Design and organize teaching of Vietnamese history topics from 1919 to present in the direction of developing the capacity of History major students at Hanoi City High School - 2

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INTRODUCTION

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1. Urgency of the topic

1.1. In recent years, the world has witnessed the strong development of the Scientific and Technological Revolution with the trend of globalization and knowledge economy. To ensure sustainable development, many countries have been constantly innovating education to improve the quality of human resources for the future.

From the general trend of the world, at the same time, from the practical needs of the country, the limitations and inadequacies of the current Education Program - no longer suitable for the development trend of the world and the need to train high-quality human resources for the development and integration process, Vietnam has been implementing fundamental and comprehensive innovation of the country's education in the spirit of Resolution 29 (NQ/TW). Accordingly, implementing educational innovation from the goal of approaching content to approaching capacity, building new programs and textbooks, innovating the form of organization and teaching methods towards developing learners' capacity. To prepare well for the implementation of the new general education program, the Ministry of Education and Training issued Official Dispatch No. 4612/BGDĐT - GDTrH (October 3, 2017) guiding the implementation of the current general education program in the direction of developing students' capacity and qualities from the 2017 - 2018 school year. The dispatch clearly states: "Based on the current general education program, select topics, review the content of lessons in current textbooks corresponding to that topic to rearrange into a number of integrated lessons of each subject or interdisciplinary; from there, develop an educational plan for each subject, educational activities in the direction of developing students' capacity and qualities in accordance with the actual conditions of the school ". Thus, the construction and organization of teaching topics in a simplified direction, avoiding duplication of knowledge, creating logic and rationality in the actual conditions of the school, suitable for the students, thereby developing the capacity and qualities of students is an urgent requirement for teachers today, this is a trend of innovation in teaching content that has been and is being directed and encouraged by educational management agencies. However, currently, the design of topics is still spontaneous and lacks theoretical basis.

1.2. In our country's education system, specialized high schools and specialized high schools are educational environments that, in addition to fully and comprehensively implementing general education requirements as prescribed by the Ministry of Education and Training, also carry out the task of discovering and nurturing talents for the country. They are models of high schools in terms of facilities, teaching staff and organization of educational activities.

In order to train talents and meet the increasingly high demands of national development, the requirement for specialized schools is to reform the training system in the direction of combining learning with creative thinking; learning is closely linked to practice; education and training

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created according to the characteristics of students instead of training according to a certain model, according to a general program of universal nature. The innovation of designing teaching content into topics, ensuring both basic and systematic nature and ensuring generalization and improvement; at the same time, flexibly applying teaching forms and methods in the spirit of innovation, aiming at forming and developing qualities (patriotism, humanity, diligence, honesty, responsibility), general capacities (autonomy and self-study; communication and cooperation; problem solving and creativity) and specific capacities of the subject of History (studying history; historical perception and thinking; applying knowledge and skills learned) is an urgent requirement for the team of specialized teachers.

1.3. Hanoi City - the capital of the country, after expanding its administrative boundaries, has the largest number of high schools in general; specialized schools and high schools with specialized systems in the country; of which there are 5 high schools with specialized History classes (4 schools under the direct management of the Hanoi Department of Education and Training, 1 school under the National University) with the largest number of students. As one of the cradles of training talents for the country, Hanoi needs to continue to promote its advantages and further enhance its role in improving people's knowledge, training human resources and nurturing talents, providing high-quality labor resources, meeting the construction, development and integration of the capital and the country. In particular, the History subject in general and the History major in particular need to promote its strengths, arouse pride in national history, in the heroic and civilized capital, improve the qualities and abilities of students in general and History majors in particular. To carry out the above-mentioned tasks and missions, the team of History teachers in Hanoi in general, and History teachers in particular, need to be proactive and take the lead in innovation in teaching content and methods; be creative and proactive in designing content, flexibly apply teaching forms and methods to effectively implement the goal of educational innovation from content-based approach to competency-based approach.

