Some Measures to Use Kahoot Application to Support the Design of World History Exercises for Grade 11 Students in High School

It is necessary to make certain suggestions to overcome the difficulties and to use Kahoot more effectively.

* Wishes and suggestions from teachers and students on using Kahoot in teaching History more effectively

In order to improve the quality of teaching and learning History in high schools in general and especially to improve the effectiveness of using IT in teaching, we have recorded the proposals and wishes of teachers and students in a number of high schools in Vinh Phuc, Hanoi and Hung Yen provinces.

Most teachers believe that using technology in teaching is necessary, and must be at a certain level. Technology should not be overused because it will cause boredom, students will focus more on playing than studying, or will take advantage of using computers for other purposes, making it difficult for teachers to manage.

The surveyed teachers wanted to be guided to use Kahoot more proficiently, and encouraged to use it more often in their lessons. All students also wanted their teachers to apply IT more often in their lessons, and they themselves wanted to use Kahoot more, and use it effectively to serve their learning and personal development.

Maybe you are interested!

Some teachers want the school to expand the multi-purpose rooms, projector rooms and computers so that they can be used more.

On the students' side, most of their opinions were that they had never known or heard of Kahoot but had not used it, and they all wanted to learn less about theory and have their teachers let them play more games related to the lessons or have their teachers guide them to access more application software during the learning process. Many students thought that History knowledge lessons were very dry and wanted to have more connection.

relation to real life. In some schools, where facilities are limited, students want to have more access to machines.

1.2.2.4. Raise issues to be solved

The investigation and survey to collect opinions of teachers and students not only provide assessments and comments on the current situation of teaching and learning, the use of technology, especially Kahoot in teaching History, but also serve as a basis for raising issues that need to be solved to improve the quality of the subject.

First, we need to use technology more frequently and effectively, including Kahoot.

History lectures have initially been supported by technological means, but the main form is still to design simple presentations without going into the exploitation of more complex functions and tools, the ability to apply and bring higher efficiency, for example Kahoot. Some teachers have difficulty in designing lessons with the support of modern tools, causing time-consuming preparation and implementation of lessons. Therefore, although they are aware of the great significance of UDCNTT in teaching, teachers have not paid attention to exploiting and promoting the maximum function of technological means, and have not yet chosen suitable support tools to promote the positivity, initiative, and creative thinking of students.

Second, the IT and foreign language skills of teachers (especially older teachers) still have certain limitations.

With the development of modern science and technology, most teachers know how to use computers, however, some teachers are still not actively researching and using technological means. Modern technological means, although only meaningful as a visual tool, support teachers in transmitting knowledge to learners, but if there is no knowledge of technology, do not master the method of use, then it is impossible to promote the effectiveness of technological means.

Third, difficulties in facilities and equipment in high schools are also a major obstacle.

Investing in modern facilities and equipment for teaching is also an important factor contributing to the innovation of methods and improving teaching efficiency. Because most of the general schools today have been equipped with modern equipment for the teaching process, but the quantity is still very limited and the quality of the computer rooms does not meet the requirements, students also have very little access to equipment to serve learning activities.

Based on the study of the current status of ICT in teaching and the issues that need to be solved, we have a deeper understanding of the characteristics of the subject, grasp the difficulties and obstacles of using technological means in the teaching process in general and teaching History in particular. At the same time, it is also an important practical basis for us to propose some measures to overcome the difficulties in this topic.

CHAPTER 1 SUMMARY

Chapter 1 has presented some theoretical and practical issues of using Kahoot application to support the design of World History exercises for 11th grade students in high school.

Through research, analysis and synthesis, we have contributed to clarifying the concepts, feasibility and significance of ICT in general and Kahoot application in particular in designing History lessons. The research topic is about the application and role of Kahoot in teaching History, from which teachers can apply appropriate technology to promote students' positivity and initiative to improve teaching quality.

Through the results of the investigation and survey of the current status of UDCNTT in teaching in general schools, it is shown that: Teachers have awareness of the role and significance of technology in teaching, but there are still many difficulties in preparation and implementation. Although technology and support tools have been used, they are not diverse and have not combined many teaching methods to create interest in learning for students.

On that basis, we select content and propose measures to use Kahoot application in teaching World History subject for 11th grade students in high school, contributing to improving the quality of teaching and learning History subject in high school.

CHAPTER 2: SOME MEASURES TO USE KAHOOT APPLICATION TO SUPPORT THE DESIGN OF WORLD HISTORY EXERCISES FOR GRADE 11 HIGH SCHOOL STUDENTS. PEDAGOGICAL EXPERIMENT

2.1. Position, objectives, and basic content of the 11th grade world history section

2.1.1. Location of world history section grade 11

The World History section in the 11th grade History textbook (standard program) includes 2 parts: Part one - Modern world history (Part from the 19th century to the early 20th century), Part two - Modern world history (Part from 1917 to 1945)

- The Modern World History program (Part from the 19th century to the beginning of the 20th century) in the History textbook for grade 11 (standard program) includes 03 chapters, 08 lessons, arranged according to the program distribution of the Ministry of Education and Training and taught in 08 periods.

