Extracurricular Activities and History Extracurricular Activities

1.3.3. Issues that the thesis continues to research

On the basis of inheriting the above research results, based on the current practice of teaching and learning history, local practice and the development trend of the country's education as well as the specific tasks of the topic, the thesis focuses on researching the following issues:

Firstly, continue to affirm and emphasize the theoretical and practical significance of organizing extracurricular activities in high school. Affirm the role, significance and importance of organizing extracurricular activities in comprehensively educating students in terms of knowledge, skills and attitudes, thereby forming and developing general competencies, subject competencies, fostering patriotism, national pride and awareness and responsibility for oneself, family and society.

Second, based on the investigation of the current status of organizing teaching activities in History subjects in high schools, the thesis analyzes the limitations and causes of the shortcomings, as a basis for determining the requirements and contents of innovation in teaching activities in History subjects in high schools today.

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Third , inheriting the scientific values of researchers, especially theoretical and practical issues, the thesis will focus on proposing innovative measures in organizing teaching activities through teaching methods in high schools in Nghe An province, in order to contribute to overcoming the shortcomings in teaching methods, as well as contributing to innovation and improving the quality of teaching in general and teaching methods in particular in high schools today.

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Thus, with Chapter 1, the Overview Chapter, we have introduced in general terms the research works related to the innovation of learning activities in psychology, pedagogy and history education. There have been general assessments of these works, drawn out the thesis contents that need to be inherited and developed, as well as the issues that need to be further researched and resolved. This is the important basis for us to continue researching Chapter II of the thesis, with the main content being the theoretical and practical basis of the issue of innovation of learning activities in the current learning activities in high schools.

CHAPTER 2

THE PROBLEM OF INNOVATION IN EXTRACURRICULAR ACTIVITIES IN HISTORY TEACHING IN HISTORY IN HIGH SCHOOLS

- THEORETICAL AND PRACTICAL BASIS

2.1. Theoretical basis

2.1.1. Basic concepts related to the topic

2.1.1.1. Extracurricular activities and historical extracurricular activities

a. Extracurricular activities

Extracurricular activities are not a new term in education around the world. According to the Vietnamese Dictionary , "extracurricular activities are subjects or educational activities outside of class hours, which are outside the official curriculum and are used to distinguish them from the form of in-class teaching" [122, p.53]. In the most general way, extracurricular activities can be understood as educational activities outside the official curriculum. In other words, extracurricular activities are activities that belong to the teaching program, contributing to the implementation of teaching objectives, but are not specifically regulated in the official curriculum. This is a part of extracurricular educational activities (EPA), not required in the distribution of the subject curriculum. Extracurricular activities are mainly conducted based on the voluntary spirit and organizational awareness of teachers. The voluntary spirit, not included in the main curriculum, is the biggest characteristic of extracurricular activities. Each teacher, in his or her teaching process, will have creativity to organize extracurricular activities for students. That said, it is clear that the teaching activities depend a lot on the awareness of managers and teachers in schools. Organizing teaching activities will have important implications for knowledge, attitudes, and skills (education, nurturing, and development). The important role of teaching activities does not only stop at supplementing and consolidating knowledge and resolving conflicts in the teaching and learning process, but it also contributes significantly to the formation and development of personality, increasing interest in the subject, and developing necessary skills for students.

Extracurricular activities are a part of extracurricular activities. Currently, there are many opinions about extracurricular activities, but in general, they all agree that this is "an activity organized outside of class hours of subjects in class to continue and organically unify with classroom learning activities, creating unity between education inside and outside of school, between the time in the school year and the summer to contribute to the formation and development of

personality of students according to training goals, meeting the diverse requirements of society" [160]. Basically, extracurricular activities exist in many forms in different aspects, aiming at many different purposes and objects. In addition, the environment for implementing extracurricular activities is very diverse: it can take place in the classroom, in the school, in the large social environment. Therefore, extracurricular activities often have a relatively clear local character, because depending on the conditions of each locality, each school, each place, the organization and implementation are appropriate, and cannot be stereotyped according to any unified criteria. Localities with different organizational conditions will apply the different advantages of that place to implement extracurricular activities in the most effective way.

