Phương pháp sơ đồ hóa kiến thức trong dạy học lịch sử việt nam (1919 1975) ở trường trung học phổ thông (thực nghiệm sư phạm tại vùng tây bắc ) tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION CHU THI MAI HUONG KNOWLEDGE DIAGRAMATIZING METHOD IN TEACHING VIETNAMESE HISTORY (1919 – 1975) AT HIGH SCHOOL (Experiment in the Northwest) SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE HA NOI - 2019 The work is completed at: Hanoi National University of Education INSTRUCTORS: ASS.PROF.&PHD NGUYEN MANH HUONG ASS.PROF.&PHD DO HONG THAI Reviewer 1: … …………………………… Reviewer 2: ……………………………… Reviewer 3: ……………………………… This thesis will be defended before Thesis Assessment Board at the University level as organized at Hanoi National University of Education at … … on day … month… year… This thesis can be found at: National Library of Vietnam, Hanoi or Library of Hanoi National University of Education LIST OF SCIENTIFIC WORKS OF THIS AUTHOR RELATE TO THIS THESIS Chu Thi Mai Huong (2014), Building Website of local history teaching document at High School, Educational Magazine, special edition, pages 121-122 and 116 Chu Thi Mai Huong (2014), Instructions for pupil to learn History, Educational Magazine, special edition, 125-126 and 120 Nguyen Manh Huong, Chu Thi Mai Huong (2016), Using Graph in innovating the teaching method of History at High School, Educational Magazine, special edition, pages 154-158 Nguyen Quoc Phap, Chu Thi Mai Huong (2016), "Designing and using knowledge graph with assistance of information technology to develop pupil’s ability in teaching history at Son La High School", Theme of scientific research at grassroots level, code TB 2016-02, Tay Bac University Chu Thi Mai Huong (2017), Diagramatic method in teaching history at High School, Educational and Social Magazine, special edition, pages 64-68 and 73 Chu Thi Mai Huong (2017), History teaching method according to the orientation of developing ability for pedagogical students in History, Scientific Seminar, pages 300-313 Chu Thi Mai Huong (2018), Using the knowledge diagramatizing method for organizing pupils to solve problems according to the direction of approaching ability in teaching history at High School, Scientific Magazine, Hanoi National University of Education, No 63, pages 3-12 Chu Thi Mai Huong (2018), Using graph in teaching history at High School, Educational Magazine, No 428, pages 39-44 Chu Thi Mai Huong (2018), Appying knowledge mapping method to organize the examination and evaluation in teaching history in high schools, Educational Sciences Magazine, No 3, pages 62 – 66 10 Chu Thi Mai Huong (2018), Using knowledge mapping to organize the startup activities in teaching, Educational Sciences Magazine, No 9, pages 77 - 82 11 Chu Thi Mai Huong (2019), Applying the knowledge mapping method in teaching Vietnamese History (19541975) at high schools, Educational Magazine, No.186, pages 46 -49 PREAMBLE Urgency of the theme The fourth scientific and technological revolution (CMCN 4.0) has impacted and made a great change to the life, economy, society and education of most countries in the world Industrial revolution 4.0 requires education to apply IT in the education process, changing the thinking and approach, methods and means of teaching and learning in the direction of education 4.0 (transforming the way education from the transmission of knowledge into development of qualities and abilities for students: creative ability, language ability, and ability to establish relationships or teamwork skills) in order to adapt to changes in social practice Education of Vietnam before the 4.0 era, in front of the need to innovate The Central Resolution II, Session VIII affirmed: "Reform education - training methods, overcome the one - way transmission, training into the creative thinking of learners Step by step applying the advanced methods and modern methods in the teaching process, ensuring conditions and time for self-study, self-study for students " Thus, the general orientation of teaching method innovation is the diversified and reasonable use of teaching methods in the direction of promoting activeness, initiative and creativity of students, transforming the teaching form of transmissing knowledge into the form of teachers organizing activities for students to perceive independently In recent years, education of Vietnam has the development steps but there are many limitations, especially the education of history Students not know and not like to study, the quality of history is reduced, not meet the requirements of social reality Therefore, the improvement and renewal of content and teaching methods of this subject is an urgent matter which must be conducted regularly and synchronously The graph has been the best means of teaching in many fields and in many fields of education in Vietnam However, in the teaching practice in general, history teaching in particular, teachers only use the graph as a visual means to support the teaching process but not use it as an active teaching method Moreover, the process of designing, using the graph is mainly in single direction, teachers are the person who build and use the graph according to the experience of individual, students are the object to receive the graph models passively In particular, the constructing and reading skills and graph using skills of students are very weak Besides, the use of graph in teaching has not followed a certain principle, teachers have not maximized the positive, initiative of students in the learning process so the efficiency is not very high The history of Vietnam from 1919 to 1975 at High School is the focus content with many important events through three periods: the Communist Party of Vietnam was established in 1930; The successful August Revolution led to the establishment of the Democratic Republic of Vietnam (1945); The anti-French resistance ended with the historic victory of Dien Bien Phu (1954); The anti-American resistance saved the country in the joy in Spring 1975 With three historical periods, long knowledge volume, many events are difficult for students to learn and remember so it is the challenge for teachers and students Using the knowledge diagramatizing method to teach this part, it helps to minimize difficulties in