Developing self-learning capability for students in teaching history in secondary schools

Based on confirming the role and significance of the problem of capacity development study for students in teaching history, focused on identifying the subject content, the system of evaluation criteria to be autonomous history of students in secondary schools and propose measures to develop teachers'' capacity to teach self-study in school history in high school.

INDUCTION 1. Urgency of problem 1. One of the most important tasks of our country to achieve its goal of  becoming   industrialized,   modern   and   international   integration   in   2020   is   to  develop human resources. Education Development Strategy 2011­ 2020 period:  “Continuing   to   innovate   teaching   methods   and   assessment   of   learning  outcomes,   training   towards   promoting   a   positive,   self­discipline,   initiative,  creativity and self­learning ability of students”. Request of innovation is to use  teaching method promote positive, self­discipline, initiative and retraining  self­  learning   method   of     pupil   The   self­learning,   self­training   increasingly  important role for education in general and the need to master the knowledge of  each individual in particular. Finding effective measures to organize effective  self­study activities to equip students to be autonomous are urgent needs and  strategic significance for the immediate interests of the sector and long­term  education in particular and the country in general 2.  Department   of   history   in   secondary   schools   to   contribute   to   the  implementation of educational objectives set out. To this history teaching in  secondary schools to implement innovative teaching methods for students to  develop the ability to learn, in particular to self­learning capabilities to enhance  history   teaching   quality   of   Departement   The   development   of   self­learning  ability in general, self­learning ability in particular history has an important role  in teaching in secondary schools 3. Status of history teaching in schools, the development of self­learning  capabilities for student  history  is  limited  as:  Textbook program  still  heavily  academic,   teaching   methods   have   not   yet   been   positively   promote   student  learning, academic inertia is huge student. To the students, most students have  not   seriously   study   the   history,   unknown   uses   self­learning   methods   and  effective way to acquire scientific knowledge Stemming from the above reasons we chose the issue: "Developing self­ learning capability for students in teaching history in secondary schools "  to do  research of  doctoral thesis 2. Object and scope of the study *  The   object   of   this   project   is   to   study   the   process   of   self­learning  capacity development history and pedagogical measures aimed at developing  the capacity study history for students in high school * The scope of the study of the subject is limited ­ The content in subjects like history: apply empirical thesis on the history  of the 10 grade program ( standard program ) ­  Regarding   the   form   of   teaching:   The   thesis   focuses   on   developing  research capacity study history for high school students in curricular activities  both in class and at home ­  Regarding the investigation of the status and pedagogical experiment:  we shall select some secondary schools to investigate, study and pedagogical  experiment in the North, Central and South. The secondary schools selected are  both urban and rural areas and mountainous areas in order to ensure objectivity  to study the issue. Like this: + Study on the status of capacity development study history for high school  students in some provinces: Phu Tho, Hanoi, Bac Ninh, Thai Nguyen, Thai Binh,  Nghe An, Hue, Ninh Thuan, Lam Dong, Can Tho, Dong Thap, Vinh Long +  The   pedagogic   practice:   pedagogical   experiment   conducted   in   some  schools in some provices: Lang Son, Phu Tho, Hanoi, Hue, Lam Dong, Can  Tho, Vinh Long 3. Aim and research tasks 3.1.The aim Based on confirming the role and significance of the problem of capacity  development study for students in teaching history, focused on identifying the  subject content, the system of evaluation criteria to be autonomous history of  students   in   secondary   schools   and   propose   measures   to   develop   teachers'  capacity to teach self­study in school history in high school 3.2. The task of the thesis To achieve this goal, the thesis addressing the following specific tasks: ­  Learn   the   theory   of   self­learning   ability   in   general   and   self­learning  capabilities particular history ­  Survey reality of history  teaching  and learning  in  secondary  schools  general problem of capacity development in particular study history to base the  implementation   of   measures   to   develop   self­learning   capability   subjects  calendar used for students in secondary schools ­ Proposal content and system of criteria to assess the capacity study ­ Read content program history textbook ­   Experimental   partial   and   full   measures   to   verify   that   the   thesis  pedagogical yet 4. Basis methodology and research methods 4.1. Methodology ­ Basis of the research methodology is the theory of Marxism­Leninism in  perception, thought Ho Chi Minh and the Party's