Tóm tắt: Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông

Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông Phát triển năng lực nhận thức và tư duy cho học sinh trong dạy học lịch sử lớp 10 trung học phổ thông

HANOI NATIONAL UNIVERSITY OF EDUCATION

LAN THI PHUONG NHU

DEVELOPING STUDENTS’ COGNITIVE AND THINKING COMPETENCE IN TEACHING GRADE –

10 HISTORY IN HIGH SCHOOLS

Major: Theory and Methodology of History Teaching

Code: 9140111

SUMMARY OF DOCTORAL THESIS

HANOI - 2024

Supervisors:

1 Associate Professor Dr Ha Hai Hoang

2 Dr Ninh Van Nguyen

Reviewer 1: Associate Professor Dr Thai Hong Do

Reviewer 2: Associate Professor Dr Ky Cong Huynh Truong

Reviewer 3: Dr Hanh Thi Ninh

The thesis will be defended at the Committee of Thesis Defense

of Hanoi National University of Education at ……

The thesis can be found in National Library of Hanoi or the Library of Hanoi

National University of Education

1 Lan Thi Phuong Nhu, (2018), Innovating testing and assessment to develop thinking

capacity for students in teaching history in high schools, Scientific Conference

"Innovating teaching and testing methods Investigation and assessment based on a capacity approach”, Can Tho University (December 2018)

2 Vinh Quoc Le (Chief author), Lan Thi Phuong Nhu, Tam Thanh Ho (2019),

Innovating the teaching according to modern educational science (Theory and application), Publishing House of Ho Chi Minh City University of Education

3 Lan Thi Phuong Nhu (2019), Using exercises to develop students' thinking capacity in

teaching history in high schools, Educational Equipment Magazine, No 198, August 2019

4 Lan Thi Phuong Nhu (2019), Some measures to develop thinking capacity for students

in teaching History in high schools, Journal of Teaching and Learning Today, Issue 1,

August, 2019

5 Huong Manh Nguyen, An Thi Thuy Le, Thanh Thi Phuong Nguyen, Lan Thi Phuong Nhu, Huong Thi Mai Chu, Nam Van Mai (2021) Formulation and development of its ability for students in primary school, Vietnam through history and geography

subjects, Ilkogretim Online - Elementary Education Online, Year; Vol 20 (Issue 4): pp

2439-2447 April 28, 2021

6 Tuong Phi Ngo, Lan Thi Phuong Nhu (2021) Contribute to the discussion on the orientation of "learning by doing" according to the History 2018 General Education

Program and the issues raised, Proceedings of the Scientific Conference of the 2018

General History Education Program and the new History textbook from application to deployment Hanoi National University of Education (October 2021)

7 Lan Thi Phuong Nhu, Tuong Phi Ngo, Hua Thanh Mai (2023) Contribute more opinions on the awareness and implementation of the new general education program,

(page 50-57), Proceedings of the National Scientific Conference "History subject in

the new general education program: issues raised" for research and teaching", Hanoi

National University of Education Publishing House

8 Lan Thi Phuong Nhu, Ninh Van Nguyen (2023) Building a framework to evaluate the cognitive and historical thinking capacity components of students according to the

2022 History Education Program, (p459-471), Proceedings of the National Scientific

Conference "History in the Curriculum" New general education: issues for research and teaching", Hanoi National University of Education Publishing House

9 Lan Thi Phuong Nhu (2023) Develop historical awareness and thinking for students

through organizing and Instruct practice in History subjects in high schools Journal of

Education, volume 23 (special issue July) 2023, pp.29-33

10 Lan Thi Phuong Nhu (2023) Determining the framework of cognition and historical

thinking competence for Highschool students when teaching history in the context of industry 4.0, Proceedings of the 3rd International Conference on Innovation in

learning Instruction and teacher education - ILITE3, (p.442-452), University of Education Publisher, Ha Noi

INTRODUCTION

1 Significance of the study

1.1 The strong development of science and technology in the 21st century has brought humanity into the 4.0 revolution, characterized by an overwhelming amount

of intellectual information and an exponential rate of change Teaching with traditional knowledge is no longer appropriate, schools cannot impart a huge and constantly changing amount of knowledge to students Instead, learners need to be trained in learning methods to develop cognitive capacity and thinking capacity to find, analyze and use information knowledge to solve real-life problems and have the ability to learn throughout life The World Economic Forum (2016) identified sixteen skills for 21st century workers in three areas (fundamental knowledge, general abilities and personal qualities), which emphasizes critical thinking, problem solving skills and creativity are important foundational competencies For that reason, developing students’ competency is the goal of modern education and has become an international educational trend today