students' perceptions and helps students to generalize the basic knowledge contents in a systematic way, especially students can compare and contrast contents of knowledge in two anti-French and antiAmerican wars From there, students will know the development period of national history through each important event that is expressed in the form of graph Based on the theoretical and practical basis as mentioned above, we selected the problem "Knowledge diagramatizing method in teaching history of Vietnam (1919 - 1975) at High School (Experiment in the Northwest) "as a research theme for the doctoral thesis, major in Theoretics and Teaching Method in History Research scope and object 2.1 Research object Research object of this theme is the history teaching process at High School, through using knowledge diagramatizing method 2.2 Research scope - About the theretics: Studying documents in general, documents of graph, knowledge diagramatizing method in teaching History in particular; suggested measures to use knowledge graph in teaching regular classes through three historical periods of Vietnam (1919-1975) at High School - About research location: Investigation and survey were conducted in many High Schools in the whole country, but it concentrated mainly in High Schools in the Northwest of Vietnam The author conducted the pedagogical experiments in High Schools in provinces of the Northwest (Lai Chau, Hoa Binh, Dien Bien, Son La) Research tasks and purpose 3.1 Purpose of this theme Basing on the study of the knowledge diagramatizing method in teaching, the thesis designed and focused on proposing groups of measures to use knowledge graph in the direction of capacity development when organizing teaching History at high school 3.2 Task of this theme To implement the above purpose, this thesis aims to solve the following tasks: Study the knowledge diagramatizing theory in teaching in general and teaching History in particular at high schools; Surveying and investigating the practice of teaching History in general and using the knowledge diagramatizing method in teaching history at high schools in particular; Studying the program, historical textbooks of Vietnam (1919-1975) at high school; Implementing the preparation of lessons and pedagogic experiment (each part and total parts) Methodological basis and research method 4.1 Methodological basis The methodological basis of the thesis is based on Marxist-Leninist viewpoint on perception, Ho Chi Minh's thought, viewpoint of the Party and State on education and historical education 4.2 Research method This thesis uses some research methods in the performance period of the theme, but focuses on four method groups as follows: Theoretical research method; Survey and investigation method; Experimental method of pedagogy; Statistical methods, data processing Scientific hypothesis If the historical content is clearly defined to design the knowledge diagrams in accordance with the procedure as proposed in this thesis, and at the same time, to flexibly apply measures of using the knowledge diagramatizing method as presented by the author, suitable with the specific characteristics of each school, will contribute to renovate methods and quality of history subjects at high school Contribution of this thesis Research reult of this thesis contributes to: Systematizing the results of theoretical studies of diagrams and application of diagram theory in teaching theory in general, teaching history in particular; Provide data on the actual state of teaching history at high schools through using the knowledge diagramatizing method in teaching the subject; Introduce the method and process of designing the knowledge diagram in historical teaching, which was concretized through teaching of Vietnamese history (1919-1975) at high school; Propose the pedagogical measures to use the knowledge diagramatizing method in teaching history of Vietnam (1919-1975) at high school Significance of this theme 7.1 Scientific significance This thesis contributes to the consolidation and enrichment of teaching theory on using the knowledge diagramatizing method in teaching history at high school 7.2 Practical significance Research result of the thesis will help teachers and students to design and apply measures using knowledge graph in teaching in general, in teaching history in particular The thesis will be a useful reference for teachers and students in history of universities and colleges, teachers and students at high schools Thesis structure Chapter Overview of research works relating to this theme Chapter The knowledge mapping method in teaching History at high schools: The theoretical and practical basis Chapter The knowledge mapping method in teaching Vietnamese History(1919 – 1975) at high schools Chapter Applying the knowledge mapping method in teaching Vietnamese History (1919-1975) at high schools Pedagogical experiment Chapter OVERVIEW OF RESEARCH WORKS RELATING TO THIS THEME 1.1 Research of diagram theory and application of diagram theory in the teaching 1.1.1 Research of foreign author Research of diagram theory was early concerned by scientists and widely applied in many scientific disciplines In 1736, Swiss mathematician – Leonhard Euler (1707-1783) was the first person who studied diagram theory The “How to Draw Charts and Diagrams”, written by Bruce Robertson and published in 1988 In 1989, Ray mond M.Marston published the “110 diagrams using thyristo and triac” In 2009, the authors Jean – Luc Deladrièric, Frédéric Le Bihan, Pierre Mongin, Denis Rebaud published the “Organisez vos Idéesavecle Mind Mapping” In 2010, Tony Buzan wrote the “Mind Mapping” In 2012, Christine Taylor – Butler published the “Understanding Diagrams” The “The Ishikawa Diagram” written by Ariane de Saeger and published in 2015 The authors Jessica Glaser, Carolyn Knight in the “Diagrams: Innovative Solutions for Graphic Designers Paperback”, the “Diagramming the Big Idea” written by the authors Jeffrey Balmer, MichaelT Swisher Through above studies, the author expressed the practical convenience of using diagrams in arranging ideas and abstract concepts in many practical situations effectively In 1970, Đ.M Kirinskin and V.X.Poloxin published the “Teaching method of Chemistry” In 1980, M.A