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Field Test Results Table of Internal Course Test

Table 2.1. Table of results of multiple choice test of internal lessons in the field


Point

Score <5

Score <7

Score <8

Point 9

10 points

Total

TN Class

%

0

0

4

11.8

19

55.9

9

26.5

2

5.8

34

100

DC Class

%

2

6.1

18

54.5

12

36.4

1

3.0

0

0

33

100

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Field Test Results Table of Internal Course Test

Table 2.2. Table of results of the field test of internal subjects


Point

Score <5

Score <7

Score <8

Point 9

10 points

Total

TN Class

%

0

0

6

17.6

15

44.2

13

38.2

0

0

34

100

DC Class

%

0

0

16

48.5

13

39.4

4

12.1

0

0

33

100

From Table 2.1 and Table 2.2, it can be seen that the results of the experimental class were higher than those of the control class with the two test questions. In addition to using mathematical methods to analyze the results, we also used the method of directly interviewing teachers and students through questionnaires. The results all confirmed that the use of UNESCO Geopark heritage in teaching in-class lessons at the heritage brought about clear educational effects, the classroom atmosphere was lively, students were interested in the learning tasks, actively searched for materials to carry out the tasks. Moreover, they also proactively asked teachers for help to complete the report (group 2, students developed the idea of ​​interviewing a historical witness, Mrs. Hoang Thi Khin - a revolutionary veteran, who cooked for Uncle Ho during his days in Pac Bo and was the last living witness). The students boldly shared their ideas, asked teachers and the management board for help to meet and talk with her, record videos, and edit them into a group report. Or for group 1, students proactively use basic knowledge of subjects such as Mathematics, Geography, History to solve learning tasks - measure the distance from marker 108 to Pac Bo Cave; comment on the ability to be self-sufficient and self-sufficient in food in Pac Bo... to prove why Uncle Ho chose Pac Bo and not any other place to carry out revolutionary activities.

The process of organizing teaching in the field not only helps teachers verify the feasibility of pedagogical measures but also evaluate the participation and learning capacity of each group of students, thereby having a comprehensive view and correctly assessing the capacity of the learners. The above results are also the basis for us to affirm the feasibility of the pedagogical measures proposed in the thesis.

2.5.4.2. For in-class lessons

We choose section 2 of lesson 18 (History grade 12). The early years of the national resistance war against French colonialism (1946-1950). With two lesson plans

+ Experimental lesson plan: we apply measures of using heritage in history teaching to in-class lessons as proposed in the thesis.

+ Control lesson plan: prepare and teach normally.

The experimental lesson plan is prepared in a new format with 5 complete steps:

Warm-up: The teacher uses pictures, music and the content of the poem " Dang Son " combined with vivid descriptive language to present a problematic situation, attracting students' attention.

With the basic knowledge content of the lesson, we use active teaching methods, combined with IT such as: using dynamic diagram effects to concretize the developments of the Border Campaign; designing virtual reality software or panoramic videos, helping students have the opportunity to visit the special national relic site of the 1950 Border Victory Site, thereby deepening knowledge, especially knowledge in multiple-choice test questions, thereby helping students grasp knowledge and apply it in practice.

In the reinforcement part, we use games like “Behind the puzzle”, with each short question the students will reveal a part of the picture corresponding to a clue for the keyword, the teacher encourages the students with rewards for each correct answer.

*Evaluation of results: We built a 15-minute test consisting of two parts: multiple choice (5 points) and essay (5 points). The test was built according to a test matrix with a recognition rate of 30%, understanding of 30%, and application of 40% (20% low application, 20% high application). The test data of the two experimental and control classes were processed using mathematical statistical methods.

Table 2.3. Test results table of multiple choice part of in-class lesson


Point

Score <1

Points 1-2

Score 2-3

Score 3-4

Score 4-5

Total

TN Class

%

0

0

0

0

16

40

24

60

40

100

DC Class

%

0

0

2

4.8

17

40.2

19

45.4

4

9.6

42

100


Table 2.4. Table of test results for the in-class essay section


Point

Score <1

Points 1-2

Score 2-3

Score 3-4

Score 4-5

Total

TN Class

%

0

0

0

0

2

5

26

65

12

30

40

100

DC Class

%

0

0

3

7.1

14

33.3

23

54.8

2

4.8

42

100

From the table above, it is easy to see that the scores of the multiple choice and essay sections in the experimental class are higher than those of the control class. The number of papers with high scores in the experimental class is 6 times higher than that of the control class, while the number of papers with average scores in both the multiple choice and essay sections is only 1/6 or 1/7 of the control class. In addition, we observed that during the experimental class, the level of interaction between students with visual materials and with teachers is higher than that of the control class. Students enthusiastically participate in learning tasks, creating a lively and exciting learning atmosphere. Some students are even willing to perform Then songs, Luon songs, etc. This shows that the class has really attracted the attention of students, arousing their curiosity. The documents about heritage

has guided students and attracted them to learn and explore knowledge that they did not know, thereby having a comprehensive view of historical events and content in textbooks, closely related to local history. In certain aspects, using heritage in teaching history is a practical way for subject teachers to gradually approach the new general education program and textbooks.

*

* *

Based on theoretical and practical research on the use of heritage in history teaching, proposing appropriate pedagogical measures and conducting pedagogical experiments with the form of teaching history lessons in class and in the field, we conclude that the use of the UNESCO Non Nuoc Cao Bang Geopark heritage contributes significantly to deepening knowledge, especially basic knowledge, important historical events, typical historical figures and phenomena, creating interest in learning the subject while helping students develop cognitive abilities. The UNESCO Non Nuoc Cao Bang Geopark geological heritage also opens up the possibility of integrating other subjects in the general education program for teachers to implement learning activities in the form of experiences and discoveries, especially designing interdisciplinary integrated topics in the STEAM orientation. At the same time, it shows that it is possible to diversify the forms of teaching organization from in-class teaching to extracurricular teaching to create a new learning environment, students can express their abilities and personal qualities, especially they can learn and self-study through activities such as learning in class, self-study at home and learning through experience.

