Group of schools with unfavorable socio-economic conditions: M Duc C High School (formerly Ha Tay), Krong Anna High School, Dak Lak.
Representatives of specialized schools such as Nguyen Hue Specialized School - Hanoi, Chu Van An National Key Specialized School.
Non-public and private schools such as Tran Quoc Tuan Secondary and High School, My Dinh, Hanoi. Phan Huy Chu High School, Hanoi.
Regarding the survey method , we use questionnaires for teachers and students to collect information. From the survey data, we process it with SPSS software to draw scientific conclusions as a practical basis for the topic.
2.2.2.2. Content and results of the survey
- About teachers: To find out teachers' perception of the concept of DTLSQGDB, we asked the question " Teachers, how do you understand DTLSQGDB?". The results are as follows:
Table 2.1. Teachers' awareness of the concept of special national historical relics
TT
Content | Number of choices (n=90) | ||
Quantity | Percentage | ||
1 | Construction works and locations associated with events marking particularly important changes in national history or associated with national heroes and prominent figures with great influence. great influence on the historical process of the nation. | 28 | 31.1 |
2 | Architecture, art, architectural complex, overall Urban architecture and residential areas have special value marking the stages of development of Vietnamese architecture and art. | 4 | 4.4 |
3 | Archaeological sites of outstanding value mark stages of development important archaeological cultural development of Vietnam and the world | 4 | 4.4 |
4 | These are Vietnamese relics of special national value. The Prime Minister decides to rank them based on the selection of important relics approved by the Ministry of National Defense. Culture, Sports and Tourism ranked as national monument. | 60 | 67.6 |
Maybe you are interested!
-
Current Perception of Teachers and Students About Teaching in the Direction of Developing Technical Skills -
Current Perception of Management Board and Teachers on the Meaning and Role of Education Quality Assessment Activities in Secondary Schools -
Chart of Teachers' Opinions on the Role and Significance of Applying Information Technology in Teaching History in High Schools (Unit %) -
Some Basic Requirements for Secondary School Teachers When Organizing Experiential Teaching of History -
Teachers' Perception of the Role of Student Activities in the Personality Development of Boarding Students at High Schools in the Western Region of Yen Bai Province
The results show that teachers' awareness of the concept of DTLSQGDB is quite scattered. With four contents describing the concept of DTLSQGDB, all teachers choose. Of which, option 4 is the most correct and complete, with 60 teachers choosing (67.6%). 28 teachers (31.1%) choose option 1; 4 teachers (4.4%) choose option 2 and 4 teachers (4.4%) choose option 3. That proves that the majority of teachers surveyed have clearly understood the concept of DTLSQGDB, but there are still a few teachers who do not fully understand the nature of this concept. The survey results let us realize that in order for teachers to have a complete, accurate and unified understanding of the nature of DTLSQGDB, there need to be certain measures such as providing documents and training teachers. Surveying teachers' awareness of the significance of using DTLSQGDB in history teaching, we obtained the following results:
Table 2.2. Teachers' perception of meaning
of using special national historical sites in history teaching
TT
Content | Number of choices (n=90) | ||
Quantity | Percentage | ||
1 | Concretize knowledge, contribute to restore the picture vivid historical past for students. | 66 | 73.3 |
2 | Contribute to creating accurate, vivid historical symbols, attractive. | 54 | 60 |
3 | Make students interested in the learning process, help students remember long, understand deeply historical knowledge | 54 | 60 |
4 | Train students in observation, imagination and thinking skills. historical only | 44 | 48.9 |
5 | Education of morality, ideology and good personality and attitude respect and protect cultural heritage for students. | 52 | 57.8 |
6 | Contribute to the goal of developing students' capacity in teaching history | 18 | 20 |
The survey results have the following noteworthy points:
- The majority of teachers surveyed said that the greatest significance of using DTLSQGDB is "Concretizing knowledge, contributing to restoring a vivid picture of the historical past for students" with 73.3% choosing. "Creating interest and creating historical symbols" with 60% choosing. According to this assessment, DTLSQGDB is considered a teaching tool that is mainly visual. DTLSQQDB has not been viewed more deeply as a tool with multimedia, multidimensionality and multi-level.