Đanilôp, M.N Xcatkin, I.Ia Lecne, A.A Buđarnưi, N.M Săckhơmaiep, V.V Craiepxki published the “Teaching theory of high schools” In 1983, the authors G.M.Stờrác, X.A.Pê tơrusépxki, T.N.A A giơghépcôva, A.M Coocsunốp, L.V.Nhicôlaiêva published the “Visual means in teaching Philosophy” L.SH.Levenbeg published the “Using diagrams, drawings to teach Mathematics at Primary School” in 1982 The author Vlaxôva T.F, Ivanốp E.A published two books “Diagram and chart of dialectical materialism” and “Diagram and chart of historical materialism” In 2010, Katherine S.McKnight published the “The Teacher’s Big Book of Graphic Organizers” In 2016, Mickey Kolis, Benjamin H.Kolis wrote the “Thinking Diagrams: Processing and Connecting Experiences, Facts, and Ideas” The author affirmed that diagram plays an important role and significance in the awareness of students, the use of diagrams is an active method to improve the efficiency of lessons 1.1.2 Research of the author in our country In Vietnam during the recent years, many researchers have been interested in the diagrammatic method First of all, I can mention on the book “P.E.R.T network diagram method” written by Nham Van Hanh In 2015, the author Nguyen Vu Phuong Nam wrote the book: “4 steps for solving problems” In 1994, Nguyen Ngoc Quang published the “Teaching theory of Chemistry” In 1979, Nguyen Quang Vinh, Tran Doan Bach, Tran Ba Hoanh published the “Teaching theory of Biology”, other articles of the authors such as: Do Thi Chau, Dang Van Duc, Tran Dinh Chau, Nguyen Thuy Khanh Chuong, Pham Thi Trinh Mai; Pham Thi My, Nguyen Chinh Trung, Hoang Viet Anh, the studies of above authors also affirm the role and effect as well as the using methods of diagrams in practical activities in general and the teaching process in particular 1.2 Research and application of knowledge diagramatizing method in teaching History 1.2.1 Researches of foreign authors The Historical textbook of Taiwan (volume 1) was written by the author Doi Bao Thon Ly Phuc Chung and Co Vi Doanh are the authors of Chinese Historical textbook The textbook of World History and Shosuke Murai as the chief author (in 1998) To approach the above source of documents, we realize that diagram plays an important role and significance in organizing the teaching activities in order to improve efficiency of lessons, contributing to improve quality of teaching subjects 1.2.2 Researches of the authors in our country The “Draft of history teaching method at Secondary and High Schools” written by Phan Ngoc Lien – Tran Van Tri published in 1961, the “Visual instrument in teaching history at secondary school” written by Phan Ngoc Lien, Pham Ki Ta published in 1975 In 1976, Phan Ngoc Lien – Tran Van Tri published the “Teaching method of History” (volume 1) In 1992, the authors Phan Ngoc Lien – Tran Van Tri (chief author), Trinh Dinh Tung, Nguyen Thi Coi, Nguyen Huu Chi, Phan The Kim, Pham Hong Viet published the “Teaching method of History”, this book is reprinted and corrected and supplemented in 1998, 1999, 2000, 2001, 2009 In 2001, Nguyen Thi Coi published the book “Teaching forms of history at secondary schools,” the “System of history teaching methods at secondary schools” written by Trinh Dinh Tung (chief author) Tran Viet Thu, Dang Van Ho, Tran Van Cuong published in 2005 The use of visual instrument in the teaching is mentioned by the authors Vu Quang Hien, Hoang Thanh Tu in the “Teaching method of History at high schools” Many articles of the author Nguyen Manh Huong also relate to this research matter The above researches are important orientations for this author to continue studying to solve problems in chapter 2, chapter and chapter of this thesis 1.3 General assessment of research result of the published documents and the arisen issues for this thesis to continue solving Firstly, basing on the study of the documentation sources, we continue to build and perfect the theoretical foundation system of knowledge diagramatizing methodologies in the teaching in general and teaching history at high school in particular Secondly, investigate and survey the actual state of teaching history and the use of knowledge diagrams to assess the feasibility and efficiency when applying the knowledge diaramatizing method in teaching history at high schools Thirdly, learn about contents of Vietnamese history program (1919-1975) to determine content of basic knowledge that may be designed knowledge diagrams to help students to acquire quickly and efficiently during their learning period Fourthly, study and put forth the process and steps for designing knowledge diagrams in teaching history at high schools Fifthly, suggest the pedagogic method groups when using knowledge diagrams in teaching history of Vietnam (1919-1975) at high schools Sixthly, prepare lessons and implement the pedagogic experiment (each part and total parts) at grade 12, thus, generalize the suggested methods when using the knowledge diagramatizing method in teaching history at high schools Chapter KNOWLEDGE DIAGRAMATIZING METHOD IN TEACHING HISTORY AT HIGH SCHOOL: THEORY AND PRACTICE 2.1 Theoretical basis 2.1.1 Conception of the knowledge diagramatizing method in teaching history * Graph, diagramatizing Graph means a kind of conventional visual instrument that is used in the teaching process Graph is the system of keywords and images of the same system combining with symbols to reflect the object during the awareness process Diagramatizing means the action takes place in thinking to modelize a thing, the phenomenon of nature and society in a schematic language to make it easy to perceive it Diagramatizing is considered as a teaching method to express knowledge content in a diagrammatic language The schematic language is a system of symbols, cubes, colors, dimensions, scales used to specify or generalize the knowledge content shown on the diagram *Knowledge, historical knowledge Historical knowledge means the basic knowledge in the history subject that is confirmed by science, selected by scientists and recorded in the historical textbook of high school Historical knowledge includes events, phenomena, rules, concepts, time, places, characters, etc Through this, it impacts on historical awareness and makes the historical awareness to be specific, comprehensive