views on education in general  and education in particular history 4.2. Research methods ­    Read,   analyze,   summarize   and   generalize   the   materials   of   classical  authors, the document Education, Psychology and methods of teaching history  of   formation   and   development   of   professional   learning   capability   calendar  general use particular study ­ Investigations practice, through sociological survey among teachers and  students in secondary schools ­ Experimental pedagogy ­ Use statistical mathematics to handle pedagogical experimental results 5. Hypothesis Today if applying measures of capacity development study for teaching  students in history according to the requirements that the proposed thesis will  contribute   to   improving   the   effectiveness   of   teaching   history   in   schools  information 6. Contribution of Thesis The thesis is completed will have the following contributions: ­ Determine the correct understanding of the problem and study clearly  confirmed the significant role of capacity development study history to students  in secondary schools ­ Determine the ability of self­ learning content and history of evaluation  criteria ­ Propose measures to develop teachers' capacity for self­study student in  the history of the subject teaching in secondary schools 7. The significance of science and practical subjects ­  Scientific   Significance:   The   thesis   contributes   to   enrich   the   system  theory and methods of teaching history study on the issue ­   Practical   Implications:   findings   help   history   teachers   in   secondary  schools   apply   to   teaching   practices   contribute   to   improving   the   quality   of  education   departments   At   the   same   time   research   results  are   references  for  teachers, teacher colleges, the University of Pedagogy 8. The structure of the thesis Besides   the   introduction,   conclusion,   appendices,   references,   thesis  consists of 4 chapters: Chapter 1: Overview Chapter   2:   The   issue   of   capacity   development   study   for   students   in  teaching history in secondary schools. Theoretical and practical Chapter 3: A number of measures to develop self­learning capacity of  students   in   teaching   history   in   secondary   school   (   Grade   10   Experimental  through standard program ) Chapter 4: Pedagogical Experimental totality Chapter 1 OVERVIEW 1.1. The study of foreign authors on self study The   sources   of   foreign   authors   on   history   in   general   education,   in  particular self­study our history accessible primarily from Russian sources. In  other languages  , mainly English resource problems are often integrated into  general science education. Generally the source document emphasized the role  of academic study in history and has taken measures to help teachers guide  students to learn effectively in the classroom and at home 1.2. Research of  Vietnamese  authors Overall, the article refers to many different aspects of self­study issues   such as the meaning of self­study, measures to enhance self­learning ability   of   high   school   students,   the   role   of   teachers   in   to   arouse   and   promote   innovative   self­learning   ability   of   students   in   the   teaching   process   In  scientific   papers   and   theses,   the   authors   summarize   the   general   theory   of   matter   and   energy   self­   study   learning,   which   make   system   capacity  development measures for student self­study. This is a valuable resource for  research ­oriented capacity development issues for students study in history   teaching in secondary schools of us 1.3 The issues of vietnamese and foreign authors was resolved Reviewing the research on self­learning and some issues surrounding  self­learning   capability   and   training   capacity   study   has   addressed   the  following issues: ­   Self­learning   has   an   important   role   in   the   cause   of   education   and  training in general, for the development of each individual in particular should  attract the attention of many researchers and scientists ­ The issue of self­learning theory has been studied quite comprehensive,  including many self­taught concepts of unity such as the nature, role and the  basic study skills ­   The   concept   of   self­learning   capabilities   have   been   a   number   of  authors make ­ With regard to the ability of self­learning exercise which the authors are  proposing measures to exercise habits, skills, and self­learning ability in each  subject, form, various teaching activities The above findings are the basis for theoretical and research­oriented  capacity   development   issues   for   students   study   in   history   teaching   in  secondary schools Chapter 2 CAPACITY DEVELOPMENT ISSUES ORDER OF LEARNING STUDENT TEACHING HISTORY IN HIGH SCHOOL THEORETICAL AND PRACTICAL 2.1 Rationale 2.1.1. The basic concepts related to the topic 2.1.1.1. Self­study and self­study student History Through research and synthesized the concept of self­learning and self­ study   our   history   shows   that   the   definitions   mentioned   the   most   impressive  feature of the study. However, each concept to go into various aspects of the  study, such as forms, effects, thereby referring to the initiative to apply personal  ability in finding knowledge, in which the works assert false form of self study  is   actively   fulfilling   the   goals   and   tasks   of   learning   ­   personal   nuances.  