Some Forms, Measures of Using Storymap and Pedagogical Experiments

Ancient Eastern regimes”. In these two parts, teachers need to highlight the emergence of classes and strata in ancient society and the concept and basis for the formation of the autocratic regime. If using StoryMap to present this content, it will be very difficult to highlight the main issue of the knowledge content. Because this content mainly deals with the concept and basis for formation.

In short, the content is about political and social institutions, concepts, and formation bases, so it is very difficult to present on a tool that focuses on geospatial content such as StoryMap (ArcGis Online). If you try, you can only present the basis and place of formation of political and social institutions with a pop-up window with relevant information about the knowledge content. Thus, the ability to convey information so that students can grasp basic knowledge systematically will be limited and less effective than when using other tools. Therefore, you should choose appropriate content when using the StoryMap tool.

Therefore, to choose the appropriate knowledge content and lessons to use the StoryMap tool, it is necessary to meet the following principles and requirements:

Lesson content must have issues related to space and geography because these issues are the foundation for creating a map in teaching.

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Lesson content should be informative, relevant data that can be displayed on a map.

The content of the lesson needs to have a lot of knowledge and issues that need to be illustrated through images, video clips, sounds, diagrams, maps, etc.

Some requirements on goals when using StoryMap. For anything we do, we need to have a purpose, with a clear purpose we will have the appropriate way to achieve that purpose. Determining the purpose of applying StoryMap is to make pedagogical predictions about the changes of students after applying the StoryMap tool in the lesson. Want to determine

To determine the purpose when using the StoryMap tool, teachers must establish and master the plan and teaching requirements of the subject, class, and lesson. Determining the purpose of the debate must also be carried out specifically on all three aspects: Knowledge, skills, and attitudes when organizing activities in the teaching process.

Chapter 2 Summary

Through the study of theoretical and practical issues of teaching at Chuong My A High School, it can be seen that the teachers themselves have been proactive in innovating teaching methods, have applied IT in class hours but it is still mainly formal, there is no change in depth. The students themselves have also been exposed to some IT tools in teaching but not regularly, so the development of students' learning capacity is still limited.

This fact shows that designing and using the StoryMap tool to develop the learning ability for students of Chuong My A High School in general and for grade 10 students when studying the ancient and medieval world history section in particular is very necessary. Therefore, teachers need to be proactive in researching, approaching, and thoroughly understanding the StoryMap tool and the development of learning ability in order to propose essential and appropriate measures to develop learning ability for students. In this chapter, we present some StoryMap design processes in teaching history in general and teaching world civilizations in particular, thereby guiding teachers on how to use StoryMap and master this tool in designing and using it when preparing lessons. At the same time, it also promotes the development of learning ability in the ancient and medieval world history section for students of Chuong My A High School.

CHAPTER 3. SOME FORMS AND MEASURES OF USING STORYMAP AND PEDAGOGICAL EXPERIMENTS

3.1. Some forms and measures of using StoryMap tool

3.1.1. Apply the StoryMap tool in the "activities" section to form and lead into new knowledge.

In teaching, the teacher's "warm-up" part of the new lesson is one of the important and indispensable steps in a lesson. Because this is the part for teachers to create interest in students in orienting the entire lesson content. If the "warm-up" part creates curiosity in students, stimulates their exploration to acquire knowledge, then the teacher's guidance to bring students into his lesson is both gentle and effective. On the contrary, if the teacher does not create interest in students in the "warm-up" part of the new lesson, it is difficult to attract students into the lesson enthusiastically as set out.

In teaching activities, creating interest in learning for students is extremely important, it plays a very important role in learning and work, there is nothing that people cannot do under the influence of interest. According to M. Gorki once said: "Genius grows from love for work". In teaching, educator William A Ward said: "Just talking is a mediocre teacher. Explaining is a good teacher. Illustrating and demonstrating is a good teacher. Creating interest in learning is a great teacher". Lessons are only attractive when teachers arouse curiosity, stimulate the desire to learn, making students excited and enthusiastic about exploring new lessons.

For the problem of “warming up” a new lesson, Storymaps can also be a powerful tool. As studies have shown, using Story Maps is a

Using a large number of teaching tools in history teaching will stimulate students' interest in the lesson and this is the task to be achieved in the "warm-up" part.

How to use Storymap in the “warm-up” part of a new lesson

Step 1: Choose interesting, engaging content related to the lesson you want to use to start with Storymap

Step 2: Collect information and create Storymap according to content Step 3: There are two ways

Method 1: Use the created Storymap product to introduce an issue related to the lesson

Method 2: Use Storymap products to pose problems for students to explore, and ask students to find solutions through Storymap.

With the advantage of being able to present content in a new, lively, modern and rich way, teachers will attract students' attention and make students feel interested in the lesson, thereby creating excitement for students to learn about the lesson.

For example: When teaching about ancient Eastern civilizations, teachers can create a StoryMap containing information about geographical locations, places, regions, territories, nature, countries, cultures, and people of Eastern civilizations. This is the content that students are interested in and feel excited when the lesson is introduced. Therefore, it will create an exciting start for the class, making students feel the great achievements of Eastern civilizations for humanity, which makes them very interested and want to learn more about the history of Eastern civilizations through the lesson.

