Group of Methods to Guide Students to Acquire Knowledge About Subject Teaching Methods

patriotism, fighting spirit and strong belief in the victory of the Vietnamese people.

For example: Teachers can use the song “Marching to Saigon” composed by musician Luu Huu Phuoc to talk about the heroic spirit of our army and people in the great victory of the spring of 1975. This song was composed in 1966, 1967 but it was not until 1975 that it became known. On April 30, 1975, after the surrender of puppet president Duong Van Minh, the majestic music resounded. Teachers can use this song to talk about the heroic spirit of our army and people on the march to prepare for the final battle of the Ho Chi Minh Campaign and to talk about the historical significance of the victory of 1975 for our entire nation. With the melody as the rhythm, the song will help students easily visualize, feel and imagine the spirit.

of the troops advancing towards Saigon rather than GV just describing or explaining

about these contents. The content and melody of the song will make the LS lesson much softer and more flexible than when the teacher only provides dry numbers, from which students will be inspired and interested in learning the subject.

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3.3.1.3. Forming the will to self-study for students

Will is ability

self-energy

define purpose for action and direction of activity

one's own actions, overcoming all difficulties to achieve that goal. According to the useful Vietnamese dictionary, Education Publishing House, 1996, will is "consciousness, self-conscious feelings"

strong, determined to concentrate all efforts and intelligence to achieve the goal"

[107,1322]. Nguyen Xuan Thuc in the textbook "General Psychology", University of Education Publishing House 2015 "will is the dynamic aspect of consciousness, expressed in the ability to perform purposeful actions, requiring efforts to overcome external and internal difficulties". The basic qualities of will are: Independence helps students form confidence in their own strength; Decisiveness means having faith in the success and correctness of their thoughts; Perseverance is expressed in the skills to overcome difficulties to achieve the set learning goals, if students have this quality, they will never feel tired or discouraged, difficulties do not discourage them but also increase their determination. Thus, the very important qualities of will mentioned above are very important for developing students' willpower, so forming students' willpower is one of the necessary measures to create motivation in teaching.

Learning LS in high school. Teachers need to form students' belief in their learning power, train students to persevere in overcoming difficulties when performing learning tasks.

For example: After teaching lesson 23 "The Tay Son movement and the cause of national unification and protection in the late 18th century", the teacher can ask students: Find out in the area where you live, are there any monuments, temples, streets, or schools named after Quang Trung, Nguyen Hue, Phan Huy Ich, Nguyen Thiep? Explain to your relatives the meaning of that naming. When encountering a question that requires applying the knowledge learned into real life like that, students will face a difficult task of why historical figures such as Quang Trung, Nguyen Hue, Phan Huy Ich, Nguyen Thiep were named after streets, schools, had temples built, and had monuments erected. To solve this problem

In this task, you need to learn about the contributions of the characters in the novel.

Tay Son movement, you can ask teachers and friends, learn through learning materials

other. Through this activity, teachers will train students to believe in

The knowledge I have learned, I have trained myself to be persistent and overcome difficulties. After explaining to my relatives the meaning of the name, the agreement, encouragement and motivation of my relatives further created a high will for me. In addition, teachers need to encourage and motivate students' efforts. Teachers need to show students that if they try, are determined, overcome difficulties and rise up on their own, they will achieve success. Through examples of overcoming difficulties and notes on their own progress, students need to learn to change their beliefs and focus on their own efforts, seeing the relationship between effort and success.

In short, motivation is a complex psychological phenomenon. It causes a special emotion that creates perseverance, the spirit of overcoming difficulties, diligence and determination of students towards learning activities, giving rise to the desire to participate in learning activities. This measure both has the effect of perfecting students' personalities and improving students' understanding of learning knowledge.

3.3.2. Group of measures to guide students in acquiring knowledge about subject teaching methods

Knowledge of the method of teaching LS is one of three components.

constitute the LS teaching method. To develop LS teaching method, it is impossible not to equip students with basic knowledge of subject teaching method. Based on the cognitive process of high school students, the characteristics of LS knowledge, we believe that the content of LS teaching method that needs to be equipped for students includes:

3.3.2.1. Work with learning materials yourself

* Work with History Textbooks

Textbooks are learning materials used mainly in high schools. Textbooks in general, and historical textbooks in particular, play an important role and significance in teaching in high schools. For teachers, textbooks are an indispensable and reliable support in preparing and teaching lessons. Because textbooks provide complete, modern, and systematic knowledge as prescribed in the program. To design lesson plans and conduct lessons in class to achieve teaching purposes, teachers must rely on textbooks. For students, textbooks are basic learning materials that have great significance in terms of fostering knowledge, training skills, and educating their thoughts and feelings.

