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Using the cultural heritage of Hoa Lu Ancient Capital in teaching local history in grade 10 high school in Ninh Binh province - 2

LIST OF CHARTS, FIGURES, AND FIGURES

Diagram 1.1. Classification of cultural heritage 16

Figure 2.1. Comparison of experimental results 106


Figure 2.1. Teachers gather students in front of the gate of King Dinh Tien Hoang temple ..87

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Figure 2.2. Group 1 representative plays the role of a tour guide introducing Ngo Mon Quan (with the 4 words "Bac Mon Toa Thuoc") at the entrance to the temple of King Dinh Tien Hoang.

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Using the cultural heritage of Hoa Lu Ancient Capital in teaching local history in grade 10 high school in Ninh Binh province - 2

Figure 2.3. Group 2 representative plays the role of a tour guide introducing the Long Sang in front of Bai Duong to the whole class and foreign tourists at Hoa Lu Ancient Capital 88

Figure 2.5. Students participate in learning about the Long Sang in Nghi Mon Ngoai - National treasure at the Temple of King Dinh Tien Hoang 104

Figure 2.6. Students actively participate in group activities in practice section 104.

“Heritage group collage” 105

Figure 2.4. Groups of students competing in the talent contest 162

INTRODUCTION


1. Reason for choosing the topic

1.1. Nowadays, the strong development of globalization poses many challenges for nations to have measures to preserve the good material and spiritual values ​​of human and ethnic social life. In addition, the negative impacts of society in the period of industrialization and modernization of the country make us need to have a state of balance, a harmonious combination between tradition and modernity. Therefore, in the development strategy in recent years of localities across the country, attention has always been paid to the issue: "Cultural heritage with integration and development".

On the other hand, in the context of countries focusing on integration and economic development today, cultural values ​​are gradually being lost and no longer retain their original nature. The World Heritage Convention adopted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) on November 21, 1972 emphasized that cultural heritage is increasingly threatened with destruction not only by traditional causes but also by economic and social conditions that aggravate the situation with phenomena even more terrible than destruction.

Faced with this trend, in Official Dispatch No. 73/HD-BGDĐT-BVHTTDL (2013), the Ministry of Education and Training coordinated with the Ministry of Culture, Sports and Tourism on guidelines for the use of cultural heritage in teaching in general schools and continuing education centers to contribute to the comprehensive education of students, preserving and promoting the value of cultural heritage for the benefit of the whole society and the fine traditions of the Vietnamese ethnic community. In particular, the Ministry has clearly stated the use of cultural heritage teaching content in subjects in the general education program, both curricular and extracurricular. Up to now, heritage education has always been the content that the Ministry of Education and Training has paid attention to and directed in the core tasks of the school years in general schools. This is also an indispensable content in the General Education Program (2018) that will gradually be applied in the education sector in the following years.

1.2. Among the subjects that students learn in high school

History can be considered a dominant subject and has many important meanings in the use of cultural heritage, especially tangible and intangible cultural heritage in the locality. Because, history education is an effective means to educate patriotism, making each person have a sense of responsibility for the existence and development of society, for his own homeland. From there, each person needs to have practical actions with the history and culture of the place where he lives and, above all, is determined to protect those sacred values. President Ho Chi Minh emphasized that: " Our people have a passionate love for the country. That is a precious tradition of ours " [38; p.38]. Therefore, in his life of activities, he aroused patriotism in every Vietnamese person, considering it the “golden key” to building and consolidating the great national unity bloc, organizing and leading them to achieve the goal of gaining independence and freedom for the Fatherland. He wrote in the newspaper “Vietnam Independence” (issue dated February 1, 1942): “Our history teaches us this lesson: When our people are united as one, our country is independent and free. On the contrary, when our people are not united, they are invaded by foreigners” [28].

It is undeniable that local history is an important part that contributes to the formation of national history, so understanding local history will contribute to a deeper understanding of national history. Therefore, if local education is effective, it will foster love for the homeland and a sense of responsibility towards society. Using cultural heritage in teaching history in general and local history in particular, especially cultural heritage in the place where students live, will make history lessons more vivid, closer and more attractive to students.

1.3. However, the sad reality is that students are increasingly disconnected from social sciences, especially history. Students' understanding of the country's history is still very limited, let alone understanding the history of their locality. The results of the national high school history exam in recent years have partly proven this.

On the other hand, the implementation of local history teaching in schools today still faces many difficulties and the results achieved are not high due to many factors such as limitations in exploiting local resources, lack of determination of teachers to innovate teaching methods and forms...

