Luận án phát triển năng lực đánh giá sự kiện cho học sinh trong dạy học lịch sử ở trường trung học phổ thông (vận dụng qua chương trình lịch sử việt nam từ năm 1858 đến năm 1918 13

MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATTION DUONG TAN GIAU DEVELOPING EVENT ASSESSMENT COMPETENCY FOR STUDENTS IN HISTORY TEACHING IN HIGH SCHOOL (Applied through Vietnam History program from 1858 to 1918) Major: Theory and History Teaching Methodology Major code: 62.14.01.11 SUMMARY OF PHD DISSERTATION IN EDUCATION SCIENCES HA NOI, 2022 WORKS ARE COMPLETED IN HA NOI NATIONAL UNIVERSITY OF EDUCATTION Supervisors: Assoc Prof Dr Nguyen Manh Huong Examiner 1: Assoc.Prof.Dr Do Hong Thai Examiner 2: Assoc.Prof.Dr Nguyen Thanh Nhan Examiner 3: Dr Pham Thi Tuyet The thesis is defended at the thesis examination council at Ha Noi national university of educattion at … on … Thesis can be found at: National Library, Ha Noi or the Library of Ha Noi national university of educattion RESEARCHER’S PUBLICATIONS RELATED TO THE THESIS [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] Nguyen Manh Huong, Duong Tan Giau, (2017), Guide students to evaluate events in teaching history in high schools towards competency development, Education Journal, Special Issue, Hanoi, page 162 -165 Nguyen Manh Huong, Duong Tan Giau, (2017), The reality of guiding students to evaluate events in teaching history in high schools towards competency development, Proceedings of the Open Young Official Scientific Conference Expanded for the third time, Ho Chi Minh City University of Education Publishing House, pp 47 - 58 Duong Tan Giau, Dao Thi Mong Ngoc (2017), Guiding students of History Pedagogy some measures to develop students' ability to evaluate events (through teaching the content of the Russian October Revolution in 1917) , Proceedings of the scientific conference of the Russian October Revolution, research and teaching, Publishing House of Ho Chi Minh City University of Education, pp 210 - 227 Nguyen Manh Huong, Duong Tan Giau (2017), Situation and solutions to guide students to evaluate events in teaching history in high schools (Through a survey of some schools in Ho Chi Minh City), Proceedings International scientific conference: Training and fostering history teachers to meet the requirements of reforming programs and textbooks, Hanoi National University Publishing House, Hanoi, pages 421-432 Nguyen Manh Huong, Duong Tan Giau, Dao Thi Mong Ngoc (2017), Suggestions of history teachers in fostering and training to meet the new curriculum, textbooks, Proceedings of international scientific conferences: Dao training and fostering high school teachers, managers of general education institutions and pedagogical lecturers, Publishing House of Ho Chi Minh City University of Education, Ho Chi Minh City, pp 180 – 189 Nguyen Manh Huong, Duong Tan Giau (2018), Guiding students to assess events in history teaching in high schools (Through History 12 examples, Standard program), Education and Society Magazine, no 82 (143), January 2018 Nguyen Manh Huong, Duong Tan Giau (2018), Current situation and solutions to guide students to evaluate events in teaching history in high schools in Ho Chi Minh City, Vietnam, American Journal of Educational research, 2018 6(6), p.787 – 794 Nguyen Manh Huong, Duong Tan Giau (2018), Developing students' ability to evaluate events through the use of materials other than textbooks, Journal of Educational Equipment, No 174, 1st term August 2018, pages 33 – 35 and pages 80 Nguyen Manh Huong, Duong Tan Giau (2018), Guiding students to evaluate events in history teaching in high schools in Ho Chi Minh City, Proceedings of the Young University Scientific Conference National Pedagogy, 7th - 2018, Publishing House of Pedagogy University, Hanoi, pp 492-499 Duong Tan Giau, Dao Thi Mong Ngoc, Ho Ngoc Diem Thanh (2018), The reality of high school teacher's practice of teaching history following a competency – oriented approach in Ho Chi Minh city and some provinces, Proceedings of a staff scientific conference Youth of National Pedagogical Universities, 7th - 2018, Publishing House of Pedagogical University, Hanoi, pp 535 - 539 Duong Tan Giau (2019), Educating traditional national values through guiding students to evaluate historical events, Proceedings of international conferences: Value education in schools, Hue University Press, Hue, page 496 - 512 Duong Tan Giau, Giang Hoang Thai (2019), Developing the competency to assess historical events for high school students through data, Journal of Science, Can Tho University, Volume 55, Science topic number Education, pages 62 – 67 Duong Tan Giau (2020), Developing students' ability to evaluate facts in teaching history in high schools, Journal of Educational Equipment, Special Issue, November 2020, pp 116 - 118 Duong Tan Giau (2020), Career guidance for students through career-oriented topics and topics in teaching history in high schools, Journal of Educational Equipment, No 228, November 2020, page 105 – 107 Nguyen Manh Huong, Duong Tan Giau (2021), Designing an event assessment competency framework in teaching history in high schools, Journal of Educational Equipment, No 236, Issue – March, page 28 – 30 INTRODUCTION Rationale of the research History in general, knowledge of History in particular always has two parts: the "history" part and the "thesis" part The historical part is the events and phenomena that have happened, associated with certain time, space, characters and developments It is the result of the process of exploiting, dealing with the past so as not to restore the past picture, knowing how history unfolds in the most honest way The essays are the evaluations, explanations, comments and comments of the afterlife about history, helping us to understand the logic and the intrinsic relationship of events Theory and methods of teaching history have shown that: history and theory are unified, that is, how history takes place must be evaluated like that That tells teachers in teaching history in high schools to ensure the principle that all important historical events and phenomena must be evaluated and that all evaluations and explanations must come from the facts facts, objective and real phenomena that students know For example: Students evaluate the Nguyen Dynasty positively or negatively, from which event did the praise or criticism come from? On what basis? In other words, developing students' ability to evaluate historical events in teaching history in high schools has long been a focus of subject-teaching theory