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Research by Domestic Authors


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The proposed methods in the teaching process to develop students' thinking ability such as dialogue, problem-based teaching, logical exercises, and thematic teaching are still widely used today because of the effectiveness they bring in the teaching process.

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Author FPKorovkin in the book History Teaching Methods (Book for Teachers) (1981 ), translated by Hoang Trung, Tran Kim Van, Pham Huy Khanh, edited by Phan Ngoc Lien, edited by Nguyen Xuan Ky, Hanoi National University of Education 1. Besides mentioning the process of formation and development of the subject of history teaching methods as a science; tasks and characteristics of history teaching in Soviet schools. In the part of knowledge formation in history teaching for students, the author analyzed the basic characteristics of students' historical perception; ways to guide students to work with sources of knowledge to learn history. The author also believes that: teaching methods outline different ways to generalize historical documents and the general types of lessons corresponding to them. The main generalization method in the middle grades is - discussion, consultation with the use of textbooks that have been used to some extent when studying separate topics, not completely new... Thus, the author has argued that learning by topic is not entirely something new, after the process of studying and working with textbooks, generalization lessons are necessary. In addition, in the upper grades, there are also review and generalization lectures, seminars with general announcements from students. At the same time, the authors also argue that generalization is not the final stage of history teaching. General knowledge is included in concepts, categories, laws, and ideas, which are the means for students to scientifically perceive historical events and more specific concepts. The concept of topic has been mentioned by the author in the process of analyzing specific examples, such as the topic "international communist and workers' movement".

Talking about lectures in high schools, the author believes that: "history lectures in high schools are a complete presentation of the content of the subject by the teacher, usually consisting of a number of lessons" [66; 180]. For example, in the form of lectures, it can be conducted as a lesson on the topic "the birth of socialism within the scope of one country and socialism becoming a world system". At the same time, in high schools, people apply summary and review lectures to improve students' theoretical level of grasping the content of the subject. The author's work shows us that: in Soviet history education, teaching by topic was implemented, according to which the topic itself spoke of its systematicity and generality.

Research by Domestic Authors

In A Practical Guide to Teaching History in the Secondary School (2007), Routledge, UK, author Martin Hunt used his experience working in schools with


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History teachers to analyze and explain successful teaching methods. Historical knowledge content is built in the form of "topics" - topics; at the same time, in the activity of orienting the goals of knowledge and capacity, to help teachers organize learning activities, the author suggests activities such as working in groups, individually, debating, giving evidence, using information technology and applying specifically when teaching the topic of Agricultural Revolution , asking students to draw the significance of the study of the Agricultural Revolution for the present day . The author's research helps us have more suggestions in proposing teaching methods and techniques by topic to promote thinking ability, apply knowledge and solve problems for students majoring in History.

1.2.2. Research by domestic authors

In the book Historical Methodology (2003), the authors Phan Ngoc Lien (Editor-in-Chief), Dinh Ngoc Bao, Nguyen Thi Coi, Nguyen Dinh Le, Truong Huu Quynh, Trinh Dinh Tung, Nghiem Dinh Vy stated that: Historical knowledge is an effective means of educating progressive ideology and revolutionary moral qualities for the masses. It educates people to believe in justice, in truth, in the endless creativity of the masses; has a great effect in educating patriotism, love of work, aesthetic awareness and talent... The authors' research is one of the important bases that helps us fully perceive the characteristics, role, and significance of historical knowledge in the process of designing the content of historical topics, while effectively exploiting historical knowledge to educate qualities, form and develop capacity for students.

The authors Phan Ngoc Lien and Tran Van Tri (1992) in the book History Teaching Methods, Education Publishing House, stated that “the important task of history teachers is to provide students with specific, vivid, and visual historical events, enough to restore the picture of the past as it existed. On the basis of providing historical events, we raise students' understanding to the level of theoretical generalization. In teaching and learning, if we only provide students with historical events, they will only have a superficial, one-sided perception of external phenomena. However, if we only present generalizations and theories without facts as a basis, the perception will be rigid and subjective...[75;51]. The authors' viewpoints have reminded us that in the process of designing and teaching historical topics, we must simultaneously ensure the specificity of historical events and the generalization and theory to enhance students' cognitive and thinking abilities.