CONCLUDE


1. Heritage is the invaluable material and spiritual assets throughout the thousands of years of history of the nation and people. These are the core values, the foundation of Vietnamese culture. Preserving and promoting the value of heritage is to preserve and cherish the good values ​​of generations of ancestors who have contributed their intelligence, sweat, and blood to cultivate and create through historical periods. In the context of international integration, those national cultural values ​​need to be cultivated, preserved and protected, turning cultural strength into overall internal strength, forming a solid foundation of society for the cause of building a socialist country. That is the responsibility, the sacred and noble duty of each person in today's and future generations in implementing the morality of "When drinking water, remember its source" of the Vietnamese people.

2. Cao Bang is a land with a long history, associated with many historical events and many major events in the history of the nation. Non Nuoc Cao Bang UNESCO Global Geopark contains a series of geological sites of regional and world significance in terms of geography, history, and culture. Non Nuoc geological sites are important from a scientific perspective, in terms of rarity, educational value, and high aesthetic value. In addition to the geological, geomorphological, and majestic natural landscape values, this place also converges rich traditional cultural values. Preserving and promoting the values ​​of Non Nuoc Cao Bang UNESCO Global Geopark will contribute to preserving the cultural identity and socio-economic development of the province, while also contributing to promoting the image of the country, culture, and people of Vietnam to international friends. Therefore, if the above heritage system is used properly and reasonably, it will contribute to improving efficiency in many aspects.

3. During the research process, we found that heritage in general, and the UNESCO Non Nuoc Cao Bang Geopark heritage in particular, have been exploited and used as an "open" learning environment with high practicality, linking schools with society, linking theory with practice. There, both

Teachers and learners both need to change their "inherent" characteristics, be flexible, proactively adapt to changes in the environment, and gradually change the passive, one-way learning habits, reading and copying, which have long been considered "specialties" of history teaching. In addition, the UNESCO Non Nuoc Cao Bang Geopark heritage also creates a new learning environment, with "open" nature, diverse learning content, a combination of many different teaching methods and forms, especially suggesting to teachers how to build learning topics in the direction of STEAM, completely in line with the general trend of world education and the 2018 General Education Program about to be implemented. On the basis of clearly stating the requirements of using the UNESCO Non nuoc Cao Bang Geopark heritage in history teaching, we have pointed out the requirements of selecting the content of the heritage corresponding to each lesson, contributing to overcoming the confusion in choosing the content of teachers, thereby suggesting appropriate pedagogical measures, contributing to improving the effectiveness of teaching the subject.

4. To effectively use the UNESCO Non Nuoc Cao Bang Geopark heritage in teaching Vietnamese history, we propose the following recommendations:

Firstly , raise awareness of students, teachers and education managers about the role and importance of Non Nuoc Cao Bang UNESCO Global Geopark through information, propaganda, promotion, integrated teaching and learning activities in subjects.

Second , upgrade and restore heritage, have a strategy to digitize typical heritages that can be used in teaching. Develop a plan for students to visit, research, learn, and solve cognitive exercises at local heritages, especially intangible cultural heritages. Have a mechanism for close coordination between schools and heritage management agencies, organize lessons, extracurricular activities with the participation of relic site staff, heritage managers, etc.

Third, build a specific mechanism for teachers to implement education combined with heritage, improve the quality of teachers' lives, create conditions for teachers to research, learn and exploit the values ​​of heritage in teaching, create a sense of peace of mind at work, and enthusiasm for lessons using heritage.

REFERENCES


1. Tran Van Anh (2014), Improving the quality of teaching local history in high schools in Phu Tho province , PhD thesis, Hanoi National University of Education.

2. AG Coovaliop (1971), Individual Psychology , Education Publishing House, Hanoi.

3. Dang Van Bai (2008), “Promoting heritage values ​​in the process of development and integration ” , Journal of Social Sciences, No. 10, p. 34.

4. Bernd Meier (2004), Modern teaching theory , University of Education Publishing House, Hanoi.

5. Ministry of Education and Training (2007), Pedagogy - Materials for teachers , Education Publishing House, Hanoi.

6. Ministry of Education and Training (2008), Official Dispatch No. 5977 Guiding the implementation of local education content at secondary and high school levels from the 2008 - 2009 school year.

7. Ministry of Education and Training, Ministry of Culture - Sports and Tourism (2013), Instruction No. 73, January 16, 2013 - Using cultural heritage in teaching in general schools, Center for Continuing Education .

8. Ministry of Education and Training, Ministry of Culture - Sports and Tourism (2013), Training materials on using cultural heritage in teaching in general schools.

9. Ministry of Education and Training (2018), General Education Program 2018.

10. Nguyen Thi Coi (1998), Revolutionary history museum in history teaching in high school . National University Publishing House, Hanoi.

11. Hoang Thanh Hai (2013), "Educating awareness of respecting, protecting and promoting cultural heritage for high school students through history", Education Magazine , No. 308, Issue II - April 2013.

12. Nguyen Thanh Hai (2019), STEM/STEAM education from practical experience to creative thinking , Tre Publishing House Hanoi, Hanoi

13. Nguyen Van Hong (2001), Age psychology and pedagogical psychology , Hanoi National University Publishing House, Hanoi.

14. Pham Thi Thanh Huyen (2019), Using special national historical sites in Hanoi in teaching Vietnamese history in high schools , PhD thesis in history, Hanoi National University of Education.

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