The requirements to build the country in the period of industrialization, modernization and international integration have posed the need for fundamental and comprehensive innovation in Vietnamese education The 8th Conference of the Central Executive Committee of the Communist Party of Vietnam (term XI) passed Resolution No 29/NQ-TW dated November 4, 2013 on fundamental and comprehensive innovation of education and training with orientation "strongly shifting the educational process from mainly equipping knowledge to comprehensively developing learners' capacity and qualities" Resolution No 88/2014/QH13 (November 28, 2014) of the National Assembly on reforming the educational curriculum and textbooks also affirms that educational reform after 2015

is "transforming education heavy on knowledge transfer to education that comprehensively develops both qualities and abilities; harmonizes virtue, intellect, body, and beauty; and maximizes the potential of each student." On that basis, the Ministry of Education and Training has issued a 2018 Education Program (December

28, 2018) with the goal of developing learner qualities and capacities

1.2 The 2018 High School History Curriculum (revised in 2022) has the mission of helping students form and develop historical competencies - specific competencies of historical science, and at the same time contribute to the formation and development of key qualities General weakness and energy are identified in the overall curriculum

Historical cognitive and thinking capacity of History is one of the component capacities

of historical capacity (learning history, historical awareness and thinking, applying historical knowledge and skills) Therefore, it is the central stage of students' historical awareness process, a bridge that helps students go from knowing history to understanding and deeply understanding history, on that basis they are able to apply the knowledge of history into practice To understand history, learners must go through the process of thinking on the basis of historical events and specific historical characters in different historical periods Without cognitive and thinking abilities, children cannot properly perceive the reality of objective past history, which is extremely complex and diverse with its many colors Correct awareness and thinking about history are important conditions for students to be able to draw historical lessons, know how to make connections, and creatively apply historical lessons in practice Therefore, developing historical capacity and thinking for students is an important task of history education in high schools, meeting the goal of teaching and developing students’ competency set out

by the 2018 Education Program

1.3 History in high schools is a subject that plays a key role in educating patriotism, national spirit, cultural traditions, and fostering qualities and personality for the young generation This has great significance and impact in the current work

of developing the country In recent years, like other subjects, the reform of subject teaching has been carried out and there have been changes, but the quality of current history teaching still does not meet the training requirements of the younger generation There are many reasons for this situation One of the basic reasons is that the development of historical cognitive and thinking capacities for students has not received much attention and focus from teachers because the curriculum and textbooks are still heavily academic, and the application of Teaching methods that promote students' positivity and thinking are limited in frequency and effectiveness Therefore, the historical awareness of most students stops at the level of low-level thinking (knowing and identifying historical events), and the level of high-level thinking (understanding, applying, drawing historical lessons) has not yet met the training, education and development requirements of the subject

To achieve the goal of the 2022 History Curriculum, the task of developing historical skills in general, historical skills and historical thinking for students is the top task that teachers need to perform If we do not pay attention to this task, it will

be difficult to achieve the success of the new curriculum implementation The

2022-2023 school year is the first year the 10th grade high school history program is taught

with the goal of "helping students develop historical capacity based on basic and advanced knowledge of world history, regional history and Vietnamese history through a system of themes and topics on political, economic, social, cultural and civilizational history Therefore, it is extremely necessary to research and apply measures to develop historical capacity and historical thinking for students to create a foundation for developing their historical capacity in adjacent classrooms

Based on the above reasons, we chose the issue: "Developing students’

cognitive and thinking competence in teaching 10th grade history in high school" as the topic of the thesis, with the hope of being able to improve the quality

of history teaching in high schools according to the orientation of developing students’ personal qualities and competencies, meeting current educational innovation requirements

2 Subject and scope of research

* Research subjects

The research subject of the project is measures to develop cognitive and thinking capacities for students in teaching history in grade 10 in high schools (according to History Education Program 2022)

* Research scope

The scope of the thesis is presented as follows:

