Methods, Techniques: Group Work Combined with Using Artifacts at the Relic Site, Types of Visual Aids....


TABLE 3.1. PROJECT IMPLEMENTATION PLAN

Group:

Sub-topic:


Wall

pill

Mission

specifically

Means/Method

method of proceeding

Refund period

wall

Expected

product































Maybe you are interested!

+ Step 2: Teachers guide students to work in groups to create project products.

- HS :

+ Project implementation - collecting documents, information in various forms and writing reports.

+ Discuss with teachers/experts about difficulties in project implementation via phone, email or direct consultation.

+ Repair and complete products.

+ Practice presenting the group's products.

- Teacher : Monitor students' implementation, promptly resolve any problems, provide students with reference sources from books and websites.

C. PROJECT PRODUCT REPORT AT THANG LONG IMPERIAL Citadel

- Activity 1: Students work with artifacts to prepare project product reports.

1. Objective:

+ Students use artifacts such as dragon head statues, dragons coiled in bodhi leaves, etc. displayed at the Thang Long Imperial Citadel relic site to describe the basic similarities and differences in dragon images of different dynasties, thereby seeing how Confucianism influenced Vietnam in the 11th to 19th centuries.

+ Students develop skills in using historical relics and visual aids in presentations.

2. Form : group

3. Time : 40 minutes (4 groups)

4. Teaching methods and techniques : group work combined with the use of artifacts at the relic site, visual aids...

+ Step 1: The teacher states the requirements for the groups' tasks : "Research and use artifacts at the Thang Long Imperial Citadel relic site to present the assigned project products". At the same time, ask the consulting expert to directly support the groups.

+ Step 2: Students actively research and select artifacts in the relic site to


use. With the advice and guidance of teachers and experts, students prepare a presentation using artifacts (the presentation content has been prepared by students in the Project Implementation step)

- Activity 3: Students use the group products they have prepared in combination with artifacts at the relic site to report on the project product.

1. Objective:

+ Students use artifacts at the relic site to present project products.

+ Practice presentation skills using visual aids, skills in asking and answering questions, commenting - evaluating, working in groups...

+ Practice confidence and problem-solving thinking in evaluation and comments.

+ Practice presentation and problem solving skills.

2. Form : group

3. Time : 45 minutes

4. Teaching methods and techniques: group work combining the techniques "5 xin" and "321"

5. Product type : Group presentation using artifacts at the relic site


Basic knowledge

Teacher-Student activities

1. The influence of Confucianism and the development of the PK state


2. Economic situation of handicrafts and trade


3. Dien Kinh

- Step 1: The teacher organizes group 1 to research, study, take photos, and take notes at the exhibition area.

+ Group 1 Describes the image of the dragon through the periods of Ly, Tran, Le So and Nguyen and through that sees the influence of Confucianism on our country.

+ Other groups comment, give suggestions, and ask interactive questions using the “321” technique.

+ Group 1 discusses and answers questions from the teams. Experts advise and support group 1 in difficult situations.

+ Teacher concludes: …

- Step 2: The teacher organizes for students to learn about ceramic products of the dynasties in the exhibition house of the Imperial Citadel - Thang Long Archaeological Relic Center to learn about the development of the handicraft and trade economy of Dai Viet.

+ Group 2 uses the product to present.

+ Other groups comment, give suggestions, and ask interactive questions using the “321” technique.

+ Group 2 discusses and answers questions from the teams. Experts advise and support group 2 in difficult situations.

+ Teacher concludes:

- Step 3: The teacher organizes for students to learn and present about Dien Kinh Thien and Hanoi Flag Tower. Thereby helping students understand deeply about Dai Viet architecture and art.

+ Group 3 presentation.


Heaven and Flagpole Hanoi.

+ Other groups comment, give suggestions, and ask interactive questions using the 321 technique.

+ Group 3 discusses and answers questions from the teams. Experts advise and support group 1 in difficult situations.

