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
MINISTRY OF EDUCATION AND TRAINING 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 THE THESIS IS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Supervisors: Associate Professor Dr Ha Hai Hoang 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 LIST OF PUBLICATIONS RELATED TO THE THESIS 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) 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 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 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 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 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) 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 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 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 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 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 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 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 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 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 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) 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 Structure of the thesis Chapter 1: Overview of research works related to the thesis topic Chapter 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 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 10 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 11 2.1.3 Factors affecting the formation and development of historical cognitive and thinking capacity for students in teaching History in high schools 2.1.3.1 The process of teaching history in high schools The cognitive process of learners in general, and historical perception and thinking in particular, are the most essential objects of the history teaching process in high schools In order for historical teaching to take place effectively, teachers need to well solve the interactive and unified relationship between the basic elements of teaching: Subject objectives - History teaching content - Teaching methods and teaching organization forms - Testing and assessment Therefore, the effectiveness of the process of organizing history teaching in high schools plays a decisive role in the formation and development of cognitive ability and historical thinking for students The quality of the subject can only change fundamentally when we change those factors synchronously in a positive direction A certain outdated factor will immediately affect the goals and quality of teaching management 2.1.3.2 Psychological and cognitive characteristics of high school students in learning History This is the age with strong psychological and physiological changes compared to middle school, it is when students initially form their personality and ideals of life The level of awareness and thinking at high school age develops very quickly and more deeply than middle school age, they also show more independence in thinking and love to explore and discover 2.1.3.3 Current educational innovation requirements - World; Science and technology innovation, capable workforce in the 21st century - Vietnam: reforming the program according to the capacity approach, requiring comprehensive reform of education management 2.1.4 Goals and significance of developing cognitive and thinking skills for students in teaching History in high schools * Goals Firstly, developing cognitive and thinking skills for students in classroom teaching helps students understand and find the nature of historical events Second, developing cognitive and thinking skills for students in classroom teaching helps strengthen students' historical learning skills that they have learned in the first step Third, developing cognitive and thinking skills for students in teaching History 12 creates a foundation for students to move to a higher level of applying the knowledge and skills they have learned in their studies and in life living * Significance: developing the capacity for thinking and thinking for students in teaching History in high schools has an important meaning, contributing to the comprehensive formation and development of the necessary competencies and skills for learners in life, specifically: Historical capacity, general capacity, quality 2.2 Practical basis 2.2.1 Overview of the situation of History teaching in high schools Firstly, reality in high schools shows that many teachers still not master the theory of curriculum innovation, specifically: many teachers still think that the curriculum is identical to textbooks, leading to anxiety and worry when there are many sets of history textbooks included in teaching Second, teachers are still familiar with the way of organizing teaching according to periods and lessons, and have not mastered teaching according to the topic content with active lesson duration according to the scope of the program Third, teachers are not familiar with the innovation of testing and assessing capacity, combining assessment of students' learning process with periodic assessment Some teachers are not yet proficient in selecting and building tools to assess learners' capacities and qualities Fourth, for learners who are familiar with the History curriculum taught according to the content- based approach from secondary school level, when entering the new History curriculum and textbooks, they have many get surprised and embarrassed The practical overview of implementing the History curriculum is the basis for us to analyze the causes of existence, propose adjustments and improvements to help innovate the program and innovate teaching History in current high schools with the optimal performance 2.2.2 The situation of developing historical cognitive and thinking capacities for students in teaching History in high schools Based on survey data, we found that most teachers and students in high schools are aware of the role and significance of developing cognitive abilities and thinking for students in general education However, in reality, the innovation in