Methodological Basis and Research Methods

period of Vietnamese history (1919-1975) in high school.

- Regarding the investigation and pedagogical experimentation areas: Investigation and survey were conducted in many high schools across the country 1 , but mainly focused on high schools in the Northwest region of Vietnam 2 . The author conducted pedagogical experiments in 10 high schools in 4 provinces in the Northwest region (Lai Chau, Hoa Binh, Dien Bien, Son La).

3. Research purpose and tasks

3.1. Purpose of the topic

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Based on the affirmation of the importance of the knowledge mapping method, the thesis focuses on designing a knowledge mapping system and proposing measures to apply the knowledge mapping method in teaching Vietnamese history (1919 - 1975) in high schools, contributing to improving teaching effectiveness.

3.2. Tasks of the topic

To achieve the above purpose, the thesis focuses on solving specific tasks:

- Learn about the theory of knowledge mapping in teaching in general and history teaching in particular in high schools.

- Survey and investigate the practice of teaching history in general and the application of knowledge diagramming method in teaching history in high schools in particular.

- Study the curriculum and textbooks of Vietnamese history (1919-1975) in high schools to determine the basic content to design a knowledge diagram, and at the same time propose measures to use in teaching Vietnamese history (1919-1975) in high schools.

- Conduct lesson plans and pedagogical experiments (partial and complete) to evaluate and verify the effectiveness of measures when using the knowledge mapping method in teaching the Vietnamese history section (1919-1975) in high schools.

4. Methodological basis and research methods

4.1. Methodological basis

1 Ho Chi Minh City, Binh Thanh, Thanh Hoa, Nam Dinh, Thai Binh, Ha Nam, Hung Yen, Hai Phong, Hanoi, Lang Son, Bac Giang, Bac Ninh, Phu Tho, Vinh Phuc, Thai Nguyen, Yen Bai, Ha Giang, Cao Bang, Lai Chau, Dien Bien, Son La, Hoa Binh.

2 Dien Bien: Dien Bien City High School, Muong Ang High School (Dien Bien); Son La:, School

To Hieu High School, Chu Van An High School, Mai Son High School, Bac High School (Son La); Lai Chau: Lai Chau City High School, Than Uyen High School; Hoa Binh: Ngo Quyen High School, Muong Bi High School.

The methodological basis of the thesis is based on the Marxist perspective.

- Lenin on Ho Chi Minh's awareness and thought, the viewpoints of our Party and State on education and history education.

4.2. Research methods

The thesis uses many research methods in the process of implementing the topic, but focuses on the following 4 groups of methods:

4.2.1. Theoretical research method

- Analyze, synthesize, and systematize works on psychology and education by domestic and foreign authors related to the topic, in order to clarify the theory of the knowledge mapping method in teaching history in high schools.

- Researching the curriculum and textbooks of Vietnamese history (1919-1975) to serve as a basis for designing diagrams and organizing history teaching according to the knowledge diagramming method in high schools.

4.2.2. Investigation and survey methods

- We use survey forms, interviews and direct discussions with experts, teachers and students in high schools as a basis for applying the knowledge mapping method in teaching in general. This is also the basis for proposing pedagogical measures when applying knowledge mapping in teaching history in high schools in particular.

- To ensure that the investigation and survey process takes place smoothly and in accordance with the procedure, we build a questionnaire for each subject (teachers and students) with corresponding groups of questions.

- From the results of the investigation and survey, we process the data to draw conclusions, comments and assessments that are objective and scientific during the research process.

4.2.3. Pedagogical experimental method

The pedagogical experimental method includes partial experiments and full experiments. The experimental process is carried out through classroom lessons and short tests for students of some classes at high school level to verify the pedagogical measures proposed in the thesis. The results obtained from the experimental method

Pedagogical experience helps us evaluate the effectiveness and feasibility of the knowledge mapping method in teaching history in high schools.

4.2.4. Statistical methods, data processing

Using statistical mathematical methods and some computer software (Microsoft Excel, SPSS 16.0 software) to process data after practical surveys and conducting experiments.

5. Scientific hypothesis

If historical content can be identified to design knowledge diagrams according to the correct process as proposed in the thesis; flexibly applying knowledge diagramming measures that the author presents, suitable to the characteristics of each school, will contribute to improving the quality of teaching History in high schools.

6. Contribution of the thesis

The research results of the thesis contribute to:

- Affirm the importance of applying knowledge diagramming method in teaching history in high schools.

- Sketch a picture of the current situation of history teaching in high schools in general, and the application of knowledge diagramming method in history teaching in particular.

- Building a process and designing a knowledge diagram system in teaching Vietnamese history (1919-1975) in high schools.