Therefore, the study success also depends on the characteristics of awareness  and effort, the effort of each person Historical   study  is  student   active   in  acquiring  new  knowledge,   review  past knowledge and explore, discover new knowledge for themselves. This is  the basic operation to bring success to the process of teaching ­ learning and  contribute to history learning interesting for students 2.1.1.2. Capacity and capacity study +   Capacity:  Based   on   the   opinion   of   many   authors   given   above   we  define competence as follows: Capacity is the ability to successfully operate in  a   certain   context   through   the   general   mobilization   of   knowledge,   skills   and  personal   attributes,   such   as   excitement,   faith,   willpower   the   capacity   of  individuals   to   be   evaluated   through   the   methods   and   possibilities   of   the  individual activities in resolving the problems of life + Capacity study: As we study capacity is the ability to define a learning  task voluntarily and proactively; set learning objectives to require the efforts of  implementation; implementation of effective learning methods; adjust the flaws  and limitations of themselves while performing the task of learning through  self­assessment or write comments of teachers and friends; actively seek help  when experiencing difficulties in learning + Self study in History:Aggregating content typical nature and suitable  for their particular research and the history department at the high school in  general to set up the contents of self­learning capability for learning history  students in secondary schools include: knowledge about self­learning method in  the   history;   group   historic   study   skills;   attitude,   ethics,   quality   passion,  willpower   and   determination   in   learning   These   factors   are   incorporated  together in a unified whole and with the interactions that make sustainability of  self­learning ability in general history 2.1.2. Content and system evaluation criteria to be autonomous History In   our   opinion,   self­learning   capabilities   include   system   history   the  following capacities * Ability to work self with self­ references * Ability to apply self­ thinking actions * Capacity Self Assessment of events, phenomena and historical figures * Capacity Self recorded the lecture * Capacity exploited visual appliances and modern traditions * Ability to detect problems themselves and solve problems * Capacity self review, consolidate knowledge and self­ assessment of  learning history 2.1.3. Factors affecting developing self­learning ability of students History 2.1.3.1. The objective of the discipline Capacity   Development   study   history   to   students   in   secondary   schools  need   to   keep   abreast   of   Education   goals   and   objectives   of   the   course.  Educational Goals of the Party and State are: Help students to consolidate and  develop   the   results   of   lower   secondary   education   and   complete   general  education   and   common   understanding   of   the   technical   and   instruction   now,  there are conditions to develop individual capacity to choose the direction of  development,   continue   to   university,   college,   secondary,   vocational   or   labor  come to life. Objective historical subjects specified general education objectives  must achieve three goals on knowledge, skills and attitudes 2.1.3.2. The content of the subject Due to the knowledge of the history of high school programs are the  events, phenomena taking place in the course of history so identifiable past,  only occur during certain time and space, not repeat again, we can not restore   or  redo  the   laboratory  as  the   other  subjects   Science   history  is  one   of  the   social sciences and humanities, research on specific historical process of each   country, each country so that knowledge is characterized by a very long and   highly present 2.1.3.3. Features of psychological, historical awareness of high school   students At this age they have also formed the excitement of learning associated  with career trends. this is the basis for conducting development and cultivation  of basic competencies of individuals, including the self­learning capacity 2.1.3.4. Organization of Teachers guide Have  students study history  effectively,  teachers  need to  identify self­ learning   method   associated   with   learning   content,   means,   methods   and  objectives of teaching. No one method or technique that can promote effective  self­study of students if it is only done separately, teachers need to incorporate  these   methods   and   techniques   suitable   guide   featuring   content   historical  knowledge and qualifications of students, school conditions and the capacity of  teachers and students 2.1.3.5. The inspection evaluation To   develop   self­learning   ability   in   teaching   students   history,   teacher  evaluation should focus on the academic achievement of students in a learning  process, not only to reconstruct the knowledge that needs attention the ability to  apply knowledge in solving a certain learning tasks 2.1.3.6  Characteristics   of   History   in   schools   that   affect   self­study   activities of