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

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Figure 4.5. Frequency histogram representing the score values according to the assessment classification framework of the experimental and control classes from the full experimental results.

Through the table and chart above, we can see that there is a certain difference in the test results and student evaluation in the experimental and control classes. The percentage of students achieving excellent scores in the experimental classes is 32.8%, while in the control classes it is 8.8%. The average score in the experimental classes is 2.3%; while in the control classes it is 13.6%. The difference in the good group between the experimental and control classes is not much. This also contributes to showing that the measures we propose first of all meet the standard requirements in terms of knowledge, skills and attitudes, ensuring the goal of fostering and developing student capacity, suitable for the specialized teaching environment.

From the above results, it can be affirmed that the organization of teaching Vietnamese history topics from 1919 to 2000 for History major students in Hanoi City in the direction of developing students' capacity in teaching history plays an important role in consolidating, deepening, systematizing and improving knowledge for History major students. This is also the basis for developing History major students' cognitive and historical thinking capacity, working capacity, self-study with learning materials, applying knowledge and practical skills of the subject.

4.5.4.2. Qualitative

Firstly, for teachers, teachers enthusiastically participate in the process of experimental learning. In experimental classes, instead of teachers playing a central role in teaching historical topics, focusing on providing knowledge as before. Now, teachers are witnessing the application of active teaching methods towards developing students' competencies. Teachers are the ones who organize students to work on projects, report products, and evaluate each other. Although the work of preparing, organizing and guiding students to complete projects

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The project requires meticulousness, care, and attention to detail, but teachers are able to design teaching plans and organize learning activities well for students, meeting the requirements and in accordance with the research results of the thesis topic.

Teachers participating in the experiment all agreed that designing thematic content and organizing learning activities for students helped teachers continue to have deeper access to teaching perspectives and methods oriented towards developing students' competencies. It ensures teachers have more autonomy in designing content and organizing teaching, making history teaching more attractive and engaging. Students being proactive in working with resources, searching, exploiting information, and completing project products in groups makes them learn more proactively, positively, excitedly and passionately about exploring history.

Second, on the students' side. Through the process of accompanying the students to complete the project, observing the way they report their products, discuss and evaluate each other, we see that they have a clear change and maturity in their studies. After the process of searching for documents and completing the report products; the students clearly demonstrate their initiative and positivity in completing the learning tasks given by the teacher. During the lesson, the time spent for students to report products, present, analyze and evaluate historical events and figures takes up the majority. The students prepare their products well, are excited to report and anxiously await the evaluation and comments from friends and teachers. All of these things make the lesson more attractive. Most of the opinions of students in the experimental class are that the lesson creates a comfortable and free atmosphere to explore knowledge, present their thoughts and cognitive results; Students are not pressured to memorize too many events but are able to return to the historical atmosphere through original documents and through the way the teacher organizes the lesson.

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Chapter 4 Summary

From the contents of Chapter 4 , we draw the following conclusions:

Organizing the teaching of Vietnamese history topics from 1919 to 2000 for History major students in the spirit of innovation, aiming at developing students' qualities and competencies, plays an important role in improving the effectiveness and quality of lessons in the Vietnamese history section. However, in order to choose the right forms and methods of teaching Vietnamese history topics from 1919 to present for History major students in the direction of developing students' competencies, teachers need to ensure the principled requirements of the subject teaching theory such as: starting from the objectives and content of the topic; ensuring that students proactively acquire basic and core knowledge of the topic; at the same time, smoothly and flexibly combining teaching methods and different sources of documents on the basis of promoting the positivity, initiative, creativity and talents of History major students.

The forms and methods of organizing teaching the topic of Vietnamese history from 1919 to present for students majoring in History in the direction of developing students' competence are proposed based on the results of theoretical research and teaching practice at high school level. The forms and measures we propose and implement in the internal lessons, on the basis of applying the principles of problem-based teaching, cooperative teaching, differentiated teaching...etc. are suitable for the characteristics of the historical cognition process, the lesson process has a flexible and adaptable combination, on the basis of innovating traditional methods combined with modern methods.

