General Comments on Published Works, Issues Inherited and Continued to Solve by the Thesis

• Teaching Methods of English in Secondary Schools According to the New General Education Program
• Gender issues and feminist resonances in contemporary Vietnamese prose through the works of some typical female writers - 21
• Organizing Capacity Training to Develop School Education Programs According to the New General Education Program for Management and Teaching Staff
• General Issues Regarding Punishments and Judicial Measures Applicable to Juvenile Offenders
• General Comments and Assessment of Basic Conditions of the Study Area

In the 2018 General Education Program, the objectives of the High School Education Program are determined , at the same time, the system of general competencies and subject-specific competencies is determined. " General competencies are basic and essential competencies that any person needs to have to live, study and work. Educational activities (including subjects and creative experience activities), with different abilities, but all aim to form and develop general competencies of students " [21;5]. The system of general competencies includes: self-study competency; problem-solving and creative competency; aesthetic competency; physical competency; communication competency; cooperation competency; computing competency; information and communication technology (ICT) competency. Subject-specific competencies are competencies that the subject (that) has the advantage of forming and developing.

In the General Education Program for History issued by the Ministry of Education and Training in December 2018, the requirements for specific competencies of History are determined as follows: The History Program helps students develop historical competencies with component competencies: the ability to learn history, the ability to perceive and think about history, the ability to apply knowledge and skills learned on the basis of basic and advanced knowledge of world, regional and Vietnamese history through a system of topics and special topics on

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political, economic, social, cultural, and civilizational history ” [22;5]. The system of general and specific competencies of History subject is determined in the General Education Program and the General Education Program of History subject is the legal basis for us to determine the competencies that need to be formed and developed for students. From there, there is a basis for selecting and using advantageous teaching methods to develop students' competencies.

In recent years, in response to the requirements of innovating general education programs towards developing students' capacity, many studies on teaching to develop students' capacity have been mentioned in many works, approaching from different aspects.

In “Developing technical thinking and capacity” [73], Nguyen Trong Khanh presented quite systematically the issues related to developing capacity and thinking in teaching. In particular, he proposed measures to form and develop technical capacity for learners such as developing observation and memory capacity, developing learners’ interest, organizing technical activities for learners, guiding learners to apply knowledge to solve practical problems. These are the general capacities that the History subject can contribute to forming and developing for students in the teaching and learning process.

Tran Thi Bich Lieu in the book " Education to develop creative capacity" [86] pointed out the relationship between education and the development of students' creative capacity. According to the author, creative capacity as well as many other human capacities are formed mainly through learning activities. At the same time, she cited some viewpoints on the role of teachers in developing students' creative capacity such as: "encouraging students to learn independently but cooperatively, teaching cooperatively, encouraging students to grasp events to have a solid foundation for multidimensional and flexible thinking, not rushing to evaluate students, creating opportunities for them to ask and consider questions seriously, creating conditions for them to work with different learning materials, encouraging boldness and accepting wrong answers" [86;61]. Thus, in developing learners' capacity in general, the role of teachers, learning materials and methods, and ways of organization are important and can arouse students' passion for learning and creativity.

In the field of history education, Trinh Dinh Tung - Nguyen Tien Dong's research on " Orientation for building History program after 2015" [19] proposed basic points in changing the History program in high schools. That is " Building the program based on the approach of learners' capacity. That is, considering

Learning is lifelong, taking self-study capacity, subject thinking, and approach as the basic criteria for building the program. Capacity is understood as the ability to apply knowledge, experience, skills, attitudes, and interests to act appropriately and effectively in a variety of life situations. In this direction, the assessment of learning outcomes focuses on the question: what do students know how to do in what they know? With this study, the authors have clarified issues related to capacity, in which the ability to apply knowledge and skills to solve situations in learning and practice of learners is important.

In the article “ Using original materials to develop problem-solving skills for students in teaching history in high schools ” [8], author Nguyen Thi The Binh affirms the importance of original materials and proposes measures to use original materials to develop problem-solving skills for students. In which, the ability to detect and determine learning tasks is emphasized; the ability to proactively solve problems through the combination of open-ended questions with discussion; using original materials combined with logical thinking to evaluate historical events. The content of the article is directly related to the thesis topic, helping us identify teaching methods and pedagogical measures to organize students to acquire knowledge, thereby developing problem-solving skills in general and History skills in particular.

Author Nguyen Thi The Binh in " Developing teaching capacity for students of History Education in the face of innovation requirements" [9] has explained the concepts of "capacity" and "teaching capacity of history teachers". The study has proposed a number of solutions to develop teaching capacity for students of History Education such as: innovating training activities (in terms of teaching content, forms and teaching methods, testing and evaluating students); developing teaching capacity for students of History Education through pedagogical training activities; strengthening training links between teacher training institutions and local high schools. This is a core capacity that needs to be formed and developed for students during their university studies, as well as for teachers during their teaching practice in high schools.