- The notion that using DTLSQGDB "Contributes to the goal of developing students' capacity in teaching History" is chosen by only 20% of teachers, which is the smallest number of choices. This proves that many teachers have not fully recognized the value of DTLSQGDB in the process of teaching History in high schools. DTLSQGDB has not been exploited and used as a special means with multimedia properties and advantages in forming and developing historical capacity in students. This survey result reinforces the significance of the research topic, and at the same time provides the basis for proposing future impact measures.
To find out the level of necessity of using DTLSQGDB in DHLS in high schools, the survey results show that the average score for "Level of necessity": Average = 2.76/3 points. With the highest score of 3.0, 2.76 is close to the highest score. Statistics of the percentage of answers give the results: Necessary 68/90 = 75.6%; the answer at the normal level is 22/90 teachers = 24.4%. That proves that teachers highly appreciate the level of necessity of using DTLSQGDB historical relics in teaching. That is the basis for us to affirm the urgency of the research topic.
To survey the level of use of DTLSQGDB, we asked the question: “To what extent have teachers used DTLSGQ in DHLS?”. The survey data collected is shown in the following table:
Table 2.3. Level of use of special national historical relics in Hanoi and forms of use in history teaching
TT
Review content | Level (%) | TB | |||
Not yet any | Sometimes | Often through | |||
1 | Using DTLSQGDB in Hanoi in teaching national history | 8.4 | 64.4 | 26.7 | 2.28 |
2 | Using DTLSQGDB in Hanoi in teaching local history Hanoi | 5.9 | 61.8 | 32.4 | 2.26 |
Form of teaching organization | |||||
1 | During class time | 2.6 | 73.7 | 23.7 | 2.11 |
2 | During the internal study at the relic | 45 | 40 | 15 | 1.70 |
3 | In extracurricular activities | 5.4 | 86.5 | 8.1 | 2.03 |
4 | In experiential activities | 20.0 | 60.0 | 20.0 | 2.0 |
The survey results above show that teachers mainly use DTLSQGDB in Hanoi in teaching national history with rank 1. Of which, over 90% of teachers have used it, the number of teachers who have not used it accounts for a small percentage. Thus, there is a consensus among teachers' perceptions of the necessity of using DTLSQGDB in teaching. This consensus shows the reliability of the collected data and, more importantly, the tendency to act in accordance with teachers' perceptions.
Regarding the forms of teaching organization, most teachers choose the form of in-class teaching (levels 1 and 2). These are popular forms of teaching organization, do not require funding and do not depend much on other conditions. However, with the form of in-class teaching and extracurricular activities as well as experiential activities, few teachers choose. This result is consistent with the observations and actual teaching conditions at high schools in Hanoi. Because these are teaching forms that require the dedication of teachers, the support of students, schools and parents and many other conditions. However, these are teaching forms that have the advantage of developing students' capacity and qualities - one of the basic requirements of current teaching method innovation in high schools. That is also the difficulty when we carry out this research topic.