1.4. As a specialized teacher, from the practical teaching process and the requirements of innovation in History education, I myself realize the need to improve my professional qualifications and pedagogical skills; actively innovate, be creative, and be flexible in designing content and methods of teaching History, serving the current program, while creating a good foundation for implementing the new History program in 2018. In particular, designing learning content for specialized students, while choosing forms of organization and teaching methods that promote talents, form and develop learners' capacities and qualities is an opportunity for me to do more in-depth research on my major, approach modern teaching perspectives and theories, effectively apply teaching methods, directly serve my teaching work, and at the same time meet the increasingly high requirements of the country's education in general and the capital's education in particular.

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Teaching by topic is one of the trends of educational innovation towards approaching students' competencies today. Accordingly, knowledge content is designed into topics, with a tight, logical, systematic structure, demonstrating continuity, inheritance and development. Learning history by topic also requires learners to be more self-aware, self-reliant and proactive. From that learning process, thinking is developed and core competencies are formed for learners. In particular, for students who study in a specialized environment and have an aptitude for History, learning about historical topics systematically, deeply and generally plays an important role in developing personal capacity and character.

Based on the above practical requirements, we chose the issue : " Designing and organizing teaching of Vietnamese history topics from 1919 to present in the direction of developing the capacity of History major students at Hanoi High School" as a research topic with the desire to contribute to the process of innovating the content and teaching methods of History in general and teaching topics for History major students in particular.

2. Research object and scope

2.1. Research subjects

The research object of the topic is the process of designing and organizing teaching according to historical themes for students in History specialized classes in high schools.

2.2. Scope of research

The thesis limits the scope of research as follows:

On subject teaching theory: Study the theory of teaching by topic; propose ways to design history topics and propose forms and measures to organize teaching the topic for History major students in high schools.

Regarding time: The topic limits the scope of research to the History of Vietnam from 1919 to 2000 according to the current Program. However, some thematic contents have connections and applications to the present.

Regarding knowledge content: Apply knowledge in the section on Vietnamese History from 1919 to present. In which, there is application and connection in both the current General Program (Advanced Program) and the 2018 General Program.

Regarding the area: Conduct a survey and investigation into the practice of teaching and learning history by topic by history teachers and history students at specialized high schools in Hanoi.

Partial and full pedagogical experiments (TNSP) through a number of topics in History specialized classes. The experimental sites (TN) are specialized high schools under the Hanoi Department of Education and Training, including: Hanoi - Amsterdam Specialized High School; Nguyen Hue Specialized High School; Chu Van An High School; Son Tay High School.

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3. Research purpose and tasks

3.1. Research purpose.

Building Vietnamese history topics from 1919 to present that can be used in teaching history for students majoring in History in high schools; proposing measures to organize teaching by topic in teaching the above-mentioned Vietnamese History subject, contributing to innovating the design of content and effectively applying teaching forms and methods, improving the quality of History subject.

3.2. Research tasks.

To achieve the above purpose, the specific research tasks of the topic are:

- Overview of works by foreign and domestic scholars related to the thesis topic; clarify research results, inheritance and issues raised by the thesis that need further research and resolution.

- Research Vietnamese History from 1919 to present in the current Program and the 2018 Program, design the content of historical topics and theoretical issues on organizing and teaching history by topic in the direction of developing students' capacity in teaching history to clarify the theoretical basis of the topic.

- Investigate and survey to clarify the current situation of teaching history by topic in specialized history classes in 04 high schools in Hanoi city, analyze and evaluate the achieved results and remaining problems.

- Determine the design basis, design process and design of Vietnamese History topics from 1919 to present, serving the teaching and learning of History major students in Hanoi.

- Proposing measures to organize thematic history teaching in teaching Vietnamese history from 1919 to present in high schools towards developing students' capacity.

- Design teaching lesson plans by topic and conduct field experiments to confirm the feasibility of the measures proposed in the thesis topic.