teaching and developing human resources in general, developing cognitive and thinking skills for students has not really been highly effective and needs continued research and adjustment A part of teachers focuses on teaching knowledge but does not really focus on developing thinking capacity for students; Many students are not really interested in the subject and have not really learned how to think about psychology; Subject 13 testing and assessment is still focused on testing knowledge, and the assessment of students' abilities during the learning process has not been focused Some teachers are not fully aware of the innovation of teaching methods, so they have not really effectively applied positive teaching methods to "teach how to learn, how to discover" from the perspective of teaching and developing competencies to form cognitive abilities and creative thinking for students A group of students not have the skills to self-study the subject and students' positivity, self-discipline, historical thinking, and uneven cognitive level also cause difficulties for teachers when organizing teaching to develophistorical cognitive and thinking capacities for students That reality has posed requirements that the thesis needs to address To develop historical competencies, historical competencies and historical thinking skills for students, teachers need to closely adhere to the requirements to achieve competencies according to the prescribed curriculum, clarifying the contents and manifestations of historical skills and historical thinking skills On the basis of the subject's educational curriculum, age psychology, and the cognitive process of students in learning history, it is necessary to clearly identify the connotations of cognitive and thinking skills, the process of developing students' cognitive and thinking skills, and the Criteria for measuring the level of development of students' cognitive and thinking skills in studying history so that teachers can master, understand and apply appropriate pedagogical measures to develop this component of students' capacity in teaching History CHAPTER CONTENT AND PROCESS OF DEVELOPING COGNITIVE AND THINKING COMPETENCE FOR STUDENTS IN TEACHING GRADE 10 HISTORY AT HIGH SCHOOL 3.1 Importance, goals, basic content of the 10th grade high school History program 3.1.1 Importance and goals of the 10th grade History curriculum In the 2022 History Curriculum, grade 10 history is the opening part of the high school history program, with the task of equipping students with a basic understanding of historical science, the first step in orienting their careers, at the same time reinforcing and improving the basic and core historical knowledge that has been formed for students at the basic education stage through career-oriented topics, topics of world history, regioonal history and Vietnamese history and advanced topics in synchronous and diachronic order 14 3.1.2 Basic content of the 10th grade History curriculum The 10th grade history program is based on the foundational knowledge students have been equipped with at the secondary level, aiming to help students perceive and think historically to gain a deeper understanding of historical knowledge integrated in topics and topics Learning topics to improve knowledge of world history, regional history and Vietnamese history, with topics (career and study orientation) and advanced topics: history and history, world civilizations, industrial revolutions in history, civilizations and cultures in Vietnam, community of Vietnamese peoples, state and law in Vietnamese history South, preserving and promoting the value of Vietnamese cultural heritage 3.1.3 Requirements for the 10th grade high school history curriculum and the cognitive capacity and historical thinking that need to be developed for students in teaching Each topic and learning topic in the 10th grade history curriculum can be exploited to develop cognitive and thinking skills for students in teaching process Only when students use their thinking to understand the content of historical knowledge in learning topics and topics, will the knowledge they acquire be complete, serving as a basis for students to apply their learned knowledge and skills, and thus, their subject capacity (historical capacity) will be fully developed The thesis determines the scope of developing cognitive and thinking skills for students through 10th grade history topics Based on the common principles of the topic and the expressions of the level of thinking and thinking through Bloom's scale verbs, we propose a set of learning activities and appropriate pedagogical measures to develop cognitive and thinking skills for students in History teaching 3.2 Process of developing historical cognitive and thinking capacities for students in teaching History in high schools Developing historical cognitive and thinking capacities contributes to the goal of developing specific capacity for students according to the requirements of each topic and history lesson Therefore, the process of developing historical cognitive and thinking capacities basically proceeds according to the following steps: o Step 1: Determine the objectives of the topic and lesson o Step 2: Determine the components of cognitive and thinking capacities (compared to standards) in lessons that need to be developed for students o Step 3: Determine teaching methods and techniques to develop cognitive and thinking capacities for students o Step 4: Design specific teaching activities to develop cognitive abilities and thinking skills for students 15 o Step 5: Design a tool to evaluate learning activities to develop cognitive and thinking capacities for students 3.3 Criteria for evaluating students' cognitive and thinking capacities in teaching History in high schools 3.3.1 Determine criteria for evaluating students' cognitive and thinking capacities in teaching History in high schools On the basis of the content, level and expression of cognitive ability and historical thinking that need to be developed for students in teaching History in high schools, the orientation of testing and