History Lesson Implementation Skills Group:

- Students without experience:

+ Not understanding the concept of " teaching plan", "lesson plan ".

+ Has not yet stated the types of teaching plans, the meaning and structure of each type of plan.

+ Not knowing how to build a teaching plan for the subject of History according to the school year, each semester, and each lesson.

- Students are forming skills:

+ Analyze the steps of teaching planning.

+ Present the conditions and factors that influence the establishment and implementation of teaching plans and lesson plans.

+ Initially, design a school year plan, semester plan, and lesson plan to ensure a dialectical relationship between factors: objectives, content, and methods.

law, but still confused.

- Design teaching plans for each school year and semester, ensuring the following requirements:

+ The school year plan closely combines teaching and education, combines curricular and extracurricular activities, and demonstrates cooperation with colleagues in the same professional group.

+ Have a plan to classify student objects.

+ Implement teaching content according to knowledge, skills and attitude standards specified in the subject program.

+ Create specific teaching plans for the entire school year, semester and each lesson

+ Identify the main teaching methods and forms of organization suitable for each content topic and each lesson.

+ Teach the correct knowledge and skills, implement the designed teaching plan, and fulfill the requirements of student differentiation.

+ Flexibly and creatively implement designed teaching plans.

+ Determine the content and form of organization of testing and evaluation of students' learning outcomes after each lesson, chapter, and part of the program.

programme.

- Students without experience:

+ No knowledge about the objectives of the LS lesson.

+ Not knowing how to determine the lesson objectives in three aspects: knowledge, skills, ideology, emotions, attitudes and the lesson's contribution to the formation of students' abilities and qualities.

- Students are forming skills:

+ Understand the steps to determine the lesson objectives.

+ Know how to specifically describe teaching objectives in terms of knowledge, skills, attitudes and divide them into cognitive levels: knowing, understanding, and applying.

- Identify teaching objectives for each specific history lesson.

+ Contribution not highlighted yet

of the lesson into the formation of students' capacity and qualities.

- Know how to determine lesson objectives appropriate to the cognitive level of many students in three aspects: knowledge, skills, ideology, emotions, and attitudes.

- The lesson objectives are to implement teaching content according to the knowledge, skills and attitudes standards of the History subject as prescribed in the program issued by the Ministry of Education and Training.

- Point out the contribution of the lesson in developing students' capacity and qualities, but it is not clear.

- Identify teaching objectives (for the whole subject, each chapter, lesson) in the direction of developing students' capacity (promoting learners' positivity, initiative, and creativity).

- Lesson objectives demonstrate unity, integration (teaching and education) and differentiation according to cognitive levels, suitable for students' cognitive objects and the school's facilities and teaching equipment, and local situation characteristics.

- Based on three aspects of knowledge, skills, and attitudes, identify general and specific abilities and moral qualities that need to be developed for students through the lesson.

- Students without experience:

+ Not knowing the basic theoretical issues about lesson plans, teaching activities of teachers, learning activities of students.

+ Not knowing the process of designing a LS lecture. Not knowing how to choose basic knowledge to provide to students.

- Students are forming skills:

+ Know what a lesson plan is, the steps to design a LS lesson at high school.

+ Determine the form of organization, methods, and means of student learning corresponding to the program (lessons, periods, and learning items in the period).

+ Know how to outline and outline the steps to organize teaching and learning activities for a history lesson, but still confused when choosing basic knowledge.

+ Know how to design LS lectures showing teaching methods and techniques appropriate to the objectives and content of the subject.

+ The lecture fully demonstrates the main activities of teachers and students, closely combining teaching and learning. Plan specific time for each activity.

- Identify the basic knowledge content of the lesson.

- Determine teaching aids, teaching organization forms, testing and evaluation forms to ensure logic and rationality in order to achieve lesson objectives.

+ Be proactive, creative, apply modern theories and teaching methods to design lessons.