The practice of DHLS in high schools shows that many teachers have used DTLSQGDB in teaching. Therefore, we have surveyed the effectiveness of using DTLSGQ DB in Hanoi as shown in the following table:
Table 2.4. Level of effectiveness when using special national historical relics
TT
Review content | Level | TB | |||
Are not effective | Less effective fruit | Effective | |||
1 | Using DTLSQGDB in Hanoi in ethnic DHLS | 5.0 | 12.5 | 82.5 | 2.78 |
2 | Using DTLSQGDB in Hanoi in DHLS local Hanoi | 3.2 | 22.6 | 74.2 | 2.71 |
Organizational form | |||||
1 | During class time | 0 | 14.3 | 85.7 | 2.86 |
2 | During the internal study at the relic | 7.7 | 38.5 | 53.8 | 2.46 |
3 | In extracurricular activities | 0 | 25.7 | 74.3 | 2.74 |
4 | In experiential activities | 0 | 26.3 | 73.7 | 2.74 |
The results of the assessment of the effectiveness of teaching organization forms are similar to the frequency of using DTLSQGDB. Teaching contents and forms are used more. In particular, in-class teaching is evaluated by teachers as the most effective with an average score of 2.86/3, rank 1, followed by extracurricular hours with an average score of 2.46/3, rank 2. Obviously, with the goal of creating interest and historical symbols, the use of DTLSQGDB in in-class lessons has a clear advantage. Although experiential activities are new educational activities, they are also chosen by many teachers. That proves that Hanoi teachers have boldly taken the lead in innovating the form of organizing DHLS in general, and innovating the form of using DTLSQGDB in Hanoi in particular. These are favorable conditions for us to conduct the experimental topic.
Surveying the level of using DTLSQGDB in Hanoi in DHLS at high schools in Hanoi, we got the following results:
Table 2.5. Methods of using special national historical sites in Hanoi in history teaching
TT
Teaching methods | Level (%) | TB | |||
Not yet any | Sometimes | Often through | |||
1 | Project-based learning | 25.9 | 63.0 | 11.1 | 1.85 |
2 | PPDH raises the issue | 12.5 | 62.5 | 25 | 2.13 |
3 | Role playing method | 29.2 | 54.2 | 16.7 | 1.88 |
4 | PP conversation exchange | 22.2 | 48.1 | 29.6 | 2.07 |
5 | Verbal method incorporate visual aids | 11.4 | 48.6 | 40.0 | 2.29 |
6 | Debate method | 20.0 | 60.0 | 20.0 | 2.0 |
7 | Integrated, interdisciplinary PP | 3.8 | 69.2 | 26.9 | 2.23 |
The survey results show that the method most used by teachers is the method of using words combined with visual aids, ranked 1st, and the integrated, interdisciplinary method ranked 2nd. The methods of role-playing, debating, and projects ranked at the bottom. This shows that although the exploitation and use of DTLSQGDB requires a flexible and diverse combination of many different teaching methods, in reality, traditional teaching methods are still used predominantly. Presentation with visual aids is a simple method, saves time, and does not require elaborate activity designs. As a result, DTLSQGDB in Hanoi has not been fully exploited for its strengths and has not fully promoted the positivity, initiative, and creativity of students in the cognitive process.
A significant number of teaching methods have not been used by many teachers: project teaching method (25.9%), role-playing method (29.2%) or conversational exchange method (22.2%). This shows the limitation in diversifying teaching methods of teachers, which leads to the limitation in exploiting the strengths of teaching aids.
The effectiveness of using these teaching methods is evaluated in the following table:
Table 2.6. Level of effectiveness of using teaching methods
TT
Teaching methods | Level (%) | TB | |||
Not effective fruit | Less effective fruit | Effective | |||
1 | Project-based learning | 10.0 | 45.0 | 45.0 | 2.35 |
2 | PPDH raises the issue | 3.1 | 28.0 | 68.8 | 2.66 |
3 | Role playing method | 4.8 | 28.6 | 66.7 | 2.62 |
4 | PP conversation exchange | 4.2 | 33.3 | 62.5 | 2.58 |
5 | Combined verbal method visual aids | 2.9 | 14.7 | 82.4 | 2.79 |
6 | Debate method | 5.9 | 29.4 | 64.7 | 2.59 |
7 | Integrated, interdisciplinary PP | 4.0 | 24.0 | 72.0 | 2.68 |
The results of the effectiveness assessment are similar to the results of the level of use. The teaching methods used are the method of using words combined with visual aids, the method of integrating interdisciplinary methods with levels 1 and 2. The methods used less effectively are the project teaching method or the conversational exchange method with levels 6 and 7. This result shows the consistency in the assessment of the surveyed teachers and the reliability in answering the questions. At the same time, it shows the habit of using traditional teaching methods of teachers. This way of doing leads to inertia in innovating teaching methods, hindering the exploration and application of new teaching methods. With the characteristics of the National Targeted Teaching Methodology in Hanoi and the new orientation on teaching to develop capacity, the use of teaching methods and means that are practical, situational, and interactive will achieve the goal of developing students' capacity. Therefore, it is necessary to study how to exploit and use the National Geographical Information System in Hanoi in the direction of developing student capacity.