Unfortunately, with history teaching in high schools, the development of students' ability to evaluate facts is still limited A part of teachers, when organizing for students to learn new knowledge, still heavy on event announcement, presentation, explanation or explanation and interspersed with picture presentation without focusing on instructing students to develop develop competencies such as: historical inquiry, historical perception and thinking, application of learned knowledge and skills, autonomy and self-study, communication and cooperation, problem solving and creativity, When teaching, many teachers have not focused on guiding students to evaluate facts, or the assessment is still imposed, subjective, not derived from historical sources, and does not promote independent thinking students' creation… “Craming in a bunch of knowledge that is both heavy on memorization and propaganda, but don't know where to apply it The test is still mainly memorization, recognition causes boredom for students”[114] This is one of the reasons why many students are no longer interested, not interested in exploring and discovering when studying history In summary, history teaching practice reflects with the assessment of historical events, teachers are confused, students are also confused, depending on the evaluation of others, this ability should be developed for students (and to a lesser extent) certain level for teachers) is essential In the national history program in high schools (2006 program and 2018 program), Vietnamese history from 1858 to 1918 has an important position, equipping students with many events, topics and events specialized topics and topics such as: The stages of French colonial invasion and the Vietnamese people's resistance war; The anti-French patriotic movement at the end of the nineteenth century; The war for the defense of the Fatherland and the war for national liberation in Vietnamese history (before the August Revolution in 1945), Some major reforms in the history of Vietnam (before 1858) The history of Vietnam (1858-1918) is closely associated with the history of the Nguyen Dynasty - the last feudal dynasty in the nation's history Many events, phenomena, and characters need to be thoroughly evaluated and thus, have advantages This helps students develop their ability to evaluate events In the process of teaching Vietnamese history (1858-1918), teachers need to guide students to evaluate facts, ensure the correct process, based on scientific bases and bases to help students learn More interesting history, more effective Stemming from the above background and practice, we choose the problem: "Developing event assessment competency for students in teaching history in high schools (Applying through the Vietnamese History program from 1858 to 1918)” as the subject of doctoral thesis, majoring in Theory and teaching methods of History subject, code 62.14.01.11 Object and scope of research 2.1 The object of the study is the process of developing students' competency to assess events in history teaching in high schools 2.2 The research scope of the topic is related to the theory and methods of teaching history, the content of applied knowledge and the survey area, pedagogical experiment - About the theory and teaching methods: The topic focuses on researching and proposing measures to develop the competency of event assessment for students in teaching history in high schools, teaching methods internal key - Regarding the content of applied knowledge: The thesis applies experimentally to pedagogical Vietnamese history from 1858 to 1918, grade 11 in high schools (current program and 2018 program) In the current program, the author chooses lesson 19: Vietnamese people's resistance against the French colonialists (1858-1873) to experiment with pedagogy in Ho Chi Minh City and some Southern provinces - Regarding the survey areas, pedagogical experiments: through surveys, surveys, time attendance, consultation with experts, practical visits to history teaching in many high schools across the country, in which focuses on high schools in the south Purpose and tasks of research 3.1 Purpose On the basis of affirming the role and meaning of developing the ability to evaluate events for students in teaching history in high schools, the topic will determine the content and criteria for assessing the assessment competency of students Fact assessment for students in teaching history in high schools From there, propose appropriate pedagogical measures to contribute to improving the quality of subject teaching 3.2 Mission To fulfill the research purpose, the thesis focuses on the following tasks: - Clarifying theoretical issues about teaching methods to develop competence in History subject, competency to evaluate facts in teaching history in high schools - Investigate and survey the current situation of developing event assessment competency for students in history teaching in high schools through questionnaires, surveys, interviews, time attendance, consultation with experts, thesis seminar, - Find out the contents, programs, textbooks of current History and textbooks of History of the 2018 program in high schools, which focuses on Vietnamese history (18581918) to identify the content to be exploited, determine requirements to achieve in terms of knowledge, historical content can develop students' ability to evaluate events - Determining the content and criteria for assessing the ability to assess events for students in teaching history in high schools - Propose appropriate pedagogical measures to develop students' ability to evaluate facts in history teaching in high schools and conduct pedagogical experiments to confirm the feasibility of the research topic research, as a basis for conclusions and recommendations Methodological basis and research methods 4.1 The methodological basis The research methodological basis of the topic is based on the Marxist-Leninist viewpoint on Ho Chi Minh's perception and thought and the line and viewpoint of the Vietnamese Party and State on education and historical education 4.2 Research Methods The topic uses many different research methods and approaches, such as historical and logical methods, diachronic and synchronous methods, methods of using original documents, interdisciplinary methods, etc However, the thesis belongs to the field of Education, so the thesis focuses on the following four groups of typical research methods: - Group of theoretical research methods: studying the document sources of President Ho Chi