Teaching History - Geography in an Integrated Direction at Secondary School

One of the new features of the subject program in the General Education Program is the integration of interdisciplinary subjects to help students reduce the workload. Integrated teaching in general education is highly appreciated by many teachers, because this method promotes students' ability to acquire knowledge and apply knowledge to daily life. Focus on developing learners' capacity

The general education program has determined: Integrated teaching is a teaching orientation that helps students develop the ability to mobilize and synthesize knowledge, skills... from many different fields to effectively solve complex problems in study and life, develop necessary skills, especially problem-solving ability.

Situations in integrated teaching are often related to real life, close and attractive to learners, learners need to explain, analyze, argue or conduct experiments, build models... to solve problems. Therefore, when testing and evaluating students in integrated teaching, not only evaluate the knowledge students have acquired but also evaluate whether students have the ability to use knowledge in meaningful situations. This is the best form of teaching today to develop learners' capacity.

Interdisciplinary integrated teaching is teaching knowledge related to two or more subjects. "Integration" refers to the method and objectives of teaching activities, while "interdisciplinary" refers to the teaching content. If "integrated" teaching is done, it is certain that "interdisciplinary" knowledge must be taught, and vice versa. To ensure the effectiveness of interdisciplinary teaching, it must be done in a way and towards the goal of integration.

At a low level, integrated teaching is just integrating related educational content into the teaching process of a subject.

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A higher level of integration is to process knowledge content in relation to each other, ensuring that students can apply that knowledge synthesis appropriately to solve problems in study and life, while avoiding students having to relearn the same knowledge content many times in different subjects.

different subjects

Interdisciplinary integrated topics are topics with knowledge content related to two or more subjects, expressed in their application to the same phenomenon or process in nature or society.

1.3.2. Teaching History - Geography in an integrated manner in secondary school

Teaching objectives of History - Geography: History and Geography are compulsory subjects at secondary school level. History and Geography form and develop in students historical capacity and geographical capacity, which are specific manifestations of scientific capacity on the basis of selective basic knowledge of history, world geography, national and local geography, natural processes, socio-economics and culture taking place in space and time, the interaction between human society and the natural environment; Help students know how to use the tools of historical science and geographical science to study and apply in practice, and at the same time, together with other subjects and educational activities, form and develop in students the main qualities and general capacities, especially love for the homeland, pride in national traditions, respect for the diversity of world history and human culture, arouse in students the desire to explore the world around them, apply what they have learned and in practice.

Teaching content of History - Geography: History and Geography include History and Geography sub-subjects, each sub-subject is designed according to its own knowledge chain. The combination of the subject is shown at 3 levels: Integration in each historical content and geographical content; Integration of historical content in appropriate parts of geography lessons and appropriate integration of geographical content in history lessons; Integration according to common topics.

The content of the History subject is arranged according to historical time logic from primitive times, through ancient times, medieval times, to modern times and modern times. In each period, historical space is recreated from world history, region to Vietnam.

The content of the Geography subject is arranged in a logical spatial manner.

The main content of the course is from general physical geography to geography of continents, then focuses on the content of Vietnam's physical geography, population geography and economic geography. Although the two content streams are arranged in different logics, many related teaching contents are arranged close together to support each other. There are four general topics with high integration distributed in accordance with the main content stream of each class, which are: Protecting Vietnam's sovereignty over seas and islands; Urban areas - history and present; Civilization of the Red River Delta and the Mekong River Delta, great geographical discoveries.

The above design meets the requirements of Resolution No. 88 on integrated teaching and learning, as well as the requirements of Resolution No. 113/2015/QH13 dated November 27, 2015 of the National Assembly “Continuing to keep the History subject in the new textbook program”, while creating conditions for teachers to implement the program. Because the program is designed into two sub-subjects, when implementing the program, each teacher can teach the content appropriate to their training field on the basis of closely coordinating with each other.

