Types of Literary Materials That Can Be Used in Teaching Vietnamese History Grade 10 in High Schools

Phu bien tap luc, Thien Nam ngu luc... Regarding geography, there were Du dia chi, Hong Duc ban do, Thien Nam tu chi lo do thu; regarding military, there were Binh thu yeu luoc, Ho truong khu co; regarding medicine, there were medical books by Hai Thuong Lan Ong Le Huu Trac... Especially, in national defense, there were the Than co gun (made by Ho Nguyen Trung), cannons, warships... serving the cause of protecting the fatherland. In addition, in the 17th - 18th century, some Western technical achievements were introduced into our country through foreign trade and preaching, but had no conditions to develop due to many influences and restraints.

2.2. Types of literary documents that can be used in teaching Vietnamese history for grade 10 in high schools

Table 2.1: List of works that can be used in the 10th grade history program

HISTORY LESSON

TLVH CAN BE EXPLOITED

Lesson 13: Primitive Vietnam

- Legend of the Dragon and Fairy's Descendants (Vietnam)

- Legend of Shennong (Vietnam)

- The Mother Gourd Story (Khmu ethnic group, Vietnam)

- The myth of Nuwa mending the sky (China)

- Greek mythology

- Legend of Zoroaster (Persia)

- Folk songs about the origin of Vietnamese people

Lesson 14: Ancient nations in Vietnam

- Legend of Saint Giong

- The story of Banh Chung and Banh Day

- The Legend of Mai An Tiem

- Legend of Son Tinh - Thuy Tinh

- Legend of Mi Chau - Trong Thuy

- Folk songs about the formation and development of the Van Lang - Au Lac period

Maybe you are interested!

Lesson 17: The formation and development process of the feudal state (From the 10th century to the 5th century)

- Legend of the Stone Horse

- Legend of Dinh Bo Linh's life

- The story of " asking for a sword " (about the story of Dinh Bo Linh asking for a sword from King Ngo)

- The story of the prophecy of Ly Cong Uan's coronation

- Legend of the event when Ly Cong Uan left the capital for Thang Long

Lesson 19: Resistance wars against foreign invaders in the 10th - 15th centuries

- The work Nam Quoc Son Ha (Ly Thuong Kiet)

- Proclamation to the Soldiers (Tran Hung Dao)

- The Legend of Hoan Kiem Lake

- The work "Collection of Military Orders" (Nguyen Trai)

- The work Binh Ngo Dai Cao (Nguyen Trai)

- The poem "Xuong Giang Phu" (Ly Tu Tan)

- The poem Bach Dang river fu (Truong Han Sieu)

- Folk songs and proverbs about winning struggles

Lesson 23: Tay Son movement and the cause of national unification and protection of the Fatherland at the end of the 18th century

- Proclamation to Battle (Quang Trung - Nguyen Hue)

- The work Long Thanh Quang Phuc Ky Thuc (Ngo Ngoc Du)

- Poem of Emperor Quang Trung (Ho Dac Duy)

Lesson 24: Cultural situation in the 16th - 18th centuries

- The poem "Chinh phu ngam khuc " (Dang Tran Con)

- Poem Palace Lament (Nguyen Gia Thieu)

- Poem in Response to Admiral Nung Marshal (Phung Khac Khoan)

- Legendary Tales (Nguyen Du)

Lesson 25: Political, economic and cultural situation under the Nguyen Dynasty (First half of the 19th century)

- The Tale of Kieu (Nguyen Du)

- Works: Passing Ngang Pass, Nostalgic Thang Long, Tran Vo Temple Scene (Ba Huyen Thanh Quan)

- Poems: Self-Love, Student Mistake, Shared Marriage

(Poet Ho Xuan Huong)

Lesson 27: The process of building and defending the country

- Legend of Saint Giong

- The story of Banh Chung and Banh Day

- The Legend of Mai An Tiem

- Legend of Son Tinh - Thuy Tinh

- Legend of Mi Chau - Trong Thuy

- The story of "asking for a sword" (about the story of Dinh Bo Linh asking for a sword from King Ngo)

- Folk songs, proverbs, songs, and rhymes about the period of nation building and

mid water

Lesson 28: Patriotic traditions of the Vietnamese people in feudal times

- Legend of Saint Giong

- Legend of Son Tinh - Thuy Tinh

- Legend of Mi Chau - Trong Thuy

- Proclamation to the Soldiers (Tran Hung Dao)

- Works Quy Ha Lam Son 1, Quy Ha Lam Son 2

(Nguyen Trai)

- The work Patriotism of our people (Ho Chi Minh)

2.3. Requirements for using literary materials in teaching Vietnamese history for grade 10 at high schools in Thai Nguyen city

2.3.1. Ensuring achievement of teaching objectives

Teaching to achieve the set goals is that students must deeply understand the historical knowledge content learned. The goal of a history lesson is to concretize the goals of the subject. Therefore, teachers need to set specific, clear goals and try to achieve those goals well. The goal of using TLVH in DHLS must be demonstrated in all three aspects: fostering knowledge, practicing skills and educating ideology and attitudes appropriate to the characteristics of each age group and cognitive ability of students. In DHLS, determining the goals of each history lesson helps teachers be more flexible in choosing appropriate measures to use TLVH. In reality, it has been proven that no matter how creative a teacher is, if teaching does not achieve the goal, it means that teaching is not of good quality.