Minh, Party documents (orientation for the education and training of the young generation), educational documents, Psychology, historical methodology, History education; study programs, history textbooks (2006 program and current program) to serve as a basis for the implementation of the topic - Group of practical research methods: methods of investigation and survey through building questionnaires, interviews, attending professional hours, experimental observations, consulting experts, These methods will help the author of the thesis to clarify the practical issues in chapter - Group of experimental pedagogical methods: partial and complete pedagogical experimentation on measures to develop the ability to evaluate facts for students in history teaching in high schools, application in history History of Vietnam (1858-1918) - Statistical mathematical method: collect and process data obtained from investigation, survey and pedagogical experiment to draw comments, conclusions and recommendations Scientific hypothesis Developing the ability to evaluate facts for students in teaching history in high schools will contribute to improving the quality of subject teaching and accomplishing teaching goals if teachers can identify the content, criteria for assessing the competency to evaluate historical events, historical content to be exploited and to propose appropriate use measures suitable to the conditions and characteristics of local students Contribution of thesis The research results of the thesis will contribute to: Firstly, continuing to affirm the importance of developing students' ability to evaluate facts in teaching history in high schools (through building a systematic theoretical basis) Secondly, draw a picture of the current situation of developing event assessment competency for students in teaching history in high schools today, especially in the southern provinces Thirdly, identify the content and criteria for assessing the ability to evaluate events for students in teaching history in high schools Fourthly, to propose appropriate pedagogical measures to develop the ability to evaluate facts for students in history learning in high schools, which have been verified through partial and full pedagogical experiments (applied through the Vietnam History Program from 1858 to 1918) Meaning of the topic Topics of scientific and practical significance: - Scientific significance: contribute to enriching theories and methods of teaching history subject in high schools, especially about the ability to evaluate facts for students in history teaching - Practical significance: helping history teachers realize the importance of developing students' ability to evaluate facts in history teaching in high schools; provide history teachers, PhD students and graduate students majoring in Theory and teaching methods of History subject about the content, evaluation criteria and measures to develop the competency of event assessment for students students in teaching history; The research results of the thesis will also be directly applied by the author to the process of training history teachers at Ho Chi Minh City University of Education The thesis is also an important reference source for those who are interested and want to learn related to the research problem The structure of thesis In addition to the Introduction, Conclusion, References and Appendix, the thesis is divided into the following chapters: Chapter Overview of research works related to the topic Chapter Theoretical and practical basis of developing students' ability to evaluate facts in teaching history in high schools Chapter Measures to develop students' ability to evaluate facts in teaching history in high schools Experiment each part Chapter Full pedagogical experiment Chapter OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC 1.1 Fact studies and event evaluation in history research and teaching 1.1.1 In another country 1.1.2 In Vietnam 1.2 Studies on the competency and development of students' ability to evaluate facts in history teaching 1.2.1 In another country 1.2.2 In Vietnam 1.3 Overview of the research related to the topic and the problem the thesis continues to solve Through the process of overview research of works related to the development of event assessment competency for students in teaching history in high schools, some comments are drawn as follows: 1.3.1 General assessment and inherited thesis issues On the basis of having access to many reference sources in the world and in Vietnam, the author has had a systematic and clearer view of the issues related to the event, the assessment of the event in historical research and teaching history; on competency and competency development for students to evaluate facts in teaching history in high schools The above works were: Affirming the importance of facts and assessing events in history teaching in general, and history teaching in high schools in particular Provide important information related to the current state of history teaching in general, assess facts and guide students to evaluate events in history teaching in high schools in particular Presenting the basic features of content, form and methods of guiding students to evaluate events in history teaching through a number of specific teaching methods such as using pictures, diagrams, group teaching , exchange, talk Introduce a number of ways to develop student competencies in history teaching, including guiding the assessment of events in intra-curricular teaching, through experiential activities, and history study tours The above research works are an important theoretical and practical basis for the author to inherit, supplement and develop at a higher level Specifically, the thesis inherits the following points: First, the source of documents related to research problems in the world and in the country serving to solve the research topic is selected by the author Second, the concepts of facts, competency, and ability to evaluate events for students in teaching history in high schools, support the author to solve problems related to the theoretical basis of the subject Third, the information related to the actual situation of event assessment and the development of event assessment competency for students in teaching history in high schools, serves as a reference channel for the author to deal with the background practice related to the topic Fourth, some suggestions on teaching forms, methods, and pedagogical measures related to guiding students to evaluate facts in history teaching