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The subject, that is, what to teach and how to teach must be appropriate to the students' abilities and qualities. The above arguments are also suggestions for us to design history topics that are suitable and close to the subject, which is students majoring in History.
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In the book Becoming a Better Teacher Eight Innovations That Work (2013), translated by Le Van Canh, Vietnam Education Publishing House, author Giselle O. Martin-Kniep suggested specific teaching techniques for teachers to apply in each class so that all students, whether gifted, quick-learning, or weak, can still achieve the expected results. He also argued that "the increasing demands of the learning and assessment process must have support to help students apply knowledge rather than memorize and accumulate factual knowledge" [71; 26]. " Teachers need more control over local curricula by allowing them to participate in the design and implementation of certain integrated lesson units instead of relying primarily on textbooks..." [71; 26]. To create interest and stimulate curiosity, discovery, and creativity in students, the author suggests: Teachers can use core questions to engage students in the curriculum. These questions allow teachers to process the curriculum while helping them see the curriculum as something to explore and negotiate. Core questions enhance the quality of classroom communication and can also act as the glue that holds together a unit or series of units, and can become the focus of a lesson that focuses on student inquiry. These questions engage students and are a means of tying the entire unit into a unified whole. From the author's perspective, we recognize the importance of proactively arranging knowledge units into a unified block suitable for the student population (from normal students to gifted students), and at the same time see the significance of using question types in the process of organizing student learning, especially in learning historical topics.
Author James H. Stronge in the book Qualities of Effective Teachers (2013), translated by Le Van Canh, stated that an effective teacher in teaching both weak and good students is someone who possesses four elements: deep concern (Care); awareness of complexity in all issues (Complexity); clear communication (Communicate); and dedication to students (Conscientiously). To be successful, an effective teacher must have sufficient knowledge of teaching content, pedagogical knowledge and understanding of students. Understanding complexity helps teachers avoid underestimating the importance of knowledge in lessons and not underestimate lesson preparation. Teachers are the ones who decide what content and skills will be conveyed in the lesson, who choose reference materials suitable for students, and who design quality exercises - an important factor related to quality teaching and effective working capacity of students. For students
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gifted students, teachers can use methods such as “increasing intensity, expanding content, or shortening the curriculum to provide a rich variety of activities that can help students grow cognitively” [95; 81]. Instruction for gifted students is often organized so that students can explore, experiment, and discover new things for themselves. In addition, abstract and complex learning activities are also necessary to challenge them intellectually. “In addition to applying basic teaching principles to their lessons, effective teachers emphasize the importance of higher-order thinking processes such as problem solving, analytical thinking, and creativity. They use longer, more complex tasks to challenge students and engage them in learning. These skills enable students to connect what they learn to real-world situations and retain concepts longer” [51; 88]. At the same time, it helps students to self-orient their learning to develop skills in research, conducting surveys and independent self-study. The views that the author mentioned above are really meaningful to us in the process of theoretical and practical research to design and organize teaching of history topics in high schools for students in general and especially specialized students in particular.
Thomas Armstrong in Multiple Intelligences in the Classroom (2014) translated by Le Quang Long, asserted that the theory of multiple intelligences is a particularly good model for examining the strengths of teaching as well as for detecting weaknesses that need to be overcome. The author recommends using the theory of multiple intelligences to review your teaching style and check whether your teaching style is suitable for your dominant intelligence and develops the abilities of your students. You will be a good teacher if you persevere and practice constantly, students will not be good if they are not equipped with good learning methods.
The theory of multiple intelligences also advocates doing what good teachers have always done when teaching, such as delving deeper into the knowledge contained in textbooks to “awaken” students’ intelligence. The author also offers strategies to develop students’ intelligence, such as storytelling, brainstorming, creating images, graphical symbols, dramatization, using melodies, cooperative groups, classifying and ranking (by time, nature, characteristics, object location, etc.), answering five questions: Who? (Who), What? (What)? (When) Where? (Where)? (Why)
Multiple intelligences theory suggests a set of parameters within which teachers can create new curricula, incorporating all the skills, techniques, topics, and goals to implement at least eight different teaching styles. The author recommends that teachers compile mini-curricula or specialized materials for students on “learning how to learn,” and prepare additional readings, exercises, activities, and strategies to help students grasp their own thinking styles, thereby learning effectively. From the author’s work, we see that the methods
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Active teaching methods can be applied in teaching historical topics, while realizing that teachers need to be proactive in understanding their students, on that basis, have content orientation (can proactively compile content, specialized materials) and design lessons suitable for students.