Digging deeper into the use of DTLSQGDB in Hanoi in extracurricular activities, we obtained the following results:
Table 2.7. Level of organization of extracurricular activities on special national historical relics
TT
Activities | Level (%) | TB | |||
Not yet When | Sometimes | Often through | |||
1 | Organizing tours at the National Museum of Natural History | 37.1 | 57.1 | 5.7 | 1.69 |
2 | Organizing a contest to learn about the National Defense and Security Forces | 7.9 | 73.3 | 18.4 | 2.11 |
3 | Do public service | 30.0 | 65.0 | 5.0 | 1.75 |
Looking at the statistics table, it can be seen that most extracurricular activities are not carried out regularly by teachers, mainly at the level of "sometimes", and some activities are even at the level of "never". If calculated by average score, only 1 activity reaches the average level (2.11/3), while the remaining activities have not reached the average level (1.69 and 1.75/3). This is a picture that accurately reflects the reality of extracurricular activities in the subject of History at Hanoi High School. To carry out these activities, it is necessary to have resources as well as the attention and direction of educational managers. However, not all schools fully meet these conditions.
In contrast to the not-so-optimistic picture of the current situation of organizing activities related to the National Target Program in Hanoi, teachers' opinions highly appreciated the effectiveness of these activities. The results are as follows:
TT | Activities | Level (%) | TB | ||
Are not effective | Less effective fruit | Effective | |||
1 | Organize tours at DTLSQGDB | 24.0 | 24.0 | 52.0 | 2.28 |
2 | Organize a contest to learn about DTLSQGDB | 0 | 17.6 | 82.4 | 2.82 |
3 | Do public service | 0 | 40.0 | 60.0 | 2.60 |
Table 2.8. Effectiveness of extracurricular activities at special national historical sites in Hanoi
According to teachers' assessment, although extracurricular activities are rarely conducted in high schools, if implemented correctly, they will bring positive results. In particular, the form of "Organizing a contest to learn about the National Monuments and Sites" is considered the most effective with rank 1, with 82.4% of teachers surveyed choosing. Rank 2 is "Doing public service". This is a very good sign of teachers' awareness and assessment of extracurricular activities associated with the National Monuments and Sites in Hanoi. Effectively conducting extracurricular activities does not stop at providing information and knowledge, but serves as a point of integrating social science content (competition to learn about relics) and integrating with meaningful social activities (public service). Thereby, developing students' capacity and qualities.
To study the practical use of pedagogical measures in teaching, we asked the question " What pedagogical measures do teachers use to effectively exploit the National Geographical Information System in Hanoi during in-class hours ?". The results are as follows:
TT | Measures | Level (%) | TB | ||
Not yet any | Sometimes | Frequent | |||
1 | To identify learning motivation and tasks awareness. | 9.7 | 77.4 | 12.9 | 2.03 |
2 | To concretize LS knowledge | 5.4 | 67.6 | 27.0 | 2.22 |
3 | To find out the nature of the event | 3.3 | 73.3 | 23.3 | 2.20 |
4 | To evaluate historical events. | 3.3 | 80.0 | 16.7 | 2.13 |
5 | To test students' cognitive activity. | 3.7 | 74.1 | 22.2 | 2.19 |
Table 2.9. Level of use of measures to exploit special national historical relics in Hanoi
Looking at the statistical table, it can be seen that teachers have implemented pedagogical measures at different levels. In which, the level of “sometimes” accounts for the main proportion. The measure “using DTLSQGDB in Hanoi to concretize historical knowledge” is implemented at the highest level, with rank 1. This result is consistent with teachers’ perception of the significance of DTLSQGDB in Hanoi surveyed above. The measure “Using DTLSQGDB in Hanoi to determine learning motivation and cognitive tasks” is used the least with rank 5. This shows that teachers have not used DTLSQGDB in Hanoi regularly.