The structure of the current textbook includes the following parts: text channel, image channel or article and pedagogical mechanism. The text channel part of the book is the article and questions, exercises. The image channel part includes pictures, photos, maps, chronologies, charts, graphs... From the characteristics of the LS textbook, it shows that knowledge about working with textbooks that needs to be guided for students includes: Reading comprehension skills. This is an important task to help students understand the content of each section in the article when reading the textbook. To do so, when working with the textbook, students must first find the main idea in each section that the author wants to emphasize, the specific analysis ideas for those main ideas. At the same time, find the connection between the sections, thereby understanding the name of the lesson and the content of the article. Only then can students understand the lesson, avoiding the situation of reading a lot without understanding, often learning by rote.

Taking notes of what has been read, this work demonstrates understanding the content of the textbook that students have just studied. Based on reading each section of the textbook, students find the main idea for each paragraph in the section, they write those ideas into an outline in the order of the content presented in the textbook. Outlining the content read from the textbook will help students grasp basic knowledge, know how to make an outline, read books and develop logical thinking, the ability to synthesize and generalize knowledge.

Process and systematize knowledge for easy memorization. To summarize the knowledge content in textbooks, teachers can guide students to create tables and draw cognitive maps such as mind maps, network diagrams, branch diagrams, etc.

Thus, equipping students with knowledge about using textbooks helps them identify difficult and confusing content. Historical knowledge is both general and synthetic, covering many areas, both historical and theoretical. If students only read textbooks, it is not easy to grasp everything, and inevitably, questions will arise about unclear things. From those questions, students can discuss with friends and teachers. Through the process of research, when answered, students will deeply understand the problem and can remember it for a long time. On the other hand, reading textbooks in advance creates

should be

excited, curious, from

That stimulates students' desire to explore and discover.

In practice, teachers can encourage and inspire students to research the problem and collect documents related to the lesson.

For example, when guiding students to read the 10th grade textbook, chapter II "Vietnam from the 10th to the 15th century", teachers can guide students to generalize knowledge.

knowledge by drawing a diagram of the feudal dynasties of Vietnam, as shown below:

Through diagramming

HS will system

systematize knowledge content

in the textbook, from which students not only understand the content in the textbook but also

can compare and contrast the cultural, economic and political achievements of the

feudal dynasty was achieved.

* Work independently with reference materials under the guidance of the teacher

In teaching history in high schools, in addition to textbooks, reference materials (history materials, literary materials) have an important position and significance for teachers and students. Due to the characteristics of history knowledge, reference materials are an indispensable source of knowledge. They contribute to the restoration of the history picture. These are scientific bases, evidence of the accuracy, specificity, and richness of history events, helping students overcome the situation of "history modernization". Using reference materials in history learning also helps students have a basis to grasp the nature of events, form concepts, understand the rules and lessons learned. Through the use of reference materials, students are also trained to have the habit of reading books, doing scientific research, developing history thinking, and helping them understand the textbooks better.

For high school students, we can guide them to work with reference materials in the following cases:

Study excerpts from historical works. In this case, the activity content includes reading the excerpt yourself, breaking down the excerpt according to the ideas the author wants to present; finding the main idea of each idea; writing the ideas found in order, into an outline. Based on the main ideas written down, students will find the main content that the excerpt wants to say, generalize their understanding of the content of the excerpt and present it in class (if necessary).

Read books that are appropriate to the cognitive level of students in the grade. To prevent students from reading books on their own, teachers need to guide them in choosing books and reading methods. Reading books is not entertainment, but requires doing the following:

+ Read and understand the content of the book yourself. This work needs to be done: find

main ideas in each paragraph according to each chapter and section of the book; note

The main ideas found in the order of the book are presented in the form of an outline; systematize and generalize the ideas in the chapter, section, part or the whole book; state the content of the book.

+ Self-study chapters and sections in reference books to deeply understand, expand and improve knowledge learned in textbooks to solve exercises assigned by teachers.

This work needs to be done: The teacher presents the exercise, introduces the book and

specify the chapters and sections to be studied; students study the book in combination with the textbook to do the exercises. When reading, students need to pay attention to: Taking notes while reading (book name, author), reading time; main content of the book in outline form; interesting and favorite sentences; Thinking and writing down issues to be drawn after reading the book.

The richness of materials makes lessons more vivid, attractive and easier to remember. Students know more and understand more deeply. However, guiding students to work with reference materials requires a lot of time and effort to find and read documents. To overcome this disadvantage, teachers need to guide students. For example, specify the name of the document, the page to find, what content needs to be recorded... combined with assigning homework with content that requires the use of materials other than textbooks.