In the book Modern Teaching Theory, the basis for innovation in teaching objectives, content and methods (2016) , the authors Berner Meier - Nguyen Van Cuong , based on the study of teaching theory as an educational science, analyzed learning theories and learning strategies, studied teaching theory models, developed teaching capacity and objectives... In the chapter on teaching content, the authors stated that one of the important tasks of curriculum developers in general and teachers in particular is to know how to choose and structure teaching content. Accordingly, moving from a closed teaching program to an open teaching program; moving from a uniform program to a differentiated program. The State only regulates a unified framework program, while the detailed content is built by localities or schools themselves, depending on the student group, there are different content preparations. Teaching content can be streamlined both in breadth (horizontal) and depth (vertical). Accordingly, streamlining in breadth is expressed in " simplifying abstract propositions through means of transmission such as charts, images, graphics or methods" . Streamlining in depth is expressed in filtering out the most important aspects, designing those contents into topics.
On the basis of designing learning content into topics, in the chapter on teaching methods, the group of authors proposed a series of viewpoints, methods and techniques for teaching by topic. In which, in terms of teaching viewpoints, there are: teaching development inheritance, teaching problem solving, teaching based on situations, teaching oriented action, teaching research, teaching associated with experience, open teaching...etc. In terms of teaching methods, the authors proposed methods such as: presentation, conversation, demonstration, modeling, role-playing, discussion, case study, station learning, WebQuest...etc. In terms of teaching techniques, there are: brainstorming, asking questions by ballot, gallery technique, fish tank, ball bearing technique, 3 times 3 technique, mind map, discussion for and against...etc. In each viewpoint, method, technique, there is analysis, implementation and evidence. It can be said that the book Modern Teaching Theory, the basis for innovation in goals, content and teaching methods has contributed to orienting the practice of educational innovation in Vietnam, paying attention to international trends and integration, in which emphasizing the viewpoint of competency-oriented education, providing theoretical basis and suggestions for innovation in goals, content and methods for subjects in general and history in particular. This is one of the research works that has an orientation for all subjects in general and History in high schools in particular.
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1.1.2. Research by domestic authors
Referring to the role of teachers in compiling teaching content, author Thai Duy Tuyen in the book Modern Education (Basic Issues) (2001) stated: Teachers - those who directly teach - play an important role in compiling teaching content. The expected content presented in textbooks only becomes the actual content for each specific class through the adjustment and addition of teachers.
The contents of textbooks are compiled on the basis of a general teaching model that cannot be completely suitable for specific subjects and pedagogical conditions. Moreover, textbooks are often used for a long time, so they are always out of date. These are the disadvantages of textbooks that teachers must compensate for and adjust through their specific activities.
In the book Learning Education Textbook 1 (2009), author Tran Thi Tuyet Oanh ( editor-in-chief) and other authors focused on analyzing general issues of pedagogy and teaching theory. In the section on directions for building teaching content, the authors have given the basic direction for guiding the building of teaching content: teaching content must be consistent with the goals of general education, ensuring comprehensive and balanced education, training basic skills and techniques of the subject, knowing how to relate and apply knowledge to practice; at the same time, it must be consistent with age characteristics, paying attention to promoting students' talents and strengths. The authors also believe that in order to promote students' positive cognition, it is necessary to create an environment for students to have the opportunity to explore, in which learning content must be consistent with the abilities and tendencies of the learners. To promote students' activeness in learning, the authors also point out some advantageous methods such as: problem-solving teaching; brainstorming method (in which teachers raise topics, students are organized into classes or groups, brainstorm - think and come up with ideas; role-playing method; project-based teaching method. The views and methods that the authors put forward are the basis for us to build the content of subject learning topics for students majoring in History and orient teaching methods by topic to promote activeness in students' cognitive activities.
The authors Pham Minh Hac, Tran Kieu, Dang Ba Lam, Nghiem Dinh Vy (2002) in the book World Education Entering the 21st Century, based on the analysis of world development trends related to educational development, on the reform of educational programs in countries around the world, stated that " educational programs must be designed so that learners have solid knowledge, know how to consider and make choices, know how to solve problems, have a deep understanding of the future and act appropriately" [46;80]; at the same time, the authors also stated that the program
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The core curriculum should only account for about 60% of the total content and duration; autonomy should be given to localities, schools and teachers so that they can flexibly apply the remaining content and duration. This is also one of the bases that helps us have more direction in designing and building more learning topics for students, especially designing topics for students in History classes.