- Proposing measures to apply the knowledge diagramming method in teaching Vietnamese history (1919-1975) in high schools.

7. Significance of the topic

7.1. Scientific significance

The thesis contributes to consolidating and enriching teaching theory in general, applying the method of knowledge mapping in history teaching in particular in high schools.

7.2. Practical significance

The research results of the thesis are a useful reference source for teachers and students on the methods and application of the design process; applying knowledge mapping measures in teaching history. At the same time, the thesis will be a useful reference for lecturers and students of History Pedagogy at universities and colleges.

8. Thesis structure

In addition to the Introduction, Conclusion, Appendix and References , the main content of the thesis is addressed in 4 chapters:

Chapter 1. Overview of research works related to the topic Chapter 2. Knowledge mapping method in teaching history at

High School: Theory and Practice

Chapter 3. Knowledge mapping in teaching Vietnamese history (1919 - 1975) in high schools

Chapter 4. Applying the method of knowledge mapping in teaching Vietnamese history (1919-1975) in high schools. Pedagogical experiment

Chapter 1

OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC

The main objective of this chapter is to review the outstanding research results of authors who have published on the history of research on diagram theory and the use of diagrams in teaching History in the world and in Vietnam. On that basis, the author summarizes the problem as a basis for solving the following chapters.

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

1.1.1. Research by foreign authors

The study of diagram theory has been of interest to scientists since early on and has been widely applied in many branches of science in many different fields such as mathematics, chemistry, transportation, information technology, and electronics. Diagram theory originated in 1736 when the Swiss mathematician Leonhard Euler (1707-1783) sought a solution to the problem of "Seven Bridges of Konigsburg" . In the following decades, with the development of mathematics, the study and application of diagram theory has increasingly developed. Modern diagram theory continues to develop strongly and is applied in many fields, including electronic engineering. The book "How to Draw Charts and Diagrams" by Bruce Robertson published by North Light Books in 1988 states that: Diagrams are a more creative and interesting way of conveying information than conveying information in words. Thereby, the author guides the design of diagrams, how to process and evaluate information to encode on diagrams to convey information as quickly and effectively as possible [160]. Through theoretical research, diagrams are increasingly applied in many fields of many sciences.

In 1989, Hanoi Science and Technology Publishing House published the book "110 practical diagrams using thyristors and triacs" by author Ray mond M. Marston . The book introduces 110 types of diagrams applied in the field of electronic engineering. Through that, the author clearly and accurately explains how to use each type of diagram. Ray mond M. Marston's studies on types of diagrams and how to use each type of diagram are the theoretical basis for many in-depth studies in each specific field for application in life, including the application of diagrams in teaching history in high schools. [112]

In 2009, Ho Chi Minh City General Publishing House published the book

“Organizing Ideas with Mind Mapping” by the group of authors Jean-Luc Deladrièric, Frédéric Le Bihan, Pierre Mongin, Denis Rebaud ( Organizing Ideas with Mind Maps, translated by Tran Chanh Nguyen ). The book has brief explanations of what a mind map is, its origin, applications, advantages and limitations when using mind maps, how to arrange, structure, and classify an activity or an idea. This is a suggestion for using diagrams to arrange ideas, structures, and systematize lesson content in a scientific, concise, and easy-to-understand way for teaching and learning activities and for teachers and students in the teaching and learning process. [65]

In 2010 , Tony Buzan wrote the book “ Mind Mapping” (Mind Mapping, translated by Le Huy Lam ). The book specifically presents the use of diagrams as a tool, means and method for taking notes when reviewing for exams, doing homework, explaining complex concepts in the form of diagrams to help students easily understand and remember the knowledge content. Or the diagram can be used to summarize the basic content of learning materials for teachers and students during the teaching process. [127]

In 2012, Childrens Pr Publishing House published the book “ Understanding Diagrams” by Christine Taylor – Butler . Through research, the author affirmed that diagrams are a tool to support the brain to think quickly and effectively, and at the same time, diagrams help to arrange ideas and organize plans to become scientific, clear, accurate and complete thanks to information in the form of diagrams. [161]

The book “ The Ishikawa Diagram” by Ariane de Saeger was published by 50Minutes.com in 2015. The book introduces the benefits of using the Ishikawa diagram (fishbone diagram) when solving problems and using the diagram to clearly identify the causes of the problem that needs to be solved. Identifying the causes in the form of a diagram is the basis for proposing specific measures to solve the root cause of the problem. The content of the book contributes to enriching the theoretical basis system of the diagram method and is an important suggestion in using the fishbone diagram to identify and analyze the causes leading to historical events and phenomena that occurred in the past. [159]

