Some Theoretical Issues on Teaching Local History Traditions to Students in Secondary School

The general principle of preserving and promoting tradition is to ensure dialectical inheritance with 4 contents:

+ First, eliminate negative, anti-progressive elements of the past (backward customs, feudal ideological remnants, small-scale production mentality...);

+ Second, retain positive and progressive elements (patriotism, hard work, creativity, noble humanitarian spirit...);

+ Third, even those positive, progressive elements cannot be retained intact, but must be transformed to suit new conditions and new circumstances;

+ Fourth, new generations must create completely new elements that previous generations either did not have the ability or did not have the conditions to do.

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* History

In simple terms, history is what belongs to the past and is associated with human society. In this sense, history covers all areas of society, is multifaceted, and therefore difficult to define accurately and completely. Therefore, the definition of history has been proposed by many researchers.

According to author Tran Thi Bich Ngoc [cited in 32], the definitions are often only partially correct. History is understood according to 3 main ideas that researchers agree on:

- Events that happened in the past: events that happened in the past up to the present, cannot be changed, are fixed in space and time, and are absolute and objective.

- Recording events that happened in the past: people want to grasp the past, express events in words and explain the meaning of events, which is relative and subjective to the recorder through stories.

- Documenting past events: the practice or process of documenting past events into a narrative is also a narrative for the present.

* Historical tradition

Traditions are elements of social life, customs, habits, lifestyle, and ethics of a nation that are formed in the process of being passed down from generation to generation from ancient times to the present.

1.2.3. Local historical traditions

Locality is understood as certain areas of land within the country that have their own specific characteristics to distinguish them from other areas, and are a component part of the country. Locality in a specific sense is the administrative units of a country, which are provinces, cities, districts, communes, villages, hamlets, ...

Local historical tradition is a concrete, vivid, and diverse expression of national historical tradition. In other words, local historical tradition is a component part of national historical tradition. From the above analysis, the author defines the concept of local historical tradition as follows:

Local historical traditions are cultural identities, historical events and symbols of the formation, construction and development of a region associated with a certain administrative place name. Local historical traditions move according to the changes of national history and are inseparable from national history.

1.2.4. Education on local historical traditions

To achieve educational goals, the 2005 Education Law stipulates the educational principle as follows: "Educational activities must be carried out according to the principle of learning combined with practice, education combined with production labor, theory closely linked to practice, school education combined with family education and social education" [24]. Based on the educational principle and Official Dispatch No. 5977/BGDĐT-GDTrH issued on July 7, 2008 on guidelines for implementing local education content at junior high school and high school levels, high schools nationwide simultaneously develop the content of the local historical tradition education program taught in a number of subjects such as: literature, history, geography, civic education, fine arts, physical education, and technology.

Local historical tradition education is the activity of imparting knowledge about local historical traditions through different methods and forms of education to enhance students' understanding of cultural identity, national pride, and patriotism. From that, it can be seen that local historical tradition education is an extremely flexible and diverse educational activity in both content and form of organization.

Based on the analysis and generalization of viewpoints, the author determined: Education of local historical traditions is a purposeful and planned pedagogical process in which, under the leading role of educators, the educational subjects (students) voluntarily, actively, and proactively participate in educational activities to acquire knowledge about local history and local culture in the development of national history and culture, to strengthen love for the homeland, patriotism, and national pride; form and practice behaviors and habits suitable to social requirements.

Over the years, local historical education has become an increasingly important activity in the formation and development of students' personalities. Moreover, local historical education has created a lively, practical and attractive feature for the secondary school education program.

1.3. Some theoretical issues on teaching local historical traditions to students in secondary schools

1.3.1. Objectives of the secondary education program and personality development characteristics of secondary school students

1.3.1.1. Objectives of the secondary education program

Secondary education aims to help students consolidate and develop the results of primary education; have general education at the basic level and initial knowledge of techniques and career orientation to continue studying at high school, vocational college or entering the working world.

The goal of secondary education in the general education program

The new information is as follows: "The secondary education program helps students develop the qualities and abilities that have been formed and developed at the primary level; self-adjust according to the general standards of society; form learning methods, complete basic knowledge and skills to continue studying in high school, learn a trade or participate in working life"

1.3.1.2. Characteristics of personality development of middle school students

* The formation of self-awareness of middle school students

One of the important features of personality development in adolescence is the formation of self-consciousness.

Due to the strong development of the body, especially due to the development of social relationships and communication in the group, children have shown the need to self-evaluate and compare themselves with others. They have begun to examine themselves, outline their future personality, and want to understand the strengths and weaknesses of their personality. [7]

The level of self-awareness of the children also varies.

- In terms of content, not all personality qualities are fully conscious. At first, children only perceive their own behavior, then their moral qualities, personality and abilities in different areas, and finally they perceive complex qualities that show many aspects of personality (feelings of responsibility, self-esteem, etc.).

- In terms of methods, at first, children still rely on the evaluation of people close to them and have prestige with them. Gradually, they form a tendency to independently analyze and evaluate themselves. However, the ability of adolescents to self-evaluate is still limited, not objective enough... Therefore, conflicts arise between the level of their expectations and their actual status in the group; conflicts between their attitudes towards themselves, towards their personal qualities and their attitudes towards adults, towards friends of the same age. The most decisive meaning for developing self-awareness at this age is life.

your community, where there are many correct value relationships, this relationship will form in you confidence in your self-assessment, are increasingly high requirements for your behavior, activities... also at the same time help develop your self-awareness.