Recently, some researchers have identified HĐNK with the concept of experiential activities. Others have added to the concept of experience the concept of creative experiential activities. However, the issue is not entirely like that. We agree with many researchers that experiential activities are teaching and educational activities conducted in both the curricular and extracurricular activities. In essence, experience is a form of knowledge cognition, or a form of teaching, where the learner, or the cognitive subject, always values the role of practice, considering it a process of cognition through practice. (According to the Vietnamese Dictionary: "Trai" means to experience, to go through. "Nghiem" means to realize, to experience, to draw something out. "Giam nghiem" means to realize or draw out necessary and useful things through one's own direct practical activities, a way of cognition through one's own experiences). In teaching, Experience is generally understood as: under the guidance of educators, each individual student is directly involved in various activities of school life as well as in society, as the subject of the activity, thereby developing practical capacity, personality qualities and promoting the creative potential of the individual. Learning from experience is the learning process in which knowledge and capacity are created through the transformation of experience (according to Kolb, 1984).

b. Historical extracurricular activities

Learning activities are applied to most subjects, including History. Learning activities in history are part of learning activities, taking place outside the main curriculum, based on the voluntary spirit of students and the organizational role of teachers.

History extracurricular activities play an important role in contributing to the implementation of the subject's objectives, especially in supplementing students' skills and life experiences, helping them develop comprehensively. Through history extracurricular activities, students can express their passion for a specific field in the broad historical knowledge, thereby, their own talents are also expressed most clearly. Due to the characteristics of the History subject, historical knowledge is knowledge about events that happened in the past, therefore, extracurricular activities will contribute significantly to enhancing the intuitiveness in the process of historical perception of students, stimulating interest in learning and developing skills for learners.

Thus, History Internship Activity is an activity conducted outside of class hours of the official history program, based on the voluntary spirit of students to contribute to the implementation of the subject's objectives in high school.

2.1.1.2. Concept of innovation and innovation in extracurricular activities

a. Concept of Innovation

What is innovation? According to the Vietnamese Dictionary, “ Innovation is the natural movement of all social phenomena, a concept used to indicate change, but it must be a better, more progressive change than before, better meeting the new requirements of development ” [122, p.42]. Throughout the length of social development, each period, each stage, with different socio-economic characteristics, will pose challenges that society needs to solve in order to continue to develop further. That is the process of inheriting the quintessence of the old and creating new, better, more creative things. That is the process of innovation. We should not simply understand that innovation must mean thinking differently, doing differently from the old, because completely denying the old is extreme, falling into subjective idealism, metaphysical materialism. We should not assume that innovation must be completely different from the old and what is happening because the old and what is happening also contain progressive elements and those elements will be the premise and the nucleus for the new to arise and develop.

b. Concept of Innovation in Extracurricular Activities

According to that approach, we believe that innovation of import contracts is the innovation of the content, form and organization of import contracts, so that import contracts become better and achieve optimal efficiency in response to the current requirements of innovation of DHLS.

It must be emphasized that the current reform of the HĐNK is not abolition, but

Completely replace existing and existing training activities, which is a process of scientific review to continue to maintain the good, the advantages, as well as change the outdated, backward, on that basis continue to supplement, adjust, to improve the effectiveness of existing training activities or build and apply new training activities to suit the reality and meet the requirements of innovation in training activities in general schools today.

2.1.1.3. The nature of innovation in historical extracurricular activities

As analyzed above, innovation of learning activities does not mean denying the existing forms of learning activities, but the nature of innovation of historical learning activities is to change the way of implementation, adjust the content and form to make learning activities more attractive, more engaging for students, thereby promoting the positivity of students in the process of implementing learning activities. Now, students are not only passive beneficiaries of learning activities, but also active and proactive participants in learning activities, from the planning stage, implementing training, building programs... and teachers will play the role of guiding and suggesting for students in the implementation process.

The innovation of historical learning activities is to contribute to the realization of the subject's goals, to train a young generation with dreams, ambitions, pride in the traditions of their homeland and country, subject skills, and the ability to apply historical issues to solve problems arising in real life.

2.1.2. Basis of research problem

The starting point of this research problem is from cognitive theory, with the particularly important role of practical factors, as well as the close connection with the scientific basis of psychology and education. However, because the topic does not research the problem of learning activities in general, but only focuses on the innovation of learning activities , we only focus on the main starting points, which have a direct impact on the necessity of conducting research on this topic, with the following basic contents:

2.1.2.1. Based on the objectives of History subject in high school

History is an important subject in shaping the personality, qualities and development capacity of students. Along with other subjects, History contributes to the common goal of general education, which is to train Vietnamese people to develop comprehensively, with ethics, knowledge, health, aesthetics and profession, loyal to the ideals of national independence and socialism.

- Regarding knowledge , after completing the history program at high school, students know and understand the basic contents of World History from the dawn of human history to the present day. Know and understand the basic contents of Vietnamese History from the beginning to the present. Students will have a comprehensive view of national history. Through the ups and downs of history, through their creativity and labor, our ancestors have achieved many great achievements, created great material and spiritual values, have a worthy position in the history of human civilization and shaped the precious traditional values of the Vietnamese people. Students will better understand the development through the periods and stages of the country, the struggles, the revolutionary movements, the national heroes, the typical cultural celebrities, the difficulties that the previous generations have overcome to confidently assert themselves in the period of national renewal. From there, comparison and analysis show the upward development and the laws of motion of national history, and the specific laws and unique features of Vietnam in the general development process of human history.