4. Methodological basis and research methods

4.1. Methodological basis :

The thesis researches on the basis of Marxist-Leninist theory on cognition; ideology, viewpoints of the Party, State and President Ho Chi Minh on education and history education.

4.2. Research methods

To achieve the objectives and tasks, the thesis uses the following main research methods:

Theoretical research : analyze and synthesize documents on Psychology, Pedagogy, and teaching methods of History; research and analyze History programs and textbooks, and historical documents related to the topic to systematize concepts.

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tool concept. Study documents related to the section on Vietnamese History from 1919 to present to evaluate their documentary values, historical and ideological educational values, and on that basis design historical topics.

Practical research methods:

Investigation and survey of the current situation: through observation, class observation, discussion, interview, and distribution of survey forms to teachers and students to find out the current situation of teaching by topic in general, and teaching by topic for students majoring in History in particular in history teaching in high schools.

Consult and absorb the opinions of scientists, discuss within the Department at the training facility, summarize the experiences of teachers specializing in teaching the subject.

Pedagogical experimental method: design lesson plans by topic and conduct partial and full pedagogical experiments to confirm the feasibility of the measures proposed in the thesis.

Using statistical methods to process data collected in current situation surveys and TNSP to draw scientific conclusions.

5. Scientific hypothesis

If we can design the content of Vietnamese history topics from 1919 to present in teaching for students majoring in History and propose measures to organize the teaching of history topics in high schools in the direction of developing students' capacity, it will contribute to innovating methods, improving quality, and contributing to completing the goal of teaching the subject in high schools in general and for students majoring in History in particular.

6. Contribution of the thesis

- Continue to consolidate the theoretical foundations of designing and organizing teaching of Vietnamese history topics from 1919 to present in the direction of developing capacity for History major students in high schools in Hanoi in particular and the whole country in general, thereby enriching the theory of teaching the subject.

- Providing a picture of the current situation of designing and organizing teaching of historical topics for History major students in Hanoi, with outstanding characteristics of the educational environment for gifted students in the capital.

- Provide the basis for designing historical topics; the process of designing historical topics suitable for specialized students and implementing the design of Vietnamese historical topics from 1919 to present in the direction of developing capacity.

- Propose measures to organize teaching topics for History major students in the direction of developing capacity, aiming at forming and developing three components of capacity, including: Understanding history; Historical perception and thinking; Applying learned knowledge and skills.

7. Significance of the topic

7.1. Scientific significance

The thesis contributes to consolidating and enriching the theory of teaching history according to

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General topics and the design of content and organization of teaching by topic for students majoring in History in particular in teaching history in high schools towards developing students' capacity.

7.2. Practical significance

The research results of the thesis will raise the awareness of teachers and high school students about teaching and learning history by topic. Help teachers and students know how to apply measures to design history topics as a source of teaching and learning materials for themselves. The thesis will be a useful reference for lecturers and students of History Pedagogy at universities and colleges, teachers and students at high schools.

8. Structure of the topic

In addition to the introduction, conclusion, references, appendix, the thesis content is composed of 4 chapters:

Chapter 1 : Overview of research works related to the topic.

Chapter 2. Designing and organizing teaching topics towards developing the capacity of History major students in high schools - Theory and practice

Chapter 3 : How to design Vietnamese history topics from 1919 to present in the direction of developing the capacity of History major students at Hanoi High School.

Chapter 4 : Measures to organize teaching of the topic of Vietnamese History from 1919 to present in the direction of developing the capacity of History major students at Hanoi High School. Pedagogical experiment.

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CHAPTER 1

OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC

Teaching by topic is one of the innovative orientations in teaching in general and teaching history in particular in high schools today. In Chapter 1 , based on an overview of foreign and domestic works related to the thesis topic, we draw a general assessment and point out the results that researchers have achieved, and at the same time orient the issues that the thesis needs to continue to research and solve.