in high schools to develop active components student force Fifth, some research methods can be consulted when presenting a scientific work on event research, event assessment and event assessment in history teaching in high schools However, the issue of developing the ability to evaluate facts for students in history teaching in high schools is still a new content and it is difficult for any author to conduct systematic research in depth; There have been no studies to research and propose measures to develop event assessment competency for students in history teaching (both 2006 and 2018 programs) Therefore, on the basis of inheriting previous documents and the task of training history teachers to meet the current 2018 General Education Program, we determine the task of the thesis that needs to be solved 1.3.2 The thesis issues continue to solve From the general assessment and the inheritance of the thesis mentioned above, we will focus on solving the following issues: First, to build a system of theoretical basis for developing the competency of event assessment for students in teaching history in high schools For example: what is developing students' ability to evaluate facts in history teaching in high schools?; On what viewpoints and principles is the assessment of facts for students in teaching history in high schools based?; How is the classification of events, the ability to evaluate events and the 10 Based on specificity (events and phenomena), scale (historical events in Vietnam, the world, and localities), structure or complexity (simple events, complex events), content content (economic, political, cultural - ideological, military events ), level of impact (basic and non-basic events) 2.1.2.2 Features of events in history teaching Past Don't repeat Relativity Features of historical events Consistency between history treatise Specificity Systematic Figure 2.1 Diagram of basic features of historical events 2.1.3 Features of fact assessment and event assessment levels in teaching history in high schools 2.1.3.1 Features of event assessment in teaching history in high schools Feature 1: The evaluation of historical events always comes from objective reality Feature 2: The assessment of historical events is both objective and subjective for the evaluator Feature 3: The assessment of facts in history teaching in high schools is influenced by historical perspective and is directional Feature 4: Assessment of facts in history teaching is both specific and general Feature 5: Assessment of facts in teaching history is complicated but there is a unity between history and theory Feature 6: Assessing events in history teaching helps students find out the nature, relationship and cause-and-effect law of events 2.1.3.2 Levels of event assessment in history teaching in high schools 11 - Level 1: Brief, simple and general assessment - Level 2: Evaluation with analysis, explanation, interpretation, detailed and clear arguments and evidence - Level 3: Event assessment with practical contact 2.1.4 Factors affecting the assessment of events in history teaching First, historical sources: the assessment of events must be based on accurate, reliable, and irrefutable historical sources Second, the purpose of learning, researching, and teaching history: is an influencing factor that affects the results of the event assessment Third, there must be a research methodology and methodology: to guide the author with direction when evaluating facts Fourth, class views, stances of researchers and historical researchers also significantly influence the assessment of historical events 2.1.5 The concept of developing competency to evaluate facts in teaching history in high schools 2.1.5.1 Competency and competency development - Competency and competency structure According to the General General Education Program in 2018: “Capability: is an individual attribute formed and developed by inherent qualities and the process of learning and training, allowing people to mobilize synthetically knowledge, skills and other personal attributes such as interests, beliefs, will, etc., to successfully perform a certain type of activity, achieving the desired results under specific conditions”[8] ;p.37] The structure of the competency includes the following components: Figure 2.2 Structure diagram of competency – Knowledge (historical): students' understanding of historical events – Skills and techniques: The initial application of historical knowledge learned to solve a specific problem (through study, practice, training, ) – Consciousness, Attitude: Showing the spirit, sense of attitude in HISTORY 12 learning under the direction of the teacher The above expressions of competence must be verified through a specific environment and evaluated objectively - Competency formation and development According to the Vietnamese Great Dictionary of Nguyen Nhu Y in 1999: Formation is "arising and existing as an entity"[90;p.809] Competency formation can be understood as the process of arising and existing competency in learners Competence arises and exists in learners through the development of existing qualities or through the process of learning and training According to Hoang Phe's Vietnamese Dictionary, "Development is the transformation or transformation from less to more, from narrow to wide, from low to high, from simple to complex"[67;p.769] With that orientation, development can also be understood as the change of things or phenomena from less perfect to more perfect, the larger, the tendency to gradually increase in quantity leading to qualitative change Competency development, can be understood, is the transformation, accumulation, improvement and consolidation of the competency that has been formed in learners from less perfect to more complete and more solid To achieve a level of mastery and mastery, a prerequisite is practice and regular practice 2.1.5.2 Event assessment competency and event assessment competency development Evaluation competency is a person's ability to evaluate a certain issue in life by their own perceptions (through receiving information, observing, monitoring about that object) The ability to evaluate facts is the ability of learners to evaluate events and phenomena that have occurred in the learning process or in daily life, such as assessing learning outcomes in Literature, Mathematics, Geography, Chemistry… through tests Event assessment competency in history teaching is the ability of learners to evaluate historical events and phenomena that have occurred in the past (in the curriculum, textbooks), according to the teacher's orientation to contribute to the achievement of the objectives and requirements of the lesson 2.1.6 Requirements for students' ability to assess events in the 2018 History curriculum The students' ability to evaluate events belongs to the cognitive and historical thinking 13 competency From the manifestations of the cognitive competency and historical thinking mentioned above, teachers need to pay attention to some of the students' ability to evaluate events in the learning process as follows: - Explain and clarify historical events and phenomena - Compare the similarities and differences of historical events and phenomena - Analysis and proof of a typical historical event or phenomenon - Give a critical opinion on a historical issue with grounded, coherent and logical arguments - Judgment and assessment of historical events, phenomena, and characters (from the point of view of Marxist history); - Clarifying the nature and nature of historical events and phenomena - Clarifying the relationship of historical events and phenomena (cause - effect, time space - character) - Detect and solve problems in the process of learning history (through questions, exercises, and learning tasks assigned by the teacher) Table 2.3 It is required to assess the facts of some topics and themes in the History Curriculum 2018 Theme and topic name Requirements to be met for the assessment The process of gaining national – Assess the effects of colonialism on the colonies independence of Southeast Asian Contact with reality in Vietnam countries The war to defend the fatherland - Assess the geostrategic position of Vietnam and the liberation Vietnam war in the (before for national - Evaluate the meaning of some typical uprisings history the of August Revolution, 1945) Some major reforms in - Evaluate the significance of the reform of the Ho Vietnamese history (before 1858) Dynasty – Evaluation of the results of the Minh Mang reform Topic 11.2: War and peace in the - Assess the consequences and impacts of two world wars twentieth century – Assess the consequences of the Cold War on the world in general and Vietnam in particular 14 Theme and topic name Requirements to be met for the assessment Topic 11.3: Famous people in - Assess the role of military celebrities in Vietnamese Vietnamese history history History of Vietnam's foreign - Evaluate the foreign achievements of Vietnam in the relations resistance war against the US - Evaluate the achievements of Vietnam's foreign policy in the period 1975 - 1985 - Assess the achievements and challenges of Vietnam's foreign policy in the Doi Moi period Thus, with the development of students' ability to evaluate events, the thesis not only contributes to meeting the current program, but also meets, and can even be said, more suitable for the 2018 program 2.1.7 The role and significance of developing the ability to evaluate facts for students in teaching history in high schools 2.1.7.1 The role of developing students' ability to evaluate facts in history teaching in high schools Firstly, developing students' ability to evaluate events in history teaching contributes to assessing students' ability to learn history Secondly, developing the ability to evaluate events for students in history teaching contributes to adjusting and renovating history teaching methods towards competency development Thirdly, developing the competency to evaluate events for students in history teaching to realize history teaching and develop competency according to the orientation of the 2018 program Fourthly, develop the competency to evaluate facts for students in teaching history to raise awareness and qualifications for history teachers 2.1.7.2 Meaning of developing students' ability to evaluate events The development of event assessment competency is of great significance on all three fronts, fostering knowledge, skills and education for students: * About fostering knowledge The development of the competency to evaluate events The historical competency to help students foster their knowledge is reflected in the following aspects: Firstly, students are 15 formed historical knowledge on the basis of having identified the events, events that happened in the past Second, students can explain, explain and clarify historical events and phenomena based on historical sources Third, students clarify the nature and nature of the relationship of historical events and phenomena (cause - effect, time - space - character) Fourth, students self-assess, enrich their historical knowledge, and raise their awareness level in learning history * About skill training The development of the ability to assess events and historical competence helps students practice skills and techniques in subject learning First, the skills of collecting, selecting (processing) and analyzing documents serve as the basis for the assessment: the evaluation of historical events must begin with the collection and processing of documentary information based on reliable historical sources, etc Second, skills in applying methods in learning history such as gathering events according to chronological (time), analytical skills, historical generalization to find out characteristics salient points (logical method), skills to exploit interdisciplinary knowledge for event assessment, etc Third, comparative skills in learning, historical assessment: finding similarities and differences differences between historical events and phenomena at the same time, or between different periods * Regarding education, awareness and attitude On the basis of knowledge and skills training, the assessment of historical events for students makes a great contribution to learners' education Firstly, educate students to have a sense and a positive attitude in learning history such as persistence in learning and actively seeking historical sources as a basis for evaluation Second, educate students' thoughts and feelings through assessed facts: hate, defend, protect, love each other 2.2 Practical basis 2.2.1 Overview of the practice of teaching history in high schools Through many information channels to find out the status of history teaching in high schools, we would like to summarize this situation in two aspects as follows: 2.2.1.1 Positive Firstly, the quality of teaching History has been improved Secondly, the system of textbooks, monographs, journals, theses, theses and seminars is quite massive, rich and diverse which is compiled, published and published regularly 16 every year