Some Basic Requirements for Secondary School Teachers When Organizing Experiential Teaching of History

Interaction and student participation are enhanced and promoted, creating opportunities for students to practice skills such as: problem detection skills, problem analysis skills, decision-making and problem-solving skills, creativity in solving situations and the ability to cope with life changes, etc.

- Visit historical sites:

Sightseeing is an attractive form of practical learning for students. The purpose of the visit is for students to visit, learn and gain knowledge, come into contact with evidence, cultural works, museums, historical relics, etc. far away or where they are living and studying, helping them to have correct views and assessments of history, thereby educating love for nature, homeland, country, educating revolutionary traditions, historical traditions, traditions of the Party, of the Union, of the Ho Chi Minh Young Pioneers.

- Contest:

Competitions/competitions are one of the forms of organizing activities that are attractive, engaging students and highly effective in gathering, educating, training and orienting values for young people. Competitions are competitive between individuals, groups or collectives that are always active to strive to achieve the desired goal through finding the winner/team. Therefore, organizing competitions in teaching History to students is an important and necessary requirement of schools and teachers in the process of teaching History through experiential activities.

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- Exchange activities:

Exchange in history teaching is a form of educational organization that aims to create the necessary conditions for students to contact, talk and exchange information with characters who are witnesses of historical events such as organizing exchanges with veterans who are living witnesses in wars to protect the country, exchanges with historians, etc. Thereby, helping students have appropriate feelings and attitudes, and receive the right advice to excel in studying, training and perfecting their personality.

Exchange activities have the following characteristics:

- There must be an audience for communication. The audience for communication must be typical people, historical witnesses, with thorough understanding of historical events, truly shining examples for students to follow, suitable to the students' needs and interests.

- Attracting the voluntary and widespread participation of students, gaining their interest and enthusiasm.

- There must be an honest, sincere and enthusiastic exchange of information and feelings between students and the person being exchanged. The issues discussed must be practical, related to the interests and concerns of the students, and must meet their needs.

With the above characteristics, the exchange activity is very suitable for thematic History experience activities. The exchange activity is easily organized in all conditions of the class, school, and locality.

1.3.1.4. Some basic requirements for secondary school teachers when organizing experiential teaching of History

For teaching History in general and teaching History in an experiential way in particular, in addition to the general requirements for teachers regarding qualities, abilities, and pedagogical skills, teachers teaching History in an experiential way need to have the following skills:

- Skills in designing plans and scenarios for activities, through which teachers can conduct them scientifically and logically, and through which school managers can manage the teaching and learning of teachers and students in a detailed and effective manner.

- Skills to choose attractive topics and names of experimental activities to attract and entice students to participate in experiential activities for the subject.

- Skills to guide students in organizing and self-organizing subject experience activities within the framework of the program and prescribed time of the subject.

- Skills to coordinate forces inside and outside the school to organize subject-based activities during the teaching process.

- Ability to flexibly handle situations that arise during the implementation of activities.

- Skills to coordinate activities effectively, creating attraction for students to participate in subject experiences.

- Skills to check and evaluate the results of subject-based experiential activities to adjust and encourage students' attitudes and spirit of participating in experiential activities, and from there draw personal experiences to carry out experiential activities more effectively next time.

The above skills have a dialectical relationship with each other in the teacher's ability to organize teaching History in an experiential way.

1.3.2. Managing the teaching of History subject in the experiential direction at secondary schools

Organizing educational activities, including managing experiential teaching of History in secondary schools, is an important and necessary activity to improve the quality of teaching History in schools. In order to manage this activity well, the principal must perform the following tasks well:

1.3.2.1. Develop a plan to manage teaching History in an experiential manner

Planning is a basic function of management, in which it is necessary to identify issues such as assessing and analyzing the situation and context; forecasting possibilities; selecting and determining goals, objectives and planning the path, methods and measures to achieve the goals and objectives of the process. Each plan usually includes contents such as determining the formation of goals, determining and ensuring the conditions and resources of the organization to achieve the goals and finally deciding which activities are necessary to achieve the set goals.

When planning to manage teaching History in an experiential manner, school managers need to do the following:

Develop a general plan, in which the manager must carry out the following basic tasks:

- Assess the current situation of the school related to experiential learning activities, clarify the resource conditions to meet the needs of experiential teaching activities of History.

- Determine feasible goals when implementing experiential teaching of History.

- Select the experimental activities that need to be conducted according to each topic of History subject in the week, month, semester, school year, and how to conduct them, paying attention to the content of the experimental activities: Cognitive experience, social experience, emotional experience, simulation experience through computers, games, etc.