Self-awareness is also through comparing oneself with others. But when evaluating others, children are still subjective and superficial, often based on only a few unclear images, they hastily conclude or only pay attention to a few qualities and make general judgments. Therefore, it is very easy and also very difficult for adults to gain prestige with teenagers. And when they have concluded an evaluation of someone, children often have a lasting, deep impression.

- The development of adolescents' self-awareness is of great significance in that it pushes them into a new stage. From adolescence onwards, their ability to self-educate is developed, they are not only the object of the educational process but also the subject of this process.

For many children, self-education is not systematic or planned, and they are still confused in choosing self-education methods. Therefore, educators need to organize a rich and attractive collective life and activities, attract children to the common activities of the group, and organize good relationships between adults and children...

* The formation of ethics of middle school students

When going to school, children are systematically taught ethical standards and rules of behavior.

During adolescence, due to the expansion of social relationships and the strong development of self-awareness, children's moral behavior develops strongly. The formation of moral awareness in general and the acquisition of standards of moral behavior in particular are important psychological characteristics in adolescence.

Adolescence is the age of forming worldview, ideals, and moral beliefs.

virtue, value judgments…

As self-awareness and intelligence develop, adolescents' behavior begins to be guided by their own principles and views.

The personality of a teenager is formed depending on what moral experience the teenager has and what morality he practices?

Psychological studies show that adolescents have a high level of moral awareness. They understand moral concepts that are within their reach…

But there are also experiences and ethical concepts that are formed spontaneously outside the guidance of education, due to the influence of events in books, movies, bad friends, the Internet, etc. Therefore, children may have misconceptions or have a one-sided, inaccurate understanding of some ethical concepts... In educational work, it is necessary to pay attention to helping children understand ethical concepts correctly... and organize actions so that teenagers can have correct ethical experiences...

* The formation of feelings of middle school students

Middle school students' feelings are deeper and more complex than those of elementary school students.

- The outstanding characteristics of this age are that they are easily moved, joy and sadness are easily transformed, emotions are still impulsive and enthusiastic... This is due to the influence of puberty and changes in some internal organs. Sometimes it is also due to unbalanced nerve activity, excitement is stronger than inhibition, making children unable to control themselves.

- Teenagers are prone to strong reactions to judgment, especially unfair judgment from adults.

- Teenagers' moods change rapidly and erratically. Sometimes they are happy but suddenly become sad for some reason or they are upset but suddenly smile when they see something interesting. Therefore, their attitude should be

for people around also have many conflicts.

Obviously, the way teenagers express their emotions is unique.

It is impulsive, excitable and changeable.

1.3.2. The significance of teaching local historical traditions to junior high school students

- Education on local history traditions contributes to making students' knowledge of national history and world history complete, diverse, vivid, rich, and colorful; making students not only understand TTLSDP but also understand more fully and deeply the process of national and world history. At the same time, discovering and collecting local history is also a practical way to protect cultural heritage; this is also an important initial basis for improving the quality of teaching and learning TTLSDP in schools.

- Educating local historical traditions contributes to building students' worldview and dialectical thinking; training them in the habit of combining learning with practice as well as practical skills; thereby contributing to educating students about love of work. Besides, it also aims to orient students to behave appropriately and culturally.

- Education on local historical traditions contributes to forming in students a love for their homeland, family, and neighborhood, and a pride in their homeland; thereby creating a sense of contributing to the construction of their homeland, and a sense of respect and protection of local historical sites. This is the basis for forming patriotism, love for the people, and revolutionary ideals for students.

1.3.3. Objectives of teaching local historical traditions to junior high school students

The objectives of local historical tradition education are the expected results of knowledge, skills, and attitudes that need to be formed in students after an educational process. The objectives play a guiding role in choosing the content, methods, and forms of organizing local historical tradition education activities for students. The objectives of local historical tradition education need to contribute to the implementation of

General goals of secondary education.

Teaching local historical traditions in secondary schools aims to equip students with knowledge about historical events, historical symbols, the formation, construction and development process of the homeland where they are studying and living;

Education on local historical traditions aims to implement the educational principle of linking school with real life, learning goes hand in hand with practice. Train students in the skills of caring for and protecting local historical relics. Change their actions to preserve and promote local and national cultural identity.

Education of local historical traditions in secondary schools aims to form love for the homeland, pride in local historical traditions, and awareness of preserving and promoting local traditions.

Teaching local historical traditions in secondary schools aims to contribute to the ideological, political, labor, ethical and aesthetic education of students and teachers, as well as to preserve and promote national cultural identity.

Teaching local historical traditions in secondary schools aims to arouse in the young generation national pride and a sense of responsibility to build the homeland and country to become increasingly rich, beautiful and civilized.

1.3.4. Content of local historical tradition education in secondary schools

Local historical knowledge is a concrete, vivid, and diverse manifestation of national historical knowledge. Local history is a component part of national history. Any event or phenomenon that occurs in history is local in nature, because it is associated with a specific spatial location in one or several specific localities. Therefore, there are local historical events that are closely linked to national history or, more broadly, world history. The necessary understanding of local history, understanding of the history of one's own homeland, country, and birthplace

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