Designing History exercises for grade 10 based on applying the theory of multiple intelligences for high school students. Applying the part of Vietnamese History from the origin to the mid-19th century

Volume 1, Publishing House, Hanoi

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Maybe you are interested!

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Hanoi National University of Education Publishing House.

[24]. Phan Trong Ngo (2001), Psychology of intelligence , National University Publishing House. [25]. Nguyen Thanh Nhan (2002), Using pictures in teaching History.

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[27]. Ngo Minh Oanh- Nhu Thi Phuong Lan- Dao Thi Mong Ngoc, 2006, Training materials for core high school teachers, History subject.

[28]. Hoang Thanh Tu, History review methods in high school - Some theoretical and practical issues, Hanoi National University Publishing House.

[29]. Tran Quoc Tuan (2002), Exercises in teaching history in high schools,

Hanoi National University of Education Publishing House.

[30]. Dang Van Ho, Tran Quoc Tuan, (2005), History exercises in high schools , Education Publishing House.

[31]. Tran Vinh Tuong, (2003), System of cognitive exercises in teaching history in high schools, National University Publishing House, Hanoi.

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[33]. Thai Duy Tuyen (1999), Basic issues of modern pedagogy , Education Publishing House, Hanoi.

[34]. Tran Thi Thu (2012), Compiling and using History exercises in grade 8 junior high school, National University.

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Popular, Teaching and Learning Today Magazine.

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[38]. Ho Sy Tue (2010), Designing and using cognitive exercises in teaching History, Journal of Teaching and Learning Today, No. 12 - 2010, pp. 43-45

[39]. Howard Gardner, (2012), The Structure of Intelligence: A Theory of Multiple Intelligences,

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[40]. Thomas Armstrong, 7 types of intelligence , Social Labor Publishing House.

[41]. Thomas Armstrong, You are smarter than you think , translator Thu Trang, Ngoc Bich, Social Labor Publishing House, 2018.

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[44]. Minh Duc, Interesting Life, Einstein's Words and My Lessons from Experience, January 16, 2014, https://dominhduc.com , 10am, November 29, 2018.

https://dominhduc.com/loi-cua-einstein-va-nhung-bai-hoc-kinh-nghiem-cua-toi . [45]. Nguyen Thi Hien, history exercise design process, September 30, 2016,

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https://giaoducthoidai.vn/trao-doi/qui-trinh-thiet-ke-bai-tap-lich-su-2348310-v.html . [46]. Xuan Ky, Ensuring the goal of educating Vietnamese people to develop comprehensively

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comprehensive-development-of-vietnamese-people.html.

[47]. Ucdmkids, Applying the theory of multiple intelligences when teaching children , October 25, 2013, https://bethongminh.vn , 2:00 p.m., December 1, 2018.

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THESIS, THESIS REFERENCES

[51]. MSc. Tran Phuong Anh "Applying multiple intelligence theory in teaching History grade 10 in high school" (Hanoi National University, University of Education, Hanoi, 2015, Master's thesis.

[52]. Dang Thi Thuy Dung, (2015-2016), Applying Multiple Intelligences theory to teaching the lesson "Building and promoting national cultural traditions in the 10th - 15th centuries", grade 10 high school history standard program, Hanoi National University of Education, University graduation thesis.

[53]. Tran Quoc Tuan with the topic "Exercises in teaching history in high schools" Hanoi Pedagogical University, 2002.

Appendix 1

APPENDIX

TEACHER OPINION SURVEY

CURRENT STATUS OF DESIGNING HISTORY EXERCISES FOR GRADE 10 ON THE BASIS OF APPLYING THE THEORY OF MULTIPLE INTELLIGENCES FOR HIGH SCHOOL STUDENTS (FOR TEACHERS)

1. Dear teachers! Designing History exercises based on applying Multiple Intelligences Theory for high school students is a great suggestion for teachers to refer to in testing and evaluating students' abilities. At the same time, it develops diverse intelligences in each student. To contribute to the successful implementation of the research topic "Designing History exercises for grade 10 based on applying Multiple Intelligences Theory for high school students" (Applying the part of Vietnamese History from the origin to the mid-19th century). I look forward to receiving your comments. I hereby guarantee that those comments are for research purposes only.

- PERSONAL INFORMATION: Teacher's full name:

- Work unit:

2. CONTENT: Teacher, please check the circle before the appropriate answer.

fit.

Question 1: How do you evaluate the necessity of designing 10th grade History exercises based on applying Multiple Intelligences theory for high school students?

A. Very necessary.

B. Necessary.

C. Normal.

D. Not necessary.

Question 2: Do you often design 10th grade History exercises based on applying Multiple Intelligences theory for high school students?

A. Never.

B. Rarely.

C. Occasionally

D. Regularly.

Question 3: If you have ever designed a 10th grade History exercise based on applying the theory of multiple intelligences for students. What type of exercise have you designed?