In the article "Training students in the skills of exploiting visual channels in teaching history in the direction of developing learners' capacity" [63] , author Nguyen Manh Huong clearly identified the steps in the method of using visual aids in teaching history in the direction of developing students' capacity, delving into the types of cognitive questions, suggesting to students when using this method while simultaneously linking with

Specific and vivid illustrative examples. Although only mentioning one of the important measures in teaching history to develop students' capacity, the author's suggestions and approaches are inherited and developed by us in this Thesis.

1.3. General comments on published works, issues inherited and continued to be solved by the thesis

1.3.1. General comments

The works of domestic and foreign scientists have studied teaching methods in general, and historical teaching methods in particular, with many approaches, at different levels. It can be said that teaching methods and historical teaching methods to develop capacity are the core issues in teaching theory, the central stage of the teaching and learning process, directly affecting the quality and effectiveness of the teaching and learning process. Many works have mentioned very specifically the measures and methods to increase the effectiveness of the teaching and learning process of history in high schools. Therefore, all research works affirm the special importance of teaching methods. At the same time, clearly define the teaching methods and pedagogical measures to organize students to study in the direction of promoting positive awareness of students. However, there has not been any work that has deeply researched the application of history teaching methods in high schools to develop students' capacity. Therefore, we affirm that this is a new and topical direction of the thesis.

Important studies by domestic and foreign authors have contributed to affirming the rationality, correctness, scientificity and necessity in the process of researching the thesis of the PhD student, and at the same time are valuable sources of materials for us to build the theoretical basis of the topic.

1.3.2. Inherited thesis issues

The issue of applying teaching methods in general and in History in high school in particular has been mentioned in many research works. Accessing the above documents has helped us a lot in systematizing the issues related to the topic that the thesis continues to inherit and develop. That is:

- Understand the nature of concepts directly related to the topic such as "PhD teaching", "PhD teaching history"; "Competence", "Developing students' competence"; "PhD teaching history to develop students' competence in History"; "Applying PhD teaching history to develop students' competence".

- Affirm the importance of applying the teaching method system in History subject in high school. Especially the viewpoint on innovating teaching method towards developing learners' capacity.

- Providing an important system of documents on the teaching method system in general, and the History teaching method in particular, providing guidance for the selection and effective use of History teaching methods in high schools to develop students' capacity.

- Identify some principles, select basic content, as well as select, use and flexibly combine traditional and modern teaching methods, to contribute to improving the quality of subject teaching.

This is also the purpose and core research task of the thesis, aiming to solve problems both theoretically and practically, actively contributing to innovation and improving the effectiveness of DHLS in high schools to develop the capacity and qualities of current students.

1.3.3. Issues raised for further research

To accomplish the assigned tasks, on the basis of inheriting research works, the thesis continues to focus on solving the following basic problems:

- Studying in depth the nature of teaching methods in general, applying teaching methods in History subject according to the orientation of developing students' capacity in particular; learning how to classify the teaching method system in History subject according to the orientation of developing students' capacity; affirming the importance of applying the teaching method system to develop students' capacity in History subject in high school.

- Conduct a survey on the practical application of teaching methods according to the orientation of developing students' capacity in History subject in high schools, as a basis for determining content, proposing teaching organization forms and pedagogical measures to effectively use teaching methods of History subject suitable to the objectives, objects of cognition and permitted conditions. Thereby, developing students' capacity and good qualities.

- Identify the requirements and select the basic, core contents of the high school history program (focusing on the standard 10th grade History program; comparing with the new program) as the basis for applying the teaching method system to develop students' capacity in History at high schools.

- Based on the application of theoretical viewpoints on history teaching methods and teaching practices in high schools, the topic determines the requirements, selection, use and effective coordination of teaching methods systems to develop students' capacity in History subject in high schools.

- Implement specific teaching according to the researched theory and conduct pedagogical experiments (partial and full) at high schools in many areas to verify the feasibility of the measures and draw scientific conclusions of the thesis.

Chapter 1 Summary

Based on the general and systematic research of scientific works directly or indirectly related to the topic by domestic and foreign authors, it shows the need to innovate teaching methods to develop learners' capacity. These are valuable sources of information, supporting us in the process of building a theoretical basis, as well as orienting the determination of content, form, and appropriate and effective methods of using the system of teaching methods to develop students' capacity.

We have approached the domestic and foreign document system according to the major issues of research on teaching methods, history teaching methods, competencies, and developing students' competencies. During the process of researching the documents, we have evaluated the related issues that the Thesis has, is, and will continue to solve.