In-depth studies on fishbone diagrams were conducted by a group of authors , Juan José Blesa and Mariana Bleh, published by Mariana Blehm Publishing House in 2015, with the work " Fishbone Diagram " . They explained why fishbone diagrams must be used in practical activities, how to build and use fishbone diagrams, and the advantages and disadvantages of fishbone diagrams. Thus, the above documents have conducted in-depth studies on fishbone diagrams, providing a system of theoretical and practical bases for

construction method, using fishbone diagram when analyzing causes to find solutions to the problem. Through the above research, we see that the fishbone diagram theory is effectively applied in history teaching to determine the causes leading to historical events and phenomena that occurred in the past in order to draw objective, truthful, scientific comments and assessments of the historical picture as it actually existed. [166]

In 2009, Rockport Publishers; Paperback w/CD edition published “Diagrams: Innovative Solutions for Graphic Designers Paperback” by Jessica Glaser and Carolyn Knight. During the research and application process, the author analyzed the features of each type of diagram to clearly see the role of diagrams in specific situations. From there, the author affirmed that diagrams are an effective tool for organizing and arranging information, orienting approaches, and developing creative thinking ability when solving complex problems in life. [164]

In 2012, the book “ Diagramming the Big Idea” was written by Jeffrey Balmer, Michael T. Swisher and published by Routledge. The research content has outlined the types of diagrams, outlined the principles of using diagrams, how to use diagrams to organize and arrange ideas, and explain abstract concepts in life. Through the above research, the author shows the practical utility of applying diagrams in arranging ideas and clarifying abstract concepts in many real-life situations effectively. [165]

Diagram theory is not only studied and applied in natural sciences and production fields but also widely applied in education. In 1970, the Education Publishing House, Hanoi published the book " Chemistry Teaching Methods " by D.M. Kirinskin and VXPoloxin ( translated by Nguyen Ngoc Quang ). The author continued to research and use diagrams to describe operations and ways of organizing teaching and learning activities of teachers through specific situations. The research of the group of authors confirmed that diagrams are not only used to specify knowledge content but also to specify teaching activities to promote positivity, initiative and creativity in students. [49]

In 1980, the Education Publishing House published the book " Teaching Theory of General Schools " by the group of authors MA Danilov, MN Xcatkin, I.Ia. Lecne, AA Budarnuy, NM Sakkhomaiep, VV Craiepxki ( translated by Nguyen Ngoc Quang ), content

In the book, the authors briefly present the basic issues of teaching theory. In Chapter V of the book, Xcatkin and I.Ia. Lecne argue that it is necessary to use different means such as pictures and diagrams to organize students to acquire, understand and remember knowledge. Through research, the authors see the importance and necessity of teaching aids, including the use of diagrams, for teaching in general schools. [47]

Soviet educator - NV Savin , with his system of teaching theories, published the book " Education " (Education Publishing House published in 1984, translated by Pham Thi Dieu Van). The author devoted a chapter to presenting teaching methods, visual methods are one of three groups of methods that the author presented. NV Savin emphasized: in teaching, teachers should apply diagrams, pictures, and objects to implement comprehensive teaching techniques, while bringing about effectiveness in the teaching process. [95]

The use of visual aids in the teaching process is not only a necessary requirement but also a goal to improve the effectiveness of teaching social sciences, including Philosophy. In 1983, a group of authors G.M. Storac, S.P.E.Trusevsky, TNA Agioghepkova, AM Kocsunov, LVNhicolaieva published the book " Visual aids in teaching philosophy" published by the Marxist-Leninist Textbook Publishing House in Hanoi (translator: Nguyen Van Chap). The beginning of the book presents the cognitive-theoretical foundations of visualization and some pedagogical principles on the application of visual aids in teaching Marxist-Leninist Philosophy. The book also clearly shows the types of visual aids used in Philosophy: " In addition to visual aids through verbal descriptions, people use symbolic (flat) models in the form of diagrams, graphs, chalk drawings... and even illustrations, documentary photos... ". The book emphasizes the role of diagrams in the teaching process: " Diagrams and drawings used as visual aids are natural reproductions (by objects) of symbolic models of thought or theory, expressed in a visual form " [54; pp. 11-13]. In general, the book presents quite clearly the role and meaning of visual aids in teaching, including diagrams. The above document is the basis for us to continue researching and applying the diagram method in all subjects, including History.

In 1975, the Education Publishing House published the book " Formation of symbols and concepts in geography teaching" by Wolfgang Doran - Walter Jabn (translator: Nguyen Tran Kieu, Nguyen Tran Cau) . The group of authors devoted an important part to

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