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Form of Special National Historical Relics in Hanoi According to Students' Assessment


Teaching history in connection with life, including DTLSQGDB, is a factor that needs attention to stimulate students' interest in learning. Thereby contributing to improving the quality of teaching history in high schools.

To have data for comparison and survey on the teaching methods implemented by teachers in the process of using DTLSQGDB in Hanoi, we asked the question: What methods do you usually use to exploit DTLSQGDB in Hanoi in teaching History at your school? The results are:


TT


Teaching form

Level (%)


TB

Not yet

any

Sometimes

Often

through

1

Used in Vietnamese history lessons

Men in class

21.8

76.2

6.5

1.84

2

Teaching local history lessons

Hanoi at the National Stadium

69.8

28.4

1.8

1.32

3

Using DTLSQGDB in Hanoi in

extracurricular activities

69.9

26.3

3.9

1.34

4

Using DTLSQGDB in Hanoi in

experiential activities

74.3

21.6

4.2

1.3

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Form of Special National Historical Relics in Hanoi According to Students Assessment

Table 2.13. Forms of special national historical relics in Hanoi according to students' assessment


The survey results from students on the frequency of using teaching methods are similar to the results from teachers. Accordingly, the use of DBDSGQ in Hanoi is more frequent in in-class hours. Other forms are used less. This reflects the current situation of using DBDSGQ in Hanoi by both teachers and students. Most of the use of this source of historical data is only seasonal, formal and ineffective.

To thoroughly survey the effectiveness of teaching methods to exploit and use the National Language Teaching System in Hanoi, we shared with students the question " Teachers, which of the following teaching methods do you often use in Hanoi ?". The results are as follows:

Table 2.14. Level of PP use of special national historical relics in Hanoi by teachers and students


TT


Teaching methods

Level (%)


TB

Not yet

any

Pair

When

Often

through

1

Do you provide/require students to read the document?

about the DTLSQGDB in Hanoi?

23.0

66.7

10.3

1.87

2

I have a teacher organize a study tour

practice at DTLSQGDB in Hanoi?

77.5

19.8

2.7

1.25


3

In History class, my class used role-playing about historical situations.

or historical figure?


50.0


39.6


10.4


1.6

4

Does your class practice learning methods?

project in history class?

45.4

36.1

18.5

1.73

5

Do you organize to show documentary films about?

the DTLSQGDB in Hanoi?

21.2

66.7

12.2

1.91



TT


Teaching methods

Level (%)


TB

Not yet

any

Pair

When

Often

through

6

Teacher, do you use pictures about?

DTLSQGDB in Hanoi in DHLS?

13.6

71.9

14.5

2.01

7

Do you organize assessments through tests?

DTLSQGDB in Hanoi?

55.6

41.1

3.3

1.48

8

I was organized by the teacher to visit the

DTLSQGDB in Hanoi?

78.5

19.1

2.4

1.24


9

I participated in the contest to learn about DTLSQGDB in Hanoi organized by the teachers of the school.

have you organized yet?


77.9


18.2


3.8


1.26

10

I have participated in child care activities.

Have you ever been to Hanoi?

85.3

12.4

2.4

1.17


The data provides the basis for confirming the answers from the teachers analyzed in the above section. Using pictures of the National Park in Hanoi, showing films, and assigning reading materials are the top ranked contents, with ranks 1, 2, and 3. This content is similar to the methods that teachers often use: presentations and using visual aids in in-class hours. But what should be noted here is also consistent with the survey results from the teachers, which are many forms of organization and teaching methods that have "never" been used with a very high rate of confirmation: Project method (45.5% - never), testing and assessment using the National Park (55.6% - never), and activities to care for historical sites (85.3% - never). The question is: why do teachers only choose rather monotonous forms and methods when using DTLSQGDB in Hanoi, while other forms and methods have many strengths if exploited? This is the gap that needs to be researched and overcome.

The survey results show that up to 70% think that History is not very attractive. Why is that? Do the results reflect the reality? In question 5, the number of respondents who like and like very much accounts for 80%. Why? Age psychology, characteristics of perception, the attractiveness of relics... Therefore, it is advisable to use DTLSQGDB in Hanoi in teaching to create interest, thereby improving teaching effectiveness.

* General assessment of the current status of using DTLSQGDB in Hanoi in DHLS in high schools

- The National Monuments and Sites of the Special Nationalities in Hanoi have been used in history teaching in high schools. Teachers have realized the significance of using this means in teaching, in which the basic significance of using the National Monuments and Sites of the Special Nationalities in Hanoi is to concretize historical knowledge, create historical symbols and create interest in learning for students. Traditional methods have been applied when exploiting the National Monuments and Sites of the Special Nationalities in Hanoi. Students are interested in accessing the National Monuments and Sites of the Special Nationalities in Hanoi in their studies and the use is considered effective. However, there are still the following limitations:

- Teachers' awareness is still inadequate about the meaning of DTLSQGDB in Hanoi, and there is still an incorrect understanding of DTLSQGDB in Hanoi.