and systematic *Knowledge diagramatizing, history knowledge diagramatizing Knowledge diagramatizing is the form to arrange knowledge according to the system of symbols, cubes, colours This arrangement should be based on specific purposes, content, requirements and principles and it is categorized into diagrammatic forms *Diagramatizing method Diagramatizing method means the forms and uses of graph to organize the teaching with certain purpose and plans in order to improve the efficiency of lessons and quality in teaching subjects 2.1.2 Knowledge diagramatizing types in teaching history at high schools * Flow charts Flow chart was researched and used by American engineers, namely Frank and Gibreth since 1921 This is a chart form using simple cubes, symbols, logo, colour to arrange the system according to a detailed chart Each cube expresses an unit of knowledge and combines with each other by links to describe relationship among cubes in this system Sometimes, it is also called process chart, process diagram 10 history The survey period is performed during the school year 2016-2017, and school year 2017-2018 Survey method: Use the questionnaire developed by the question system to collect the answers; data analysis through survey results; interviews for teachers and students; attendance; consult experts 2.2.3 Evaluation of survey results Through investigation, practical survey shows that the use of diagrams as teaching aids, not using the diagrams as an active teaching method, most teachers are confused in the design and flexible use in the teaching process, students use the diagrams to observe, take notes, but not use mapping as an effective learning method Based on theoretical and practical research, we found that the choice of types of diagrams to organize learning activities is a positive measure contributing to the innovation of teaching methods in general and history teaching methods in particular at high schools Chapter KNOWLEDGE MAPPING IN TEACHING VIETNAMESE HISTORY (1919 – 1975) AT HIGH SCHOOLS 3.1 Location, target and basic contents of Vietnamese history program (1919 – 1975) at high schools Location: Vietnamese History Curriculum (1919-1975) is part of the 12 th grade history program at high school level History program of grade 12 consists of two courses: World history section and Vietnamese history section are taught in 52.5 periods Vietnamese history from 1919 to 2000 was followed by the modern world history from 1945 to 2000 The historical period from 1919 to 1975 was composed of 12 lessons, occupying 30 periods, not including periods of review and test Target: Based on the program of general education in History and based on the program of history textbooks in grade 12 at high school, standards of knowledge, skills and attitudes in History as regulated by the Ministry of Education and Training, teaching the Vietnamese historical module from 1919 to 1975 to achieve the goals of knowledge, skills, attitudes and development of general abilities and specific abilities for students Basic knowledge contents of Vietnamese history (1919-1975) at high school Vietnamese history (1919-2000) according to the instructions of knowledge standard, skills of History of grade 12, divides into periods: 1919-1930; 1930-1945; 1945-1954; 1954- 1974 and 1975- 2000 Within the research scope of this theme, we sumarize the basic knowledge contents from 1919 to 1975 3.2 Design of knowledge mapping types in teaching Vietnamese history (1919 – 1975) at high school Basic requirements for designing the knowledge map in teaching history: Ensure the knowledge volume to build diagrams; To agree on the objectives, contents and teaching method; Ensuring scientific integrity; In accordance with the level of awareness, promote the positive, initiative, creative in learning of students; Ensure the consistency of symbols, colors, and cubes those are conventionally plotted on the diagram The knowledge mapping process for historical lessons at high school consists of steps, which are concretized in the diagram below: 11 Figure 3.1: Knowledge mapping design process 3.3 Knowledge map in teaching Vietnamese history (1919-1975) at high schools Basing on basic contents of Vietnamese history program (1919-1975), we only focus on introducing some knowledge mapping forms according to the classification in chapter Figure 3.2: New changes of economy – society in Vietnam (1919-1929) Figure 3.3: Causes, conditions lead to the development of proletarian tendency Figure 3.4: Cause of success and historical significance of the Resistance against the French colonialists (1945-1954) Figure 3.5: Comparison of the similarities and differences between two strategies: “Local war” (1965-1968) and “ Vietnamization of War” (1969-1973) of United States in the South of Vietnam 12 Figure 3.6: Diagram of the line and strategic task of the Vietnamese revolution led by the Party Thus, basing on the contents of basic knowledge, design requirements, purpose of use, level of awareness of students, the diagram form which we carry out knowledge mapping to teach Vietnamese history ( 1919-1975) at high school The diagram system is designed not only to ensure logics and science, but also to meet the criteria of form, techniques and aesthetics This is the basis for us to propose measures to use the knowledge chart in teaching as well as valuable resources for teachers, colleagues and interested people to refer and apply in the process of teaching history at high school Chapter APPLYING THE KNOWLEDGE MAPPING METHOD IN TEACHING VIETNAMESE HISTORY (1919 -1975) AT HIGH SCHOOL PEDAGOGIC EXPERIMENT 4.1 Using the knowledge mapping method to organize start-up activities in teaching Vietnamese History (1919 - 1975) at high schools 4.1.1 Process of using the knowledge mapping method to organize start-up activities Warm-up is an activity that takes place before a lesson to create a stimulating learning environment that excites students and motivates students to learn the lesson There are many forms of organizing warm-up activities such as: organizing games, playing characters, telling stories, quizzes, grafting, practicing experiments, building situations, making scientific hypotheses In teaching history at high school, the use of knowledge maps to