- As for the theory of the teaching of the subject: study the theory of teaching and developing capacity; historical cognitive and thinking capacities;

- Regarding the content of knowledge applied in the subject: applied to the content of topics in the 10th grade history curriculum in high schools; Propose basic measures to develop cognitive and thinking abilities for students in teaching history

in high schools

- Regarding the area of surveys and pedagogical experimentation:

+ Conduct surveys and practical investigations on the situation of developing cognitive and thinking capacity in teaching history in high schools in Ho Chi Minh City and some high schools in the Southern region (Binh Duong, Binh Duong, Dong Nai, Tay Ninh, Kien Giang)

+ Conduct partial and complete pedagogical experiments through teaching some 10th grade history topics at some high schools in Ho Chi Minh City

3 Research aims and tasks

- Research aims: Based on affirming the role and significance of developing

historical cognitive and thinking capacities skills for students, the topic focuses on

determining the content and manifestation of historical cognitive and thinking capacities, criteria for evaluating the development of students' cognitive and thinking skills From there, propose pedagogical measures to develop historical cognitive and thinking capacities for students in teaching History in grade 10 in high schools to contribute to improving the quality of the teaching of the subject

- Research tasks: to achieve the above research purposes, the thesis focuses on

solving the following specific tasks:

- Present an overview of domestic and foreign projects related to the thesis topic

to clarify research results, inheritance and thesis issues that need to be further researched and resolved

- Study the 10th grade high school History curriculum and textbooks as a basis for carrying out the tasks of the thesis

- Conduct surveys of the situation of teaching history in high schools according

to the orientation of capacity development and the issue of developing historical capacity in general, developing cognitive and thinking capacity in particular for students in teaching History

- Study and determine the content, manifestations and criteria of the problem of developing cognitive and thinking capacities for students in the teaching of History in high schools

- Propose pedagogical measures to develop cognitive and thinking abilities for students in teaching 10th grade History (Program 2018) in high schools

- Design lesson plans and conduct pedagogical experiments in high schools to confirm the appropriateness, feasibility and effectiveness of applied pedagogical measures

4 Methodological basis and research methods

- The thesis thoroughly grasps the research perspective on the theoretical basis

of Marxism-Leninism on cognition; ideology and viewpoints of the Party, State and President Ho Chi Minh on education and History education

- To achieve the goals and tasks, the thesis uses the following main research methods:

* Theoretical research methods:

+ Analyze and synthesize documents on psychology, education, and history education on the issue of capacity development in general, cognitive and thinking capacity in History teaching in particular

+ Analyze the general education program in History and related historical documents to systematize the issue of teaching and developing capacity; developing historical cognitive and thinking capacities ability

*Practical research method: on the theoretical basis of the problem posed, we

conduct investigations and surveys through interviews and questionnaires to generalize the situation of History teaching and the development of historical cognitive and thinking capacity for students in high school

*Pedagogical experiments: design lesson plans according to pedagogical

measures to develop historical cognitive and thinking capacities for students and conduct partial and complete pedagogical experiments to prove the feasibility of proposed pedagogical measures

*Mathematical statistical methods to process data obtained in practical

investigations and pedagogical experiments to draw scientific conclusions

5 Scientific hypothesis

Applying measures to develop students' cognitive and thinking abilities in teaching history at the high school level will contribute to improving the quality of subject education, fulfilling the goal of developing the capacity and quality of learners of the curriculum; if the content, manifestations and criteria for evaluating students’ historical cognitive and thinking skills can be determined, historical content needs to be exploited and measures that are suitable to the characteristics, psychology

of age and cognitive competence can be proposed

6 Contribution of the thesis

The research results of the project contribute to:

- Affirming the role and significance of developing cognitive and thinking abilities for students in teaching History in high schools

- Evaluate the current status of the problem of developing historical cognitive and thinking capacity for students in History teaching in high schools today through the results of practical investigations and surveys

- Propose pedagogical measures to develop historical cognitive and thinking capacities for students in teaching history at high school level (applied to 10th grade teaching and learning (History Program 2022)

7 Scientific and practical significance of the topic

The thesis contributes to enriching the theoretical system of history teaching on the issue of developing historical capacity in general, historical cognitive and thinking capacities in particular in teaching History in high schools in the direction of developing students’ competencies