A. Multiple Choice Exercises.

B. Cognitive exercises.

C. Practice exercises.

D. Exercises to apply learned knowledge to life.

E. All of the above exercises.

F. Other comments:

Question 4: How do you evaluate the advantages and difficulties of designing 10th grade History exercises based on applying Multiple Intelligences theory for high school students?

Designing History exercises for grade 10 based on applying Multiple Intelligences theory for students

high school

A. Design 10th grade History exercises based on applying Multiple Intelligences theory

High school students.

B. Time to design History exercises.

C. History exercise design ideas.

D. Funding

E. Teacher organizational capacity/ material facilities.

F. Teachers have not been trained in Multiple Intelligences Theory as well as how to design 10th grade History exercises for students.

G. Methods of organizing the classroom to ensure that students develop their intelligence.

Connect A,B,C,D,E,F,G with a,b,c,d.

a) Very difficult.

b) Difficult.

c) Normal.

d) Advantageous.

Question 5 : According to you, the purpose of designing History exercises for grade 10 based on applying Multiple Intelligences theory for high school students will promote which intelligence?

A. Linguistic intelligence.

B. Logical intelligence.

C. Musical intelligence.

D. Intrapersonal intelligence.

E. Bodily intelligence.

F. Naturalistic intelligence.

G. Visual intelligence.

H. Communication intelligence.

I. All of the above intelligences.

Question 6: According to you, if we apply the design of History exercises for grade 10 based on the application of multiple intelligences theory for high school students, how effective will it be?

A. Used to test and evaluate students' abilities.

B. Used for classroom teaching or experiential activities.

C. Discover and promote multiple intelligences in each student.

D. Apply in review and final lesson.

E. Developing students' abilities (analysis, synthesis, comparison,...) Connect A, B, C, D, E with 1,2,3,4.

1) High efficiency.

2) Effective.

3) Normal.

4) Ineffective.

Question 7 : What is your suggestion on designing 10th grade History exercises based on applying Multiple Intelligences theory for current high school students?

………………………………………………………………………………………

I sincerely thank you, Teacher!

Appendix 2

STUDENT INTELLIGENCE SURVEY

1. STUDENT INFORMATION

- Full name:

- Class:

- Nickname:

- School:

Did you know? Howard Gardner is considered the father of the Theory of Multiple Intelligences, born in 1943 in Pennsylvania. Howard Gardner's Theory of Multiple Intelligences shows that each person has 8 types of intelligence. However, there will be some outstanding intelligences. The types of intelligence will be developed depending on the training process and circumstances. Do you think you are smart? Try to discover which intelligence you develop the most through the small survey below!

Please tick the circle before the correct answer.

Question 1 : Think back and remember the habits you often do every day?

A. Spend time talking with family and friends.

B. Plan to read 1 book per week.

C. Play a musical instrument.

D. Likes to sing even when taking a bath, cooking, traveling, joining a band, dance team,...

E. Practice quick mental calculations when going to the market, shopping,...

F. Likes finding garlic, exploring science, watching science movies,...

G. Likes drawing, taking photos, designing your own space, doing puzzles, playing Rubik's cube,...

H. Likes playing sports like tennis, table tennis, shuttlecock, soccer, dancing,...

I. Like to join volunteer clubs, study groups, tutor,...

J. Likes to journal, go to church, teach himself new skills,...

K. Likes taking care of flowers, reading newspapers and watching movies about nature.

L. Ability to listen and absorb music well.

M. Play games.

Question 2: What do you dream of becoming in the future?

A. Vietnamese writer, speaker, actor,...

B. Teachers, psychologists,...

C. Singer, musician,

D. Sports coach, good athlete,...

E. Scholar, scientist, engineer,...

F. Photographer, painter, ....

G. doctor

H. Chef

I. Some other occupations:

Question 3 : If you were given a movie ticket, what kind of movie would you choose to watch?

A. Historical Film.

B. Crime movies.

C. Sports movies.

D. Science fiction movies.

E. Family movies.

F. Cartoon.

G. Science movies.

H.Musical film.

I. Romantic movies

Question 4 : What TV shows do you like to watch?

A. Watch the news.

B. Vietnamese voice

C. Documentary.

D. Watch romantic movies

E. watch experiential programs like Dad, where are we going?

F. Other programs.

Question 5 : Which group of subjects do you like?

AV n, history, geography.

B. Math, physics, chemistry.

C. Physical education.

D. Fine Arts.

E. Music.

Question 6 : Suppose, faced with failure, what would you do?

A. Think and find solutions yourself.

B. Lack of confidence in one's own abilities, regardless, giving up.

Designing History exercises for grade 10 based on applying the theory of multiple intelligences for high school students. Applying the part of Vietnamese History from the origin to the mid-19th century - 10

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