1.4. Ninh Binh province is known throughout history as a land of “spiritual land and talented people”. This place is also considered a “thousand-year-old cultural relic” with historical and cultural relics that have become famous cultural heritages. Among them, the historical relic

- The Hoa Lu Ancient Capital culture is a special national relic (a relic of special national value - According to the 2009 amended Law on Cultural Heritage) associated with a special historical period of the nation in the early stages of the independent and autonomous feudal period (including successive dynasties Dinh, Tien Le, Ly from the 10th to the 11th century). Therefore, using the Hoa Lu Ancient Capital cultural heritage is an effective solution to further improve the quality of teaching local education content in particular and teaching History in general.

1.5. On the other hand, cultural heritage with its meaning and importance continues to be focused on in the content of the new general education program. The problem is to determine appropriate directions, based on effective solutions implemented in the current general education program, in order to achieve efficiency in the use of heritage when implementing the upcoming general education program.

Based on the above reasons, we chose the issue: "Using the cultural heritage of Hoa Lu Ancient Capital in teaching local history in grade 10 high school in Ninh Binh province" as the topic of our thesis research.

2. History of research on the problem

Using historical and cultural relics, an invaluable visual aid, a rare source of learning materials in teaching social sciences in general, and History in particular, is one of the issues that has attracted the attention of researchers very early. Based on the study of inheriting those achievements, we will apply them appropriately to solve the research problems in our thesis.

2.1. Foreign documents

- The issue of using visual aids and learning materials in general, and cultural heritage including historical and cultural relics in particular, has long been mentioned by teaching theorists.

In part 3 of the book: " Methods of teaching history in general schools ", volume 2, Moscow Publishing House, 1972, translator: Hoang Trung, editor: Phan Ngoc Lien (Stored in the Library of Hanoi Pedagogical University), author AA.Vaghin affirmed that visual resources play an important role in teaching local history in general schools: " Lessons based on local historical documents are often conducted using visual methods (by visiting museums, memorials and places with historical relics)" [64; p.297].

NGĐairi in “ How to prepare a History lesson ?”, Education Publishing House, 1973, recognized visual materials as a source of cognition when he said: “ The specificity and images of events have great value, because they allow re-imagining the past ” [26; p.25]. The author paid special attention to the importance of linking subject teaching with “ the direct reality surrounding students ”. This document contributes to orientation, helping to find measures to use visual materials in internal history lessons.

In the textbook " Methods of teaching history in high schools ", volume 2, 1978, translated by Hoang Trung, archived at Hanoi Pedagogical University, NGDairi and authors ATKinkunkin, AGKoloskov, P.Karopkin, PCLaybengrup mentioned the role, meaning, classification, methods of using visual aids in teaching history and the form of organizing history teaching, types of history lessons, including lessons at the place where historical events occurred.

Author I. Ia. Lecne (1982) in: " Developing students' thinking in teaching history ", Moscow Education Publishing House, Translated by: Tran Kim Van, Dinh Ngoc Bao, Phan Huy Khanh, Nguyen Thi Coi, Edited by: Nguyen Khoa, archived at Hanoi Pedagogical University, emphasized the use of visual aids in teaching history (such as: artifacts, pictures, documents or historical relics...) as an important basis to help students recreate and accurately perceive objective history, avoid modernizing history and create special inspiration for students.

Author MNSarkakov in his work: " Students' Thinking ", Education Publishing House, 1982 affirmed that in teaching, it is necessary to enhance students' visual perception by: " This task can be carried out by organizing students to perceive historical relics and cultural heritages " [48; p.53]. Thus, from a very early age, the

Educators have also pointed out the important role of historical sites in history education. Direct observation of heritages in general and famous sites in particular is also a practical way of applying the principle of visualization in teaching.

The book “ Education, volume 1 ” by VI.Savin, Education Publishing House, 1983 mentioned many general issues of education. In particular, he considered field trips as an important form of teaching in the forms of organizing teaching. This document of his is very meaningful for teachers in planning field trips when he emphasized that before organizing a field trip, it is necessary to determine what topics they will study and what tasks need to be outlined for the field trip. These are valuable documents with suggestive meaning to help us determine the forms and pedagogical measures when using cultural heritage in teaching local history.

In the book “ Teaching Theory and Life ”, Education Publishing House, 1985, author LV.Dancôp pointed out that education in schools needs to be closely linked to the vivid realities of life such as experimental activities, practical activities, and field trips. Through these activities, students “ feel satisfied because of the stressful intellectual work, happy because of completing difficult exercises, as if they are moving towards something new that they must realize ” [22; p.95].