students Current practice shows that the characteristics of the history department at  the high school and create more favorable conditions for the development of  self­learning ability for students. Department of history in secondary schools  have   an   important   role   to   equip   students   with   the   basic   knowledge   and  systematically about national history and world 2.1.4  The role and significance of the study of capacity development   for students in teaching history in secondary schools Firstly,   this   is   an   indispensable   activity   in   teaching   Modern   didactics  points out that the essence of learning is self­learning, so learning is the process  of self­study training Second, capacity development study for students in teaching history in  secondary schools contribute actively to renew teaching methods Third, develop self­learning capability for students in teaching history in  secondary schools is done aim to train people in the new era With such an important role in capacity development study for history  students in teaching history in secondary schools have enormous significance  for the students on three aspects: knowledge, skills and attitude 2.2. Practical basis The survey, the survey was conducted in schools in 12 provinces: Thai  Nguyen, Lang Son, Phu Tho, Hanoi, Thai Binh, Vinh, Hue, Ninh Thuan and  Lam Dong and Can Tho, Vinh Long. Contents of the survey, the survey focused  on   the   basics:   The   nature   of   the   study;   The   role   of   self­learning   capability  formation   for   students;   historical   level   study   of   current   students;   Capacity  assessment of student self­study; dohoc of students study history; what factors  influence the development of self­learning ability of students; how often they  exercise   self­learning   capabilities   for   students   Investigation   survey   also  focused on finding out the measures that the teacher has used to develop self­ learning   capabilities   for   student   history   including   measures   to   help   students  master   the   knowledge   of   self­learning   method;   measures   to   help   students  practice the knowledge of self­study method of self­learning skills; To make the  engine and determine the purpose of study for students with what measures? are  the   difficulties   that   teachers   often   face   when   developing   self­learning  capabilities for students 2.2.1. The result of  survey 2.2.2. The cause of the current situation From   the   results   of   the   investigation,   the   above   condition   survey   we  learned some of the causes of the current situation exists history teaching and  learning  in  general   and  the   status   of   the   self­learning   capacity   development  history for students in upper secondary school are as follows: First,   starting   the   course   teachers   are   not   oriented   to   students   about  learning methods Second, in the process of teaching teachers were too focused on teaching  knowledge   which   does   not   focus   on   teaching   and   learning   methods   student  study guide Third, although aware of the critical role of capacity development study  for students in teaching history in secondary schools but the teacher has not  paid due attention to the creation of the engine, learning attitude for students Besides, from the negative effects of the market economy as well as for  quality  teaching  and  learning  of  history in general,  the  study of students  in  particular have a negative impact Fifth, training programs at many universities are still heavily pedagogical  academy, not a proper investment for the capacity to train vocational students,  especially self­learning ability of student teachers limited 2.2.3. The issues raised need to be addressed In the framework of the thesis we give a number of issues need to improve  their impact on self­learning capability for high school students as follows: Firstly,   in   terms   of   time,   most   students     not   promote   self­learning  capabilities by trying to learn to self­study time should match the duration of  the course information. Second, psychological factors may influence within the  results   of   student   self­study   That   demand,   engines   and   positive   learning  attitudes of students. Third, the learning method, besides the formation of the  correct motor learning, students also need to train your skills study system In  developing   capacity   measures   historical   study   for   high   school   students   Our  School will focus on guiding the learning part will help resolve this issue Chapter 3 SOME MEASURES FOR  DEVELOPMENT SELF­ LEARNING CAPACITY  FOR STUDENT IN TEACHING HISTORY  AT HIGH SCHOOL (Experiments through grade 10 program standards ) 3.1. Essential program history textbooks in hight schools 3.2  Some ask when carrying out measures to develop self­learning  capabilities for student history ­ Performance measures and organizational forms to meet the objectives  and tasks of teaching departments ­ Implementation measures and organizational forms to suit the subject  and the ability of students ­ Applying  flexible  and  diverse  measures  of  capacity development  for  student self­study ­ Measures should be conducted regularly and continuously. Must check  regularly evaluate the capacity of students to study 3.3  Some measures to develop self­learning capacity