Therefore, in the process of teaching, teachers need to choose good teaching methods that are suitable for the content, teaching conditions and students' level to implement but must ensure the set teaching objectives.

2.3.2. Create interest in learning for students

“ Learning interest is an individual's choice of the subject of learning activities, is the motivation for learners to achieve high results, and creates motivation for individuals to work ” [31; p.73]. In the current innovation of teaching methods, learning interest is a very necessary motivation for students to escape the imposition of traditional learning methods, and move students towards a more active way of learning. Especially for high school students in Thai Nguyen city, learning interest is even more important. Because, although most of them have identified the important role of learning, clearly understand the importance of learning for the future, sometimes because they are busy playing, indulging in entertainment, they forget their duties, often rely on others, and do not wholeheartedly pay attention to learning if they are not interested or passionate about the subject. Therefore, creating learning interest for students is an important requirement, contributing to improving the quality of learning.

Simply put, the use of TLVH in DHLS to create interest in learning for students plays an important role, which is the combination of cognition and positive emotions, then students will quickly absorb, remember longer, and understand more deeply the content of the lesson. At the same time, interest will stimulate self-learning, self-improvement, and improve students' ability to acquire knowledge.

However, when using TLVH, teachers need to pay attention and comply with the principles of DHLS to meet educational goals, ensuring the requirement of creating interest for learners. And especially when choosing TLVH in DHLS, teachers need to accurately choose TLVH with authenticity, attractiveness, rich language, rich in images to maximize the effect of TLVH.

2.3.3. Literary documents must ensure scientific and ideological quality.

Using TLVH in DHLS plays a very important role in strongly influencing the effectiveness of the lesson, contributing to forming correct attitudes and ethics in students, orienting them towards standard political ideology.

In DHLS, teachers not only have the task of imparting knowledge and developing skills for students, but also have to fulfill the requirements of educating attitudes, emotions, and thoughts.

revolutionary tendency. High school students are very susceptible to external factors, easily developing wrong and deviant moral standards and political ideology. Therefore, teachers play a role in guiding the comprehensive development of all three aspects: knowledge, skills, and attitudes of students.

In the teaching process, teachers need to ensure the scientific and ideological requirements when using literary works to serve the teaching hours. As we know, each literature is born in a certain social form, a certain class. Literature cannot be separated from any social reality in all aspects, from politics, economics to society. The content of any literary work reflects social reality through the subjective eyes of the author. Therefore, when teachers choose literary works to serve the teaching, they need to clearly identify the author's ideology in the content of the literary work. The literary works used need to reflect the objective existence of things and phenomena in a truthful manner; accurately convey historical viewpoints based on the Party's stance, Ho Chi Minh's thought and Marxism-Leninism. Avoid miscommunication or distorted communication of historical viewpoints that cause students to misunderstand, have incorrect attitudes toward historical events, and misorient their political ideology.

2.3.4. Must develop students' learning capacity.

Any teaching method aims at comprehensive development for students, not only in terms of knowledge and attitude orientation, but also in forming and improving learning capacity. However, in reality, traditional teaching methods are no longer effective, because this method is only a passive teaching and learning process, not fully promoting students' learning capacity. Therefore, whether learning is of good quality or not depends largely on active teaching methods, taking learners as the center, to practice developing learning capacity. Using TLVH in DHLS helps teachers have one of the bases for assessing academic performance, thereby determining the direction of forming and developing students' learning capacity.

If in the process of teachers using TLVH to illustrate the lesson, students want to understand clearly and deeply the problem, they must actively work with TLVH, observe, use their imagination and make objective comments and assessments. But to have the basis for the most accurate assessment, students must have the ability to

Thinking ability is the ability to analyze, evaluate, synthesize, compare, generalize, the ability to work with reference documents, learning materials... to create historical symbols from specific historical events, phenomena, and figures to the stage of forming concepts, drawing rules and lessons.

Therefore, when using TLVH in DHLS, teachers need to clearly identify students' learning abilities, their advantages, strengths or weaknesses, and shortcomings in order to choose appropriate teaching methods.