significant support for teachers in improving the quality of subject teaching Thirdly, the program compilation, the writing of popular textbooks has made great progress in terms of both content and presentation, and is highly up-to-date with world trends Fourthly, many experienced initiatives, good examples with many contributions and researches to find out many measures to improve the quality of subject education of both teachers and students have been covered by many mass media 2.2.1.2 Some exist First, the position of History subject is not commensurate with the role and position of the subject in the system of subjects Second, the program and textbook have made progress, but there are still some limitations Third, besides the teachers who are enthusiastic about the profession, cultivate their expertise and professionalism, there is still a part of teachers who have not really invested in the lesson Fourth, the inspection and evaluation stage has received more attention recently, but there are still many things to improve 2.2.2 Investigate and survey the reality of developing students' ability to evaluate events in history teaching in high schools 2.2.2.1 Purpose, object and area of investigation and survey - Purpose: to understand clearly the situation of teachers guiding students to evaluate events in teaching history in high schools in Ho Chi Minh City and some southern provinces, thereby proposing forms and measures help teachers improve the effectiveness of guiding students to evaluate events in history teaching - Objects and areas of investigation and survey: During the thesis work, we investigated the assessment of historical events of students through two groups of teachers and students in Ho Chi Minh City Ho Chi Minh and some southern provinces 2.2.2.2 Content, methods and process of investigation and survey - Method: Distributing questionnaires, survey combined with time attendance, interview - Content of investigation and survey: Building a system of questions (12 questions of each type) distributed to teachers and students The questions have corresponding content to facilitate 17 the comparison of results (see Appendix chapter 2) - Investigation and survey process: the author's team conducted surveys and surveys in March and April 2017 We participated in pedagogical internships of students in high schools in the city, combined with distribution of surveys and interviews, discussions with teachers and students 2.2.2.3 Comment and evaluate the results of surveys and surveys Number of questionnaires, surveying teachers: giving out 40 questionnaires, collecting 32 votes Number of questionnaires, student survey: distributed 240 votes, collected 221 votes After processing the results, we have the following survey and survey data: Regarding the activities of guiding students to evaluate events, teachers have done it through each lesson, lesson, and course, but it is still not really effective The main reason is that they are not aware of the importance and methods and ways of guiding students to evaluate events Sub-conclusion of chapter Through learning about the theoretical basis, the practical basis, the thesis has: - Solve problems related to events and evaluate events, competency, competency to evaluate events and develop this competency for students; learn the types of events, the characteristics of the events, the characteristics of the event assessment and the levels of historical event assessment; Determining the position of the ability to evaluate facts is the central competency in the component of cognitive competency and historical thinking, thereby focusing on clarifying the specific manifestations of this competency; Analyze the role and significance of developing event assessment competency for both teachers and students - The teaching of history, besides the achievements, still has some limitations Regarding the activities of guiding students to evaluate events, teachers have done it through each lesson, lesson, and course, but it is still not really effective The main reason is that they are not aware of the importance and methods and ways of guiding students to evaluate events The theoretical and practical issues that have been systematized and drawn by the thesis in chapter are the basis for us to focus on the implementation of chapter 3: Measures to develop students' ability to evaluate facts in teaching study history in high school 18 Chapter MEASURES FOR DEVELOPING EVENT ASSESSMENT COMPETENCY FOR STUDENTS IN TEACHING HISTORY IN HIGH SCHOOL PEDAGOGICAL EXPERIMENTS PARTICULARLY On the basis of theory and practice, just systematized, chapter focuses on solving the main content of the thesis: measures to develop the ability to evaluate events for students in teaching in high schools 3.1 Some basic requirements when choosing measures to develop the ability to assess events for students in teaching history in high schools The application of measures in teaching in general, measures to develop the ability to evaluate facts for students in history teaching must comply with a number of requirements in order to achieve high results Firstly, stick to the goals and teaching materials according to the knowledge and skills standards of the Ministry of Education and Training Secondly, make sure to master and apply the methods when evaluating historical events Thirdy, based on the composition and structure of the event when guiding students to evaluate historical events Fourthly, combine active teaching methods and techniques when organizing students to evaluate historical events Fifthly, the assessment of the event must be organized through the process of organizing teaching (a series of learning activities) Finally, include the content of the event assessment in assessment questions and exercises (regular and periodic) 3.2 Measures to develop students' ability to evaluate facts in history teaching in high schools 3.2.1 Group of measures to guide students to learn and discover historical events 3.2.1.1 Create motivation and excitement for students before organizing learning and discovery activities about historical events 3.2.1.2 Orienting students to “formula – structure” when evaluating a historical event 3.2.1.3 Guide students to fully exploit the historical resources in textbooks 19 3.2.1.4 Instruct students to effectively exploit historical sources other than textbooks related to the events mentioned in the lesson 3.2.1.5 Effective use of verbal methods to guide students to learn and acquire knowledge, as a basis for assessment 3.2.2 Group