Those studies have mentioned quite a lot of teaching methods and using teaching methods to promote students' positivity in general cognition, in DHLS in particular, but there has not been any work that has specifically and systematically researched the application of teaching methods to develop students' capacity in DHLS in high schools. Therefore, the problems that the thesis solves are new research directions, topical, of special importance to the current innovation of education and training in Vietnam. At the same time, the purpose and research tasks that our topic aims to solve the problem both in theory and practice, contributing positively to innovation and improving the effectiveness of DHLS in high schools today.

From the practice of researching typical works of domestic and foreign scientists in the fields of psychology, education, and historical teaching methods, we realize that this is a valuable source of supporting materials in the research process, a basis for building the theoretical basis of the topic, laying the foundation for determining the content, form, and measures of using the teaching method system to develop students' capacity in History in high schools appropriately and effectively. These issues will be resolved in the following chapters of the thesis.

Chapter 2.

THE PROBLEM OF APPLYING HISTORY TEACHING METHODS IN HIGH SCHOOLS TO

DEVELOPING STUDENTS' ABILITIES: THEORY AND PRACTICE

In the scope of research in chapter 2, we delve into the nature of applying teaching methods to develop students' capacity; classify the teaching methods system; affirm the importance of applying teaching methods to develop students' capacity in teaching methods in high schools. Conduct practical surveys as a basis for selecting and effectively using teaching methods to develop students' capacity. Thereby, contributing to improving the quality of the current subject.

2.1. Theoretical basis

2.1.1. Concept of teaching methods and history teaching methods

Teaching methods

The concept of teaching methods has been approached by many researchers from different perspectives. The concept of "method" in Greek is "medothos" which means the path of research, the path of theoretical cognition. According to the Vietnamese Dictionary, " Method is a way of researching and perceiving natural and social phenomena; a system of ways to carry out a certain activity " [100;1231]. Philosopher Hegel said: "Method is the awareness of the form of the internal self-movement of the content" [126] .

In the field of education, there are many concepts of method. Iu.K.Babanski defines: " Method is the way of interaction between teachers and students to solve the task of education and development in the teaching process"; while I.Ia.Lecne affirms: "Method is a system of purposeful actions of teachers to organize cognitive and practical activities of students to ensure that students acquire academic content " [123;128].

Bernd Meier's approach to teaching methods (in a broad sense) includes the following levels: teaching perspectives, teaching methods (in a narrow sense) and teaching techniques [3;104]. In which, teaching perspectives are long-term strategic orientations with a programmatic nature such as problem-based teaching, situational teaching, discovery teaching... Teaching methods (in a narrow sense) are specific methods such as role-playing, presentations... Teaching techniques are ways of acting of teachers and learners in small action situations to implement and adjust the teaching and learning process.

Author Tran Thi Tuyet Oanh emphasized: "teaching method is the way of unified coordination of teachers and students in the teaching and learning process carried out under the leading role of teachers, in order to optimally implement the goals and tasks of teaching and learning" [95;204]. Thus, although there are many ways of defining, researchers all agree that teaching method is the way of organizing teaching and learning activities of teachers and students in the process of acquiring knowledge and implementing subject goals.

Based on the analysis of the above concepts, we believe that, in essence, teaching methods are the path and unified way of operation of teachers and students in the teaching and learning process. In which, teachers are the ones who organize, guide, and control students' learning to acquire knowledge, practice skills, foster attitudes, develop students' abilities and qualities. Thereby, well implementing teaching and learning objectives. Teaching methods have the following basic characteristics:

+ Teaching method is one of the important factors in the teaching and learning process, directly affecting the cognitive process and active learning interest of students.

+ Teaching methods are governed by teaching purposes, no method is universal. Therefore, to make educational activities successful, teachers must know how to correctly identify goals and choose teaching methods appropriate to the learning object.

+ Teaching methods must ensure a dialectical combination between teachers' teaching and students' learning. In which, teachers are the ones who organize, control, and guide students to be active, proactive, and creative in learning.

+ Teaching methods must emphasize that teachers promote the proactive role of students, considering students as both the subject and the goal and motivation of the teaching and learning process.

- History teaching methods

Former Soviet educators such as AA Vaghin, NG Dairi have had many achievements in building a theoretical system on historical teaching methods such as the relationship between Historical Science and historical teaching methods, forms and historical teaching methods. In recent years, UNESCO has conducted many studies on teaching methods in general and historical teaching methods in particular.

According to author Phan Ngoc Lien, " The teaching method is the path and way of operation of teachers and students in a unified process of teaching (teachers) and learning (students' perception) to impart and acquire historical knowledge " [79;417]. In the teaching method textbook [85], the authors believe that: The teaching method in high schools is a science, researching and discovering the laws of the teaching process, determining the content, form of organization and teaching methods suitable to the characteristics of the subject, the psychology of the age group and the training goals of the high school. The teaching method in high schools is a part of science.