organize effectively the warm-up activity should be done through the following steps: Figure 4.1: Steps for using knowledge charts to organize effectively the warm-up activities in teaching history at high schools 4.1.2 Measures of using the knowledge mapping method to organize start-up activities For example, when teaching lesson 22, Part V “Paris Agreementin 1973 on ending the war and restoring the peace in Vietnam”, to help students understand the contents of this lesson about context, content and meaning of the Agreement, the impact of signing the Paris Agreement in 1973 to development of the South revolution To test the previous knowledge related to the new lesson, applying the 13 teaching principle to point out the problem, teacher introduced cognitive tasks in combination with image map to create interest for students before studying new lessons, the teacher organizes warm-up activities as follows: Figure 4.2a: Diagram of warm-up activities * Using the knowledge chart to combine with problematic situation For example, when teaching the lesson 20, section II “The Winter - Spring Strategic Offensive 1953-1954 and the Dien Bien Phu Campaign in 1954”, to clarify the new plot of France and United States in Indochina when it entered Winter - Spring 1953-1954; The policy and strategy of our Party in the Winter - Spring 1953-1954; Success of Dien Bien Phu Campaign in 1954 Teachers use the map combined with the problematic situation to stimulate curiosity for students, to guide students to solve the learning task * Using knowledge chart to combine with historical quiz For example, when teaching lesson 17 “Democratic Republic of Vietnam is from after 2-9-1945 to before 19-12-1946” Over the first year of the Democratic Republic of Vietnam, the Vietnamese revolution faced many difficulties and challenges such as hunger, poverty, foreign invaders, and internal resistance To solve the above difficulties, the Party and Government had taken many measures to protect the nascent government A rich merchant has contributed his money and gold to help solve the financial difficulties of our country at that time Who is he? What contribution did he make to the revolution of our country? Look at the diagram below and complete the following: Figure 4.2b: Diagram of activities Summarize this game, the teacher announces the winner and continues to submit the diagram with the following content: 14 Figure 4.2c: Diagram of activities to explore the historical characters in the game * Using the knowledge map to orient basic knowledge For example, when teaching lesson 16 “National liberation movement and August uprising (1939-1945) The Democratic Republic of Vietnam was established”, teachers use visual diagrams to summarize the content of basic knowledge in a structured way in order to guide students about the knowledge, skills, attitudes, abilities, and qualities that need to be learned Through this, teachers also determine the task, select the appropriate learning method for students to achieve the above goals Figure 4.2d: Diagram summarizes basic knowledge of the lesson 4.2 Using the knowledge mapping method to form knowledge for pupils in teaching Vietnamese History (1919 -1975) at High schools 4.2.1 Process of using the knowledge mapping method to form knowledge for pupils Figure 4.3 Process of applying knowledge mapping method to form knowledge for students 4.2.2 Measures of using the knowledge mapping method to form knowledge for pupils * Guide pupils to collect and process information about events and historical phenomena by mapping knowledge For example, when teaching the lesson 16, section III “Armed uprisings to seize power”, purpose of this lesson is to clarify why the Party has put forward the slogan "Break rice barns, solve hunger" Before the new lesson, teachers assign homework to students to collect documents about the famine in 1945 in Vietnam When conducting research in the new lesson, the teacher uses the "Table Cloth" technique to divide the class into groups, each of which accomplishes the following task: 15 Figure 4.4a.Organize knowledge-forming activities for students After the groups have completed their learning tasks, the teacher asks the students to complete the collected and processed information in the following diagram: Figure 4.4b: Organize knowledge-forming activities for students *Mapping knowledge to help pupils recreate events and historical phenomena When ending the teaching of chapter IV “Vietnam was from 1954 to 1975”, in order to help students understand the American war strategies in Vietnam, teachers use diagrams to recreate characters associated with specific historical events: a map combined with historical images to recreate the American war strategies have been practiced in Vietnam through presidential lifes Thereby, students will have a specific symbol of the time and content of historical events associated with that historical figure Figure 4.9: Figure 4.4c: Organize knowledge-forming activities for students * Using knowledge mapping to analyze the relationship between events and historical phenomena The lesson 12, section "the second colonial exploitation policy of the French colonialists" was taught to gain knowledge for pupils about the contents of the second colonial exploitation of the French colonialists and the impacts of exploitation policies on the economy, society, culture and education in Vietnam The teacher used the knowledge map to organize students to conduct learning activities such as analyzing the interactions between historical events and phenomena as mentioned above Firstly, the teacher gave a case study and then applied the teaching technique of "Protest or Advocacy" to organize pupils to perform their learning tasks After that, the class was divided into the two groups, namely the protest group and advocacy group Each group performed the following task: 16 Figure 4.4d: Organize knowledge-forming activities for students * Guide pupils to present their history learning report with knowledge mapping For example, when the teaching lesson 22, Section I, "Fighting against the" Local War" strategy of the American empire in the South (1965-1968)," was taught, it allowed pupils understand the "Local War" that America conducted in Vietnam The teacher