of students in  teaching history in secondary schools 3.3.1. Create self­learning engine History 3.3.1.1. Instruct students to determine the purpose of study Instruct students to identify the purpose of study. This work is usually  done right from the start in grade school, or curriculum. In the first article of  each course the teacher should introduce students to understand the position and  significance   of   the   subject,   its   importance,   basic   historical   content   will   be  studied, methodological requirements collective discipline. In the discipline of  learning methods teachers should emphasize capacity development issues for  student   self­study   Since   then   helps   them   determine   the   overall   learning  purposes,   in  particular  study  and  understanding  to  achieve   the   aim   must   be  motivated, learn the proper attitude 3.3.1.2. Generate interest in learning for students History ­  According   IFKharalamop,   excitement   was   tinged   colors   demands  precedes emotional phase caused the engine and make the operation of man is  attractive   During   teaching   teachers   inspire   student   learning   through   the  following measures: + Content or history lessons and carry elements discoveries. Understand a  simple way is the teacher creates compelling factor in history lessons + To promote  the  strength of teacher verbal history through words of  10 work as follows: method acting causes the excitement and attention to learners;  Train is for pupils boldly, confidently stand in front of people; Encouraging a  change of behavior and attitude of the learner; Help students to practice the  skills of self­study courses through the process of preparing and practicing role 3.3.3.2. Instruct students to practice at home * Instruct students to work with the textbook at home before school Classroom time is only 45 minutes wrapped in many activities, so that  reading   textbooks   before   school   preparation   in   the   classroom   should   be   a  mandatory requirement for a history lesson of high school students information.  This is an independent act of thinking of ourselves intentionally and is active  with practical significance for the many skills training aimed at forming and  developing   self­learning   capabilities   for   student   history   Reading   textbooks  before school help students identify the basic content knowledge and identify  the contents of what you need to understand when conducting lessons from it  can outline your posts textbook * Guide students to collect materials related to lessons Data   Collector   is   expanding   knowledge   of   History   Characteristics   of  knowledge   is  so   much  history  stages,   events,   phenomena,   historical   figures,  along with identification, evaluation comments on events, phenomena. While  knowledge of the subject of History in secondary schools can not transmit all of  the knowledge content of History * Guide students through the system practiced homework: One of the effective ways is to exercise and guiding students homework.  By completing homework than students master the method, how to assess the  historical events and the formation and development of self­learning capacity Chapter 4 PEDAGOGIC PRACTICE 4.1 System evaluation criteria to be autonomous History students at  secondary school Quality criteria Elements content Criteria ­ Not understanding the role of providing  knowledge and learning methods of history  textbooks 14 level mark M0 0­1 Quality criteria Elements content Criteria ­ Not understanding the structure of letters and  channel shaped channel part in textbooks ­ Not  understanding of the role the effect of  Knowledge  history textbooks of methods  ­ Not understanding the structure of letters and  of self­ work  channel shaped channel part in textbooks with history  ­ Understand the role of textbook  history textbook ­ Understand the structure of letters and  channel shaped channel part in textbooks ­ Understanding the role of textbooks effect  Knowledge  ­ Understand the structure of letters and  of methods  channel shaped channel part in textbooks of study in  ­ Not understanding the role and effects of  history various types of reference to provide    additional information for study history ­ Not know how to exploit these references to  use in self­study is history ­ The understanding of the role and effects of  various types of reference to provide  Knowledge  additional information for study history of methods  ­ Know exploited partly reference types need  of self­ study  to use in order to learn history with  ­ Understand the role and effects of all kinds  references of references to provide additional information  for study history ­ Know exploited partly reference types need  to use in order to learn history ­ Understand the role and effects of various  kinds of reference for the study ­ Understand the exploitation of references to  use in self­study ­ Not understanding  ­ Not understanding the characteristics and  effects of each operation corresponding  thinking content each history lesson ­ Understand the mindset including further  action Knowledge  ­ Not understanding the characteristics and  of methods  effects of each operation corresponding  of  thinking content each history lesson application  ­ Understand thinking including further action of mind  ­ Understand the characteristics of some  