In the textbook History Teaching Methods by Phan Ngoc Lien and Tran Van Tri (editor-in-chief) (reprinted in 2001), it is affirmed that education should be conducted


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must take into account the learning efficiency, must be based on the program, suitable for the learning ability of each age group and the development of students to grasp the knowledge. For good students, "must have comprehensive knowledge, a certain depth, suitable for the level and requirements of students". To do so, in addition to mastering basic knowledge, it is necessary to systematize the learned documents into problems to grasp thoroughly, to be able to respond to all types of questions and exercises. In this work, the authors mentioned the group of good students, with certain abilities in learning history, accordingly, the historical knowledge they need to grasp does not stop at the basic level, but needs to be systematic, general, thereby training the ability to solve exercises at a higher level of application.

Based on a collection of articles on the content and innovation of history teaching methods, in the work Innovation of content and history teaching methods in high schools edited by Prof. Dr. Phan Ngoc Lien , University of Education Publishing House; In which, author Trinh Dinh Tung , in the research article: On the formation of historical knowledge for students, from analyzing the characteristics of historical knowledge, affirmed that historical knowledge is systematic (historical logic), accordingly, the content of historical knowledge has complex, interwoven internal relationships. This requires teachers in the process of preparing content and organizing learning activities for students to always pay attention to the horizontal and vertical relationships, before and after of historical issues as well as the horizontal and internal relationships between political, economic, and cultural aspects to provide students with systematic and complete scientific knowledge. Author Nguyen Thi Coi , in the research article: Quality of history teaching in high schools - theory, reality and solutions, from the study of theory and practice of history teaching in high schools, to improve the quality of lessons, the selection of content must ensure scientific, appropriate, the selected events must demonstrate the comprehensiveness of history, demonstrate the characteristics of all aspects; at the same time, in the teaching process, it is necessary to promote active and independent cognitive activities of students. Author Kieu The Hung in the research article : Innovation and improvement of current teaching quality - innovation from the not-so-new things, in a comparative view with other professions in society, the author stated that to improve the quality of history teaching, it is necessary to improve the quality of the teaching staff, innovation first in the teachers. Teachers must be good at basic scientific knowledge, good at theoretical methods and especially the author emphasized that teachers must be good at professional practice - good at pedagogical practice. “Any innovation in content, methods, and teaching aids must ultimately go through the actions of teachers. That is the material bridge to turn the purpose, content, and teaching methods into real values” [79; 388]. The above viewpoints of the authors help us to have a deeper understanding of the role of teachers in choosing


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Select historical knowledge content of topics according to the characteristics of historical knowledge; have a basis for selecting appropriate teaching methods and pay special attention to training to have a system of standard, effective and professional operations in teaching history in general and teaching history by topic in particular.

Author Nguyen Thi The Binh (2014) in the book Developing History self-study skills for students, University of Education Publishing House, explained why it is necessary to form and develop history self-study skills for students; the system of history self-study skills; how to form and develop the system of history self-study skills; measures to form and develop history self-study skills for students. The author believes that: in teaching History, teachers need to create the best conditions for students to promote their initiative in receiving lessons, passion, and interest in learning tasks; know how to work with textbooks and reference materials; know how to exploit visual aids; know how to combine listening to lectures with taking notes; know how to think, answer questions and ask questions, know how to self-study, consolidate historical knowledge, know how to self-test, evaluate one's own learning results... The author's work helps us to have a more complete understanding of the role of forming and developing the ability to self-study history for high school students, especially for students majoring in History.

In the research paper Fundamental innovation of curriculum, textbooks, teaching methods and teacher training in general education, printed in the Proceedings of the National Scientific Conference on teaching history in Vietnamese general schools, by the Ministry of Education and Training

– Vietnam Historical Science Association, Author Nghiem Dinh Vy (2012), mentioned the history education program of some developed countries in the world. In Singapore, the history subject content does not fully approach the main events in the historical process but is built according to topics. World history topics are often historical issues that have influenced the history or development of Singapore. For national history, depending on each program, the content is compiled according to the time process or selected according to the topic. For example, the topic according to time has Singapore History: from new settlement to nation, from before 1819 to 1971; the topic design according to the content has: Journey to nation; living in peace and harmony... In Romania, national history is integrated, placed in the general context of continental/European and world history. Students will complete the general history section after finishing the first grade program. In the 12th grade, students will only study specialized topics that include the most basic knowledge system of the general education program.