- The purpose of using DTLSQGDB in Hanoi is still traditional, mainly focusing on knowledge. It is mainly used to create interest and describe events. The purpose of using it to form and develop capacity has not been mentioned. The methods used are traditional and simple, not exploiting methods that can form and develop capacity.

- Pedagogical measures are basically used in the stages of the teaching process when exploiting the DTLSQGDB in Hanoi in history teaching. The effectiveness of the measures is confirmed.

- Teachers face many difficulties in implementing the use of DTLSQGDB in Hanoi in terms of time, funding, and school support.

2.2.2.3. Issues that need to be addressed

Based on the assessment of the current situation, it is possible to identify issues that need to be researched to effectively use the National Geographical Information System in Hanoi in teaching history in high schools as follows:

- It is necessary to identify clearer, more specific and suitable goals when using DTLSQGDB in Hanoi, with special attention paid to the goal of developing student capacity.

- It is necessary to identify specific contents in the high school history program that can use the DTLSQGDB in Hanoi. From there, teachers can choose the contents suitable for the school's program and choose appropriate teaching methods and teaching organization forms.

- It is necessary to establish requirements when using DTLSQGDB in Hanoi: in terms of content, form, method and technique.

- It is necessary to combine and exploit modern teaching methods and techniques, activating students' activities. Through that, it is possible to form and develop capacity as well as foster qualities and personalities for students.

- It is necessary to determine how to organize the exploitation and use of DTLSQGDB in Hanoi in teaching History effectively.

- Based on the research of the thesis, it is necessary to develop teacher training materials on the basis of heritage teaching that is suitable to local teaching conditions.

- There should be teacher guidance or training in the form of expert training or peer training, directly or remotely, on the method of using DTLSQGDB in Hanoi in DHLS in general schools.


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Using the National Geographical Information System in Hanoi in the teaching of Vietnamese in general schools means using the National Geographical Information System in Hanoi or documents about the National Geographical Information System in Hanoi in the teaching of Vietnamese in order to achieve the objectives of the subject and contribute to the implementation of the general educational goal of training Vietnamese people to develop comprehensively, with ethics, knowledge, health, aesthetics and profession, loyal to the ideals of national independence and socialism; forming and nurturing the personality, qualities and capacities of citizens, meeting the requirements of the cause of building and defending the Fatherland.

The National Historical Archives in Hanoi are not only a special visual aid to support teaching activities, but also an important and valuable source of knowledge, a type of original document with scientific value. Exploiting and using the National Historical Archives in Hanoi appropriately contributes significantly to creating historical symbols, recreating a vivid picture of the past, and is the basis for a deep understanding of the nature of historical events. At the same time, it is an ideal learning environment to develop general competencies for students. At the same time, it creates conditions for students to express their abilities, strengths and develop their own competencies in the History subject such as the ability to research history; the ability to think and perceive history; the ability to apply knowledge and skills.

In the practice of teaching History in high schools, DTLSQGDB in Hanoi has been used by teachers to a certain extent and its effectiveness has been confirmed. Inheriting the existing positive factors, further research on the use of DTLSQGDB in Hanoi in a scientific manner and with a new approach, it is possible to determine the content, find out the forms and measures to use DTLSQGDB in Hanoi appropriately. Thereby, contributing to improving the quality of history teaching in high schools. These are the contents we will study in depth in chapter 3.


Chapter 3

CONTENT AND FORM OF USING SPECIAL NATIONAL HISTORICAL RELICS IN HANOI IN TEACHING VIETNAMESE HISTORY

IN HIGH SCHOOL


3.1. Position, goals, and basic content of Vietnamese history in high schools

3.1.1. Location

Students are taught historical knowledge from primary school, but it is not until secondary school that history becomes an independent subject. Historical knowledge is enhanced and expanded through each class and grade level to suit the cognitive level of students. The current high school history program continues the secondary school history program, compiled according to the principle of "concentricity combined with linearity", historical knowledge learned at secondary school will continue to be learned at high school, summarized and supplemented with some new content.

