Home / History

Using local historical and cultural relics in teaching Vietnamese history at Dong Trieu High School, Quang Ninh Province - 2

LIST OF FIGURES


Figure 1.1. Chart of the level of exploitation and use of Quang Ninh Cultural Heritage

go to lecture 28

Figure 1.2. Chart of teaching methods that teachers apply when using local DTLSVH in teaching 29

Maybe you are interested!

Figure 1.3. Chart showing the difficulties of teachers when using DHLSDT

using DTLS - VHDP 30

Using local historical and cultural relics in teaching Vietnamese history at Dong Trieu High School, Quang Ninh Province - 2

Figure 1.4. Chart of reasons for using LS - VHDP in teaching LSDT 31

Figure 1.5. Chart of the purpose of using Vietnamese Language and Literature in teaching LSVN 31

Figure 1.6. Chart of appropriate forms of using SDDTLS-VH at school

popular 32

Figure 1.7. Teacher's proposed chart for using SDDTLS - VHĐP in teaching

LSVN section is held regularly 32

Figure 1.8. Chart of students' level of interest in History 34

Figure 1.9. Chart showing the reasons why students do not like to study history 34

Figure 1.10. Chart showing the level of understanding of the concept of DTLS - VH of 35 students

Figure 1.11. Chart of students' interest level in LSVN lessons using DTLS - VHĐP 35

Figure 1.12. Chart showing the level of teachers using English language skills in teaching LSVN 36

Figure 1.13. Diagram showing how teachers organize teaching when using DTLS

- VH into lesson LSVN 36

Figure 1.14. Diagram showing how students learn about related DTLS - VH

go to LSVN lesson in class 37

Figure 1.15. Chart of the level of learning and organization for students studying at DTLS

- VN 37

Figure 1.16. Chart of students' opinions on the difference between learning history directly

at the monument with class 38

Figure 1.17. Chart of the level of necessity of using DTLS - VHĐP when teaching LSDT 39

Figure 1.18. Chart showing students' interest in the activity.

experience 39

Figure 1.19. Chart showing teaching techniques used by teachers in

History teaching hours in DTLS -VH 40

Figure 1.20. Chart showing students' wishes for teachers during class time.

teach history 41

Figure 1.21. The chart shows what students need to do to preserve and promote the value of the cultural heritages of their homeland and country.

humanity 41

Figure 3.1. Cumulative line graph of the TNKQ test pair TN and DC 82

Figure 3.2. Graph of test results of the experimental and control pairs 83

INTRODUCTION


1. Reason for choosing the topic

Uncle Ho once taught: " Our people must know our history."

"For the origin of the Vietnamese nation ".

He wanted to tell the generations of Vietnamese people that as Vietnamese people, we must know our country's history, not just stop at knowing but also understand the " origin " of the nation. From understanding to deep pride in the glorious history and heroic struggle of the nation, from there contribute our best to the cause of building and defending the Fatherland.

As Robert A Heinlein, a veteran writer in the field of American science fiction, once said: “ A generation that turns its back on history is a generation without a past - and without a future ”, his statement once again shows that history plays an extremely important role, not only for each individual but also for an entire nation. As General Vo Nguyen Giap once commented: “ History plays the most important role in educating patriotism, traditional and revolutionary values, contributing to building personality, human character, and preserving national identity ”.

Educating students to love their homeland and country, and to have good moral qualities, this is the key task of the school. Teaching history in general, especially national history and local history, plays an important role in fulfilling that task. Local history is an inseparable part of national history. Through local history, students can see the connection between local history and national history, and have an overview of historical events, characters, and phenomena.

History is always labeled as too dry, with a lot of data, difficult to learn and difficult to remember, making many students today afraid to study history. The responsibility of educators is to make sure that generations of students always love history, always thirst to understand the origin of the nation. Understanding history helps us understand the relationships in the present, connecting the present with the past and looking towards the future.

