Knowledge mapping method in teaching Vietnamese history 1919 - 1975 at Experimental Pedagogical High School in the Northwest region

MINISTRY OF EDUCATION AND TRAINING

HANOI UNIVERSITY OF EDUCATION

CHU THI MAI HUONG

METHOD OF KNOWLEDGE MAP IN TEACHING VIETNAMESE HISTORY (1919 - 1975)

IN HIGH SCHOOL

( Pedagogical experiment in the Northwest region )

Major: Theory and Teaching Methods of History Subject Code: 91.40.111

DOCTORAL THESIS IN EDUCATIONAL SCIENCE

Scientific instructor :

1. Associate Professor, Dr. Nguyen Manh Huong

2. Associate Professor, Dr. Do Hong Thai

HANOI - 2019

COMMITMENT

I hereby declare that this is my own research work, completed with the guidance and enthusiastic help of Associate Professor, Dr. Nguyen Manh Huong, Associate Professor, Dr. Do Hong Thai. The research results presented in the thesis are honest and accurate. References and citations have clear origins. The scientific conclusions of the thesis have never been published in any other work.

Thesis author

Chu Thi Mai Huong

ACKNOWLEDGEMENTS

I would like to express my deep gratitude to Associate Professor Dr. Nguyen Manh Huong and Associate Professor Dr. Do Hong Thai for their dedicated guidance and help in successfully completing my thesis.

I would like to sincerely thank the teachers, scientists in the Department of Teaching Theory and Methodology, the Board of Directors and teachers in the Faculty of History, Graduate School - Hanoi National University of Education for helping me during my studies and thesis completion.

I would like to thank the Board of Directors, the Graduate School, the Dean, the teachers and colleagues in the Faculty of History and Geography, Tay Bac University for helping and encouraging me throughout the process of studying and researching the topic. Finally, I would like to express my gratitude to my family, relatives and friends for helping and encouraging me during the process of studying and completing the thesis topic.

Hanoi, month … year 2019

Thesis author

Chu Thi Mai Huong

ABBREVIATIONS IN THE THESIS

Symbol

Full name
BHNCKTM	New knowledge research lesson
CM	Revolution
CMVN	Vietnam Revolution
CNTD	Colonialism
DHL	Teaching history
DCTS	Bourgeois democracy
Address	Control
DQ	Empire
DDTQ	Visual aids
GV	Teacher
HS	Pupil
KT-DG	Test-Evaluate
LS	History
LSVN	History of Vietnam
PPSĐHKT	Knowledge mapping method
PK	Feudal
Textbook	Textbook
SKLS	Historical events
High School	High school.
TN	Experiment
TNSP	Pedagogical experiment
TDP	French colonialism
TS	Bourgeoisie

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INDEX

COMMITMENT i

ACKNOWLEDGEMENTS ii

ABBREVIATIONS IN THE THESIS iii

LIST OF FIGURES viii

LIST OF TABLES xiii

INTRODUCTION 1

1. Urgency of the topic 1

2. Research object and scope 2

2.1. Research subject 2

2.2. Scope of research 2

3. Research purpose and tasks 3

3.1. Purpose of topic 3

3.2. Tasks of topic 3

4. Methodological basis and research methods 3

4.1. Methodological basis 3

4.2. Research method 4

5. Scientific hypothesis 5

6. Contribution of the thesis 5

7. Meaning of topic 5

7.1. Scientific significance 5

7.2. Practical significance 5

8. Thesis structure 5

Chapter 1 OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC 7

1.1. Studies on diagram theory and application of diagram theory in teaching 7

1.1.1. Research by foreign authors 7

1.1.2. Research by domestic authors 13

1.2. Research and application of knowledge mapping in history teaching ..17

1.2.1. Research by foreign authors 17

1.2.2. Research by domestic authors 18

1.3. General assessment of research results of published documents and issues raised for the thesis to continue to address 23