manipulation operations corresponding thinking some  history lessons ­ Understand the manipulation of thinking that  15 level mark M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 Quality criteria Elements content Criteria includes job ­ Understand the characteristics and effects of  each manipulation mindset for each content of  each lesson history ­ Not understanding the role and effect of the  self­assessment of learning history ­ Not understanding the content and the  requirements when evaluating events,  phenomena and historical figures ­ Understand the role and effect of the self­ assessment of learning history ­ Not understanding the history of learning  content, these requirements need to use self­ assessment capabilities  ­ Understand the role and effect of the self­ assessment of learning history Knowledge  ­ Understand some of the content and  of methods  requirements when evaluating events,  of self­ phenomena and historical figures evaluation  ­ Understand the role and effect of the self­ events,  phenomena,  assessment of learning history ­ Understand the historical academic content  historical  requirements when evaluating events,  figures phenomena, historical characters to use self­ assessment capabilities ­ Not understanding the role and effects of  self­ documented in historical study ­ Never grasp the contents should record the  lecture, the method of recording the lectures  for each type of knowledge ­ The understanding of the role and effects of  self­ documented in historical study ­ Lack of an understanding of the content  should record the lecture, the method of  Knowledge  recording the lectures for each type of  of methods knowledge the lecture  ­ Understand the role and effect of the self­  notes  documented in historical study themselves ­ Understand some content and some minimal  method to record the lecture ­ Understanding the role and effect of the self­  documented in historical study ­ Understand the contents and the method are  performed when grafted record for each type  of knowledge article 16 level mark M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 Quality criteria Elements content Knowledge  of self­ learning  method with  traditions   and modern  visual Knowledge  of methods  of detecting  problems  and solve  problems Knowledge  Criteria ­ Not to understand the role of visual  appliances in learning history ­ Not understanding the kinds of visual content  in learning the history and characteristics of  each type of visual utensil for each kind of  knowledge ­ The understanding of the role of visual  appliances in learning history ­ The understanding of the kinds of visual  content in learning the history and  characteristics of each type of user to suit each  type of historical knowledge ­ Understand the role of visual appliances in  learning history ­ Not understanding these kinds of intuitive  use in studying history and historical  knowledge type commonly used visual  appliances ­ Understand the role of visual appliances in  learning history ­ Understand the kinds of intuitive user in  learning the history and characteristics of each  type of utensil intuitive historical knowledge ­ Not understand the requirements of self­  discovery issues and solve problems in school  history ­ Not understanding the method, process  discovery and problem solving history ­ Understand the requirements of self­  discovery issues and solve problems in school  history ­ Not understanding the method, process  discovery and problem solving history ­ Understand the requirements of self­  discovery issues and solve problems in school  history ­ Understand the methods of detecting the  problem but not yet grasp the problem solving  process ­ Understanding the requirements of self­  discovery issues and solve problems in school  history ­ Understand the methods of detection and  problem solving processes history ­ Not understanding the role, work,  17 level mark M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 Quality criteria Elements content of methods  of self­  review and  consolidate  knowledge Knowledge  of methods  of self­ presentation  and exam Knowledge  of methods  of self­  assessment  in learning  history Criteria requirements and the type of review,  consolidate knowledge ­ Not known method to perform the review  and consolidation of knowledge ­ Understand the role, work, requirements and  the type of self­ review and consolidate  knowledge in historical study ­ Not known method to perform the review  and consolidation of knowledge ­ Understand the role and work requirements  and other forms of self­ review and  consolidate knowledge in historical study ­ Knowing some work to perform while  revision and consolidation of knowledge ­ Understand the role and work requirements  and other forms of self­ review and  consolidate knowledge in historical study ­ Know the method and perform the work  required to review, consolidate knowledge ­ No requirement to understand, how to  present each type of exam questions in history ­ Never know how to present the history exam  types ­ Not understanding the requirements and level  of presentation of each type of exam questions  history ­ To understand the requirements of a number  of types of questions in the quiz ­ Understand the requirements of the present  and history exam ­ Know how to present some kind of test  history ­ Understand the requirements of the  