+ Design teaching and learning activities that are appropriate to the lesson objectives and each cognitive target. Content and teaching methods are geared towards promoting students' positivity, initiative, and creativity.

+ The lesson plan accurately reflects the knowledge, skills, and attitudes required by the History program; and fulfills the requirements of student differentiation.

+ Lectures are supplemented and adjusted to suit the actual situation, demonstrating the unity between teaching and learning, between teaching and education.

Criteria for assessing teaching skills of students of History Faculty - Hanoi National University of Education

Level 1

(Students have no experience or are forming experience)

Score: 0-4

Level 2

(Students have complete initial skills)

Score: 5-7

Level 3

(SV proficient in KN)

Score: 8-10

* Skills in using spoken and written language in teaching history

- Students without experience:

+ Spoken language: still has some mistakes: stuttering, lisping, stammering, lisping, speaking with regional accent...

+ Written language: don't know how to present a board, bad handwriting, incorrect standing posture

- Students are forming skills:

+ Spoken language: know how to pronounce Vietnamese correctly. Expression is still awkward, cumbersome, and confusing. Word usage is difficult to understand, not clear and lucid.

+ Written language: know how to present tables,

but writing is slow, unscientific, and illogical. The writing posture on the board is not standard.

+ Know how to use spoken language according to standard Vietnamese.

+ The language is clear, easy to understand, inspiring, and attracts students' attention to the lecture. The arguments are logical and tight. The volume and speed are moderate.

+ Standard writing posture on the board. The writing on the board is beautiful, clear, and presented scientifically, but the writing is still slow.

+ Students have rich vocabulary, easy-to-understand language, rich in images, vivid, clear writing style.

+ Speech when lecturing is expressive, has tone and intonation appropriate to the content of the lesson, developing students' logical thinking.

+ Write and draw symbols and illustrations on the board beautifully, quickly and clearly.

+ Smoothly combine lecturing and writing on the board, speech and facial expressions, and pedagogical operations.

GV.

- Students without experience:

+ Not knowing how to create a friendly, open, and cooperative learning atmosphere in the classroom.

+ Not knowing how to handle pedagogical situations that arise during class.

+ Not confident, still confused, hesitant, shy in class.

+ Does not have the pedagogical style of a teacher.

- Students are forming skills:

+ Create a friendly and open learning atmosphere during class.

+ Know how to create situations to lead and attract students to the lesson.

+ Know how to encourage students to boldly participate in learning activities and answer teachers' questions.

+ Know how to create a friendly, open, exciting, enthusiastic learning atmosphere with a historical atmosphere.

+ Know how to attract all students to participate in collaborative learning activities.

+ Know how to encourage students to be bold and confident when answering teachers' questions.

+ Know how to listen, wait for students' questions, create opportunities for students to present their opinions and raise their questions.

+ Has a friendly teaching style, but is not really confident, still shy in front of students.

+ Create a friendly, open, enthusiastic, exciting, and trusting learning atmosphere between teachers and students in class.

+ Always keep calm and respect students' opinions during communication.

+ Organize activities for students to actively coordinate between individual work and group work, creating a healthy competitive atmosphere in the classroom.

+ Anticipate possible situations and how to handle them while implementing the lesson.

+ Have a confident and mature style when standing in front of students.

+ Respond quickly and resolve

skillfully handle pedagogical situations that arise in class.

- Students without experience:

+ Not understanding the role and effect of the Party in DHLS.

+ Not yet able to distinguish some common historical documents such as: maps, diagrams, timelines, graphs, charts, historical pictures...

+ Not yet grasping the principles and usage of the above visual aids in DHLS.

- Do not know how to guide students to build some simple types of DDTQ in DHLS.

- Students are forming skills:

+ Students have knowledge about the position and role of different types of teaching aids: maps, diagrams, timelines, graphs, charts, pictures...

+ Know how to use and build some simple types of maps in DHLS: maps, diagrams, timelines, graphs...