- About skills

Through DHLS, students are trained and developed in historical thinking ability, such as recreating events, phenomena, characters, determining the relationship between events, analytical skills, evaluation, subject practice, self-study skills for students, creating a fun and friendly learning space, promoting positivity, confidence, creativity, independence, improving students' awareness and learning level.

-About attitude

Forming in students the correct attitude towards the achievements of human civilization, as well as the glorious traditions of the nation, firmly believing in the leadership of the Party, admiration and gratitude towards previous generations, having moral standards and personalities, suitable for the requirements of comprehensive human development in modern society. Fostering love for the homeland, country, pride in the traditions of the homeland, country, and nation, thereby arousing the individual's responsibility towards the country and homeland.

On that basis, contribute to developing students' capacity, from general capacity to subject capacity , knowing how to apply historical knowledge to solve problems arising in real life.

To do that, the issue of DHLS innovation in general, content innovation and

DHLS method in particular, is always a direct factor affecting the quality and effectiveness of current teaching. In the overall innovation activities, the innovation of teaching activities of the History subject always plays an important role. Teaching activities not only contribute to enriching historical knowledge, but also have great and direct value in implementing the educational goals of the History subject. Not only that, teaching activities also create an environment and conditions for students to actively participate in cognitive activities in different ways, in which students not only listen, but also do and have to do. This is also an important basis contributing to the implementation of teaching goals towards capacity development, a very important highlight in current educational innovation in general schools.

2.1.2.2. Based on the characteristics of historical knowledge in high school

Not only originating from the goals and functions of the history subject, the research to innovate the teaching of historical knowledge also originates from the characteristics of historical knowledge perception in high schools.

a. A very important characteristic of historical knowledge is reflecting the past. History is a subject that studies events and phenomena that occurred in the past and it is non-repetitive in both time and space. Unlike other subjects such as Mathematics, Physics, Chemistry... which can conduct experiments for students to witness and directly perceive subject knowledge, historical perception is not entirely like that. Because history is what has passed, students can only perceive history through symbols, through documents, through "fragments" of the past. Therefore, the richness and liveliness of past documents, the "materials" that restore the picture of historical reality as it exists objectively, always have an important position as one of the factors that determine the quality of historical perception. To carry out this important task, in the overall content, methods and forms of teaching organization, historical research activities play an important role. Because HĐNK will overcome certain limitations of in-class teaching in terms of time and space, creating conditions for students to have more contact with visual materials, heritages and relics. They also have more experience in reality to perceive and apply knowledge to life.

With such an approach, it can be seen that the research to innovate and improve the quality of the history subject's activities originates from one of the characteristics of the subject.

The very objective representation of historical knowledge, as that is the direct object of cognition of students in the historical education. The more abundant and vivid the historical knowledge, that is, the more effective the perception of history is. The vividness of historical knowledge does not come naturally, but it can only be achieved with the great efforts of history teachers in the innovation process, in which the very important role of innovation of learning activities in the historical education in general schools today.

b. Another important feature of historical knowledge is its advantages in performing educational functions and tasks, especially moral education, personality education, national tradition education and revolutionary tradition education for the younger generation. Education is a common function of subjects in general schools, but with the task of moral education, personality education, national tradition education and revolutionary tradition education for the younger generation, the advantage belongs to historical knowledge. Because history is the "teacher of life", the "torch that lights the way to the future". Learning history is not only knowing the past but also drawing from the past historical experiences and lessons for the present and the future. Learning history to know how to hate and love properly, to know how to live with ideals and faith in good things, to always know how to live and act responsibly towards one's country and one's people.

The successes or failures of the past always contain lessons and experiences for each future generation to know to warn themselves, to cultivate themselves to live better, to live more usefully for the cause of building and defending the country. The lessons of the past are never old compared to future generations, the problem is how future generations will apply them in real life. This is the role and position of history teachers. History teachers must bring into their lectures the emotions and attitudes, the joys and sorrows of historical events, and must help students live with the past as it is happening, to see the lessons from failures, the experiences from successes, to know how to live, to learn, to train themselves to meet the development requirements of society.

The task of educating morality, personality, national traditions and revolutionary traditions for the young generation, an advantage in the educational function of the History subject, is carried out comprehensively and synchronously from content, methods to forms of teaching organization, in which the teaching and learning activities have their own advantages, especially in

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