presentation of the types of questions on the  test history ­ Know how to do, presenting the history exam ­ Not understanding the role and effects of  evaluation to check in learning history ­ Never grasp the gun, how to perform the  assessment ­ Understand the role and effect of the  assessment in school history ­ Not known methods, how to perform the  assessment ­ Understand the role and effect of the  18 level mark M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 Quality criteria Elements content Criteria assessment in school history ­ Just learned some work, some methods are  performed when assessment ­ Understand the role and effect of the  assessment in school history ­ Know the methods, how to perform the  assessment The system  ­ Not found main  idea  in textbooks self­learning  ­ Unknown channel observed in textbook form  skills ­ No auto answer the questions in the textbook  ­ Already know how to find the main idea but  incomplete, inaccurate ­ Given observations expressed channels but  also long­ form and not enough content ­ Already know themselves to answer the  Self­  questions in textbooks studying  skills with  ­ Find gist complete, accurate but not logic  history  standard arrangement textbook ­ Given observations shaped channel and  thereby derive knowledge hidden from image  channel ­ Answer some questions in textbooks ­ Find the gist complete, accurate, standard  logic arrangement ­ Know the formation observed channel, found  historical knowledge through the channel  formation ­ Answer the questions in good way textbooks ­ Never find references related to lessons ­ Never get the gist of reference ­ Search by reference but not found the main  ideas of reference Self­ study  ­ Content inaccurate records, wordy  with  expressions, not science reference  ­ Finding references related to the lesson  under the  content guidance of  ­ Find the main ideas of reference adequately,  teacher accurately and scientifically ­ Find the full references related to the lesson  content ­ Find the main ideas, summarized in full,  accurate scientific references Historical  Never fully specified accuracy of content thinking  ­ Can not analyze, compare generalized events,  skills historical phenomenon 19 level mark M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 Quality criteria Elements content Criteria ­ Never apply, contact the acquired knowledge  into practice ­ Giving full content of events, historical  phenomenon ­ Never analyze, compare, generalize the  events that history ­ Never apply, contact the acquired knowledge  into practice ­ Giving  full content of events, historical  phenomenon ­ Analyze, compare generalize events,  historical phenomenon but not yet identified  specific characteristics for comparison ­ To apply, contact the acquired knowledge  into practice ­ Stating the exact full content of events,  historical phenomenon ­ Analysis and comparison of events, historical  phenomenon. Identify the unique  characteristics to compare and draw awareness  to themselves ­ To apply, contact the acquired knowledge  into practice Skill  ­ Can not comment could be an issue History evaluation  ­ Never learned lessons after school a  events,  historical problem phenomena,  ­ Not mentioned the significance of a historical  historical  phenomenon Events figures ­ May be commented a proplem under hint  history teacher ­ Never learned lessons after school a  historical problem ­ Not mentioned the significance of a historical  phenomenon Events ­ May be comment a problem  history ­ You can draw lessons after school a  historical problem under the suggestion of  teachers ­ It can be mentioned the significance of an  event under the historical phenomenon of  teacher hints ­ May be comment a problem  history ­ You can draw lessons after school a  historical problem ­ It can be mentioned the significance of a  20 level mark M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 Quality criteria Elements content Criteria historical phenomenon Events ­ Never burn itself out of its discretion that  must be recorded in accordance with the  teaching of teachers ­ Slow recording speed, barely follow the  lecture ­ Never combine lectures, thinking answered  questions with recording lectures ­ Can be recorded according to their own  understanding, but not a sufficient standard ­ Speed recording process as promptly as  possible, but no scientific lectures Skill listen  ­ You can combine lectures, thinking answered  questions with recorded lectures in some  lectures  courses combined  with notes ­ Record full content scientifically understand  their own discretion ­ Speed recording quick, timely and proactive  lessons during school hours ­ Well combine lectures, thinking answered  questions with recorded lectures ­ Proactively combining musical elements  lecture notes and understand their own  discretion entire lesson content ­ Speed recording fast, recording scheme  present thinking is logical, scientific and  accurate ­ Combine skilfully lecture, think real contact ­ Not able to observe pictures, maps, schemas,  diagrams, graphs, Nieu said despite the  teacher's guide ­ Unknown content to exploit the knowledge  of what is visually belongings despite the  Self­learning  guidance of teachers skills with  ­ Never read and analyze charts and graphs to  visual  draw conclusions appliances ­ When observing visual utensil known but not  fully describe