of measures to guide students to detect and solve historical problems 3.2.2.1 Applying the process of organizing teaching and solving problems to guide students to evaluate events 3.2.2.2 Develop and use problem-based exercises 3.2.2.3 Guide students to understand the meaning and draw lessons from historical events 3.2.2.4 Project teaching 3.2.3 Group of measures to apply teaching organizational forms and active learning models 3.2.3.1 Organize internal teaching 3.2.3.2 Organizing experiential learning 3.2.4 Group of measures to guide students to practice event assessment skills 3.2.4.1 Guide students to practice event evaluation skills in individual form 3.2.4.2 Guide students to practice event assessment skills in groups Sub-conclusion of chapter Through studying the basic requirements and measures to develop event assessment competency, the thesis draws the following conclusions: In order to use the above groups of measures, the requirement for both teachers and students is to adhere to the knowledge and skills standards set by the Ministry of Education and Training, to ensure the methodology, based on the structural components The creation of the event requires a harmonious combination of teaching methods and techniques, according to the process of organizing teaching activities, through regular testing, assessment, training as well as the enthusiasm of the students teacher The measures proposed by the thesis consist of four groups, corresponding to the process of forming and developing event assessment competency for students in history teaching in high schools, including: a group of measures to guide students to find information understanding historical events, group of measures to guide students to detect and solve problems when learning about historical events, group of measures to apply 20 teaching organizational forms and active and group learning models Measures to guide students to practice event assessment skills Chapter FULL PEDAGOGICAL EXPERIENCE 4.1 Table of assessment criteria for developing event assessment competency for students in teaching in high schools 4.1.1 Basis for developing assessment criteria table on developing event assessment competency for students in teaching in high schools First, starting from the goals and requirements to be met when teaching history in high schools Second, stemming from the requirement of method innovation, testing and evaluation towards competency formation and development Third, starting from the level when evaluating historical events Fourth, from the process of developing students' ability to evaluate events 4.1.2 Table of assessment criteria for developing event assessment competency for students in teaching history in high schools From the above bases, we build a table of evaluation criteria for developing event assessment competency for students in teaching history in high schools, including 10 criteria with levels: - Level (M1): the event has not been evaluated yet - Level (M2): initially assess the event - Level (M3): the event can be assessed but not fully - Level (M4): evaluate the complete event as required 4.2 Full pedagogical experiment on measures to develop students' ability to evaluate facts in teaching history in high schools 4.2.1 Objectives and overview of the History subject program in high schools 4.2.1.1 Objectives of teaching History in high schools 4.2.1.2 Overview of the History curriculum in high school 4.2.2 Full pedagogical experience 4.2.2.1 Purpose, object and area of pedagogical experiment 4.2.2.2 Objectives and content of Vietnamese history (1858-1918) in high school 4.2.2.3 Content, methods and process of pedagogical experimentation 21 4.2.2.4 Evaluation of experimental results 4.2.2.5 Synthesis of opinions on pedagogical experiment Sub-conclusion of chapter Through the study of the design of the evaluation criteria table and the process of pedagogical experimentation on the measures to develop the competency of event assessment proposed by the thesis, a number of sub-conclusions are drawn as follows: The development of event evaluation criteria must be derived from the goals and requirements of the topic according to the 2018 Program, the requirements of innovation in the direction of forming and developing student's competency, from different levels when assessing events and the process of developing event assessment competence for students On that basis, the thesis also proposes a table of evaluation criteria for the development of competency to evaluate historical events with criteria with levels from low to high The author's pedagogical experiment is carefully conducted by the author through the selection of schools, all trying to be diverse, diverse and uniform so that the experimental results are as objective and scientific as possible The results of the pedagogical experiments were processed both qualitatively and quantitatively, using SPSS software to make the results objective The two 15-minute and 45-minute tests obtained, statistically and processed through SPSS, reflect the initial results of applying measures to develop feasible event assessment competency that can be deployed However, it is still too early to conclude that the proposed measures are optimal and still need long-term experimentation after the thesis ends CONCLUSIONS AND RECOMMENDATIONS Conclusion Guiding students to evaluate facts is an important and regular activity in history teaching ever since This problem can be said to be not new, but it needs to be systematized in terms of theory as well as practical surveys, and proposed improvements to be more effective In the context of reforming the general education program, the problem of developing the ability to evaluate facts for students in teaching history in high schools needs to be recognized as a specific activity that plays an important role It is important in preparing history professional competencies for students - the future workforce of the country 22 With that in mind, it is necessary to raise awareness about competency development as well as issues of assessment and event assessment, along with understanding the causes of the current situation in high schools In which, mastering the process of guiding students to evaluate events and understanding the nature of the development of event assessment competence is a prerequisite for ensuring this competency development for students The development of competency for event assessment can be carried out through activities of the teaching and learning process (according to Official