Regarding the effectiveness of measures to exploit the DTLSQGDB in Hanoi in the DHLS in high schools, we obtained the following results:
Table 2.10. Effectiveness of using measures to exploit special national historical relics in Hanoi
TT
Pedagogical measures | Level | TB | |||
Inefficient | Less effective | Effective | |||
1 | To identify learning motivation and cognitive tasks | 0 | 39.3 | 60.7 | 2.61 |
2 | To concretize historical knowledge | 0 | 35.1 | 64.9 | 2.69 |
3 | To find out the nature of the event | 0 | 29.6 | 70.4 | 2.70 |
4 | To evaluate historical events | 0 | 31.0 | 69.0 | 2.65 |
5 | To test cognitive functioning of HS | 0 | 30.8 | 69.2 | 2.69 |
The summary table of results shows that over 60% of teachers highly appreciate the effectiveness of pedagogical measures using DTLSQGDB in Hanoi in DHLS. This shows that teachers are quite consistent in evaluating the effectiveness of pedagogical measures when using DTLSQGDB in Hanoi. This is the basis for us to be able to apply when conducting pedagogical experiments and flexibly incorporate them into teaching.
To find out the difficulties of teachers, we asked the question: " What difficulties do teachers encounter when using DTLSQGDB in Hanoi in DHLS at high schools?". The results obtained are:
Table 2.11. Difficulties in using special national historical relics in Hanoi
TT
The difficulties | Number of choices (n=90) | ||
Quantity | Percentage | ||
1 | Lack of knowledge about exploitation and use of relics in DH | 28 | 31.8 |
2 | Time consuming and laborious | 42 | 46.7 |
3 | Teachers are not encouraged to innovate teaching methods. | 8 | 8.9 |
4 | Lack of materials, finance, and support from home school and parents | 76 | 84.4 |
5 | Time constraints. | 58 | 64.4 |
6 | HS is not cooperating. | 12 | 13.3 |
7 | History is not taken seriously in schools. | 28 | 31.1 |
These difficulties reflect the reality of teaching in many high schools in Hanoi. Currently, many teachers do not have knowledge of methods to exploit and use the National Geographic Information System in Hanoi effectively, mainly spontaneously and from personal experience. Moreover, organizing activities at relics, extracurricular activities... requires financial resources and support and cooperation from different forces, and it is difficult for teachers to solve this problem by themselves. Difficulties in time to carry out educational activities outside of school are also a big barrier for teachers. To use the National Geographic Information System effectively, teachers must invest time, effort and intelligence, so many teachers are reluctant to carry out this activity or carry it out in a forced and formal way.
- Regarding students: To comprehensively assess the current situation of DHLS in general, and the use of DTLSQGDB in Hanoi in DHLS in high schools in particular, we surveyed schools that conducted surveys of teachers in Hanoi, some northern provinces, the Central Highlands, and some South Central provinces as criteria for selecting surveyed schools.
First, we surveyed the level of interest of students in the subject of History and studying at DTLS. The results are shown in the following table:
Table 2.12. Students' Interest in Learning History
TT
Review content | Level (%) | TB | |||
Prefer | Jar often | Are not prefer | |||
1 | Do you like studying History at school? popular? | 25.3 | 67.6 | 7.1 | 2.18 |
2 | Do you like to visit and study at special national historical sites in Hanoi? | 68.6 | 22.8 | 8.6 | 2.6 |
Observing the summary table shows that nearly 70% of students have a normal attitude, only 25.3% like to study History. But up to 68.6% of students like to visit and study at DTLS. This shows that the use of teaching and learning organization forms and