+ Teacher concludes:

- Step 4: Students collect documents and images about the relic site.

Thang Long Imperial Citadel for display and introduction through classroom presentation

+ Teacher concludes

Group 4 has a product after 5 days of experience and reports using powerpoint in class.

D. TRAINING ACTIVITIES

1. Objective:

- Reinforce basic knowledge of the lesson, help students deeply understand the lesson's knowledge.

- Practice confidence, team spirit, flexibility.

2. Form : whole class, individual.

3. Time : 10 minutes.

4. Method , technique : Organize the game in the form of quick answers to multiple choice questions (10 questions - See appendix)

E. APPLICATION AND EXTENSION

1. Objective:

- Reinforce basic knowledge of the lesson, help expand knowledge, deeply understand the knowledge of the lesson.

- Have practical communication skills.

- Practice the ability to collect and process historical documents and self-study ability.

2. Method:

- Introduce the unique values ​​of the Thang Long Imperial Citadel relic site.

- Name some historical relics related to the Thang Long Imperial Citadel and the development of Dai Viet culture from the 11th to the 19th century and propose solutions to protect and promote the value of the relic site.

+ Some solutions to preserve and promote the value of relic sites: Actively protect and care for relics, especially special national historical relics in Hanoi; Actively organize activities to visit relics, participate in traditional festivals; Actively participate in competitions to learn about the value of relics; Respect, learn, and absorb the values ​​of relics; Participate in promoting the image of relics and propagating activities to protect and promote relics in the community.

+ Write a short presentation about the relic site to introduce to visitors. (See appendix)


APPENDIX 10

15 MINUTE TEST AFTER FULL EXPERIMENTAL COURSE AT THE RELIC. TOPIC "THANG LONG IMPERIAL Citadel - IMPRESSION OF DAI VIET CULTURE IN THE 10TH - 15TH CENTURY"

A. Multiple choice section 5 points, each correct answer gets 0.25 point

1. The historical and archaeological relic of the Central Area of ​​the Imperial Citadel of Thang Long - Hanoi is located in which of the following areas?

A. Dien Bien and Quan Thanh Wards, Ba Dinh District, Hanoi City.

B. Ngoc Ha Ward, Ba Dinh District, Hanoi City

C. Co Loa Commune, Dong Anh District, Hanoi City.

D.Dong Da District, Hanoi City.

2. In 1010, King Ly Thai To moved the capital from Hoa Lu to Dai La, changing the name of the new capital to

A. Thang Long

B. Dong Do

C. Tay Do

D. Tay Do

3. Thang Long Citadel does not hold the position of "National Capital", the Central Area of ​​the Imperial Citadel

which dynasty was not the residence and workplace of the King and Royal Family?

A. Lee

B. Tran

C. Mac - Le Trung Hung

D. Nguyen

4. Which building was built in 1812, under King Gia Long, 33.4m high?

A. Flagpole

B. Doan Mon

North Gate

A. Hau Lau (Princess's Tower)

5. The remaining vestiges of this structure that remain today are two stone dragon steps, dating from the 15th century.

A. Doan Mon

B. Flagpole

C. North Gate

D. Dien Kinh Thien

6. Through observing the dragon image of the dynasties, what cultural factors do you see that deeply influenced the formation and development of the feudal state of Vietnam?

A. Buddhism

B. Confucianism

C. Taoism

D. Christianity

7. Under which dynasty did the Vietnamese feudal state reach its peak?

A. Lee

B. Tran

C. Le So

D. Mac

8. Which dynasty's dragon image is closest to the Chinese dragon image?

A. Lee

B. Tran

C. Le So

D. Nguyen

9. Thousands of ceramic products in the display house help children understand the development of which economic sector of Dai Viet in the 10th-15th centuries?

career

A. Agriculture

B. Manual

career

C. Trade

sell

D. Handicraft production

and trade

10. In addition to Dai Viet ceramic products, the showroom also has ceramic products from which of the following countries?