used diagrams to organize group discussion activities, the activities were specified in the following diagram: Figure 4.4e: Organize knowledge-forming activities for students Groups would be allowed to report and the teacher would call any member of the groups on the board to re-present the basic knowledge of the lesson through the following diagram: Figure 4.4f: Reporting basic knowledge under diagrams of pupils 4.3 Using the knowledge mapping method to organize activities to strengthen and practice for pupils in teaching Vietnamese History (1919 - 1975) at High schools 4.3.1 Process of using the knowledge mapping method to organize, strengthen and practice for pupils Systematization of knowledge by diagrams was done through the following steps: Figure 4.5: Steps of using diagrams to make a knowledge system 4.3.2 Measures of using the knowledge mapping method to organize activities to strengthen and practice 17 Using the knowledge mapping to make a knowledge system for pupils to consolidate and review historical lessons: *Use diagrams to reinforce knowledge of the whole lesson: For example, when the section II of the lesson 13 "The Communist Party of Vietnam was born" was taught, the teacher strengthened the knowledge for pupils by asking questions associated with the following diagram: Figure 4.6a: Organize activities to strengthen knowledge for students *Use diagrams to reinforce knowledge after each section: When the lesson 15 of the "Democratic Movement 1936-1939" was taught, the teacher used the given diagrams and the questions for pupils to make a knowledge system The content of the request was as follows: "Based on the diagram below, Do compare the struggling policy of the Indochinese Communist Party in the period of 1936-1939 with similarities and differences from the revolutionary movement 1930-1931? Figure 4.6b: Organize activities to strengthen knowledge for students *Use diagrams to reinforce knowledge after each course: An example to illustrate Ho Chi Minh's revolutionary process in the period from 1930 to 1945 to see the role of the Man in the struggle for protection of the country, the teacher would systematize the questions and exercises according to the contents of the textbook to make pupils understand the basic knowledge 18 Figure 4.6c: Organize activities to strengthen knowledge for students 4 Using the knowledge mapping method to check, assess result of pupils in learning History while teaching Vietnamese History (1919 -1975) at High schools *Using the knowledge mapping method in the writing tests: The method of writing tests combined the teaching technique of "concept map", the studying tasks of pupils are specified in the form of maps Thereby, they would be able to understand the nature of the historical concept For example, when the lesson 13, Section II "the Communist Party of Vietnam was born" was taught, teachers asked their pupils to solve the following tasks: "With specific historical events, please clarify the content knowledge in the diagram below Figure 4.7a: Roles of the Communist Party of Vietnam *Using the knowledge mapping method in observation tests: the method was combined with the "one-sentence summary" technique that allowed the teachers to assess the level of awareness of pupils in the teaching process Summary skills the knowledge of the pupils during the study and summary skills to facilitate the memory of learned knowledge was hereby improved Implementing that technique required pupils to choose short, accurate, informative and grammatical words to answer in the form of diagrams When teaching the Lesson 14 "Revolutionary Movement 1930-1935," teachers organized a group discussion with the following question: What similarities and differences form the strategic mission of the bourgeois civil rights revolution that was defined in the First Political Platform of the Communist Party of Vietnam and the Political Thought of Indochinese Communist Party (October 1930) were? Teachers organized group discussion activities The class would be divided into two groups and the teacher made learning requests and missions for each group: 19 Figure 4.7b: Mission diagram of Group Groups could collect comments from their group members by verbal comments, collective opinions from clerks, or each individuals who would write his or her opinions on paper, then collected them for discussion and unity Group representatives would present and rewrite under the diagram as available on the board Figure 4.7c: Diagram for pupils to fill in information *Using the knowledge mapping method in viva voce: The interview method would be more effective when the teacher used the technique of “case study” It was performed when the teacher provided information leading to the situation to allow pupils apply the learned knowledge to the actual case study The teaching situation was applied when teaching the lesson 20, item "the Battle of Dien Bien Phu (1954)" (History of 12th class - standard program), the teacher presented the learning case study as follows: “On May 7, 1954, the Dien Bien Phu Campaign triumphed, many foreign correspondents came to Vietnam to find out why Vietnam could win from France If you were interviewed, how would you respond? (Please write your answer as suggested in the diagram below) " Figure 4.7d: Diagram of actions 4.5 Using the knowledge mapping method to develop the home-study skills for pupils in teaching Vietnamese History (1919 - 1975) at High schools *Applying the diagrammatic method to self-study plan: When completing the Chapter IV - Vietnam from 1954 to 1975, according to the distribution program of History at high school, teachers give students a test check 45 minutes In order for the test to be highly successful, students need to develop a detailed study plan to achieve this goal The study plan is developed according to the diagram suggestions below 20 Figure 4.8a: Guiding students to plan learning *Self-working with textbooks: For example, to prepare for the lesson 17 "Democratic Republic of Vietnam after September 2, 1945 to December 19, 1946", teachers should identify self-study contents and learning method by using diagrams for effective learning Teachers guided their pupils to self-study according to the following contents: Figure 4.8b: Diagram