3.3.2.2. Using thinking operations in the learning process

Thinking is a cognitive process that reflects the essential properties and regular relationships of things and phenomena in objective reality that we do not yet know. This is an extremely important activity that needs to be formed and developed for students in studying history in high school. One of the characteristics of history knowledge is the unity between history and argumentation. In order for students to understand the nature of historical events and phenomena, the activity of "argumentation" is indispensable, that is, analysis, comparison, synthesis, generalization, etc. Developing independent thinking activities not only helps students grasp and master concepts, draw out historical laws and lessons, but also educates perseverance in studying and working, the spirit of overcoming difficulties and contributes to the development of cognitive abilities, especially thinking operations for students. This activity includes:

Self-analysis means separating objects into their attributes, parts, connections, and relationships to examine their perception.

Self-synthesis means that students use their minds to put the analyzed components into a whole to perceive the object more comprehensively.

statue.

Comparison is to determine the

same, different between events

case, present

Abstraction means that students know how to use their minds to eliminate unnecessary attributes and parts, keeping only the basic elements for thinking.

Generalization is when students know how to generalize many different objects into one.

group, a type… On that basis, find common features for the phenomena.

For example, when teaching Lesson 31: The French bourgeois revolution in the late 18th century. The teacher guides students meticulously and thoughtfully to help them synthesize and summarize the knowledge they have learned through a comparison table of the characteristics of the French bourgeois revolution, the British bourgeois revolution and the war for independence of the British colonies in North America according to the criteria: form, goals, leadership, participating forces, main events, results. After students complete the comparison table, the teacher guides students to draw conclusions about the French bourgeois revolution (this is the most typical bourgeois revolution) through the question: Through the comparison table, what comments do you have about the bourgeois revolution?

France vs. the bourgeois revolutions

other products? Teacher reinforces

awareness for

Students/help students understand that the French bourgeois revolution is the most typical bourgeois revolution through the question: Through the knowledge learned and through the comparison table, prove that the French bourgeois revolution is the most typical bourgeois revolution?

Next, to help students generalize the common points between the above revolutions (Although taking place in many different forms, these revolutions all have the nature of bourgeois revolution), teachers can ask the question: Draw a general conclusion about the characteristics of the above revolutions.

To do this exercise, students must recall and summarize the knowledge they have learned about the French bourgeois revolution as well as the bourgeois revolutions they have learned before, and briefly present it through a comparison table. Then, they find the answers to the teacher's questions.

In addition to the operations of analysis, synthesis, comparison, abstraction and generalization, due to the characteristics of historical knowledge, the evaluation of historical events and phenomena is an indispensable activity. It is both an operation and a result of the activities of analysis, comparison, generalization, demonstration and refutation. Evaluation of historical events and phenomena is a very important content that needs to be developed for high school students. Developing evaluation activities not only helps students remember for a long time and understand deeply historical knowledge, but also trains the skills of applying knowledge and educating Marxist historical perspectives for them. This activity includes the following contents: Evaluation of human activities and behaviors such as the role of the masses in production labor, revolutionary struggle, of individuals (outstanding figures, leaders, progressive historical figures). Evaluation of historical events and phenomena, such as commenting on events, stating meanings, drawing conclusions

Lessons learned from the event. Evaluation of production activities, application of science and technology... such as analysis of the effects of the Industrial Revolution in England;

Impact of the Scientific and Technological Revolution on people...

today for species society

For example, when teaching lesson 25 "Political, economic and cultural situation under the dynasty

Nguyen Dynasty (first half of the 19th century)”. In section 1 “Building and consolidating the state apparatus

"foreign policy" Teachers can guide students to learn about the Nguyen Dynasty, comments and assessments of the merits and crimes of the Nguyen Dynasty, and from there give their own comments on the Nguyen Dynasty. Under the guidance of teachers, students will learn about the Nguyen Dynasty through: books, newspapers, the internet... Students can find many different sources of information, with many ways of looking at and evaluating the merits and crimes of the Nguyen Dynasty for national history. Teachers will guide students to have the most impartial view when evaluating this dynasty, for example, it had the merit of completing the unification of the country and expanding the territory. However, it asked for help from the French, thereby creating conditions for the French to have more opportunities to invade our country. Through the process of collecting documents, through discussions with classmates, through the guidance of teachers, students will have a deeper understanding of history knowledge and know how to evaluate a dynasty from the perspective of Marxist history.

Thus, through providing students with knowledge about the use of

Thinking operations for students in teaching history contribute to their development

NLTH for themselves. Besides, guiding students to use thinking operations not only trains the ability to generalize knowledge but also

train children to reason logically.

reasoning, comparison, analysis, evaluation and thinking skills

3.3.2.3. Combine listening to lectures with taking notes

Listening and writing are basic skills that students need to have in the learning process. It helps students follow the teacher's lecture to acquire knowledge, understand knowledge and write down necessary things in their notebooks. Thereby educating students to be self-aware, patient, able to pay attention to objects and think quickly.

When studying in class, students have to use many operations such as listening to lectures, taking notes, thinking, answering questions... Therefore, during the process of listening to lectures, students must know how to select knowledge to take notes according to their own understanding.

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