The proposed measures have been completed by us in the process of organizing partial and full experiments. The quantitative results of the experiment combined with the qualitative results have shown that there is a difference in the quality and effectiveness of the lessons between the experimental classes and the control classes. That helps us have a basis to confirm the feasibility of the measures proposed in the thesis. From there, affirm the correctness of the hypotheses that the thesis topic has raised. This is also the basis for us to draw scientific conclusions of the thesis topic.

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CONCLUDE

From the research results of the thesis, we draw the following scientific conclusions:

1. Designing and organizing teaching of Vietnamese history topics from 1919 to present for students majoring in History at Hanoi High School in particular, innovating history education towards developing students' qualities and abilities in general is one of the topical issues, one of the key contents of the current history education innovation. In recent years, there have been many research works on innovating the design of content, form, and methods of organizing history teaching at high school level. However, there has been no research work that directly addresses the design and organization of teaching Vietnamese history topics from 1919 to present for History major students at Hanoi high schools in the spirit of developing from the current program, connecting with the new 2018 general education program. Therefore, the topic is a new direction, with scientific and practical significance for the process of teaching history in high schools, especially schools with History major classes in Hanoi.

2. The content of the Vietnamese history topics from 1919 to present that we have designed is closely related to the knowledge of History subject in high schools in the current program and the 2018 History Program. Therefore, this is an important source of documents to support teaching and learning for high school teachers and students, especially of great significance for specialized teachers and students of History.

3. Designing the content of the Vietnamese history section from 1919 to present into topics is one of the measures to contribute to the innovation of history teaching in high schools in the direction of developing students' competencies, meeting the urgent requirements of the educational innovation in general and history education in particular in our country today. Knowledge of Vietnamese history from 1919 to present is designed into topics that not only play an important role and significance in generalizing, systematizing, enriching, and deepening knowledge, but also have a great effect on the development of subject-specific competencies and the formation of civic qualities; at the same time, career orientation for high school students; especially students majoring in History - a group of high school students with talent and passion for studying History.

4. Organizing the teaching of historical topics in the direction of developing students' abilities can be carried out in many different forms of teaching organization, on the basis of smoothly combining different types of student activities. But the most important thing is that on the basis of the goals and content of the topic, it is necessary to reasonably determine effective methods for students.

5. From the results of theoretical and practical research, we have proposed forms and methods of organizing teaching of Vietnamese history topics from 1919 to present for students majoring in History in the spirit of innovation, aiming at developing

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General qualities, competencies and specific competencies of the History subject in particular, focusing on forming specific competencies of the subject such as: historical research competency; historical cognition and thinking competency; competency in applying learned historical knowledge and skills to solve learning tasks and situations in real life.

Due to the framework of the thesis, we focus on analyzing in-depth the methods of organizing teaching history topics when conducting in-class lessons. The results of partial and full experimental tests not only help us confirm the feasibility of designing and applying forms and methods of organizing teaching history by topic but also confirm the correctness of the hypotheses that the thesis topic has set out.

6. The fact that history teachers at high schools in general and history teachers in particular are proactive in designing teaching content according to topics and choosing appropriate and effective forms and methods of teaching, closely following the curriculum of the grade level is one of the very commendable efforts, because that is one of the bases for innovating the goals, content, and methods of teaching history, improving the quality of teaching the subject in high schools. However, to do that, teachers play a leading role. The comprehensive innovation of education in general and history education in particular must come from teachers. Teachers, more than anyone else, are the ones who directly convey academic content through forms of organization, methods, and techniques to students; thereby gradually developing capacity and forming essential civic qualities. To fulfill our mission, we must be people who are dedicated to the cause of education; have a full understanding of the general education program, master the theory and forms of organization, and measures to organize teaching and learning in the direction of developing students' abilities; inherit and promote the advantages of traditional teaching and effectively apply modern teaching methods to improve the quality of each lesson, lesson/topic.