To do so, educators must innovate teaching content and methods, so that each historical content becomes vivid, no longer dry, helping students learn and remember easily.

As someone who was born and raised in my beloved hometown of Quang Ninh, with its long-standing historical and cultural values, beautiful natural landscapes and many glorious feats of our ancestors in the process of building and defending the country. As a history teacher, I want to exploit the historical and cultural relics in Quang Ninh to teach the subject, through which I educate students about the tradition of patriotism and pride in our mining homeland.

Currently, there is an approach to national history in general and local history in particular, which is to learn history through historical and cultural relics. Each learning experience activity to historical relics makes students feel very excited, easy to learn, and easy to remember. Especially, currently, there are not many documents serving the teaching and learning of local history, so using historical relics in teaching local history is also a way to help students acquire historical knowledge, thereby seeing the close connection between local history and culture with national cultural history.

Realizing the important role of historical relics in teaching national history, I chose the topic: "Using local historical and cultural relics in teaching Vietnamese history at Dong Trieu High School, Quang Ninh province" as the topic of my master's thesis.

2. History of research on the problem

Historical and cultural relics are precious assets of every nation, relics are like the voice of the past echoing back, the most authentic picture that helps us in the present understand a part of the past. We can only love, cherish, preserve and protect relics if we understand the relics as well as their sacred values. There have been many opinions that historical and cultural relics partly represent the character and soul of the nation, are the most effective visual tools to educate patriotism, traditional values, national spirit, awareness,

responsibility for building the homeland and the country. Therefore, when teaching national history, history teachers should use local historical and cultural relics. In addition to having educational effects, it also helps students see the connection between national history and local history. The lecture will be more practical, stimulating students' curiosity and learning.

Also because of the importance of teaching using historical - cultural relics in general and local historical - cultural relics in particular, it has attracted the attention of many domestic and foreign scholars. Each scholar studies historical - cultural relics from different perspectives such as: research on how to preserve and restore relics, research on how to effectively use historical - cultural relics, ways to develop students' thinking, theories on history teaching methods in which historical - cultural relics are considered visual aids in teaching - learning activities...

Within the scope of my research topic, I mainly focus on studying works written on teaching methods and theories, and documents on historical relics.

- local culture and how to use historical and cultural relics in general and local historical and cultural relics in particular in teaching Vietnamese history.

2.1. Documents by foreign authors

Most of the Charters, international conventions, and foreign scholars when researching historical and cultural relics all affirm the great role of relics in the task of educating and nurturing students, especially in educating traditions and patriotism. In which, there is also much mention about how to use relics appropriately in teaching national history.

In the “ International Charter for the Conservation and Restoration of Monuments and Sites, the Venice Charter”, at the Second International Congress of Architects and Technicians specializing in Historic Monuments, held in Venice from May 25 to 31, 1964, accepted by ICOMOS in 1965, the concept of historical monuments and historical sites was adopted, and methods and measures were proposed for the conservation and restoration of monuments and sites.

Restoration of relics, explaining the purpose of restoration of relics and historical sites. The Charter stated that historical relics are imbued with a message from the past, they are like living witnesses of ancient traditions. Today's humanity is very aware of the value and significance of those relics. Therefore, people need to have the responsibility to preserve and protect the relics to pass on to the next generation. The preservation of historical and cultural relics is the common responsibility of each person, each country, and by extension, of all humanity.

In the book “ How to prepare a history lesson” by N.G.Dairi, Hanoi Education Publishing House, 1973, he clearly stated that organizing field research - where historical events occurred - is one of the good conditions for students to form independent thinking . According to him, teachers must clearly know the achievements of historical science and educational science... To do so, it is necessary to use all kinds of diverse sources of information: classic works, documents of the Party and State, monographs, textbooks, newspapers, magazines, field trips... He stated that: “ Images only arise on the basis of real documents, but these two factors cannot be combined into one. Real documents live in images and are often dissolved in them, retained in other forms ” [38, p.32].