The research results of the thesis contribute to raising history teachers' awareness of developing historical skills for students in teaching the subject, helping

teachers know how to apply measures to develop historical cognitive and thinking capacities effectively The product of the study can be used as a reference of pedagogical training for history students and History teachers of high schools, thereby contributing to improving the quality of current subject teaching

8 Structure of the thesis

Chapter 1: Overview of research works related to the thesis topic

Chapter 2 The issue of developing cognitive and thinking capacities for

students in teaching History in high schools - theory and practice

Chapter 3: Content and process of developing historical cognitive and thinking

capacities for students in teaching History in high schools

Chapter 4: Measures to develop historical cognitive and thinking competence

for students in teaching History 10th grade high school Pedagogical experiments

MAIN CONTENTs Chapter 1 THEORETICAL BACKGROUND RELATED TO THESIS TOPIC

1.1 Previous studies on developing cognitive and thinking capacities for students

in the fields of psychology and teaching theory

1.1.1 Studies by foreign researchers

In general, the studies of foreign authors have mentioned quite richly and comprehensively the approaches to cognition, thinking, and the development of cognitive and thinking abilities for learners in various aspects intellectual psychology, building curriculum, applying active teaching methods and forms to develop students' capacity in general, cognitive and thinking abilities in particular

1.1.2 Studies by Vietnamese researchers

Works by domestic authors include textbooks, monographs, and research articles that address theories of cognition and thinking, cognitive capacity framework, cognitive capacity development and thinking development for students to follow teaching and develop their capacity This is the scientific basis for us to clarify the theoretical issues of the topic such as: Concepts of capacity, cognition and thinking;

as well as affirming the role and significance of developing cognitive and thinking abilities in teaching

1.2 Previous studies on developing cognitive and thinking capacities for students

in teaching History in high schools

1.2.1 Studies by foreign researchers

Foreign authors all affirm the role and significance of developing historical cognitive and thinking capacities for students in History teaching The studies also provide perspectives on the concepts and components of cognitive and thinking skills, and methods to develop historical thinking for students The research of foreign authors not only contributes to affirming the correctness and feasibility of the topic, but is also one of the bases that help us determine the content and manifestations of cognitive and thinking skills Proposing pedagogical measures to develop cognitive and thinking capacities for high school students

1.2.2 Studies by Vietnamese researchers

The issue of developing historical awareness and thinking for students has been established by history educators as a theoretical issue in teaching History in high schools In particular, research on innovating History teaching in the direction of capacity development in recent years, the issue of capacity development, developing historical thinking capacity for learners through innovating teaching methods, teaching forms, testing and assessment are emphasized The research of domestic authors is an important basis for us to improve the theoretical basis of the topic, clarify the content, and provide a development process and criteria for evaluating students' cognitive abilities and thinking skills as well as identify appropriate pedagogical measures to develop cognitive and thinking skills for students in high school

1.3 Inherited thesis issues and continued research

1.3.1 Evaluating the research results of published works

From scientific works published at home and abroad related to the thesis topic,

we find that the authors have solved the following problems:

- Firstly, the authors all emphasize the role and importance of developing cognitive

capacity, especially the ability to think actively, creatively, and independently of students

in teaching process in general and in teaching History in particular

- Second, studies on cognition and thinking by psychologists and educators,

although they have different approaches, generally affirm that cognitive and thinking activities have common rules for all everyone, can be described, therefore can be practiced, controlled and developed This is an important basis for educators and teachers to research and find appropriate teaching strategies, teaching methods and

forms of teaching organization to maximize students' awareness and thinking, helping Students achieve learning results that are consistent with their intellectual abilities in learning in general and learning History in particular

- Third, introduce a conceptual system of cognition, thinking, structure of

thinking and historical thinking, mechanisms and rules of formation, stages of development of thinking; capacity, structure of capacity; thinking capacity, historical thinking capacity Proposing a system of teaching methods, teaching techniques and forms of teaching organization to develop learners' capacity, develop cognitive and thinking skills under many different approaches

1.3.2 Issues the thesis continues to research

Firstly, consolidate and clarify the basic concepts of the topic such as capacity,

awareness, thinking, perception and historical thinking; develop cognitive and thinking skills; determine the characteristics and content of historical awareness and thinking; rom there, build up a theoretical basis for developing cognitive and thinking skills for students in teaching History in high schools