- Teaching methods for History - Geography:

+ Group teaching method is also known by other names such as: Cooperative teaching, small group teaching, in which students of each class are divided into small groups, within a limited time, each group independently completes learning tasks based on assignment and cooperation. The results of the group's work are then presented and evaluated in front of the whole class .

+ Case study method: Is a method of using a true story or a story written based on cases that often occur in real life to demonstrate a problem or a number of problems.

+ Problem solving method: Teaching to discover and solve problems is a teaching method that poses cognitive problems to students containing contradictions between the known and the unknown, putting students in problematic situations that stimulate students to be proactive and have the need to solve them.

problem.

+ Role-playing method: Is a method of organizing students to practice, "try out" certain behaviors in a hypothetical situation. This is a method to help students think deeply about a problem by focusing on a specific event that they have just performed or observed.

+ Game method: Is a method of organizing students to learn about a problem or experience actions, attitudes, and deeds through a certain game.

+ Project-based learning method: Is a teaching method in which students perform a number of complex learning tasks, linked to practice, combining theory with practice.

+ Corner teaching method: Is a teaching method in which students perform different tasks at specific locations in the classroom space, meeting many different learning styles.

+ Presentation method: Is a method of using words to present.

+ Illustrative explanation method: Is a method of using words to explain content combined with using visual materials to support the explanation.

+ Open question and answer method: This method does not directly provide complete knowledge but guides students to think step by step so that they can find new knowledge themselves.

+ Visual method: Is a teaching method in which teachers organize and guide students to directly work on specific objects, thereby acquiring corresponding knowledge and skills.

+ Practice method: Is the method in which teachers organize for students to practice their knowledge and skills through practice activities.

During the teaching process, teachers need to apply teaching methods flexibly and creatively, in accordance with the educational goals, content, students and specific conditions; coordinate the use of teaching methods according to

promote the positivity and initiative of students, highlighting the role of students as the main subjects of learning. Encourage the application of information and communication technology, rational and effective use of teaching equipment such as models of artifacts, historical paintings, photos, audio tapes of historical figures, etc.; maps, diagrams, statistics, comparisons, etc.; videos; study sheets of historical sources; teaching software, etc. to illustrate teachers' lectures and support students' learning activities.

- Testing and evaluating the learning outcomes of History - Geography in an integrated manner: Providing accurate, timely and valuable information about the required level and progress of students to guide and adjust teachers' teaching activities and students' learning activities.

Regular testing and evaluation should be conducted at the beginning of the school year, with questions and answers at the beginning of class, during class, 15-minute tests, 1-period tests, mid-semester tests, end of semester tests, and end of school year tests. Essay tests should be combined with multiple-choice tests.

In testing and evaluating students' learning outcomes, it is necessary to focus on the ability to creatively apply knowledge in specific situations, not taking the ability to reproduce historical or geographical knowledge as the center of the evaluation. In addition to theoretical content, it is necessary to attach importance to the evaluation of practical historical and geographical skills such as working with maps, atlases, charts, diagrams, data tables, pictures; observing, processing and systematizing information; using outdoor learning tools; using information and communication technology in learning...

Teachers diversify assessment forms: Assessment through observation of classroom activities; assessment through learning records, learning products; assessment through educational outcome reports. Assessment is both qualitative and quantitative through regular and periodic assessments, based on a general assessment of students' qualities, abilities and progress.

1.3.3. Requirements for teaching History - Geography in an integrated manner

Requirements for the teaching staff: Trained to meet the required qualifications; Enthusiastic, dedicated, and passionate about the profession; Solid professional expertise; Regularly studying, researching, and training to improve qualifications; Regularly updating new data and information in the process of teaching History - Geography; Thoroughly using all types of teaching aids and equipment.