+ Not knowing how to guide and encourage students to build

Building some types of DDTQ in learning LS.

+ Know the meaning and effects of DDTQ in DHLS.

+ Clearly distinguish between common types of maps and the uses of each type such as: maps, diagrams, timelines, graphs, charts, historical pictures...

+ Know how to combine exploiting the DTTQ with textbook knowledge content and reference materials to provide new knowledge

+ Know how to use DDTQ combined with exchange and conversation methods to develop students' thinking.

+ Know how to make timelines, draw maps, diagrams, charts, graphs... ensuring visual aesthetics and high accuracy

+ Know how to motivate and guide students to build

Building a DTTQ in learning LS.

+ Know how to choose and use appropriate teaching aids according to the objectives, duration and content of the lesson.

+ Maximize the use of visual aids to make the lecture more lively and attractive.

+ Guided students to exploit historical knowledge through observation and self-study with DDTQ.

+ Using DDTQ in the direction of promoting learners' positivity, proactiveness and creativity.

+ Always encourage and guide students to be proactive and creative in building some simple models.

- Students without experience:

+ Not knowing how to use teaching aids. Teaching without the support of aids.

+ No knowledge of IT. Do not understand the significance of applying IT in DHLS.

+ Do not know how to use computer software that can be applied in DHLS.

- Students are forming skills:

+ Know how to use teaching aids according to the regulations in the History program.

+ State the major achievements of IT and communications, methods and processes of applying them to DHLS.

+ Know the meaning of IT. Know how to use IT to improve the effectiveness of QTDH.

+ Students know how to choose and use teaching aids appropriate to the objectives, content of the lesson, and forms of organizing students' cognitive activities.

+ Students are proficient in using traditional teaching aids.

+ Know how to use modern teaching aids to increase the effectiveness of DHLS.

+ Know some software tools for teaching LS: Micosoft Power Point, Violet, Photo Story, Mind Manager, Movie Maker, Producer 2003... and can actively exploit and use them effectively.

+ Know how to operate teaching aids with correct techniques, usage procedures, efficiency and safety

+ Regularly and effectively applied IT in teaching to develop thinking and train effective self-study skills for students.

+ Guide students to exploit and use some simple computer software in studying history.

+ Be proactive and creative in using traditional teaching aids combined with modern teaching aids.

+ Improved and manufactured some

popular and simple teaching aids

- Students without experience:

+ Not yet aware of the position and meaning of textbooks for teachers and students.

+ Not knowing how to exploit articles in textbooks to prepare lectures.

+ Not knowing how to guide students to use textbooks when studying in class and at home.

+ Not understanding the meaning of reference materials, not knowing how to collect reference materials for teaching.

- Students are forming skills:

+ Realize the position and important meaning of textbooks for teachers.

+ Know how to exploit basic knowledge in textbooks to provide to students.

+ Know how to rely on textbooks to design lessons

+ Know how to exploit image channels, questions, and exercises in textbooks.

+ Know the meaning of using resources

Reference materials in teaching but do not know how to use.

+ Know how to use textbooks to design LS lectures.

+ Know how to fully exploit the knowledge in textbooks to achieve lesson objectives.

+ Know how to use questions in textbooks to promote students' active and independent cognition.

+ Know how to guide students in using textbooks when studying in class and at home.

+ Know how to collect reference materials related to History.

+ Know how to find ideas, take notes, summarize main ideas, organize documents and use TLTK in DHLS but not yet

really effective

+ Exploiting knowledge content in textbooks according to subject principles, combined with a system of questions to develop historical thinking for students.

+ Know how to restructure some topics in textbooks to suit ideas and teaching plans.

+ Identify the necessary reference materials for the subject.

+ Express correct and positive personal thoughts about the historical documents that have been approached; regularly collect and supplement new documents in the process of teaching History.

+ Effective use of TLTK in teaching

+ Guide students to read reference documents

Reference to supplement LS knowledge.