According to M. Cu Giac, in the book " How to develop students' thinking ", Hanoi Education Publishing House, 1976, it was clearly shown that the use of visual aids plays a great role and significance in developing students' thinking. In this work, he clearly stated that the best method to bring about the development of students' thinking is the method of using visual aids.

In the book “ Developing student thinking” by Alexep.M (1976), Education Publishing House, Hanoi, he affirmed that to promote students’ positivity, it is necessary to use visual aids, schools organize for students to perceive historical sites and cultural heritages, organize for students to visit and study at historical and cultural sites. This has contributed to creating interest for students in the process of learning history, as well as improving the quality of the subject. Thereby, educating students in patriotism and love for national history.

In the book “What is History” , Education Publishing House, Hanoi, 1981, MA Eropheev emphasized organizing field lessons in the form of re-enacting events that happened, helping students “vividly visualize” the past, with many elements of scientific experiments, recreating the past, this method has been successfully implemented by many foreign educators.

In the work: “ Developing students’ thinking in teaching history ”, Education Publishing House, Hanoi, 1982, I.la.Lecne stated that in teaching, using visual aids will be the basis for reproducing knowledge and methods of operation. Visual aids will attract students’ attention, helping to improve the quality of the lesson.

Author Guy Palmade, in the book " Pedagogical Methods" , World Publishing House, Hanoi, 1999, emphasized that teaching must start from visuals to create lasting symbols in children's minds.

Through research documents of foreign authors, I draw the following conclusions: Most authors believe that visual aids in particular, and historical relics in general,

- Culture in general is very important in teaching history in high schools. If we know how to exploit and use this source of documents properly when teaching Vietnamese history in high schools, it will not only help consolidate and deepen students' knowledge but also foster their thoughts, emotions and promote their cognitive abilities, independent thinking and creativity. These reference materials have provided me with valuable experiences in the teaching process as well as in the process of carrying out my master's thesis.

2.2. Documents by domestic authors

In Vietnam, there are also many authors who have conducted in-depth research on the use of visual aids in general and methods of using local historical and cultural relics in particular in teaching Vietnamese history in high schools.

In the book " History teaching methods" (volume 2), University of Education Publishing House, by Phan Ngoc Lien (editor-in-chief) (2002), it was emphasized that "visual aids are the place"

based on a deep understanding of the nature of historical events, is a very effective means to form the most important historical concepts, helping students grasp the laws of social development" [31, p. 62]. He believes that lessons conducted in the field have a great effect in helping students "lively visualize" , collect many authentic documents, thereby fostering knowledge, skills, ideology and emotions for students.

In the work " Historical and Cultural Relics and Famous Landscapes of Vietnam", Hanoi National University, Vietnam, by Duong Van Sau (2008), the concept of historical relics was presented, affirming that historical relics "have a profound impact and influence, directly or indirectly, on the historical process of building and defending the country of the locality, country and people" [45, p. 119].

According to authors Pham Huu My, Nguyen Van Duong, in the work " One hundred questions and answers about Gia Dinh - Saigon - Ho Chi Minh City", Ho Chi Minh City General Publishing House and Saigon Culture Publishing House, 2006, historical - cultural relics are invaluable assets with high educational value about love for the homeland, readiness to fight, work to protect and build the homeland, that love has been nurtured through many generations, the content of which has been hidden in historical and cultural heritages. Historical - cultural relics are considered as original sources of documents, protecting and promoting the value of these sources of documents is a great contribution to the preservation of historical values, traditional cultural values, it also shows respect for the past, thereby drawing historical lessons for the present and orienting the future.

In the work of author Tran Viet Thu (2001), " General outline of history teaching methods in high schools" , he believes that to foster historical thinking methods, it is not from concepts, definitions or categories, formulas but it is necessary to rely on specific history, specific documents. Thus, once again we see the value of original historical sources, which are historical and cultural relics.

Comment


Agree Privacy Policy *