Through the process of implementing the thesis topic, we make some specific recommendations as follows:

Firstly: History education researchers, based on the current program and the 2018 History General Program, need to continue to support and guide teachers to change in editing the content of the History program and teaching and learning materials. Diversify knowledge sources, use a variety of historical sources and documents to help students approach reality, explore and discover on their own to improve their cognitive and action capacity. Strengthen active teaching methods to help students have experiences and creativity in the learning process; especially, it is necessary to continue to pay more attention to teachers and students specializing in History in order to train students with professional talent on the path of historical scientific research and other social sciences.

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Second: Organize regular and periodic training and refresher courses to improve theoretical level, general teaching capacity, capacity to exploit and effectively apply modern teaching forms and methods for high school teachers in general and specialized teachers in particular.

Third: Teachers, on the basis of a firm grasp of the objectives and orientation of the general education program, need to actively and proactively design appropriate historical content according to topics; at the same time, flexibly and creatively apply teaching forms and techniques appropriate to the content and students in order to create interest and motivation for learning, promote students to participate more actively and creatively in the learning process, on that basis, completing the goal of developing capacity and qualities for high school students.

Fourth, high school students in particular and History students in general need to be more active and proactive in accessing learning resources; they need to build for themselves a habit, a positive learning attitude, promote their full potential, self-study ability, actively coordinate with teachers and classmates to achieve optimal learning results to meet the requirements of current educational and training innovation. Only then will they have the foundation and basis for choosing a future career, becoming a high-quality human resource, the vitality of the nation. Reality has shown that compared to other resources, human resources with the leading factor being intelligence and gray matter have the outstanding advantage of not being exhausted if they know how to nurture, exploit and use them properly; considering people as both the goal and the driving force of national development. Very early, President Ho Chi Minh pointed out: "For the benefit of ten years, we must plant trees, for the benefit of a hundred years, we must cultivate people" . In his Testament left to the entire Party and the entire people, he advised: “First is the work for people” ; “Educating the next generation of revolutionaries is a very important and necessary task”. If there are good teachers, there will be good methods, therefore, there will be good students. Because of that noble mission, nowadays, supporting students’ learning and development is considered a prerequisite for a teacher’s success.

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PUBLISHED WORKS RELATED TO THE TOPIC

1. Le Thi Huyen, Integrating knowledge about sea and island sovereignty in teaching world history for grade 12 high school students, Education Magazine, No. 380, Issue 2, April 2016.

2. Le Thi Huyen, Applying project method in teaching the topic "Protecting sovereignty over sea and islands" to develop capacity for 12th grade students majoring in History, Education Magazine, special issue, issue 3, June 2016.

3. Le Thi Huyen, Nguyen Van Ninh, Effective use of Original Materials in High School's history teaching by topic , American Journal of Educational Research, Volume 6, Number 10, October 2018. http://www.sciepub.com/journal/ education .

4. Nguyen Van Ninh (editor-in-chief), Duong Tan Giau, Le Thi Huyen, Tong Thi Quynh Huong, Truong Trung Phuong, Using caricatures in teaching history in high schools, Hanoi National University Publishing House, 2019.

5. Nguyen Van Ninh, Nguyen Thi The Binh (Co-editor), Le Thi Huyen, Nguyen Thi Linh, Secrets to conquering high scores in History 9, Hanoi National University Publishing House, 2019.

6. Nguyen Van Ninh, Nguyen Thi The Binh (Co-editor), Le Thi Huyen, Nguyen Thi Thanh Thuy, Secrets to conquering high scores in History 10, Hanoi National University Publishing House, 2019.

7. Nguyen Van Ninh, Le Thi Huyen, Speed up practice to conquer the 2019 National High School Exam in History, Hanoi National University Publishing House, 2019.

8. Le Thi Huyen, Nguyen Manh Huong, Applying the flipped classroom model in teaching Vietnamese History topics (1919 - 2000) for History major students at Son Tay High School, Hanoi, Educational Equipment Magazine, No. 234, Issue 1, February 2021.

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