of guiding self-study for pupils *Applying the diagrammatic method to self-study plan: When completing the Chapter IV - Vietnam from 1954 to 1975, according to the distribution program of History at high school, teachers give students a test check 45 minutes In order for the test to be highly successful, students need to develop a detailed study plan to achieve this goal The study plan is developed according to the diagram suggestions below Applying a diagrammatic method to summarize knowledge content through reference: Example when teaching lesson 20 "The end of the national resistance against the French colonialists (1953-1954)", before studying the war translating history of Dien Bien Phu (1954) teachers ask students to go home to read and collect references to learn the contents of knowledge related to the lesson such as: collecting letters, orders, mobilizing in the Dien Bien Phu campaign, the ideological-cultural work during the 21 Dien Bien Phu campaign, the combat achievements of the army and our people in the winter-spring 1953-1954, the remarks of people France to Dien Bien Phu Each content read or collected by teachers requires students to summarize the content in the form of knowledge diagrams c, in the process of studying classroom teacher for students to present the content prepared at home Figure 4.8c: Guidance for students to summarize knowledge content through references 4.3 Pedagogical experiments 4.3.1 Objectives The pedagogical experiment aimed to confirm the correctness of the theoretical foundations and principle requirements of the development and use of the mapping method, assessing the effectiveness of using the knowledge mapping in teaching history in high schools It assessed the theoretical science and practical feasibility and proposed the use of the knowledge mapping throughout the historical curriculum in high schools 4.3.2 Objects and areas of the experience - Objects and experimental areas: They were 12th -class students in some high schools, and teachers graduated from full-time pedagogical universities and major in History - Experimental areas were concentrated in Son La, Hoa Binh, Lai Chau and Dien Bien provinces 4.3.3 Contents and methods - Experimental contents: Experimental exercises were conducted through classroom lessons according to the 12th class standard program Apart from partial experience in terms of some of the above-mentioned measures, we selected the Lesson 12 and 20 in Historical Textbook of Class 12 (standard program) in the sections of Vietnamese modern history to conduct a full experience - Methodology: selecting classrooms and teachers to implement the pedagogical experiments In order to evaluate the results of the experience, we based on two quantitative and qualitative bases The pedagogical experiments were conducted in two forms, namely partial experiment and full experiment 4.3.4 Assessing the results of the pedagogical experiments From the results and analysis, the proposed methods of using the knowledge mapping in the history teaching were applied in experimental classes of many different 22 high schools and showed higher results than the comparison classes Results of data processing also showed that the frequency of occurrence of good and very good scores in experimental classes was higher than that of the comparative classes In contrast, the frequency of average and weak scores was much higher in the comparative classes Thus, in terms of quantitative aspect, the proposed measures in the thesis were entirely feasible in teaching the History in high schools At the same time, it would be an evidence to reinforce the assumption as mentioned in the thesis Figure 4.9 Statistics of scores from the full pedagogical experiments and parameters from statistical data processing of 10 high schools Figure 4.10: graph of comparison of scores between the experimental and comparative classes The proposed measures were implemented and accomplished through the process of organizing the partial and full experience in high schools The experimental results showed that there was a significant difference in the quality of lessons between experimental and comparative classes Thus, we affirmed that the proposed measures were entirely feasible At the same time, it confirmed the correctness of the assumptions in the thesis It would be a basis for us to draw the scientific conclusions of the thesis topic CONCLUSION From the research results of the thesis topic, we draw the following scientific conclusions: In teaching in general, teaching of history in particular, diagrams were not only a means of teaching but also an active teaching method In fact, the mapping of knowledge was transformed into a teaching method that was influenced by the following factors such as objectives, contents and objects of teaching and learning The effective use of the method of mapping knowledge in the teaching and teaching process was important in fostering knowledge, practicing skills, educating thought and contributing to the formation, capacity and moral development However, when using 23 the mapping method, the teachers should base on the characteristics of the historical knowledge and the requirements of the lessons, such as the pupils’ perception In particular, it should pay attention to the characteristics of the knowledge mapping If the above requirements were met, the use of the knowledge map would optimize the teaching and learning activities toward positive effects in the perception of the pupils It was an important method to renovate the teaching method, meeting the urgent requirements of the current education renovation in our country There were many inadequacies in the teaching and learning of history in high schools, and it required to renovate teaching-learning contents and methods Through the surveys, we found that the quality of the subject was not high, the learning results of pupils were low and their learning attitude in the subject was not active One of the most important reasons leading to the fact that pupils were not interested in learning the history was due to the teaching methods of the teachers They were not flexible and creative not to promote the pupils’ interesting for students With the advantages of the knowledge mapping method, we designed