+ Cognitive experiences are designed according to the History subject theme or Historical events related to the subject theme.

+ Social experiences are designed according to topics related to solving social problems in History: Population, environment, prevention of social evils, integration, national cultural identity, poverty,...

+ Emotional experiences are designed according to cultural and artistic themes that require students to express their emotions and feelings towards events and issues raised.

+ Simulation experiences are designed with themes that recreate historical events and folk games.

- Arrange work according to reasonable progress, meet resources and measures for effective implementation.

Requirements when building a history teaching plan in an experiential way:

Based on the school year's tasks and the History teaching plan, the Vice Principal develops a History teaching plan in an experiential manner for each grade or the whole school and directs teachers to organize the implementation.

The experiential history teaching plan needs to clearly define:

- Name of activities of each topic or lesson or integration of subjects: choose a name that is meaningful and attracts the attention of participants; suitable for the purpose and requirements of the subject and the psychology of the students.

- Activity objectives: must be clear, consistent with educational objectives, knowledge, awareness, abilities, and capacities of students,...

- History teaching content in the experiential direction: suitable and related to teaching activities, training ethics and life skills for students.

- Capacity of teachers and students in implementation.

- Participating forces: Teachers and students in the school can invite experts, parents, local authorities, and related organizations.

- Resources involved: Human resources, facilities, finance needed, coordination with organizations inside and outside the school.

- Implementation time: Day, week, month, semester

- Results to be achieved: Expansion and deepening of knowledge of History learned, development of behavioral skills in students.

- Criteria for evaluating the results of teaching History subject in the experiential direction.

1.3.2.2. Organizing the implementation of the experiential teaching plan for History subjects for students in secondary schools

Organizing the implementation of the experiential history teaching plan for secondary school students is closely related to organizing cultural learning activities, training ethics and life skills for students in schools.

The process of organizing and implementing the HT plan requires:

- Establish a Steering Committee to organize the implementation of the experiential History teaching plan, headed by the Principal, and representatives of mass organizations and representatives of History teachers and homeroom teachers in all grades, and related organizations inside and outside the school.

- Explain the objectives and requirements of the experiential teaching plan for History. Discuss measures to implement the plan.

- Arrange and assign personnel, assign management responsibilities, mobilize facilities and finances to serve the implementation of the plan. When arranging and assigning personnel, the Principal must know the qualities and abilities of each person, their strengths and weaknesses, and if necessary, assign tasks to each "team" so that the work can be carried out smoothly and effectively.

The task of organizing and implementing the experiential teaching plan for History in secondary schools is the responsibility of subject teachers and school staff, especially the team of homeroom teachers and Youth Union - Pioneer cadres.

The Youth Union - Young Pioneers team is the school's General Manager, and the General Manager is the person who directly plans and organizes cultural and artistic activities, entertainment for students through the Young Pioneers topics.

GVCN is the bridge between History teachers, school managers and parents in organizing and implementing the History teaching plan in an experiential manner.

In organizing the implementation, the Principal needs to create conditions for participants to promote self-awareness, positivity, and coordination to complete the task well.

- Fostering the capacity to organize experiential activities for teachers in general and history teachers in particular if necessary, mobilizing and distributing resources to effectively conduct experiential activities for students. Mobilizing financial resources to organize experiential activities for students from many different financial sources such as: financial resources from the state budget, financial resources from parents' contributions, financial resources from organizations outside the school, sponsorship from individuals and organizations outside the school,...

- Coordinate forces inside and outside the school to carry out history activities.

History subject activities can take place in and out of school. The educational forces that influence these activities are: unions, social organizations in and out of school, parents, teachers, managers and students.

For middle school students, at an active age, their bodies are starting to develop... so the acquisition of knowledge and skills for students needs to convey correct and sufficient knowledge and skills, developed in a "gentle, natural, effective" way, avoiding being heavy, causing mental pressure on students, and counterproductive to education.

To effectively organize the implementation of History teaching activities, there must be not only the school and the family but also a close combination between the three educational environments: family, school and society. The forces participating in the coordination include: Ho Chi Minh Communist Youth Union, Ho Chi Minh Young Pioneers Team, homeroom teachers, subject teachers, staff, Parents' Association, social organizations: Ward and Commune Youth Union, Police, Women's Union, and twinned units... Each educational force has its own strengths, so managing well the coordination of educational forces inside and outside the school to organize well the History teaching activities in the direction of experience is to implement the socialization of education, creating the best educational environment for students.