Country

A. Trung

B. Japan

C. Laos,

Cambodia

D. China and

Japan

Answer: 1a, 2a, 3d, 4a, 5d, 6b, 7d, 8d, 9d, 10d

B. Essay section 5 points: Write a 200-word summary introduction about Thang Long Imperial Citadel.


APPENDIX 11

SOME PICTURES OF TEACHING AT THE MONUMENT







APPENDIX 12

PLAN AND CONTENT OF ORGANIZING EXTRACURRICULAR ACTIVITIES AT THE TEMPLE OF LITERATURE - QUOC TU GIAM

TOPIC "WE RETURN TO OUR OLD SCHOOL"


I. EXPERIMENTAL SUBJECTS : The experiment was conducted with students of grades 12D4 and 12D7 at Viet Duc High School, school year 2018 - 2019. Participants included homeroom teachers, homeroom teachers, parents' representatives, and the School Youth Union Executive Committee.

II. TIME, LOCATION: Temple of Literature - Quoc Tu Giam relic site, May 23, 2019

IV. OBJECTIVES

1. About knowledge : Through experiential activities, students achieve the following goals:

- Understand the formation and birth process of the Temple of Literature - Imperial Academy, the role of the Temple of Literature - Imperial Academy in education and culture of Dai Viet -

- Reenact historical events associated with the relic site, stories about the career and life of teacher Chu Van An.

2. Skills : Skills to observe, evaluate, and exploit historical documents in the relic site. Skills to cooperate, work in groups, and use language to present a historical issue.

2. Emotional attitude : Foster pride in the traditions, historical and cultural values ​​of our ancestors, pride in the national heritage.

3. History subject competence : learning history, historical awareness

V. PREPARATION OF TEACHERS AND STUDENTS

1. Teacher preparation:

- Teachers develop a detailed extracurricular plan at the Temple of Literature - Quoc Tu Giam relic site and present it to the Board of Directors and the subject group with specific and appropriate goals, requirements, and activities. Emphasizing the goal of applying knowledge to form subject competencies. Topic: We return to the old land of learning.

- Agree on the plan with the relic management board. Request support for related content. Teachers study the relic records.

- Teachers gather students to disseminate regulations and requirements when conducting extracurricular activities, assign tasks to research and complete the harvest product in the form of a presentation (content and form of choice related to the Temple of Literature - Quoc Tu Giam).

- Assign specific tasks to the class executive committee and individual students; prepare means to actively participate in learning at the relic.


2. Student preparation:

- Read documents, learn about the relic site through books, newspapers, the internet, etc.

- Prepare necessary equipment for the extracurricular activity.

VI. METHOD : Organizing heritage experiences.

VII. EXPERIENCE ORGANIZATION PROCESS

1. Activity 1 : The teacher organizes students to go to the relic. At the Temple of Literature - Quoc Tu Giam, students gather at the Dragon Court, perform the incense offering ceremony, and listen to a general introduction to the historical and cultural relic.

2. Activity 2: Students listen to the tour guide, they visit and learn about philosophy, about the greatest teacher in the feudal history of Vietnam - teacher Chu Van An.

3. Activity 3 : Students participate in a role-playing game through the short script "Chu Van An presents a memorial to behead 7 flatterers". The teacher monitors, observes, takes notes, and supports students during the role-playing process. Then, student groups (or individuals) freely visit, take photos, collect, process documents, edit, and complete the harvest report.

4. Activity 4 : Organize students to make a preliminary report on their products at the relic site and evaluate the results; draw lessons. The report can be done right at the relic site, or organized in the classroom after the extracurricular activity.

VIII. SUMMARY, EVALUATION, END OF EXPERIENCE

- Summary

- Share


APPENDIX 13

SOME PICTURES OF STUDENTS' EXPERIENCE ACTIVITIES



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