1.1. Research works on design and teaching by topic in high schools

1.1.1. Research by foreign authors.

The authors M.Alexev – ​​V.Onhisuc – M.Crugliac – V.Zabotin – X.Vecxcle (1976), in the book Development of Students' Thinking, focused on analyzing logic in teachers' work; knowledge acquisition in the light of psychology and logic, the relationship between knowledge and thinking, the development of logical thinking and dialectical thinking. In the part of knowledge acquisition and thinking, in order for students to be able to acquire countless events and concepts, it is necessary to classify them, and at the same time establish connections and mutual constraints between events and phenomena. The authors also believe that "things in a system will be remembered firmly and lastingly" [01; 25] . In the part of knowledge and thinking, the evidence analyzed by the author is all used in the form of topics; At the same time, students can absorb new information through the teacher's story, through studying documents and visual aids; when analyzing information, teachers can conduct conversations, prompt and let students work independently with textbooks. Depending on the difficulty of the topic, choose effective measures. In the process of analyzing measures to develop students' thinking, the author has researched most deeply on problem-based teaching. The authors have argued that, in class, it is necessary to create problematic situations to stimulate students' intellectual activities. Students must analyze, compare, contrast, prove, hypothesize and draw conclusions. From the author's perspective on the research topic, we realize that teaching history by topic can ensure systematicity and has advantages in developing thinking by systematically arranging knowledge in the topic. At the same time, the methodological suggestions analyzed by the author are also the basis for us to propose thematic teaching methods in history.

In the book “How to promote students’ initiative” (1978) , author IFKharlamov stated that students only “really grasp what they themselves have achieved through their own labor” [63, 17]. Knowledge only truly becomes knowledge when it is the result of thinking efforts, not of memory. The factors that motivate thinking are the cognitive tasks that arise in the process of learning.

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learning process. The questions raised will contribute to stimulating the spirit of inquiry, stimulating analysis, comparison, and generalization. But for the cognitive-thinking process, in addition to questions, there must be documents used for analysis and comparison, that is, there must be documents for thinking. To promote the active thinking of students, the author emphasized: "We should not forget that the learning materials themselves contain many factors that stimulate and motivate students' curiosity and active thinking. These are the novelty of scientific knowledge, the clarity of events, the uniqueness of conclusions, the unique method of discovering the concepts that have been formed, the deep penetration into the nature of the phenomenon" [63; 88]. Therefore, teachers must constantly take care that their lectures do not simply recite textbooks but need to "have vivid, deeply engaging content, enriching and expanding students' existing knowledge" [63; 89]. Supplementing knowledge and concretizing general arguments in the content of textbooks not only makes the lecture easier to understand but also makes it attractive, emotional and encourages students' positive thinking. The above viewpoints of the author have the meaning of orientation and advice for us in preparing good learning content for students, in which arranging knowledge by topic to enrich, expand, clarify events, create materials, and stimulate students' thinking activities is a necessary task.

David A. Jacobsen, Paul Eggen, Donal Kauchak in the book Methods for Teaching ( Prentice Half-Gale 2002) stated that in order to promote learning activities suitable for students, teachers need to do well in preparation work such as: planning; implementing (Implementing) and assessing (Assessing); at the same time, applying teaching methods and techniques suitable for each different learning style of students to promote their positivity and initiative in learning. According to the authors, if teachers know how to diversify their teaching methods, they will be more effective than those who always follow a certain way. Students have different learning styles, so teachers need to guide them to know how to learn best, promote their strengths and overcome their weaknesses. The authors' opinions and suggestions are one of the references for us in the process of researching, designing content and choosing methods to suit students with certain aptitudes for the subject.

Through research on education reform in the UK, the authors Lu Dat, Chu Man Sinh ( editor-in-chief ), Luu Lap Duc, Chu Hai Yen (Deputy editor-in-chief) (2010), in the book Education Reform in Developed Countries - Education Reform in the UK, pointed out that the design of curriculum content for students from normal schools to special schools must have factors such as: multi-facetedness - the design content must help students gain knowledge, understanding ability and skills on a wide scale; at the same time, the teaching content must be close to