- Requirements for educational facilities and equipment:

+ Regarding facilities, it must comply with regulations on: Classrooms, boards, teachers' and students' desks and chairs in terms of area, quantity, specifications, size, materials, structure, style, color suitable for students' ages... In addition, each school unit must, based on reality, arrange and organize the campus, playground, practice ground... so that students can play and study effectively.

+ Regarding educational equipment, it is necessary to ensure minimum teaching equipment, especially for History - Geography subjects, there must be models of artifacts, historical paintings, photos, audio tapes of historical figures' speech, etc.; maps, diagrams, statistics, comparisons, etc.; videos, atlases, charts, documents, reference materials and other necessary equipment....

+ In accordance with the school education program, especially with the History - Geography subject, it is necessary to collect and document information about local history and geography to include in the History - Geography education program; encourage teachers to develop teaching topics to learn about culture, history, scenic spots and geographical terrain of the locality and integrate them into the History - Geography subject.

1.4. Managing integrated teaching activities of History - Geography for junior high school students

1.4.1. Concept

- Concept of Educational Management

If management is viewed as an immutable, intrinsic attribute of all social activities,

In the society, educational management is also an inevitable attribute of all educational activities with purpose. There have been many authors studying the theory of educational management and in reality, there are also many different views on this issue, some of the main views can be mentioned as follows:

According to PV Khudominsky: " Educational management is the systematic, planned, conscious and purposeful impact of management subjects at different levels on the stages of the educational system with the aim of ensuring communist education and ensuring comprehensive and harmonious development for the young generation" . [33]

Author MIKONDACOV believes that: “ Educational management is the systematic, planned, conscious and targeted impact of management subjects at different levels on all stages of the system... to ensure communist education for the young generation, to ensure their comprehensive and harmonious development on the basis of awareness and use of general laws of society as well as objective laws of the teaching and education process, of the physical and mental development of children” . [18]

In Vietnam, based on scientific theories and educational practices, many authors have proposed concepts of educational management.

According to author Nguyen Ngoc Quang, the concept of educational management is a multi-level concept (including the management of the national education system, the management of its subsystems, especially school management): "Educational management is a system of purposeful, planned, and lawful impacts of the management subject to make the system operate according to the Party's educational guidelines and principles, to realize the characteristics of Vietnamese socialist schools, whose focal point is the process of teaching and educating the young generation, bringing education to the expected goal, moving towards a new state of quality". [24]

According to author Dang Quoc Bao: "Educational management in general is to implement the Party's educational policy within the scope of one's responsibility, that is, to operate the school towards training goals according to educational principles" [1].

According to author Pham Minh Hac: "Educational management is the management of teaching activities."

and learning to move the school from one state to another and gradually achieve the established educational goals” [14]

Author Tran Kiem believes that: "Educational management is essentially the impact of management subjects on the educational process (carried out by teachers and students, with the support of social forces) to form and comprehensively develop students' personalities according to the training goals of the school" [17]. According to authors Nguyen Thi My Loc - Nguyen Quoc Chi: " Educational management is the process of planned and organized impact of educational management agencies at all levels on the components of the teaching and learning process - education in order for the educational system to operate effectively and achieve the educational goals set by the state" [21].

Thus, there are many different concepts of educational management, but people often present the concept of educational management at two main levels: macro and micro. Macro management corresponds to the concept of managing an education (educational system) and micro management corresponds to the concept of managing a school.

Through the above concepts, it can be understood that: Educational management is the activity of management subjects and management objects unified with each other in a certain structure to bring the educational system to the expected goal and move to a new qualitative state. Educational management is both a social phenomenon (phenomenon of activities, labor, work), a type of social process (management process) and at the same time a social system (management system) .

- School management

The school is an organizational structure, also a component part of an educational system. It is an important part of the national education system that directly carries out the work of educating and training the young generation for the future of the country. The school is the place to organize, implement and manage the educational process. This process is carried out by two subjects, the educated and the educator. In the educational process, the activities of these two subjects are always closely linked, interacting and supporting each other.