In the current high school history curriculum and textbooks, Vietnamese history is taught in parallel with world history knowledge and has a particularly important position. Vietnamese history knowledge is available in all three grades. Grade 10 students learn Vietnamese history from the time humans appeared on Vietnamese soil to the mid-19th century, including 16 lessons. Grade 11 students learn Vietnamese history from the mid-19th century to the beginning of the 20th century, including 9 lessons. Grade 12 knowledge focuses on Vietnamese history from after World War I to the 2000s, including 30 lessons. In which, the main content is the process of promoting the establishment of the Communist Party of Vietnam; the process of fighting against French colonialism, Japanese fascism, and American imperialism to gain and protect national independence; carrying out the work of building the country, protecting the Fatherland, preserving, conserving and promoting a culture imbued with national identity.

Thus, the national history course in the high school program has a particularly important position, equipping students with knowledge and skills, fostering their thoughts and emotions, and aiming to develop students' abilities.

3.1.2. Objective

- Regarding knowledge, it helps students have a deep and systematic understanding of the development process of national history from its origin to the year 2000, specifically:

+ Present the main features of the development periods of LSVN from its origin to the present.

+ Explain the formation and development process of national culture through the ages (regarding material and spiritual life).

+ State and evaluate the ruling policies of the Northern feudal dynasties and typical struggles for independence (from the origin to the 10th century).

+ Explain the period of establishment, development and crisis of the feudal system (from the 10th century to the mid-19th century) in the fields of economy, politics, military, culture and society.

+ State and evaluate the process of French colonial invasion and the people's struggle against invasion from the mid-19th century to the early 20th century.


+ Present the development of Vietnamese history in the cause of national liberation, resistance against French colonialism, resistance against American imperialism, and the struggle to protect the southwestern and northern borders of the Fatherland.

+ Evaluate the leadership role of the Communist Party of Vietnam in the cause of national liberation (1930 - 1945), defending the Fatherland (1945 - 1975) and the cause of building and renewing the country (1975 - present). On that basis, form basic concepts for students (such as Northern domination, uprising, resistance, feudalism, independent feudalism, national traditions...) and draw out necessary historical rules and lessons.

- Regarding skills : Through acquiring knowledge of Vietnamese history from its origin to the present, it contributes to training students in the following skills:

+ Practical skills in the subject such as creating timelines, comparison tables, diagrams, charts...

+ Ability to observe, perceive documents, and recreate historical events and phenomena.

On that basis, analyze, synthesize, and evaluate to understand the nature of the event.

+ Self-study skills, document collection and retrieval skills, problem-solving skills, linking world historical knowledge with national history and local history, and textbook knowledge with real life.

- About attitude Through the content of knowledge of Vietnamese history, students are educated in the following thoughts and feelings:

+ Respect and be proud of the good cultural traditions of the nation

+ Be aware of preserving and promoting the national culture that has been built and developed over thousands of years of building and defending the country.

+ Love the country, love the homeland, be grateful to ancestors and national heroes who worked, fought and sacrificed for the cause of building and defending the country; have a sense of determination to excel in studying, working and in the cause of building and defending the country today.

- Orientation for capacity and quality development

From the above knowledge, skills and attitude objectives, it contributes to the formation and development of general competencies (autonomy, self-study; problem solving and creativity; communication and cooperation), as well as specific competencies of the History subject (capacity to learn history; capacity to perceive history and think history; capacity to apply learned knowledge and skills). At the same time, it contributes to fostering and developing good qualities for students in the process of teaching history in high schools (patriotism, humanity, honesty, diligence, responsibility).

3.1.3. Basic content of Vietnamese history section in high school

information


3.1.3.1 In the current history program

The Vietnamese History section in the high school curriculum that students learn spans all three grades.

Grades 10, 11, 12. This is the basis for teachers to be able to systematically use the National Curriculum in Hanoi, contributing to improving the quality of subject teaching, specifically:

The 10th grade Vietnamese History course from the beginning to the mid-19th century includes 04 chapters and 02 Summary lessons taught in 16 periods (in addition, there are 02 local history periods) with the following basic content:


- Chapter I "Vietnam from primitive times to the 10th century" explores the traces of the ancient people in Vietnam; the birth of the ancient nations of Van Lang - Au Lac, Lam Ap - Champa and Phu Nam, which were the basis for the birth of the first civilization of the Vietnamese people. In 179 BC, Au Lac was annexed by the Trieu Dynasty, the country fell into a period of more than 1000 years of Chinese domination. From then on, a heroic struggle of the people against the invading forces took place, gaining independence and autonomy for the nation.

- Chapter II, “Vietnam from the 10th to the 15th century” summarizes the formation and development of the independent feudal state of Vietnam. It emphasizes the achievements of our people in the fields of politics, economics, military, and culture. Thereby, helping students understand that this is a period of brilliant development in the history of the nation, continuing to affirm the spirit and tradition of patriotism, the indomitable will in the struggles to build and protect the country of the Vietnamese people.

