students to ethnic areas in the locality. Some activities such as: linking historical relics with extracurricular activities, propaganda, education through visits, organizing learning on major holidays...; dramatizing typical local historical events, Golden Bell contest, ethnic care, making films about the 1930-1931 revolutionary tradition; about the August Revolution, about typical events and characters in the resistance war against the US...

Based on the close direction of the Department of Education and Training on organizing tours and study at the DTLS, high schools in the whole province have increased this activity, considering it a task and at the same time meeting the wishes of each student to understand the DTLS in their hometown. At high schools in the province, students are allowed to go on tours once a year. The tours are usually organized at the beginning of the year, in two directions: 11th grade students visit the Dong Loc T-junction relic site, visit the tomb of General Vo Nguyen Giap, then return to the Nguyen Du relic site; 10th grade students, divided into groups of 3-4 classes, visit Uncle Ho's hometown and the Truong Bon relic site (some schools combine visiting the mausoleum, Mai Hac De temple in Nam Dan or visiting the tomb of Mrs. Hoang Thi Loan), then visit the Soviet Nghe Tinh museum.

Many initiatives of teachers also mention the use of local historical relics in historical lessons, which can be national or provincial relics related to ethnic history or serving the teaching of local history. Some other activities are also organized at locations, DT - where historical events took place. For example ,

On August 30, 2016, the Nghe Tinh Soviet Museum displayed a set of panels with the theme: " Nghe An - 86 years of construction and development " at the Cat Van commune stadium. The display attracted a large number of local people and students to visit and study. On the occasion of the 86th anniversary of the Nghe Tinh Soviet Day (September 12, 1930 - September 12, 2016) and the 115th anniversary of the birth of comrade Le Doan Suu - a senior cadre of the Party (1901-2016), the Nghe Tinh Soviet Museum coordinated with the Department of Education and Training of Vinh city to organize a cultural exchange program with the theme: " Soviet Flame of 1930". In 2012, the Provincial Party Committee's Propaganda Department launched a contest " Learning about the life and career of Comrade Nguyen Tiem - the first Provincial Party Secretary of Nghe An" in secondary and high schools and through the mass media. At the end of 2017, in Nghe An, a workshop was held on " The impact of family tradition on the formation of the personality of Comrade Nguyen Thi Minh Khai "...

However, the organization of the above activities is not uniform among schools. Some schools, especially those in remote, disadvantaged and deprived areas, are almost unable to organize activities with local DTLS. Even schools in the city center do not organize them regularly every school year. Because it is related to many factors: material conditions, difficulties in organization... The choice of location to organize teaching with local DTLS is sometimes not based on the characteristics of the subject. For example, in some schools, teachers do not advise the school board on the schedule of visiting places with historical value but only go to places to keep up with the tourism trends of many people. That also significantly affects the quality of these activities.

2.2.3. Current status of organizing teaching Vietnamese History for grade 12 with historical relics in Nghe An province

2.2.3.1. Survey location and time

We conducted surveys and investigations at high schools in Nghe An province during the school years 2013 - 2014; 2014 - 2015; 2015 - 2016. The survey and investigation were distributed to representative schools in rural, mountainous and urban areas of Nghe An province.

2.2.3.2. Survey subjects

The survey was conducted directly by the author in coordination with student teachers of the History Department, Vinh University, courses 52A, 53A, 54A Pedagogy.

History, applied to 248 students and 102 teachers of high schools in the province to find out the general situation of teaching the subject. In particular, we also focused on collecting opinions from LS teachers teaching grade 12, across all groups: young teachers, teachers with experience to have specific information on the research issue. The students we selected for survey were grade 12 students at a number of schools in Nghe An province. The above schools are distributed in different terrains of the province, representing the characteristics of schools in coastal areas, plains, mountainous areas and remote areas of Nghe An.

2.2.3.3. Investigation and survey plan and content

* Plan

We prepared survey forms and questionnaires for teachers and students. At schools near or with student teachers, we conducted direct surveys. At some schools in remote mountainous areas, for example Ky Son, over 300 km from Vinh city center, we used email and telephone to communicate with colleagues.

* Investigation and survey content

- The investigation and survey of teachers focuses on the following contents:

+ The situation of teaching subjects with DTLS locally in grade 12 of high schools in Nghe An.

+ The level of using local historical knowledge in teaching Vietnamese history.

+ Level, form and measures of using local historical documents in the process of teaching History.

+ Advantages and difficulties of teachers when organizing teaching Vietnamese history with local ethnic minorities in Nghe An.

+ Recommendations and proposals from teachers on organizing the teaching of Vietnamese history with local DTLS in Nghe An.

