and learning history in high school". In the article, the teacher wrote "The problem of testing and evaluation in the process of teaching history in general and in exams in particular must be resolved completely, and must be considered a breakthrough in improving the quality of teaching history today" [49; p.24]
In February 2008 , in the education magazine No. 183 , he wrote an article " Multiple choice or essay in history in high school " .
Professor, Dr. Nguyen Thi Coi Nguyen Thi Bich has an article " Combining words "
Essay with test – necessary measure to innovate method
Maybe you are interested!
-
Innovation in extracurricular activities in history teaching in high schools Application through teaching in Nghe An province - 21 -
Testing and Evaluating the Results of Training on Differentiated Teaching Skills for Teachers -
Innovation in English Teaching Assessment in the Direction of Developing Students' Capacity -
Practical Education of Sea and Island Sovereignty Awareness for Students in History Teaching in High Schools -
Ministry of Education and Training (2014), "Training Materials for Teaching and Testing, Evaluating Learning Outcomes Based on the Orientation of Developing Student Capacity in the Subject"
"Methods of testing and evaluating history learning outcomes in high schools" in education magazine No. 191 (issue 1, June 2008).
Digital Education Magazine
195 (period)
August 1, 2008) also posted an article by
Nguyen Thi Bich with the title "Innovation in testing and evaluating students' learning outcomes in history teaching in high schools".
In general, educators and history educators agree that
Assessment is an indispensable step in
teaching process, it is a teaching method element.
need to be paid attention when renovating
In addition, the issue of testing and assessment is also studied and researched by students in theory and practice through a number of theses and dissertations such as: Master's thesis "Using objective testing methods to test and assess learning outcomes of Vietnamese history in the period of
1945-1975, Grade 12, High School
"Through" by Nguyen Thi
Bright
Ngoc 2003, "Innovation in testing and evaluating students' learning outcomes"
student in history teaching
High School
through (by example)
Chapter II, an overview of Vietnam's historical process from the mid-19th century to the end of World War I in grade 11 high school)" by Nguyen Thi Quynh Anh, 2004...
Especially recently in her doctoral thesis, Nguyen Thi Bich clarified the issue of innovation in testing and evaluating students' learning outcomes in history at secondary schools through the work "Innovation in testing and evaluating students' learning outcomes in history teaching at secondary schools".
In short, the issue of testing and evaluation has been studied by educators and history educators at home and abroad. The above theories are the basis
valuable information for us to delve into the topic of research.
talent
“Innovation in work
test results
learning history
of students in teaching
Studying Vietnamese History from 1954 to 1975 in grade 12 of high school (standard program)”.
3. Limitations of the topic.
Within the framework of this thesis, we would like to delve into the research on measures to innovate the assessment of history learning outcomes in high schools. The historical content applied to the research is limited to the Vietnamese history program from 1954 to 1975 in grade 12 (standard program).
4. Research purpose and tasks.
4.1. Purpose.
Based on theoretical and practical research on testing and evaluation
In teaching history in high schools, the topic focuses on researching and proposing some innovative measures for testing and evaluating students' learning outcomes in teaching history for grade 12, the part on Vietnamese history from 1954 to 1975.
4.2. Tasks.
after:
To achieve the above purpose
resources to solve the tasks
Learn about the theory of testing and evaluation (concept, content, role, meaning, measures and forms, methods of testing and evaluation requirements)
price).
Investigation and observation of the reality of teaching history in high schools
information in general, testing and evaluating students' learning outcomes in particular.
Learn about the history of Vietnam from 1954 to 1975 in
grade 12 high school
Propose innovative measures for testing and evaluation.
Conduct pedagogical experiments to confirm the feasibility of the measures proposed in the topic.
5. Methodological basis and research methods.
5.1. Theoretical basis.
The topic is conducted on the basis of Marxism-Leninism theory, Ho Chi Minh thought, the Party's guidelines on education and issues related to teaching theory, history teaching methods in high schools, documents related to testing and evaluation.
5.2. Research methods.
Research the works of the authors
classic, main
meaning
Marxism-Leninism, Ho Chi Minh thought and resolutions of the Party, State, and Ministry of Education and Training on education.
Research the works of educationalists, educational historians writing about assessment and historical documents related to the topic.
Research on the content of History textbooks up to 1975 in high schools.
Grade 12 since 1954
Research, survey and investigate the situation of inspection and evaluation in
Teaching history through questionnaires and interviews to grasp the practical work of testing and evaluating history learning outcomes of students in high schools today.
Prepare the topic
test and conduct experiment
to commit
check
Experiment with measures to innovate testing and assessment in teaching Vietnamese history in grade 12 high school that the topic has proposed.
6. Meaning.
* Scientific significance: To help me grasp the theory of teaching the subject in general and the issue of testing and evaluation in history teaching in particular.
* Practical significance: Through researching the topic, I will help myself apply the above theories to the future history teaching process to improve the quality of the subject.