In the research paper Some initial thoughts on the orientation of building history programs and textbooks in high schools after 2015, printed in the Proceedings of the National Scientific Conference on teaching history in Vietnamese high schools, organized by the Ministry of Education and Training - Vietnam Historical Science Association, author Nghiem Dinh Vy (2012), besides evaluating the current textbook program, in


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The proposed part on the development of the history curriculum and textbooks in high schools after 2015 suggested that for high schools, students should no longer follow the concentric curriculum but instead should apply thematic teaching of both world history and Vietnamese history. At the same time, in the history subject, there should be compulsory topics and optional topics. This is a solution to implement differentiated teaching in Vietnam. The author's above viewpoint is not only suitable for general high school students but also especially suitable for students in specialized history classes, which helps us have more basis in building topics for students specializing in history in specialized high schools and specialized high schools in Hanoi.

Authors Trinh Dinh Tung, Pham Tien Dong (2012), in the research paper , History program in high schools printed in the Proceedings of the National Scientific Conference on teaching history in Vietnamese high schools, by the Ministry of Education and Training

– The Vietnam Historical Science Association organized, in addition to analyzing and evaluating the advantages and disadvantages of the current program, in the face of the current teaching quality of the subject and to meet the requirements of educational innovation in general and innovation to improve the quality of the subject in particular, the authors proposed that the new program after 2015 should not be built in a concentric direction to avoid unnecessary duplication causing knowledge overload, creating boredom for students. Instead, the program should be built in a straight line, distributed appropriately to the level of students in each class and then go into specialized topics. That will help students have a deep understanding of history, understand the nature, draw historical inferences and lessons.

In the research paper Innovation of high school history curriculum and textbooks - some issues for discussion, published in the Proceedings of the National Scientific Conference on History Teaching in Vietnamese High Schools, organized by the Ministry of Education and Training - Vietnam Historical Science Association, author Vu Quang Hien (2012) based on the assessment of the need for innovation, proposed the direction of building new curriculum and textbook content according to topics, topics that can be built according to each historical period. Accordingly, each topic aims to solve a basic but quite profound content. This structure meets the requirements of systematically deepening knowledge, enhancing thinking ability training, encouraging logical thinking, developing knowledge application skills, especially for good and excellent students, suitable for students majoring in History.

Author Tran Thi Vinh (2012), in the research paper Some issues on the history curriculum in the education systems of the US and Canada, printed in the Proceedings of the National Scientific Conference on Teaching History in Vietnamese High Schools, organized by the Ministry of Education and Training - Vietnam Historical Science Association. From the analysis of the position of the history subject in the education systems of the US and Canada, it was affirmed that scholars


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American and Canadian policy makers have made great efforts to recognize the correct position and role of history as well as the importance of history education in schools. History is a subject that aims to educate personality, national spirit, patriotism and civic awareness. For these reasons, history is a compulsory subject in high schools. At the same time, understanding national history is the top standard for American and Canadian citizens. The American history program is divided into different eras and is taught from grades 5 to 12. From grades 11 to 12, students are taught a number of elective specialized topics on national history. In addition, the program and standard knowledge of history do not go into detailed content, specific lectures but only provide main topics with suggestive illustrations for teachers and students at all levels to promote autonomy and creative ideas in teaching history. Based on the standard curriculum and knowledge, schools can design local-appropriate curricula and select appropriate textbooks to achieve national educational goals.

Author Dao Tuan Thanh (2012), in the research article , Some recommendations on compiling history textbooks for general schools in Vietnam, printed in the Proceedings of the National Scientific Conference on Teaching History in General Schools in Vietnam, organized by the Ministry of Education and Training - Vietnam Historical Science Association, based on analysis and comparison of the compilation method and content of the Romanian textbook program, the author made comments and recommendations, that is: in terms of content, if the Vietnamese 12th grade history textbook is written about general history of modern world history (from 1945 to 2000), the Romanian 12th grade history textbook is mainly written in the form of specialized topics, covering many fields, but mainly about culture, civilization, scientific and technological achievements of mankind... In which, do not get bogged down in data but choose monthly or yearly event milestones. The generality in the content of each topic is emphasized, requiring students to think well when studying to be able to solve the questions in the exercises or exams. In addition, the content structure of the topics is presented in a variety of ways, with many original documents and additional reading materials, a rich visual channel system, printed in color, clear and beautiful. From those comments, the author recommends that Vietnam should consider the possibility of building a new subject teaching plan for History, according to which the general history part can end in grade 11. From grade 12, History should teach topics, referring to the basic, main, core issues of national history from ancient to modern times.