- Chapter III, "Vietnam from the 16th to the 18th century" , emphasizes the situation of the country in the context of territorial division, political instability, economic and cultural ups and downs... Thereby affirming the inevitable need for national unification.

- Chapter IV, "Vietnam in the first half of the 19th century" focuses on clarifying the political, economic, cultural and social situation under the Nguyen Dynasty in the first half of the 19th century and the struggle movement of our people during this period.

The 11th grade Vietnamese History course from 1858 to 1918 is divided into two chapters:

Chapter I, Vietnam from the end of 1858 to the end of the 19th century , consists of 3 articles. The main content of the chapter is to outline the process of French colonialism's invasion of Vietnam from 1858 to 1884 through a policy of gradual encroachment, to complete invasion through the signing of the Harmand and Patenotre treaties. At the same time, it is the process of fierce struggle of the people against the French colonialists, most notably the Can Vuong movement (1885 - 1896) and the Yen The peasant uprising.

Chapter II, Vietnam from the beginning of the 20th century to the end of World War I (1918), includes 3 articles, the main content is the first exploitation program of French colonialism and the patriotic movement against French colonialism following the bourgeois democratic tendency, most typically the activities of Phan Boi Chau and Phan Chau Trinh.

Vietnamese History course for grade 12 from 1919 to present, divided into 5 chapters:

Chapter 1, Vietnam from 1919 to 1930 , mainly focuses on the process of establishing the Communist Party of Vietnam. Under the impact of the second colonial exploitation policy of French colonialism, Vietnamese society was deeply divided, leading to the strong development of the national and democratic movement, the workers' movement; the birth of the Communist Party of Vietnam, ending the period of crisis in policy and leadership class, opening a new period for the Vietnamese revolution.

- Chapter 2, Vietnam from 1930 to 1945, the main content is the process of national liberation movement , under the leadership of the Communist Party of Vietnam. During this period, the people did not continuously fight through the revolutionary movement of 1930 - 1931;


Democratic movement 1936 - 1939; national liberation movement (1939 - 1945), directly the high tide of resistance against Japan to save the country (3-8/1945), leading to the victory of the August Revolution in 1945, opening a new era for the Vietnamese nation.

- Chapter 3, Vietnam from 1945 to 1954, the basic content is the resistance against French colonialism to protect national independence under the leadership of the Party. Immediately after the success of the August Revolution, Vietnam fell into a "thousand pounds hanging by a thread" situation. Under the leadership of the Party, the people united to successfully carry out the task of fighting internal and external enemies, solving difficulties such as hunger, illiteracy, and financial scarcity. At the same time, they carried out a long-term resistance war against French colonialism (1946 - 1954), achieving victory in all fields. The peak was the victory of Dien Bien Phu in 1954, leading to the signing of the Geneva Agreement, successfully ending the resistance war against French colonialism, opening a new stage for the Vietnamese revolution.

- Chapter 4, Vietnam from 1954 to 1975, the main content is the resistance war against American imperialism, moving towards liberating the South and unifying the country . After the Geneva Agreement was signed, the North entered a period of peace, and the American imperialists sought every way to carry out their plot to turn the South into a new type of colony and military base. Faced with that situation, the Communist Party of Vietnam decided that the whole country would simultaneously carry out two revolutionary strategies in two regions, socialist revolution in the North, and people's national democratic revolution in the South. With the victory of the General Offensive and Uprising in the Spring of 1975, culminating in the Ho Chi Minh campaign, the South was completely liberated, bringing the country into a new era.

3.1.3.2 In the general education program of History (2018)

The new General Education History Program, officially issued on December 26, 2018, determines and shifts the teaching goal from equipping students with historical knowledge to the goal of developing learners' abilities and qualities. Specifically, "The History Program at the high school level helps students develop historical abilities, a manifestation of scientific abilities that have been formed at the middle school level; contributing to educating national spirit, patriotism, fine traditional values ​​of the nation and the quintessence of human culture, the qualities and abilities of Vietnamese citizens and global citizens in line with the development trend of the times; "Help students approach and clearly perceive the role and characteristics of historical science as well as the connection between history and other scientific fields and professions, creating a basis for students to choose their future career orientation" (Ministry of Education and Training, General Education Program on History, Hanoi, 2018, p. 6).

To meet the above objectives, the content of LS knowledge in the new History Education Program, the Vietnamese History section, is designed by topic with a logical structure from world history to regional history, national history and local history. Specifically, it includes the following topics by grade level: (Source: History Education Program, Grade 12 - 2018)

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