7. Structure of the thesis.
In addition to the introduction, conclusion, appendices, and references, the content of the thesis includes 2 chapters:
Chapter 1: The issue of testing and evaluating students' learning outcomes in history teaching in high schools.
Chapter 2: Some innovative measures to test and evaluate students' history learning outcomes in teaching Vietnamese history from 1954 to 1975 in grade 12 high school (standard program).
CHAPTER 1
THE PROBLEM OF TESTING AND EVALUATING STUDENTS' LEARNING OUTCOMES IN HISTORY TEACHING IN HIGH SCHOOLS
1.1. Theoretical and practical basis of the problem
1.1.1. Theoretical basis.
1.1.1.1. The starting point of the problem.
a. Objectives of history subject.
The cause of industrialization and modernization of the country, the challenge of falling behind on the way to the 21st century through intellectual competition is setting new goals for the education and training sector. The task of teaching at this time is not only to provide students with the most basic general knowledge system about nature and modern society, but also to contribute to the development of intellectual capacity, thinking and personality perfection for students.
From the general goal of general education, the goal of high school education is specified as follows: "High school education aims to help students consolidate and develop the results of lower secondary education, complete general education and common knowledge about techniques and career orientation, and have conditions to promote their abilities.
personal strength to choose development direction, continue to study at university, college
college, intermediate, vocational
or go into working life”
(Article 27,
Section 2, Chapter 2, Education Law 2005) [36]
Along with other subjects, History has an important position and role in the comprehensive development of students. The goal of History in high school is built on the basis of educational goals of the level, the Party's viewpoints and policies on history and education. It is also based on the content and characteristics of historical reality and
historical awareness; requirements of the current situation and tasks.
current revolution
The goal of history subject
the following tasks:
universal school
must be done
* About
knowledge:
Provide students with basic knowledge
copy
of historical science, including: the
historical event
basic, concepts
terms, characters, chronology, understanding of simple theoretical perspectives, issues of research methods suitable to the requirements and level of students.
For example: In high school.
Students learn the main knowledge.
weak in
progress
development of Vietnamese history with outstanding events. On that basis, help students grasp the general and specific laws of Vietnamese society.
Regarding world history, students learn about the main events of human social history from the primitive period to the present, focusing on the modern period. Through that, students better understand the laws of development of human society, the impacts of world history on national history, and the relationship between Vietnamese history and the history of neighboring countries.
Furthermore, students are also enhanced and perfected in their Marxist-Leninist understanding of history. At the same time, they are provided with basic knowledge about methods of studying and researching history, improving learning methods, and promoting positivity in learning history.
* Regarding skill development : History in high school helps learners develop and practice thinking skills such as analysis, comparison, synthesis... learning skills and practical skills including subject practice skills and practical skills in life. Specifically , fostering :
Dialectical thinking in perception and action, knowing how to analyze, evaluate and relate...
Subject learning and practice skills: using textbooks, other reference materials, speaking and writing presentation skills, making and using some visual aids, extracurricular activities of the subject.
Apply the knowledge learned to today's life.
* Regarding ideology and sentiment : History has a strong point and advantage in educating the young generation. Since ancient times, people have seen that "history is the teacher of life " , " is the torch that lights the way to the future " . Therefore , educating students about ideological viewpoints , stances, moral qualities, personality, and emotions is an important requirement that needs to be paid attention to in teaching history . Historical knowledge not only has the effect of educating intelligence but also
also educate the whole.
private feelings
idea, contribute to training human beings
Through studying history in
high school
through,
qualities, ethics, thoughts, emotions... are nurtured
systematic way in the following main points:
First of all, students are nurtured with socialist patriotism, love of homeland, a manifestation of patriotism, in labor.
production as well as in the struggle for national independence and defense of the Fatherland.
Second, it is necessary to foster in students the spirit of international solidarity and friendship with nations fighting for independence, freedom, civilization, social progress, peace and democracy.
At the same time, students also need to have faith in cooperative development.
the laws of human society and nation, even though in the historical process there are twists and turns, temporary regressions or stops.
Fourth, students are aware of their civic duties and are ready to fulfill international obligations.
And especially learners need to have the necessary qualities in community life...
In short, the goal of history in high school is to provide systematic basic knowledge about the history of the lawful development of the nation and human society. On that basis, it educates patriotism, national pride, the ideal of national independence and socialism, and trains the ability to
force
think and practice. As
so, to
maybe
perform well
In order to fulfill the functions and tasks of the subject in school, teachers must use a variety of teaching methods and constantly innovate to suit.
in line with the development of society, in which the improvement of inspection and testing
Evaluation is a very necessary job.
b. Characteristics of history subject in high school.
Historical knowledge has its own outstanding characteristics that are different from the knowledge of other sciences. It is retrospective, non-repetitive, specific, systematic, and unified between history and theory. History is what happened in the past that does not repeat itself, so historical knowledge cannot be directly observed nor conducted in the laboratory.