Results of the Beginning of the Year History Quality Survey

center and took Bac Ma Pagoda as the headquarters. On June 8, 1945, Tran Cung, on behalf of the uprising leadership, officially established Tran Hung Dao War Zone. The Dong Trieu War Zone relic cluster, under the management of Quang Ninh province, includes: Bac Ma Pagoda (in Binh Duong commune, Dong Trieu town), Ho Lao Communal House - Pagoda (in Tan Viet commune, Dong Trieu town), Canh Huong Pagoda (in Yen Duc commune, Dong Trieu town), Hang 73 (in Yen Duc commune, Dong Trieu town). After the reconnaissance trip, teachers can choose one of the locations in the Dong Trieu War Zone relic cluster for students to study. First, teachers introduce students to the Dong Trieu War Zone relic cluster, through pictures, documents, students play the role of tour guides, introducing the relic cluster. Students observe pictures, videos introducing Bac Ma Pagoda, combined with actual observations. The pagoda, whose Chinese name is Phuc Chi Thien Tu, is located in Bac Ma village, Binh Duong commune, Dong Trieu town. The pagoda was the headquarters of the old war zone. According to the Chinese stele, Bac Ma pagoda has a history of about 600 years and has undergone many restorations. In 1994, the pagoda was ranked as a national historical relic by the Ministry of Culture and Information. During the preparation period for the August Revolution in 1945, Bac Ma pagoda was both the meeting place for the base leadership and a place to welcome Viet Minh cadres and patriots. Bac Ma pagoda is associated with many victories of the Dong Trieu army and people in the August Revolution in 1945, contributing to the overall victory of the August Revolution nationwide. Currently, Bac Ma pagoda is seriously degraded and is waiting to be repaired. After that, teachers take students to study at Ho Lao Temple (in Ho Lao village, Tan Viet commune, Dong Trieu town). This is the location of the rally to officially announce the establishment of the Tran Hung Dao war zone. Teachers let students burn incense at the memorial stele where the Fourth War Zone was established. Some relics related to the war zone include Canh Huong Pagoda. The pagoda is located at the foot of Thung Mountain, Don Son village,

Yen Duc, Dong Trieu town, Quang Ninh province. This pagoda was built during the Tran Dynasty, after King Tran Nhan Tong led the people to fight against the Mongol-Nguyen invaders for the second time and won, he returned to establish the pagoda, on Meo mountain, the king carved a poem. During the period of fighting against French colonialism, as well as the August Revolution, the pagoda was a revolutionary base for our army and people; Hang 73 (located on Canh mountain, Don Son village, Yen Duc commune, Dong Trieu town, Quang Ninh province). In 1950, the French conducted a sweep in Yen Duc commune. Yen Duc army and people fought back fiercely, but due to the huge difference in strength, our army and people were forced to retreat to a cave in Canh mountain to defend, waiting for the opportunity. The French colonialists burned straw, then sprinkled chili powder and then blocked the cave entrance, leading to the deaths of more than 100 people in the cave, of which about 73 people were unidentified, the people buried 73 people in the same place at the cave entrance. Therefore, it was later named Cave 73. Yen Duc people later erected a memorial stele right at the cave entrance to remember and express their gratitude to the heroes who fell here. The Yen Duc historical relic and scenic complex (including Canh Huong Pagoda and Cave 73) was recognized as a national historical relic in 1993. Cave 73 is a witness to the crimes and barbarism of the colonialists and the brave fighting spirit of the army and people of the Fourth.