Based on the analysis of some trends of modern teaching such as increasing the use of information technology, differentiation, integration, interaction, etc., author Dang Thanh Hung in the book Modern Teaching - Theory and Technical Measures (2002) proposed teaching methods in the context of innovation: including 5 groups of methods: informing - receiving; modeling - reproducing; encouraging - participating; creating - exploring; situations - researching and analyzing the functions, applying and specifying those methods in the teaching process. At the same time, the author also said: "Academic content may not be organized into tight subjects but organized into topics and topics. Similar to subjects, modules created from topics and topics are also reflected and operated by corresponding curricula" [58; 97].
Based on the study of general theoretical issues on innovation in teaching methods, programs and textbooks for general education, author Tran Ba Hoanh in the book Innovation in teaching methods, programs and textbooks ( 2007) stated that the development of information technology and mass media, and quality invested educational science programs are one of the sources of supplementing general education knowledge for students. Therefore, those who design programs and subject content for students do not need to worry too much about the amount of knowledge that must be provided, instead, they must select the most essential and essential content, promote the strengths of general education, ensure a tight system and be suitable for the target audience.
In addition, the author also analyzes the origin, nature, and characteristics of student-centered teaching, and active teaching methods that need to be developed in high schools such as: question and answer, problem-solving teaching, and cooperative group teaching. The author's above viewpoint helps us have more basis in designing and selecting content of topics suitable for students.
Author Thai Duy Tuyen in the book "Traditional and innovative teaching methods" (2008), presented a number of positive teaching ideas such as student-centered teaching, problem-based teaching, constructivist teaching, interactive teaching... These teaching ideas all emphasize the central role of the learner as well as the role of the teacher in organizing and controlling the teaching process. When organizing for students to receive new knowledge, teachers need to pay attention to assimilating new knowledge with old knowledge and "in many cases, it is necessary to rearrange the structure of the knowledge system".
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knowledge to perfect, easy to remember, easy to apply" [105, 114]. The author also emphasizes teaching methods that promote students' positivity, including the discussion method, which is widely used in social sciences. It is very suitable for topics that involve many people's opinions or problems that can have several different solutions. Teachers must know how to choose topics that are attractive, practical and suitable for students' level, encouraging them to think and discuss to find knowledge for themselves.
For students in specialized high schools, who are excellent and talented students, first of all, it is necessary to encourage them to grasp the basic knowledge of all subjects in the program, and absolutely eliminate biased learning. On that basis, foster learning methods, thinking methods, deepen and expand knowledge about some subjects that they like and show talent for.
From the analysis of the development history of world educational philosophy and Vietnamese educational philosophy, author Pham Minh Hac (2013) in the book World and Vietnamese Educational Philosophy stated that to have a successful education requires a system of factors, in which each factor has its own role; in which the content factor (what to teach? what to learn?) and the method associated with the content (how to teach? and how to learn?) are the most important factors in educational philosophy because these factors are the path to the goal. This point of view is also an important basis to help us choose the content to design learning topics, and at the same time determine the methods to effectively convey and organize learning activities for students to achieve the set goals.
From theoretical research on the formation and development of high school students' competencies, the system of general competencies and specialized competencies that need to be formed and developed for high school students, the competency-based teaching program, the group of authors Le Dinh Trung
– Phan Thi Thanh Hoi in the book Teaching according to the orientation of forming and developing learners' capacity (2016) proposed designing teaching topics. The author believes that the current general education program is designed according to lessons/periods with content being specific knowledge units, arranged sequentially, although it is suitable for the process of accumulating knowledge and managing teaching activities according to the program distribution. However, that arrangement has created a relative independence of knowledge, which is not favorable for students in retaining knowledge sustainably and making it difficult to apply knowledge in practice. Designing teaching content into topics that are comprehensive , in-depth , containing a relatively complete knowledge content; at the same time, using active teaching methods, focusing on organizing and guiding students to independently search for information, apply knowledge to solve learning tasks and situations from real life. The authors also believe that,
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Learning by topic contributes to making knowledge have multidimensional network relationships, making learning content more meaningful, more attractive, and simultaneously training both general and specialized abilities.
