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Using Knowledge Mapping to Organize Knowledge Formation Activities for Students in Teaching Vietnamese History (1919-1975) in High Schools


Figure 4.3: Results of TNSP group I and group III

The above results show a clear difference between the experimental and control classes, allowing to confirm that the use of knowledge mapping to effectively organize start-up activities is necessary and feasible.

4.2. Using knowledge mapping to organize knowledge formation activities for students in teaching Vietnamese history (1919-1975) in high schools

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According to the theory of history teaching, the path of forming students' knowledge goes through the following stages: Providing events; Creating historical symbols; Forming historical concepts; Stating historical rules and lessons in the teaching process. In the practice of teaching history in high schools to form knowledge for students, first of all, students perceive documents about historical events to create symbols about historical events. Thereby, students continue to develop positive thinking to understand the connotation of historical concepts, thereby drawing rules and lessons from the knowledge learned to apply in practice. Using knowledge diagrams in teaching history is not only to recreate the picture of the past but also a measure to promote students' active learning in the process of teaching history in high schools.

4.2.1. Process of using knowledge mapping when organizing knowledge generation activities

Using Knowledge Mapping to Organize Knowledge Formation Activities for Students in Teaching Vietnamese History (1919-1975) in High Schools

Innovating teaching methods towards developing students' capacity, teachers must basically clearly define the goals, orient the form of organizing teaching activities, guide students to solve problems and report the results of the solutions. Applying the method of knowledge mapping in DHLS, teachers need to coordinate teaching methods to organize knowledge formation activities. Through research on the path of formation


In order to form knowledge for students, the visual method and the knowledge mapping method, we propose the process of applying the knowledge mapping method when organizing knowledge formation activities as follows:

Figure 4.4: Process of using knowledge mapping when organizing knowledge generation activities

When applying the knowledge mapping method to organize knowledge formation activities, teachers need to clearly identify the basic knowledge content that needs to be formed, then teachers assign learning tasks and product orientation for students when participating in learning activities. Before students perform learning tasks, teachers need to provide search addresses or learning resources for students to solve problems. At the end of the research process to solve learning tasks, teachers organize students to exchange, discuss and report products. Teachers give comments and summarize activities.

This process is intended to guide teachers when organizing knowledge-building activities for students in DHLS. However, depending on each activity, student population and specific conditions of each school, teachers need to flexibly apply the above process so that knowledge-building activities for students are effective.

4.2.2. Using knowledge mapping to organize knowledge generation activities

4.2.2.1. Guide students to collect and process information about historical events and phenomena using knowledge diagrams.

The cognitive process of students always goes through two stages: sensory cognition and rational cognition. On that basis, the use of diagrams for students to acquire knowledge needs to be carried out through the following steps: first, teachers let students receive information through perception, then generalize information and finally model information. In teaching history in high schools, many events and phenomena are abstract and generalized, so the use of diagrams to collect and process information about knowledge in the lesson content will help students select and arrange information systematically to acquire historical knowledge content fully, accurately and scientifically.


For example, after teaching lesson 16, section III “ Armed uprising to seize power ”, the lesson’s objective is to clarify why our Party put forward the slogan “ Breaking the rice warehouse, solving the famine ”. Before studying the new lesson, the teacher assigns homework requiring students to collect documents about the famine in 1945 in Vietnam. When conducting research on the knowledge in the new lesson, the teacher applies the “ Tablecloth ” technique to divide the class into 3 groups, each group completes the following task:

Figure 4.5a: Organizing activities to guide students in collecting and processing information

After the groups complete their learning tasks, the teacher asks students to fill in the collected and processed information in the following diagram:

Figure 4.5b: Organizing activities to guide students in collecting and processing information

Through the diagram, teachers check the accuracy of the collected information, the results of information processing of the groups to adjust and supplement incorrect or missing information. Using knowledge diagrams to collect and process information not only fosters knowledge, forms a proactive, positive, independent, creative working attitude but also contributes to forming students' problem-solving ability, practical ability and teamwork skills.

4.2.2.2. Using knowledge mapping to recreate historical events and phenomena

Reproduction is understood in the most general sense as the reappearance of images in memory. Diagramming to reproduce historical events and phenomena helps students easily


understand and easily remember historical events, while helping students have an overall yet detailed view of each knowledge content reflected in the lesson.

For example, when teaching lesson 12, section 3 " Activities of Nguyen Ai Quoc ", the teacher uses a diagram to recreate the time of Nguyen Ai Quoc's activities through activities at specific locations where historical events occurred.

Figure 4.5c: Organization of reenactment of events about Nguyen Ai Quoc's activities from 1919-1924

Using knowledge diagrams combined with descriptions, teachers help students have symbols of Nguyen Ai Quoc's revolutionary activities through images of his footprints in many countries around the world in the years from 1919 to 1924. The images are combined with the descriptive method, briefly announcing the basic knowledge in the lesson in the form of diagrams to help students remember faster and longer.