In the research paper From the program and textbooks of the French Republic's general history to the possibility of application in Vietnam, printed in the Proceedings of the National Scientific Conference on teaching history in Vietnamese general schools, organized by the Ministry of Education and Training - Vietnam Historical Science Association, author Nguyen Van Ninh (2012), based on the research of the program and textbooks of the French Republic and the possibility of application in Vietnam,


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Applying the experience of building programs and textbooks in Vietnam, the author proposed that the general history program should be designed according to the concentric principle combined with straight lines as before. This principle has the limitation of overlapping knowledge between junior high school and high school levels. However, if we teach according to historical topics, this limitation will be overcome. Regarding the structure of the articles in textbooks, in the author's opinion, the lesson should be designed in the form of historical topics. Each topic will be composed of small units of knowledge in the form of chapters or lessons. Designing lessons according to topics will not repeat knowledge, at the same time promote creativity, facilitate the organization of learning activities of students, and innovation in teaching methods will also be carried out more effectively.

In recent years, the training materials for managers and high school teachers of the Ministry of Education and Training in the direction of developing students' capacity have continuously mentioned teaching by topic as one of the innovative solutions to improve the quality of teaching. In 2013, in the Special Topic for Training High School Teachers of History , the Culture and Information Publishing House trained teachers on designing learning topics for students; some topics were introduced for analysis and evaluation such as: The National United Front in the Vietnamese Revolution (1930-1975); relations between Western countries and Southeast Asian countries from the mid-16th century to the 19th century; application of information technology in teaching history in high schools; the topic of building and using conventional visual aids in the direction of promoting students' active learning in teaching modern world history in high schools (basic program).

Author Nguyen Tien Hy (2004) in the book Review of History by Topic , University of Education Publishing House, stated that to help students review and do the test most effectively, students not only need to grasp the events but also need to practice presentation and expression methods. To help students systematize knowledge, serve graduation exams, university entrance exams, and excellent student exams, the author designed the book's content according to topics along each period or the entire history course in both world history and national history in the 12th grade history program. All of that knowledge has been built into 23 topics, including 13 topics of Vietnamese history and 10 topics of world history. For example, the Vietnam section has topics such as: the economic and social situation of our country from after World War I to early 1930 (1919 - 1930); Topic: The Party's leadership is the decisive factor in all victories of the Vietnamese revolution (1930-1991)...etc. This is one of the reference sources that helps us design topics for History students.

In the Elective Topic Documents that closely follow the advanced program, History 10, for teachers and the Advanced Elective Topic Documents History 10 for teachers


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Teachers and Students, Education Publishing House, 2006. The authors Phan Ngoc Lien (editor-in-chief), Nguyen Huu Chi, Nguyen Canh Minh, Dao To Uyen, Nghiem Dinh Vy affirmed that in addition to the teaching and learning content according to the textbook, there is also content of elective topics. Teaching and learning elective topics is a step to promote the independence and autonomy of students, serving the purpose of improving the quality and effectiveness of education. The authors also introduced 5 topics: Achievements of ancient and medieval Chinese culture; Medieval urban areas of Western Europe; Renaissance culture; traditional Vietnamese culture; culture of ethnic minorities in Vietnam. The viewpoints and elective topics that the authors mentioned in the above works show that the historical content has been designed by topic to provide more in-depth knowledge, contributing to promoting the independence and autonomy of students in the learning process. This point of view is still valid, because nowadays in history teaching, training students' ability to self-study and research historical topics is one of the important goals to develop students' capacity.

In the research paper “On teaching by topic in history in high schools”, published in the Proceedings of the Conference on teaching history in high schools according to the guidelines for developing students' capacity, Hue, 2016, the authors Nguyen Thi The Binh and Le Thi Thu mentioned how to organize teaching by topic in history. Accordingly, the topic can be conducted in in-class hours (in the classroom or in the field, museums), extracurricular activities (reading books, telling historical stories, visiting, gala...), practice, experience... At the same time, the authors introduced four steps to organize teaching by topic such as: raising the problem, orienting, attracting students' attention to the core content of the topic; Providing historical sources, guiding students to learn the content of the historical topic; Organizing, guiding students to exchange, discuss, evaluate events, phenomena reflecting the content of the topic; Consolidate, check cognitive activities, evaluate students' learning performance. Specific measures to organize teaching topics have been applied by the authors to the topic of Geographical discoveries in the 15th - 16th centuries.

Author Nguyen Thi Bich in the research paper Testing and evaluation in teaching historical topics in high schools published in the Proceedings of the Conference on teaching history in high schools towards developing students' capacity, Hue, April 2016, stated that teaching by topic is a new model for classroom activities focusing on general learning content, related to many fields, with students as the center of learning, content integrating issues related to practice, promoting students' positivity and independent cognition.

Regarding the method of organizing teaching by topic, the author believes that each topic will apply a main teaching method, while combining with other methods.

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