Regarding the process of designing topics, the authors propose steps such as: analyzing the program content to determine the topics; determining the name and objectives of the topic; building the content of the topic's knowledge; designing learning activities according to the topic and building test questions, evaluating the topic. At the same time, proposing measures and forms of organizing teaching associated with the topics such as: project-based learning; problem-solving teaching; exploration and discovery teaching; teaching with situational exercises. The research content and viewpoints mentioned above by the authors help us continue to have a theoretical basis and see the feasibility in researching and designing topics in teaching history and proposing measures to organize teaching by topic for high school students in general and students majoring in History in particular.
Author Tran Van Huu (2005) in "Teaching by topic and its application to teaching the knowledge part "Conservation laws" of Physics grade 10 high school with the support of information technology", and author Nguyen Ngoc Thuy Dung (2008) in " Applying teaching by topic in teaching the chapter "Gas" grade 10 high school basic level " - Master's thesis in education, Ho Chi Minh City University of Education. In their topic, the authors analyzed theoretical issues about teaching by topic such as concepts, similarities and differences between teaching by topic and traditional teaching. While teaching by topic and traditional teaching both emphasize the acquisition of basic knowledge, teaching by topic shows advantages such as being more purposeful; the flow of knowledge to be taught is within an overall structure; Through thematic learning activities, students can build for themselves a series of tight, profound, essential and systematic knowledge. Regarding teaching methods, in the author's opinion, in thematic teaching, discussion form will be used regularly; teachers can apply problem-based teaching with the support of information technology, general questions, content questions and exercises in the teaching process. The theoretical arguments and practical parts that the author put forward in the theory and implementation part of the physics knowledge of grade 10 high school in his research work help us to further consolidate the theoretical basis and feasibility of thematic teaching in the current context.
1.2. Research works on designing and organizing teaching by topic in History subject in high schools
1.2.1. Research by foreign authors
In the book History Teaching Methods in High Schools (1972), translated by Hoang Trung; edited by Phan Ngoc Lien, edited by Nguyen Xuan Ky, Hanoi National University of Education 1;
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A.Vaghin, in addition to analyzing teaching methods in general schools, the author mentioned many specific issues arranged by topic such as: methods of analyzing the role of the masses and historical activists in the general history curriculum; cultural issues in the historical process in general schools. The examples analyzed by the author have great significance in restoring a vivid and profound picture of the past, and at the same time are the basis for students to evaluate events, characters and the historical process. Through the work, we also see that the teaching of history in Russia at that time was designed according to topics such as: the topic of "the development of Russian culture in the 18th century", the topic of "England in the 50s - 60s"; the topic of "The First International (before 1870)". At the same time, when selecting historical documents, Soviet textbooks did not force students to learn too much unnecessary details, names and dates, but focused on discovering the main aspects, interesting comments and assessments, and conclusions that were expressed clearly and accurately. The causes, developments and results, nature of the war, and strategic intentions were clearly explained.
NG Dairi in the book “How to prepare a history lesson” (1973), stated that the power of scientific knowledge is the main foundation, this foundation has the task of educating and nurturing youth. But to what extent that power will manifest its impact depends largely on the teacher, on the method of the lesson and on the characteristics of the students' cognitive activities. “The students' full and solid grasp of knowledge can only be achieved on the condition of discovering and strengthening the connections and the presence of even one link will have the effect of making all the other links remembered” [39; 33]. If the teacher does not pay attention to creating a system of knowledge, the result will be that the memory of all events is largely incomplete. “It is necessary to build a series of interwoven knowledge systems, the axis of which is the basic processes and laws of social development” [39; 35]. The author also believes that one of the tasks of preparing content for the lesson is to skillfully select materials, so that the lesson has rich knowledge, emotions, and thinking; determine the quality of events, their significance for the formation of concepts, for the development of thinking and moral education for students. To develop independent thinking for students, the author emphasizes that organizational forms such as dialogue, problem-posing presentations, and logic exercises can be used for all classes, but the form of thematic classes is typical for large classes. Although Dai Ri's research was published in the 70s of the 20th century, his views on the role of historical knowledge in the formation and development of thinking, the role of teachers in the process of preparing systematic and interwoven learning content are still valid today. At the same time, the methods that the author uses