evaluating student capacity according to the overall educational curriculum and history curriculum,we build up Rubrics of criteria to evaluate the development of students' cognitive and thinking capacities in studying History with levels from low to high: Unsatisfactory, Pass Good, and Exellent of elements of expression of 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 - Compare similarities and differences between events, characters, and historical processes - Explain the cause and effect relationship in the historical process 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 - 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 - Assess the level and importance of events, characters, and historical processes 3.3.2 Use tools to assess historical cognitive and thinking capacities in teaching History in high schools Based on the elements and criteria for the expression of students' cognitive abilities and thinking skills in teaching history, we identify a number of typical forms and tools to evaluate students' thinking skills and thinking skills in teaching history in high school, there are: - Rubrics are evaluated according to the criteria of cognitive and thinking capacities of students in learning - Evaluating students’ cognitive and thinking capacities through learning products - Evaluating students’ cognitive and thinking capacities through test questions 16 CHAPTER MEASURES TO DEVELOP HISTORICAL COGNITIVE AND THINKING COMPETENCE FOR STUDENTS IN TEACHING GRADE-10 HISTORY IN HIGH SCHOOLS PEDAGOGICAL EXPERIMENTS 4.1 Basic requirements when determining measures to develop cognitive and thinking capacities for students in teaching history in high schools 4.1.1 Satisfy the goals of teaching history in high schools 4.1.2 Be suitable for subject characteristics and associated with subject program content 4.1.3 Create problem situations and actively activate students' cognitive activities 4.1.4 Satisfy students' physiological characteristics and cognitive abilities 4.2 Some measures to develop cognitive and thinking capacities for students in teaching History in grade 10 in high schools 4.2.1 Organize teaching and learning to discover history and solve problems *Discovery learning Teaching discovery and discovery is one of the teaching methods that has the advantage of improving cognitive and thinking abilities for students The general model of this method is: Teachers provide necessary information and materials (if necessary, including facilities), Instruct students to process that information and materials through their existing knowledge yourself to “discover” or “discover” new knowledge that needs to be learned, exploring history is the first condition for students to be able to analyze and reason on the basis of data and documentary information about specific historical events *Teaching problem solving Rubinstein pointed out that: "thinking only begins when a problematic situation appears." The learning process in general, and the history learning process of students in particular, is a cognitive process, so to stimulate To understand the cognitive needs, interests, and learning motivation of students, teachers need to provide "problematic situations" and, above all, cognitive exercises to attract students' attention and give rise to their desire answer unknown things, stimulate students' thinking Depending on the teaching goals, teachers can apply low-level problem solving to students (teachers present problems, give suggestions for solutions) 17 solution or answer), or high level (students participate partially in the steps to solve the problem or students independently solve problems assigned by the teacher *Use debate techniques to develop critical thinking for students History educators believe that teaching students to think about history needs to rely on the power of critical thinking to help them understand past history logically, recognize cause-effect relationships, make logical comments and assessments about those historical events The use of the debate method in classroom teaching is necessary to train students to analyze, evaluate, and know how to overturn and reverse issues to explain conflicts, practice critical thinking, and make inferences Think multidimensionally in learning history Through debate, students learn how to work in groups, learn how to make arguments and defend personal opinions as well as receive and refute the opinions of others, thereby training them to be independent independence in thinking, criticism in thinking From there, it helps students master knowledge and understand the nature of historical issues, and at the same time develop critical thinking capacity 4.2.2 Organize student to learn through a number of modern teaching models 4.2.2.1 Organize student learning through the "Flipped classroom" model In the context of the development of IT, digital learning materials and e-learning teaching combining online and face-to-face learning with the support of current technology, applying the flipped classroom model shows its feasibility in developing core competencies of 21st century students History subject, with its characteristic that students not have direct contact with past historical events, but can only have indirect contact through historical documents, the application of teaching methods through the flipped classroom has the advantage of promoting students to learn proactively and actively, helping students have the opportunity to practice self-study capacity Performing learning tasks before going to class helps students practice and develop self- study capacity understand history, cognitive capacity and historical thinking 4.2.2.2 Organizing students to learn through projects Project teaching stimulates students' motivation, interest, self-reliance, and responsibility in learning, and at the same time trains and develops learners' ability to solve complex problems, collaborative ability, and creative ability In History subject, project-based teaching contributes to the comprehensive development of the competency components: studying history, historical cognition and thinking,