2.4. Measures to use literary materials in teaching Vietnamese History grade 10 in high schools

2.4.1. Using literary materials in in-class lessons

2.4.1.1. Using literary materials in warm-up activities

Learning activities are the first learning activities in each lesson, usually taking only a few minutes at the beginning of the lesson, organized through individual or group activities. Learning activities help students mobilize their own knowledge, skills, and experiences on issues related to the new lesson.

In fact, the activity plays a big role in stimulating students' curiosity about the lesson. However, not all teaching methods are effective in the beginning of the lesson. Because this activity does not require in-depth knowledge but only generalizes, raises problems, and initially forms students' interest in learning, using TLVH in the beginning of the lesson is very suitable and effective.

Teachers can apply some of the following measures to use TLVH as a basis for forming HĐKĐ.

First, use TLVH to raise learning issues.

Problem posing is one of the teaching principles that helps students improve their positivity, initiative, and creativity, because this learning method directs students to specific situations, arouses their curiosity, and forces them to mobilize all their abilities to solve problems.

Using TLVH to raise issues in learning activities stimulates students' interest in learning and exploration. Teachers can organize learning activities through a number of TLVH sources such as historical stories, memoirs, diaries, poems or short stories, novels related to the lesson content.

For example, when studying lesson 16: " The period of Northern domination and the struggles for national independence ", section II " The struggle for independence (from the 1st century to the beginning of the 10th century) " (History Textbook 10), teachers can use TLVH to raise learning issues as follows:

- Teacher reads the following folk song:

“ First, please clean our country. Second, please bring back the old career of the Hung family.

Three times, the husband's heart was wronged.

“Four, please accept this sacred offering completely” [39, p. 204].

- The teacher asks the students: " Through the above folk song, what event do you think of? Please state your understanding of this event?".

- When the students finished presenting their answers, the teacher commented and added: " The folk song talks about the uprising of the Trung Sisters - this is one of the typical uprisings of our people during the Northern domination period. From here, our country is about to turn a new page in history, ending many years of misery under the domination of the Northern government ."

- Then, the teacher will lead students to the new lesson .

Through teaching practice, it can be seen that the use of TLVH in HĐKĐ plays a big role in stimulating students' interest in learning, thereby making them feel comfortable, happy, and ready for the new lesson. However, for this activity to be meaningful, teachers need to be flexible and sensitive in the way they organize and implement it, avoiding focusing too much on TPVH, leading to turning history lessons into literature lessons.

2.4.1.2. Using literary documents to deepen historical content

One of the goals of a history lesson is to deepen the knowledge that teachers and students have built together. There are many different ways to deepen the knowledge of historical content, and teachers can use many different teaching materials to do this. However, using TLVH to deepen knowledge is an easy method to implement, and it is chosen to suit the equal abilities of students.

In history lessons, teachers can use a paragraph or a short poem related to the lesson content to emphasize the events mentioned, making the lesson more lively, attractive and appealing to students. This will arouse their passion and interest in learning, contributing to improving teaching effectiveness.

For example, when studying lesson 19: "Resistance wars against foreign invaders in the 10th - 15th centuries" (History Textbook 10) to deepen the lesson content, teachers can use an excerpt from the work " Binh Ngo Dai Cao " by Nguyen Trai to realistically and vividly describe the heinous crimes of the Ming army when they invaded our country.

“ Just now:

Because of the Ho Dynasty's troubled government, the people in the country resented him.

The Ming army took advantage of the situation to cause trouble, The evil ones also sold out the country for glory. They roasted the common people in a cruel fire, Buried the children in a pit of disaster.

Lying to heaven and deceiving people with thousands of tricks, Causing enmity and hatred for decades. Defeating humanity and justice, destroying heaven and earth,

Heavy taxes clean the mountains and swamps.

People were forced into the sea to search for pearls, but unfortunately the sharks and sea monsters were there. People were taken to the mountains to sift sand to search for gold, but unfortunately the forests were deep and the water was poisonous.

Sweeping the produce, catching and probing birds, setting nets everywhere, harassing the people, catching black deer, setting traps everywhere.

The destruction of insects and plants, the miserable widow.

One opens his mouth, the other shows his teeth, the blood and fat are not yet satisfied; Today building a house, tomorrow filling the land, which limb can serve enough?

Heavy with the burden of laborers, the weaving profession was ruined.

How cruel, the bamboo of Nam Son cannot record all the crimes,

How dirty, the water of the East Sea cannot wash away the smell. How can heaven and earth forgive?

Who said the people can endure it? ”[11; pp.17 - 18]

Thus, literature has musicality, poetry, humanity in its content, and is closely linked to history. Therefore, when teachers use TLVH in DHLS, it will contribute to simplifying the process of deepening historical knowledge for students.

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