Second, teach local history lessons in class. Up to now, the teaching of local history has mainly taken place in class. Through these lessons, students can see the connection between local history and national history, the contribution of the locality to the country, and help strengthen their love for their homeland and country. When teaching local history lessons in class, teachers should collect many documents and pictures about local history related to the lesson, thereby providing students with a visual view of the relics. To help students understand more deeply and love local history, as well as develop their subject capacity, teachers should assign homework for students to study before studying the new lesson, and can design a magazine, draw

pictures or design a system of questions in the form of multiple choice questions... For example: when teaching the Local History section of grade 10, when teaching about cultural relics and famous places of Quang Ninh, teachers can introduce Ha Long Bay, Yen Tu Pagoda, Cua Ong Temple... Teachers use the method of raising and solving problems. Let students collect documents and come up with their own questions to ask and answer each other (exchange - discussion), or the flipped classroom method...

Chapter 2 Summary

In chapter 2, I have outlined the position and basic content of the history section:

Modern Vietnam, requirements for using historical and cultural relics in teaching Vietnamese history at Dong Trieu High School, Quang Ninh Province. Propose some measures to use relics most effectively.

Chapter 3

PEDAGOGICAL EXPERIMENT

3.1. Purpose, principles, experimental methods

Experimental purpose

It is the basis for re-examining the authenticity and accuracy of the measures of using historical and local cultural relics in teaching Vietnamese history at Dong Trieu High School, Quang Ninh Province. At the same time, it helps to have a deeper and more complete understanding of the theory, overcome limitations and mistakes, so that the thesis can be more complete.

Thereby, affirming the role of using historical - cultural relics in the locality in the direction of promoting the positivity, proactiveness and creativity of students in learning, contributing to creating generations of students with comprehensive development; Educating love and pride for the homeland and country; Helping students see their responsibility in preserving and developing the values of historical - cultural relics; Contributing to warming up students' love for history, improving the effectiveness of subject education in high schools in Dong Trieu town, Quang Ninh province.

Principles of conducting pedagogical experiments

It is necessary to ensure scientific and objective nature in the process of selecting experimental content, subjects and locations.

Experimental content must be consistent with the curriculum.

Experimental method

Proceed according to the program distribution and teaching plan, in accordance with the instructions of the Ministry of Education and Training.

The experiment was conducted in parallel in two classes (experimental and control). The control class was taught first, using traditional methods. The experimental class was taught later. I chose the experimental class 10A1 and the control class 10A2:

Experimental class : Using lesson plan 1, the lecture focuses on the experimental issue of using historical and cultural relics in teaching national history. In addition to traditional methods, I use methods such as: Raising and solving problems, analyzing, evaluating, describing, demonstrating, group activities, role playing...

Control class : Using lesson plan type 2, the teacher conducted the lesson using traditional methods, not focusing on providing or using documents about local history related to the lesson.

Note: The number of students in the experimental class and the control class must be approximately equal, with similar cognitive levels, backgrounds and learning conditions.

3.2. Experimental content

Subjects and time of experiment: Class 10A2 February 14, 2019. Class 10A1 February 22, 2019.

The experimental teaching process was conducted at Hoang Hoa Tham High School (Dong Trieu town, Quang Ninh province), in two classes: Experimental class 10A1 (37 students), control class 10A2 (39 students) in the 2018-2019 school year.

In the experimental process, I based on: The number of students is almost the same; The teaching and learning conditions are the same; The quality of the students' subjects is similar. I based on the results of the quality test at the beginning of the year to evaluate the students' learning ability at the beginning of the school year, the results are as follows:

Table 3.1. Results of the survey on the quality of history subjects at the beginning of the year

Checkpoint Xi (i =1.1)

Number of students achieving Xi score

class 10A1 (experimental)

6.4

Number of students achieving Xi score

class 10A2 (control)

6.6

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Thus, basically the average scores of the two classes are not significantly different, class 10A2 is higher than class 10A1 (0.2).

Table 3.2. List of experimental and control classes for the 2018 - 2019 school year

School

Teacher teaches

experiment

Experimental class

Control class

Class

Number of students

Class

Number of students

High School

Hoang Hoa Tham

Doan Thi Lieu

10A1

10A2

Experimental lesson: Teaching lesson 20: Building and developing national culture in the 10th - 15th centuries.