1.3.1. Some general comments on research works 23

1.3.2. Inherited thesis issues 23

1.3.3. Issues raised for the thesis to continue to solve 24

Chapter 2 METHOD OF KNOWLEDGE CHARTING IN HISTORY TEACHING IN HISTORY IN HIGH SCHOOLS: THEORY AND PRACTICE 26

2.1. Theoretical basis 26

2.1.1. Concept of knowledge mapping method in history teaching..26

2.1.2. Types of knowledge maps in teaching history in high schools 29

2.1.3. Characteristics of the knowledge mapping method in teaching history in high schools 38

2.1.4. Advantages of knowledge mapping method in teaching history in high schools 40

2.1.5. Requirements for innovation in history teaching methods in high schools 42

2.1.6. The role and significance of the knowledge mapping method in teaching history in high schools 44

2.2. Practical basis 50

2.2.1. Purpose, area and survey subjects 50

2.2.2. Content, time of implementation and survey method 51

2.2.3. Evaluation of survey results 51

Chapter 3 KNOWLEDGE CHARTING IN TEACHING VIETNAMESE HISTORY (1919 - 1975) IN HIGH SCHOOLS 61

3.1. Position, objectives and basic content of the Vietnamese History program (1919 - 1975) at high school 61

3.1.1. Position and objectives of the Vietnamese history program (1919 - 1975) in high school 61

3.1.2. Basic knowledge content of Vietnamese history (1919-1975) in high school needs to be exploited to design knowledge map 62

3.2. Basic requirements when designing and using knowledge mapping in history teaching in high schools 65

3.2.1. Basic requirements when designing a knowledge map 65

3.2.2. Some requirements and orientations when using knowledge mapping in teaching Vietnamese history (1919-1975) in high schools 66

3.3. Instructions for designing knowledge maps in teaching Vietnamese history (1919 - 1975) at high schools 68

3.3.1. Knowledge map design tools in history teaching 68

3.3.2. Knowledge map design process 69

3.4. Knowledge mapping in teaching Vietnamese history (1919-1975) in high school 72

3.4.1. Period 1919-1930 72

3.4.2. Period 1930-1945 76

3.4.3. Period 1945-1954 83

3.4.4. Period 1954 -1975 88

Chapter 4 APPLYING THE METHOD OF KNOWLEDGE CHARTING IN TEACHING VIETNAMESE HISTORY (1919-1975) IN HIGH SCHOOLS. PEDAGOGICAL EXPERIMENT 98

4.1. Using knowledge mapping to organize warm-up activities in teaching Vietnamese history (1919 - 1975) at high school 98

4.1.1. Process of using knowledge mapping when organizing kick-off activities 99

4.1.2. Using knowledge mapping to organize start-up activities 99

4.2. Using knowledge mapping to organize knowledge formation activities for students in teaching Vietnamese history (1919-1975) at High School 107

4.2.1. Process of using knowledge mapping when organizing knowledge formation activities 107

4.2.2. Using knowledge mapping to organize knowledge generation activities 108

4.3. Using knowledge mapping to organize consolidation and practice activities in teaching Vietnamese history (1919 - 1975) at High School 117

4.3.1. Process of using diagrams to systematize knowledge for students to consolidate and practice 118

4.3.2. Measures to use knowledge diagrams to organize consolidation and practice activities 119

4.4. Using knowledge mapping to test and evaluate students' learning outcomes in teaching Vietnamese history (1919-1975) at High School 123

4.4.1. Using knowledge mapping in written tests 124

4.4.2. Using knowledge mapping in observational testing 125

4.4.3. Using knowledge mapping in oral tests 129

4.5. Using knowledge mapping to develop self-study history skills at home for students 132

4.5.1. Using diagrams to plan learning 133

4.5.2. Use diagrams to summarize the basic knowledge content of the lesson in textbook 135

4.5.3. Use diagrams to summarize knowledge content through researched reference materials 136

4.6. Pedagogical experiment 139

4.6.1. Experimental purpose 139

4.6.2. Subjects and areas of pedagogical experiment 139

4.6.3. Content and method of pedagogical experiment 140

4.6.4. Evaluation of experimental results 142

CONCLUSIONS AND RECOMMENDATIONS 148

LIST OF SCIENTIFIC WORKS OF THE AUTHOR RELATED TO THE THESIS 151

REFERENCES 153

APPENDIX

Knowledge mapping method in teaching Vietnamese history 1919 - 1975 at Experimental Pedagogical High School in the Northwest region - 1

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