1.3.2.3. Directing the implementation of the experiential teaching plan for History subjects for students in secondary schools

Directing the implementation of experiential teaching activities in History is the intervention of the Principal in the entire process of managing experiential teaching activities in History to ensure that the implementation of experiential activities takes place in the right direction, according to plan, and gathers and coordinates educational forces to achieve effectiveness.

Directing the teaching of History in an experiential manner will be highly effective if during the direction process the Principal knows how to combine the use of authority and persuasion, encourage, respect, and create conditions for subordinates to promote their capacity and creativity.

Specifically, the direction of implementing experiential teaching of History in secondary schools is carried out as follows:

- The principal directs subject teachers, homeroom teachers, and Team leaders to develop programs, activity plans, and extracurricular activity programs for the History subject based on the activity plan and extracurricular activity orientation of the History subject. The subject teachers and homeroom teachers are the ones who design and organize regular activities in their classes and are the ones who direct and organize students to participate in activities according to the topics and themes of the History subject. Therefore, management is reflected in the following contents: Managing the development of teachers' regular activity plans such as: Developing personal plans with content

Conducting student activities according to each topic and theme corresponding to the content (by subject, interdisciplinary, moral education, lifestyle, social activities, etc.), developing content of the activities and implementation locations (where does the activity take place, in which class, grade, how? What is the role of the subject teacher, homeroom teacher? Are the time, form, and content of implementation in accordance with regulations? How is the self-management of students?...); Directing subject teachers to prepare activities according to themes and themes (does the class participate or not? What is the level of participation? What are the results?...); Directing teachers to coordinate with other forces such as: Youth Union - Pioneer cadres, parents, mass organizations to implement the program and plan of History subject activities, coordinating with social organizations in organizing activities for students; directing teachers to conduct tests and evaluate the results of students' subject activities.

- Direct teachers to innovate methods and forms of organizing activities.

The more diverse and rich the experiential activities of History subject are, the more attractive they are to students. Therefore, subject teachers need to regularly innovate methods and forms of organizing experiential activities to attract students to participate in activities to create opportunities for students to experience reality and improve the subject knowledge they have acquired in school.

- Directing the effective implementation of the content and program of the Youth Union.

The principal needs to: Based on the objectives and tasks of the subject, educational content and tasks of the semester and the school year; Based on the main study plan of students by grade; Based on the characteristics of the cognitive level of students in the region; Based on the financial conditions and facilities of the school, from there, direct subject teachers, homeroom teachers, Youth Union - Team to develop a program of activities and implement the plan of activities of the subject of history.

Experiential activities in history must clearly define the objectives, content, time, and be diverse in form and implementation methods. Teachers must have the art of attracting students to participate. Experiential activities must create a playground for students and have the effect of creating an environment for students to experience real life, combining learning with practice and training.

Through experiential activities in History, teachers consolidate and expand students' acquired knowledge, train students' judgment skills, practice, adaptability, and creativity in life.

Students' historical experience activities must have the effect of educating students to fulfill their individual responsibilities in the collective, family, school, and society.

- Directing the enhancement of facilities and finance to serve the LS subject experience activities.

The principal needs to strengthen the material and financial conditions so that the experiential learning activities can be carried out smoothly and effectively.

The principal can increase the facilities with the state budget and can increase the facilities with financial resources from parents' contributions or sponsorship from benefactors.

- Instruct teachers to comment and evaluate the results of the practical activities in the subject of History.

Evaluating the results of the practical activities in the subject of History has the effect of motivating development and effectiveness.

The principal directed teachers to comment and evaluate the results of the History subject's experimental activities to stimulate students' active participation and motivate students to participate in activities effectively.

Assessment in the form of comments on students' participation in activities, demonstrated abilities and limitations that need to be overcome. Collective, group and individual assessment.

In short, directing the History subject's activities is not only after an organized plan is made, but is an interwoven process. It permeates and decisively affects the management, regulation, and adjustment functions of the school's History subject's activities in the management process.

1.3.2.4. Checking and evaluating the implementation of the experiential teaching plan for History subjects for students in secondary schools.

This is the final step in the Principal's management cycle in the work of checking and evaluating the implementation of the experiential teaching plan for History by teachers and students in the school, and at the same time opens a new management cycle. The work of checking and evaluating the implementation of the experiential teaching plan for History helps the Principal promptly detect and correct deviations and errors in the implementation process of the plan, thereby making necessary corrections and corrections. To do this well, the Principal needs to:

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