- Investigation and survey of students focus on the following contents:

+ Students' opinions on the teaching situation of History subject.

+ The importance of organizing Vietnamese history teaching with local historical relics.

+ Measures that teachers have used when organizing Vietnamese history teaching with local ethnic minorities.

+ Students' understanding of some typical ethnic minorities in Nghe An.

+ Your suggestions and wishes in organizing Vietnamese LS teaching

with local DTLS.

2.2.3.4. Investigation and survey results

a. For teachers

- On teaching subjects with local historical relics

Under the direction of the Department of Education and Training of Nghe An, teaching with heritage, in which an important content is exploiting local DTLS, has been focused on by schools.

Most of the teachers interviewed were aware of the importance of innovating teaching methods for the subject, including strengthening teaching with local historical contexts. Along with the application of other active teaching methods, this is one of the important measures in teaching the subject, contributing to improving the quality of historical contexts lessons, helping students to be interested, understand the lesson faster and more deeply. Thus, in the perception of subject teachers, innovating historical contexts teaching methods is inevitable. Therefore, when asked about the necessity of organizing teaching of the subject with local historical contexts, up to 70.59% of teachers chose the option: necessary, 18.61% chose the option: very necessary; only a small percentage of 0.88% of teachers chose the option: not necessary (PL 2.1.1).

Most of the teachers we asked were very aware of the importance of organizing teaching with local ethnic minorities. According to the teachers, " Teaching history with local ethnic minorities creates a lot of excitement for students. It is useful and close to reality " (Ms. Trinh Thi Thu Huong, Dien Chau II High School). Ms. Hua Hoa Mai, Le Viet Thuat High School, said: " The number of hours for History is very small. Students do not choose to take exams in this subject. Therefore, teachers cannot organize teaching with many ethnic minorities".

According to table 2.1. Results of the survey on the organization of teaching subjects with DTLS in the locality of teachers in grade 12, in Nghe An. Table 2.1.1. Group of questions on the meaning and effect of organizing teaching with DTLS in the locality (Appendix):

Teachers are aware that this is an attractive issue, helping them innovate teaching methods for the subject in high schools. Accordingly, 67.65% of teachers surveyed said that: organizing teaching of the subject with DTLS in the locality helps students deeply understand what has happened and is happening in their locality and hometown. 15.67% of teachers surveyed also said that it helps increase students' interest and the attractiveness of the LS lesson. In addition, 16.67% of teachers agreed that organizing teaching of LS with DTLS in the locality helps develop

develop practical skills for students.

Although thoroughly grasping the guiding viewpoints of all levels on the issue of organizing teaching with heritage, DT is close to students and teachers themselves are fully aware of the importance of the issue, due to many reasons, teachers cannot always organize teaching activities with local DTLS. In fact, the number of schools and classes that regularly organize teaching of heritage associated with local DTLS in Nghe An province accounts for only 3.9%; the percentage of schools that organize it once a year accounts for 29.4%. Meanwhile, about 66.7% of schools cannot organize teaching of subjects with local DTLS. Teaching with DTLS in class is very limited. Schools mainly organize field trips to local DTLS. However, schools in remote areas such as mountainous areas, remote areas, etc. have almost not been able to organize teaching with local DTLS. For example, schools in the mountainous areas of western Nghe An such as Ky Son, Quy Chau, Que Phong, Con Cuong..., organizing teaching with ethnic minorities in the locality is extremely difficult. This is due to the following reasons: Firstly , in these districts, the number of historical relics is very small. For example, in the mountainous district of Ky Son, only Pu Nha Thau temple relic is recognized as a provincial historical relic, a place that represents the worship of Mother Goddess combined with the worship of national heroes established since the Tran Dynasty (14th century). Or in Quy Chau district, historical relics from the period 1919 to the present are also absent, there are only famous historical relics from the previous historical period... Secondly , the material conditions in these places are still lacking, the number of students from ethnic minorities is large, so organizing teaching with ethnic minorities is almost not focused on.

* On the form of implementation of teaching organization with DTLS in the locality Based on the results of table 2.1.2: Group of questions on the form of implementation of organization

Teaching organization with local DTLS (Appendix), shows that teachers have pointed out the main forms that can be organized in teaching practice. For internal lessons through ethnic history and local history lessons, teachers choose at a rate of 11.67%. Because in reality, the number of lessons allocated for history is very small, the knowledge content is large, so bringing local DTLS into internal lessons is not easy. For the form of study tours, the selection rate is 14.7%; extracurricular activities are 16.66% and the total form (internal lessons, study tours, extracurricular) is 56.86%.

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