James H. Stronge (2013) in “ Qualities of an effective teacher” , Vietnam Education Publishing House, (translator: Le Van Canh) has made suggestions for teachers in organizing a variety of teaching activities such as organizing student debates, creating historical data records, visiting museums, increasing Internet-based activities, etc.

- The issue of research on cultural heritage has always received the attention of authors in many countries.

In particular, in the context of current international integration, many researchers have exploited the aspect of cultural heritage in the face of the challenges of the globalized world. Helaine Silverman and D.Ruggles Fairchild (2007) in the book: “ Cultural Heritage and Human Rights ”, Springer Publishing House, New YorkYork has addressed a deeply political aspect of heritage conservation and management as it relates to human rights. The authors assert that heritage protection is essential for the preservation of cultural identity. The display of monuments can be a strategy for affirming minority identity in the face of majority pressure.

Peter F.Biehl; Douglas C.Comer; Christopher Prescott and Hilary A.Soderland in their 2015 book “ Identity and Heritage – Contemporary Challenges in a Globalized World ”, Springer Publishing House, New York, emphasized that cultural heritage is a popular concept, especially referring to the concept of transnational heritage and paying attention to world heritage in current conflict locations such as how the war on terrorism has affected heritage in Pakistan.

2.2. Domestic documents

- Research works on education and teaching theory have mentioned the issues of using visual aids in general and cultural heritage in particular in teaching.

The textbook " Education, volume 1 ", Education Publishing House, 1987 by authors Ha The Ngu and Dang Vu Hoat stated that if visual aids are used skillfully, they will help students understand lessons easily, remember knowledge for a long time, develop concentration, observation and curiosity.

The work “ Basic issues of modern education ”, Education Publishing House, 1998 by author Thai Duy Tuyen affirmed that teaching must force students to brainstorm and explore specific life situations. The author also pointed out the role and methods of using visual aids in teaching and emphasized the diversity of teaching organization forms.

Dang Thanh Hung in the book: " Modern teaching - Theory, measures, techniques ", Hanoi National University Publishing House, 2002 clearly pointed out that lessons can be conducted both in class and through out-of-class hours such as field trips, experimental - practical lessons, and field seminars.

In the textbook “Teaching Theory”, Education Publishing House, 2002 by Nguyen Van Ho, there are mentioned forms of teaching such as: self-study at home, field trips, seminar discussions, group teaching, extracurricular activities in teaching. In each form, the author mentions the characteristics of each form, especially emphasizing the preparation of teachers and students as well as the implementation process.

The textbooks “ Methods of teaching history ”, Education Publishing House, published in 1976 (volume 1), 1980 (volume 2), the textbook published in 1992, revised, supplemented, and reprinted in the following years, edited by Phan Ngoc Lien and Tran Van Tri. In particular, the textbook “Methods of teaching history” by Phan Ngoc Lien (editor-in-chief), Trinh Dinh Tung, Nguyen Thi Coi, published by the University of Education Publishing House in 2002, reprinted with revisions and supplements in 2009, has so far addressed many general issues about methods of teaching history in high schools. In particular, the part on the system of teaching methods addresses the method of using visual aids in general, historical relics in particular, and learning materials. The section on teaching organization forms mentions field lessons (historical relics), extracurricular forms such as visiting relics, storytelling, reading books, etc. This is a valuable source of documents that guides us to propose forms and measures to use cultural heritage in teaching history in general and local history in particular in Ninh Binh province.

Vu Quang Hien and Hoang Thanh Tu in the textbook: "Methods of teaching history in high schools", Hanoi National University Publishing House, 2014 devoted a whole chapter to the forms of organizing history teaching in high schools (Part III, Chapter 6) including teaching history in class, teaching history outside of class and extracurricular activities in teaching history. In which, the authors clearly state the process of implementing history lessons in class, the forms of teaching history outside of class and extracurricular, clearly analyzing the position, meaning as well as the advantages and disadvantages of some teaching forms.

In the book “ Paths and measures to improve the effectiveness of history teaching in high schools ”, published by the University of Education Publishing House, 2016, Nguyen Thi Coi mentioned the forms of organizing history teaching. Accordingly, in addition to mainly conducting classroom teaching, to improve the effectiveness of history teaching, it is necessary to increase the combination of other forms such as conducting lessons in the field, organizing study tours to museums, traditional houses, historical sites; organizing extracurricular activities, practice...

In the book " Teaching to develop competence in History subject in high school ", University of Education Publishing House, 2018 by Nghiem Dinh Vy (Editor-in-Chief), Tran Thi Vinh (Editor-in-Chief), Nguyen Ngoc Co, Dao Tuan Thanh, Nguyen Manh Huong, Nguyen

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