Second, conduct an investigation and survey to clarify the current situation of

teaching History in high schools in general according to the 2018 Education Program, and the current status of developing cognitive abilities and thinking for students in teaching History in high schools today Thereby, analyze and evaluate the advantages and disadvantages of the above situation, in order to draw scientific conclusions as a basis for implementing the thesis topic

Third, determine the content and expression of the components of cognitive and

thinking skills, the process of developing cognitive and thinking skills for students in teaching History in high schools

Fourth, propose criteria and tools to evaluate the level of formation and

development of students' cognitive and thinking skills in teaching history in high schools

Fifth, propose pedagogical measures to develop cognitive skills and thinking for

students in teaching History in high schools, design lesson plans and conduct experimental teaching to confirm the feasibility of the topic

CHAPTER 2 ISSUES OF DEVELOPING COGNITIVE AND THINKING

CAPACITY FOR STUDENTS IN TEACHING HISTORY

IN HIGH SCHOOLS - THEORY AND PRACTICE

2.1 Theoretial basis

2.1.1 The concept of developing cognitive and thinking capacities for students in teaching and learning in high schools

2.1.1.1 Competence and cognitive capacity

Competency is the ability to respond and apply comprehensively and effectively all human potentials (knowledge, skills, attitudes, physical strength, etc.) to effectively perform work or deal with situations situations in life, professional work, and study under specific conditions and according to certain standards

Cognitive capacity is the ability to learn, recognize, analyze and understand ideas from concrete to abstract about objective reality on the basis of personal psychological and intellectual attributes, laying the basis for forming into knowledge about that reality

2.1.1.2 Historical thinking and historical thinking capacity

Historical thinking Historical thinking is the process of rational cognition that delves deeply into the nature of past real historical events and processes in order to draw out the laws and nature of those historical events under different forms such as historical concepts, historical laws and lessons learned for the present

Historical thinking capacity is the ability to apply thinking operations to effectively solve historical cognitive problems, to reconstruct past history, explain, and draw meanings, rules, and principles the nature of historical events and processes, and the application of those laws to real life

2.1.1.3 Develop cognitive capacity and historical thinking

Developing historical cognitive and thinking skills also follows the rule of the cognitive process, which is "from vivid visualization to abstract thinking and from abstract thinking to practice", from the stage of sensory perception to the stage of rational cognition Specifically: 1- Students perceive, visualize, imagine, and recreate past history; 2- Students go through the operations of analysis, comparison, abstraction, and generalization; 3-Students explain, analyze, and evaluate the nature and cause-and-effect relationships between historical events and processes

2.1.2 Constituents of cognitive capacity and historical thinking

Historical cognitive and thinking capacities are one of of the three components

of historical capacity Historical cognitive and thinking capacities belong to the second level - between the level of learning history and applying learned knowledge and skills According to the History Curriculum, cognition and thinking are equivalent according to Bloom's cognitive scale, specifically: Comprehension, Analysis, Synthesis, and Evaluating Thus, historical cognitive and thinking capacities are associated with higher-level thinking (at the end of this stage, knowledge and skills have been formed, serving as a basis for application)

From the perspectives of thinking capacity in general and historical thinking capacity, characteristics of historical thinking and cognitive levels of students in learning

by domestic and foreign authors, and analyzing the History curriculum, we believe that

in the process of teaching History in high schools, we determine the content and expression of the content of the cognitive and thinking competencies that need to be formed and developed for students in History teaching, specifically as follows:

Expression of historical cognitive and thinking capacities

Identify historical events in specific spatial and temporal contexts over different

periods

- Explain the origin and movement of historical events from simple to complex

- Explain the cause and effect relationship in the historical process (between

historical events and processes; between natural conditions and social development, between people and people, etc

Compare similarities and differences between events, characters, and historical

processes

- Analyze the impact and interrelationships between events, characters, and historical

processes

- Analyze the causes of success or failure (of events, historical events, revolutionary

movements, wars, reforms, )

- Analyze the continuity and change of events, characters, and issues in the historical

process

- Evaluate and criticize historical issues: give personal comments and assessments on

historical events, characters, and processes

- Evaluate the level and importance of events, characters, and historical processes