the knowledge map system to teach the history of Vietnam (1919 - 1975) in order to improve the theoretical knowledge and skills of using of the knowledge mapping for teachers and pupils in teaching and learning of the history in high schools, contributing to the renovation of teaching and learning methods at high schools The history duration of Vietnam (1919-1975) included basic knowledge through various periods of national history, through which the young generation of the spirit of fighting the whole nation of Vietnam The purpose of using the knowledge map in teaching and learning of the history aimed to give students a deep understanding about basically historical knowledge and educate them with national identity, attitude of respect for the historical values and responsibility for historical values and national tradition With the importance and special significance of the knowledge mapping method, we designed the knowledge map system to be used in the teaching and learning process of Vietnamese history (1919-1975) in high schools The knowledge map system was designed to ensure the principles, namely accuracy in contents, variety of forms, diversification of categories and high aesthetic qualities Specially, it would ensure the amount of knowledge for the design, consistency between objectives, contents, methods of teaching, scientific aspect consistent with pupils’ perception and aim to ensure consistency in signs, colors and shapes that were conventionally on the map Based on those principles and requirements, we developed the maps of historical knowledge of Vietnam through four periods (including 57 typical ones) The map system was designed as a basis for us to propose recommendations to use to effectively organize teaching activities and improve the effectiveness of the lessons At the same time, it contributed to improve the teaching quality of the history in high secondary schools The knowledge mapping was an important and necessary method in teaching the history subject in order to promote pupils’ activeness, initiative and creativity In the process of using teachers should not be absolute and inflexible, it should flexibly combine the teaching methods and forms and apply them into specific teaching cases Based on the theoretical and practical research, we proposed recommendations to use the method of knowledge mapping in teaching Vietnamese history from 1919 to 1975 24 Based on the structure of the lessons, we identified the measures, namely using the knowledge map to efficiently organize start-up activities, study new knowledge, make a knowledge system for pupils to consolidate and review, assess pupils’ learning results and develop their self-learning skills The proposed measures were taken and assessed through partial and full pedagogical experiments The pedagogical experiments results confirmed the feasibility of the proposed measures and were important evidences to prove the correctness of the assumptions of the thesis The knowledge mapping was a scientific and independent method With a complete and accurate theoretical system and with the proven actual basis through the survey and pedagogical experiments, the mapping method enriched the teaching method of history subject Moreover, the method was the basis for renovating the teaching method, improving the quality of teaching of history in high schools and meeting the requirements of education renovation However, teachers should constantly strive to improve their knowledge, refreshing the teaching method through sessions, lessons, administrators, teachers and parents and pupils who should be aware and assess properly the position and role of the History subject in the current high school curriculum Through the implementation of the thesis topic, we proposed some specific recommendations as follows: - It would be necessary for historical educators to change in editing contents of the History It should diversify sources of knowledge, use materials and use a variety of visual aids (especially maps, diagrams and pictures) with IT support to make pupils access for self-exploring to improve their awareness and action capacity for themselves It was necessary to invest in synchronous technical equipment for high schools in order to meet the requirements of the teaching of the history in the current globalization and integration to help pupils have creative experiences in the learning process - It should organize regular and periodic training courses to improve the theoretical qualification and teaching capacity in general, capacity in developing and using visual aids with the IT assistance for teachers in high schools It aimed to catch up with new developments in the theory of the teaching methodology - It should develop a diversified scientific knowledge mapping system that allowed the teachers and pupils have the means to conduct active and creative teaching activities It should be prioritized for high schools in mountainous areas, where the economic and communication conditions were still difficult, and the communication system and learning materials were inadequate - The effectiveness of the historical lessons depended on many factors of the teaching process, including the organization of learning activities of the teachers for their pupils The use of the knowledge mapping in history teaching in high schools would be an important measure to improve the quality of the subject In order to meet the current teaching requirements, teachers should constantly improve their capacity, expertise and professional skills, self-train to have the necessary qualities and capabilities as well as organize and control learning process of pupils ... VIETNAMESE HISTORY (1919 – 197 5) AT HIGH SCHOOLS 3.1 Location, target and basic contents of Vietnamese history program (1919 – 197 5) at high schools Location: Vietnamese History Curriculum (1919- 197 5). .. mapping method in teaching Vietnamese History(1919 – 197 5) at high schools Chapter Applying the knowledge mapping method in teaching Vietnamese History (1919- 197 5) at high schools Pedagogical... teaching of Vietnamese history (1919- 197 5) at high school; Propose the pedagogical measures to use the knowledge diagramatizing method in teaching history of Vietnam (1919- 197 5) at high school