Or when finishing teaching chapter IV “ Vietnam from 1954 to 1975 ”, in order to help students understand the US war strategies in Vietnam, teachers use diagrams to recreate characters associated with specific historical events: image diagrams combined with explanation methods to recreate the US war strategies implemented in Vietnam through the presidents. Through that, students will have specific symbols of time, concepts of war strategies associated with historical characters.


Figure 4.5d: Organizing activities to reenact events about the US war strategies conducted in Vietnam from 1954 - 1975

The teacher's use of the explanation method combined with knowledge diagramming helps students not only understand and compare the forms of war strategies that the US conducted in Vietnam, but also helps students have a specific image of the US president through portraits, each president is associated with a form of war strategy that the US conducted in Vietnam. Through that, students can also easily remember the timeline associated with historical events and figures.

4.2.2.3. Using knowledge mapping to analyze the relationship between historical events and phenomena

According to the theory of teaching history in high schools, historical knowledge is always systematic and logical, historical events and phenomena do not exist independently of each other and always have a dialectical relationship with each other in a certain space and time. Therefore, in the process of teaching history in high schools, teachers need to pay attention to generalizing for students to see the relationship and interaction between historical events and phenomena, thereby drawing historical laws. Using knowledge diagrams to analyze the interaction between historical events and phenomena not only helps students understand the nature but also determines the relationship between historical events and phenomena in the lesson.

When teaching lesson 12, section 1 " The second colonial exploitation policy of French colonialism ", the aim is to organize students to acquire knowledge about the content of the second colonial exploitation of French colonialism and the impacts of the exploitation policies on the economy, society, culture, and education in Vietnam. The teacher uses a diagram


knowledge to organize students to carry out learning activities such as analyzing the interaction between the above historical events and phenomena. First, the teacher gives a situational exercise and then applies the teaching technique " Support, oppose " to organize students to carry out learning tasks. Then, the teacher divides the class into two groups: the opposing group, the supporting group and each group will carry out the following task:

Figure 4.5e: Organizing students to analyze the relationship between events through group activities "Support" and "Oppose"

The diagram above shows that the main content of the history lesson is " The second colonial exploitation policy of French colonialism ". The teacher organizes students to study knowledge through a learning situation with a statement: Was the second colonial exploitation policy of French colonialism aimed at economic development and creating conditions for the formation of new classes in Vietnam ? The students' task is to find historical events and specific evidence to support or oppose the above statement. Each group of students studies knowledge in textbooks and reference materials to present their group's point of view. Based on the content presented by each group through the above activity, the teacher organizes students to give positive and negative comments about the second colonial exploitation policy of French colonialism in Vietnam. These are suggestions when using the knowledge mapping method to organize students to study historical events that have relationships and mutual impacts. Through the above activities, students learn about the content of colonial exploitation policies and understand the plots and tricks of French colonialists when implementing those policies in Vietnam.


Vietnam. Thereby, training students' analytical and synthesis skills when researching complex historical issues in each lesson.

Or when teaching lesson 20, " The end of the national resistance war against French colonialism (1953-1954) ", in order to show students clearly the plots and tricks of French colonialism in the Nava plan, the bankruptcy process of the Nava plan, and analyze the reasons why our army and people won the Dien Bien Phu campaign in 1954, the teacher uses knowledge diagrams to help students determine the connection between requirements and knowledge content.

Figure 4.5f: Activity to explore the connection between events about the end of the nationwide resistance war against French colonialism (1953-1954)


Using vivid images and combining keywords in the diagram helps students have a visual, vivid representation of the relationship between historical events. From there, they can consolidate the knowledge they have learned, practice their analytical and synthesis skills, and become more interested in learning history in high school.

4.2.2.4. Guide students to present and report historical learning results using knowledge diagrams

Presentation and reporting are activities of exchanging information between the sender and the receiver. In the teaching process, presentation and reporting are activities of exchanging information between teachers and students about a content or topic of study. Therefore, presentation and reporting are important and necessary activities in the teaching process according to the approach of learners' capacity. This activity helps students have the opportunity to express their opinions on a specific topic or content of the lesson to convince the listener or to present, report, and exchange information.

For example, when teaching lesson 22, section I, " Fighting against the "Local War" strategy of American imperialism in the South (1965-1968) ", in order to help students understand the " Local War " strategy that the US carried out in Vietnam, the teacher used a diagram to organize group activities, the content of the activity is specified through the following diagram:

Figure 4.5g: Organizing students to report learning results

The teacher uses a diagram to assign learning tasks to each group of students. Students discuss and complete their group's learning tasks. After the discussion time, the teacher calls on a student representative to report the results. Other members and groups listen and take notes on the content of the group's report below.

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