Identify the core knowledge content: Ideological and religious situation; Education, literature, art, science and technology from the 10th to the 15th century.

Experimental lesson plan (see appendix 2a, 2b).

I have developed two different lesson plans in terms of content and format:

- Lesson plan 1: Experimental lesson plan according to the thesis proposal using historical and cultural relics in teaching Vietnamese history in the high school education program.

- Lesson plan 2: Lesson plan follows the program content according to the previous traditional teaching method.

Before the experiment, I directly taught in two classes, monitored the students' history learning situation, classroom facilities, teaching aids, students' cognitive abilities, students' attitudes during the learning process...

After completing the course, students' learning outcomes are assessed by multiple-choice test forms, testing students' cognitive results of lesson content, question content and test time (10 minutes) in two identical classes.

The results of the test are directly reflected through the results of the students' answers, which are used as the basis for analyzing the effectiveness of the experiment.

3.3. Experimental results

Based on the process and results obtained from the experimental teaching session in two classes 10A1 and 10A2, I conducted an analysis on two aspects: qualitative and quantitative.

Qualitatively: Through the direct teaching process in the experimental class and the control class and the test results before and after the experimental class, I found that in the experimental class, students had more progress in learning outcomes than in the control class. Students in the experimental class showed better learning motivation, during the lesson they were very active and proactive in acquiring new knowledge. When the teacher assigned learning tasks, most of the students were very proactive in doing them, and on the other hand, they were also very creative in the process of performing learning tasks. Specifically as follows:

To evaluate students' attitudes towards national history lessons using historical and cultural relics, I used question number 1, with two measurements before and after the experiment, then counted and calculated the percentage.

Table 3.3. Assessment of students' attitudes when Vietnamese history lessons use national historical and cultural relics

1. Do you like using local historical and cultural relics when learning Vietnamese history?

Are not?

Before TN		After TN
SL	%	SL	%
A. Very much	12	15.8	18	23.7
B. Like	10	13.2	44	57.9
C. Normal	35	46.1	7	9.2
D. Dislike	15	24.9	7	9.2

Thus, after the experiment, most students were very interested in bringing historical and cultural relics into the national history lesson. The percentage of students interested in the lesson using historical and cultural relics was much higher than before the experiment (before the experiment was 29%, after the experiment was 81.6%).

Regarding the skills of exploiting and processing historical documents, the results are as follows:

Table 3.4. Assessment of skills in exploiting and processing historical documents and teamwork

Survey content

Often through		Please occasionally		Rare When		Not yet ever
SL	%	SL	%	SL	%	SL	%
2. I exploit and document processing	Before TN	10	13.2	15	19.7	25	32.9	26	34.2
2. I exploit and document processing	After TN	32	42.1	31	40.8	8	10.5	5	6.6
3. When there is a problem I don't understand, I will discuss with you.	Before TN	16	21.1	9	11.8	26	34.2	25	32.9
	After TN	33	43.4	30	39.5	7	9.2	6	7.9
4. When you don't understand the lesson, I'm ready. explain	Before TN	16	21.1	10	13.2	24	31.6	27	34.1
	After TN	34	44.7	29	38.2	5	6.6	8	10.5
5. When you don't understand, I will find every way to explain so you can understand and learn. many things from you	Before TN	12	15.8	13	17.1	20	26.3	31	40.8
	After TN	36	47.4	26	34.2	6	7.9	8	10.5

Before the experiment, students were still confused when exploiting and processing documents. After the experiment, most of them knew how to exploit and process documents very well to serve the learning of in-class lessons related to local history knowledge.

Regarding teamwork skills: Most students know how to work in groups. Group members are enthusiastic, creative, and proactive in carrying out group tasks. Although, at first, when receiving the task, some groups were confused when choosing how to carry out the task, but later they realized, learned from their experiences, and supported each other to complete the learning task.

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