Part One - Modern World History (Part from the 19th century to the beginning of the 20th century)

XX) is the first part of the 11th grade History program. This is the period following the 10th grade Modern World History part.

The Modern World History section is an important part of the History curriculum in high school, which students study in grades 10 and 11. In particular, the Modern World History section (from the 19th century to the early 20th century) is a period in which many historical events took place and had great impacts on the whole world, which is the birth and development stages of capitalism and the consequences for most countries in the world, at the same time, it is an improvement in the level of understanding of Modern World History that students have learned in the 8th grade History program.

- The Modern World History Program (Part from 1917 to 1945) in the 11th grade History Textbook (standard program) includes 04 chapters, 10 lessons,

is arranged according to the curriculum of the Ministry of Education and Training and is taught in 11 periods.

Part two - Modern world history (Part from 1917 to 1945) is the second part of the 11th grade History program. This is the period following part one - Modern world history.

The Modern World History section is an important part of the History curriculum in high school, which students study in grades 11 and 12. In particular, the Modern World History section (from 1917 to 1945) is a period of turmoil in world history, in nearly 30 years (1917-1945) many historical events took place and had great impacts on the world such as two world wars, economic and financial crises, and at the same time, it is an improvement in the level of understanding of Modern World History that students have learned in the 8th grade History program.

2.1.2. Objectives of the 11th grade world history section

After completing the program content of Modern World History (Part from the 19th century to the early 20th century), Modern World History (Part from 1917 to 1945), students are able to:

* About knowledge

- Present the political and social situation and developments of national liberation struggles in Asian, African and Latin American countries (19th century - early 20th century).

- Prove that World War I was an unjust imperialist war.

- Present the October Revolution in Russia in 1917 (circumstances, developments, results, significance) and the construction of socialism in the Soviet Union.

- Present the situation of capitalist countries between the two world wars (1918 - 1939) in the economic, political and social fields.

- Present the situation of Asian countries between the two world wars (1918 - 1939) in the economic, political and social fields.

- Describe World War II (circumstances, developments, results, consequences).

* About skills

- Skills to synthesize, analyze, generalize historical events and phenomena, compare correlations, evaluate the nature, draw the meaning of important historical events, and make comments and conclusions.

- Skills in applying IT to solve learning tasks.

- Skills to observe and use pictures, diagrams, comments, raise issues, discuss, create diagrams and tables of basic events.

- Communication, presentation, teamwork and individual skills.

* About attitude

- Strengthen and enhance awareness of the evolutionary laws of human history, modern and contemporary world history through historical development stages.

- Enhance love and desire to learn history, determination to study and work to build a developed country to stand shoulder to shoulder with the great powers.

- Cultivate love for humanity, have the right attitude towards war and its consequences, hate war, love peace

- Fostering a sense of respect and gratitude for the achievements of the October Revolution in Russia

- Have correct awareness of the relationship between nations, capitalism, imperialism, and socialism.

=> Contribute to forming students' capacity:

- Ability to think and reproduce historical events, phenomena and figures.

- Ability to comment, evaluate, draw historical significance and lessons learned.

- Ability to compare, analyze, synthesize and generalize.

- Ability to apply historical knowledge to solve practical problems

2.1.3. Content of world history section, grade 11

* Modern world history section (Part from the 19th century to the beginning of the 20th century)

XX)

Chapter I: Asian, African and Latin American countries (20th Century)

The development of capitalism was associated with the invasion of small countries mainly in Asia, Africa and Latin America as colonies. This led to fundamental contradictions: The contradiction between capitalist countries demanding to divide the colonies and this was also the main cause leading to the first world war, the contradiction between the people of the colonies and the colonialists, feudalists, lackeys and the strong fighting movements.

Chapter II: World War I (1914 - 1918). World War I caused extremely serious disasters for humanity. The problem of redistributing the world after the war caused internal conflicts among capitalist countries, and became one of the causes of World War II.

Chapter III: Cultural achievements in modern times. The development of modern culture and some achievements in literature and art from the beginning of the 19th century to the beginning of the 20th century.

* Modern world history section (Part from 1917 to 1945)

Chapter I: The October Revolution in Russia in 1917 and the construction of socialism in the Soviet Union . This was the period when socialism was first born and established in a country surrounded by capitalism. After the October Revolution, the bourgeois government was overthrown, the first proletarian state was established.

Comment