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Statistical Table of Test Results of Classes 10A1 and 10A6

faster and longer, presenting lessons more scientifically. All of this was clearly demonstrated in the 15-minute test of the two classes.

*Experimental results

The test consists of a question to complete the missing graph and an essay question. The test aims to assess students' knowledge acquisition during their learning and thinking process. The test is done seriously and within the time limit.

The results are as follows:

Table 1.2: Statistical table of test results of classes 10A1 and 10A6



Class


Number of students


15 minute check point

Average score

Each class

Total

5

5.5

6

6.5

7

7.5

8

8.5

9

9.5

10


10A6

Experiment


32


67


1


0


2


1


4


3


8


5


3


2


3


8.0

10A1

Control


35


1


2


4


2


5


3


8


5


4


0


1


7.5

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Statistical Table of Test Results of Classes 10A1 and 10A6

Figure 2.16: Chart showing the test results of two classes 10A6 and 10A1 (unit: %)

60

50 51.4

50

40.6

40

30

28.6

Experimental class 10A6

Control class 10A1

20

20

9.4

10

0

Good

Rather

Medium

2.7.4.2.Conclusion after experiment

Through the experimental results we draw some conclusions.

The percentage of excellent students in experimental class 10A6 is 12% higher than that of control class 10A1. The percentage of students with average scores in the experimental class is very low, accounting for only 9.4% of the class and 10.6% lower than the control class. This confirms that the ability to acquire knowledge in the experimental class is better than the control class. From this result, it can be seen that the ability to acquire knowledge and the level of interest in learning in the experimental class are higher than the control class.

Thus, the use of the Graph method in teaching history has brought practical results, helping students acquire knowledge faster, apply knowledge well and remember knowledge more firmly. In addition, through learning with the Graph method, students will increasingly develop their thinking ability, skills such as observation, self-study, analysis, Graph making skills and especially self-study ability.

CHAPTER 2 SUMMARY

The use of the Graph method in teaching history has initially brought about effectiveness, improving the quality of history teaching. There are many different methods, but it can be affirmed that using the Graph method in teaching history to enhance cognitive skills and abilities for students is a feasible and feasible direction, especially in the current period of innovation in teaching methods. Therefore, when teaching history, if we build a Graph system suitable for the content of the lesson, and have an effective plan to use the Graph method, this method will bring high efficiency in teaching, contributing to improving the quality of history in particular and the quality of learning in general in high schools.

CONCLUDE

From the theoretical and practical research as well as the application of the Graph method in teaching history, based on the purpose and tasks of the thesis with the initial results achieved, we can affirm that the topic of the thesis is feasible and can be implemented. From that, we draw some conclusions as follows:

Firstly: The innovation of teaching methods is still slow. The use of Graph method in teaching has been used but not widely and regularly. Therefore, to improve the quality of history teaching, we need to innovate teaching methods, shifting from the form of "teacher reads - students copy" to "teachers and students interact together" to develop "students' capacity, taking students as the center". To do this, there are many different methods, including the Graph method. Applying the Graph method in teaching history not only contributes to the implementation of ideological and moral education tasks but also forms creativity, independence, logical thinking in students, fosters self-study methods, and subject practice capacity for students.

Second: When applying the Graph method in teaching history, we must combine it smoothly with other methods, using Graph in accordance with the content of the lesson so that the teacher's lecture achieves the best results.

Third: The Graph method is also a relatively independent method, so it can be widely used in many forms of lessons such as new knowledge lessons, review and consolidation lessons, summaries, and can also be used for students to study at home. To be effective, teachers need to be the ones to guide and orient students on how to build and choose Graphs that are appropriate to the lesson content.

Fourth: Based on the study of the content of the Modern History section of grade 10, applying the Graph construction process, we have built a Graph system for some lessons in the Modern History section to contribute to improving the quality of history learning, helping students memorize historical knowledge easily.

Based on the results achieved, we make some recommendations as follows:

after:

Firstly, to build and use Graph in teaching history effectively, it is necessary to

It is necessary to organize and improve the professional qualifications and skills of history teachers in high schools systematically and with quality in teaching methods and active teaching techniques, focusing on training skills in building and using Graphs.

Second, each teacher must constantly research, be creative, and invest time and effort to build effective graphs that attract students' attention. Constantly renew their lessons by applying active teaching methods and active teaching techniques.

Third, schools need to continuously equip necessary facilities and techniques to ensure that teachers' use of teaching methods in general and the Graph method in particular is guaranteed and convenient.

Fourth, continue to research, adjust, supplement and complete the theory of teaching using the Graph method in history teaching. From there, expand the use of the Graph method in history teaching to a wider area in combination with other active teaching methods.

REFERENCES

* Reference document


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