Letter 5512), including initiation, formation of new knowledge, practice and application Conducting factual assessments in new knowledge-forming activities is considered mainstream However, in order to develop learners' competency, practice and application activities also need to be paid more attention Because, in order to form students' competency, and for the competency to be formed to become complete and solid, students must be trained, cultivated and practiced regularly The trend of teaching History shows that the teaching method in high schools is increasingly approaching the scientific research method For the study and teaching of history, documents - facts play an extremely important role in conducting generalization reasoning Many scientists have affirmed that events are the atmosphere of researchers and teachers Without factual documents, there are no scientific works, it is impossible to make judgments and evaluate events Therefore, among the proposed measures, guiding students to learn about facts through the use of historical sources is considered the first group of measures in developing students' ability to evaluate historical events After learning about the event, the teacher needs to lead and guide the students to detect and solve problems related to the event that needs to be evaluated This is also the second group of measures proposed by the thesis (after the fact-finding group) Developing question types for case studies, projects, groups of measures to use words, draw meaning, lessons learned have great advantages to help students detect and solve problems related to events To improve the effectiveness of event evaluation, teachers can apply teaching organization forms and active learning models so that from a diverse and multi-dimensional perspective, other aspects of the event are highlighted revealed, which sometimes one or more students cannot comprehend Teaching in groups, debating (for - against), roleplaying, experiences, and projects have great advantages to help students improve their 23 ability to evaluate historical events The last, but not least, group of measures is the group of measures to guide students to practice event assessment skills The training of event assessment skills helps students realize what is good, needs to continue to be promoted, what is lacking, and needs to be perfected so that they can have a plan for training, fostering, and developing their competency on their own event evaluation In addition, other active teaching methods and techniques such as 5W, 321, xin, etc also play an important role in developing students' ability to evaluate facts in history teaching in middle schools high school In order to the proposed thesis measures, teachers also have certain requirements The teacher has a very important role in the educational process in general, because the teacher decides the objectives, content, methods, assessment, etc., in general, intervenes and decides most of the factors factor in the teaching process To ensure the development of students' ability to assess events, and to ensure educational activities in general, including teaching History subject, teachers must ensure factors - Good, erudite in expertise, science and history - Good at teaching profession (communication, writing style, eyes, gestures, ) - Must be passionate, wholeheartedly for the profession - Must understand the object of education (what students want, physiological needs, etc.) In particular, enthusiasm plays the most important role, dedication to helping teachers improve their expertise, practice skills, overcome material shortages, and wholeheartedly serve the cause of education Enthusiasm helps teachers to actively and actively innovate methods, not relying on instructions issued from superiors Recommendations The recommendations that the author gives here come from the process of researching the topic, which is verified and effective by pedagogical experiments Firstly, for the Ministry of Education and Training The Ministry of Education and Training, as the highest management agency of the education sector, needs to review and re-plan schools that are allowed to open pedagogy The problem of rampant training in some non-professional schools leads to poor quality of output teachers We recommend some major centers such as Hanoi National University of 24 Education, Ho Chi Minh City University of Education, Thai Nguyen University, Hue University, Danang University, Quy Nhon University, Can Tho University , Colleges can switch to the community model, directly training human resources according to the actual needs of each locality Secondly, for the Faculty of History, Faculty of Pedagogy in universities and colleges with History training School leaders, Faculty together with relevant management departments must consider the program in accordance with the actual teaching, must have serious investigations into the effectiveness of students' learning and teaching, need to regulate what and what should continue to promote Should focus on real learning, avoiding the "extracted chapter" learning style, teaching too much while the application in high school is not much Thirdly, for high schools The school needs to invest in facilities for History subject such as adding pictures, tapes, models to create the necessary conditions so that teachers can teach most effectively and create favorable conditions for students biology in the field, museum and organize many extra-curricular activities (if possible) In general, history teaching needs to diversify forms of organization to create interest, avoid boredom and monotony Finally, for teachers History teachers need to be enthusiastic, passionate about their profession, and actively innovate teaching methods; professional self-improvement, especially the ability to evaluate events, share experiences with friends and colleagues about expertise and documents, participate in training courses on expertise and methods ... the August Revolution in 1945), Some major reforms in the history of Vietnam (before 1858) The history of Vietnam (1858- 1918) is closely associated with the history of the Nguyen Dynasty - the... practice, we choose the problem: "Developing event assessment competency for students in teaching history in high schools (Applying through the Vietnamese History program from 1858 to 1918) ” as... schools, teaching methods internal key - Regarding the content of applied knowledge: The thesis applies experimentally to pedagogical Vietnamese history from 1858 to 1918, grade 11 in high schools