3.1.2. Applying the StoryMap tool in the new knowledge learning section.

StoryMap is an effective tool to help teachers conduct research on new knowledge before teaching a new lesson. Because StoryMap is a tool that can

collect, store, search, and analyze a large amount of information and data about geographic locations on dynamic maps. So it can be a tool to support students in learning new knowledge in a vivid way. Students can search for new knowledge through data in StoryMap while feeling interesting, intuitive, and vivid when accessing new sources of knowledge.

How to use StoryMap in new knowledge research:

Step 1: Collect information related to the lesson to create a StoryMap. It is necessary to collect a lot of information, text data, images, figures, videos to be able to create a StoryMap as a vivid information channel to describe historical events from the past to the present, from far to near through geographical space.

Step 2: Create StoryMap

* Note that in the new knowledge learning section, the StoryMap content is rich, so it is necessary to build a StoryMap with a lot of different information and many different types of data so that students can comfortably learn and access information in the fastest and most scientific way.

Step 3: Choose a teaching method to approach and learn new knowledge sources using the StoryMap tool.

Step 4: The teacher gives the StoryMap product to the students and gives them tasks to learn through the StoryMap.

Step 5: After students experience the activity of learning new knowledge, the teacher concludes to create basic knowledge for students.

For example: Also in grade 11 history, lesson 4: Southeast Asian countries in the late 19th and early 20th centuries. The teacher chooses general content about Southeast Asian countries. Create a Storymap on the map of Southeast Asia in the late 19th and early 20th centuries, providing information about politics, people, culture, economy, and society. The Storymap will be like a tourist map and the teacher will give this map to the students.

Study in groups (3, 4 groups) then the groups will act as tour guides to guide everyone to visit the Southeast Asia region. This will help deepen information about Southeast Asia with students, create a lively atmosphere at the beginning of class and help teachers lead into the lesson.

Basic knowledge is an important part of the lesson because it is the content that students need to acquire after the lesson and teachers must ensure that students can present basic knowledge. However, to present basic knowledge in accordance with the main content of the lesson, concisely, scientifically,... is a challenge for students. Because stating basic knowledge is not enough, teachers must have the responsibility to explain, demonstrate for students to understand and deeply ingrain basic knowledge in their minds.

StoryMap will be able to meet these requirements because as the research has been presented above. StoryMap has the ability to help teachers present knowledge content in depth and highlight the knowledge framework. And in the post-experimental investigation, it was shown that most teachers and students believe that it has the ability to deepen the lesson knowledge for students better.

There are many ways to apply StoryMap to build knowledge content, but through research and experimentation, I found that StoryMap should be used as a tool to support teaching and demonstrate the key knowledge of the lesson.

For example: History 10 - Lesson 3 (period 3): Ancient Eastern countries. The basic knowledge of the lesson is to learn about the foundation and achievements of Eastern civilizations. To clarify the above issue, teachers need to help students learn about the content (natural conditions, economic development, population, politics - society and basic achievements) of Eastern civilizations.

To help students absorb the above problem, the teacher asks students to follow the instructions and search for information about geographical discoveries on StoryMap to complete the table as required by the teacher. Then let students present their presentations.

3.1.3. Apply the StoryMap tool in the consolidation and review section.

The content of consolidation and review is the part that helps students consolidate and deepen the knowledge content and through that, teachers can help students have the opportunity to practice the knowledge they have just learned. To meet the requirements of consolidation and deepening knowledge, the exercise section must ensure that it closely follows the core knowledge and lesson objectives, creating the premise for acquiring new knowledge, while helping students expand their knowledge and practice applying the knowledge they have learned. Therefore, to apply the StoryMap tool to the consolidation and review content, teachers also need to meet the above requirements. There are 2 main ways to apply StoryMap to the consolidation and review section for students after completing the lesson.

Method 1: Use StoryMap as a tool for students to do exercises.

Step 1: The teacher introduces and guides students about ArcGIS software so that students can create a StoryMap.

Step 2: Give students tasks

Step 3: Students can answer the questions given by the teacher immediately after finishing the lesson or do it at home and submit it to the teacher through the class group.

Example: Lesson 3 (period 3) - history 10 (standard program). Ancient Eastern countries. The teacher gives questions and homework to students and asks students to use ArcGIS online to create a map of the achievements of ancient Eastern countries, identifying locations, places, regions, etc.

Method 2: Use Story Map as a tool to support students in doing homework Step 1: Teachers prepare homework and StoryMap containing content related to the homework so that students can learn the knowledge content in StoryMap

Step 2: Provide Storymap to students and assign assignments to students in the classroom web.

For example: in Lesson 3 (period 3) - History 10 (standard program). Ancient Eastern countries. After students finish this lesson, the teacher asks students to summarize the achievements and make a comparison table, from which they state the significance of the above achievements to human civilization through the StoryMap tool.

Thus, by using StoryMap, teachers can meet the requirements of homework for students. At the same time, it makes history homework new, stimulates the cognitive process and learning interest for students when studying history in high schools today.

3.2. Pedagogical experiment

3.2.1. Experimental purpose

In any research, the principle of truth must be tested through practice must be followed. To test the practical feasibility of applying StoryMap in teaching history for grade 10 in Vietnam and the suitability of the topic with the current state of education in Vietnam, I conducted a pedagogical experiment on a specific history lesson at Chuong My A High School, Hanoi.

This activity helps me evaluate the effectiveness of applying the StoryMap tool in teaching history for grade 10. From there, it helps prove that the scientific hypothesis proposed in the thesis is well-founded. At the same time, the results of the pedagogical experiment also help me draw lessons and propose some solutions to improve the quality of teaching in general and history in particular in high schools.

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