and accurately despite the  teacher's guide ­ It is possible to exploit the knowledge  through visual appliances but incomplete ­ Be able to read and analyze charts, diagrams  but insufficient attention ­ Knowing observed visually utensils full and  accurate contents under the guidance of  21 level mark M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 Quality criteria Elements content Criteria teachers ­ Given efficient exploitation of knowledge  through visual appliances fully and accurately  under the guidance of teachers ­ Read and analyze some money hidden  knowledge in diagrams, charts but are not  really adequate and science ­ Mining is correct utensils intuitive and  efficient ­ Actively observe visual appliances and a full  description, exact underlying content  contained therein ­ To apply the knowledge in visual appliances  to analyze additional clarification content  knowledge in lessons ­ Unknown detecting problematic situations ­ Never know how to use their knowledge to  solve the problem posed ­ Unknown self­ discovery issues contained in  problematic situations ­ Under the guidance of teachers could solve  Skill detect   some issues raised but also lengthy expression,  not a science and solve  problems ­ Detection of the conflicts in problematic  situations under the guidance of teacher ­ To apply the knowledge learned to solve the  problem posed but incomplete ­ Proactively detects contradictions themselves  in problematic situations ­ To apply the knowledge learned to solve the  problem posed complete, accurate and science  Skills of self  ­ Anonymous properly and fully remember the  review and  basics consolidate  ­ There are tables set up systems generalize  knowledge basic knowledge of chapters, sections,  historical periods  ­ Identify knowledge revision history for  themselves but incomplete, inaccurate ­ Making the system table overview of the  basic knowledge, in part, historical stage under  the guidance of teachers but incomplete and  inaccurate ­ Determine the complete, accurate historical  knowledge to self review ­ Making the system table overview of the  22 level mark M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 Quality criteria Elements content Criteria basic knowledge, in part, historical period, but  with the guidance of teachers ­ Identify correct and fully remember the basic  knowledge of self­ revision lesson ­ Independence is generalized table system  with basic knowledge of chapters, sections,  historical periods ­ The understanding of the issues required to  make presentations and exams ­ The contents presented are incomplete,  inaccurate ­ Unallocated reasonable time when history  exam ­ Understand the requirements of the issues to  be presented ­ The content of the presentation is still  missing and inaccurate Presentation  ­ Allocate exam time skills and  ­ Understanding the content of the issues to be  exam presented ­ Expressing the exact content, but also long­ winded enough attention, not logic ­ Allocate reasonable time exam ­ Understanding the requirements of the issues  to be presented ­ Contents complete, accurate, logically  arranged, easily understandable brief  expression ­ Allocate reasonable time exam and know  exactly choose the language for presentation Skills  ­ Never be content to define the basic  assessment  knowledge learned test yourself  ­ No detectable mistakes, unspecified content  in learning for self­regulation ­ Identify basic knowledge learned through the  guidance of the teacher but incomplete and  inaccurate ­ No false self knows where, not content to  define itself ­ Identify basic knowledge learned through the  guidance of the teacher quite complete and  accurate  ­ Can automatically know where  wrong but undetermined content needs  adjusting ­ Identify basic knowledge learned fully and  23 level mark M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 Quality criteria Elements The   learning  attitude content Criteria accurately ­ Self knows wrong and proactively determine  the contents need to adjust ­ Not like studying history ­ No attention lectures, learn the history, take  notes, read textbooks and self­ references ­ Like studying history through lectures and  instructions from teachers ­ Attention lectures, learn the history, take  The spirit of  notes, read textbooks themselves learning  ­ Favorite in history, eager to learn the history  attitude issue ­ Note lecture, recorded in the system,  independent reading textbooks, reference the  idea of the self ­ Loved and desired study history knowledge ­ Voluntarily, actively explore exciting  historical knowledge through personal study  and group collaboration ­ Just study and learn when checked ­ Not actively take time for private study ­ Self learn, actively ask teachers and friends  while experiencing the difficult topic or  Perseverance  question to overcome  ­ Has won time to study history but  difficulties  inappropriate in learning ­ Self adjusting reasonable study plan and  explore key issues of historical knowledge ­ Take time to study history ­  adjusted study plan, find ways to overcome  difficulties in learning ­ Spend time, study plans rational science ­ Not having demand for self­learning ­  needs study to complete tasks that teachers  assign  Demand for  ­ Having demand needs to complete the study  self­learning and expansion, improve knowledge of history  for themselves ­ Having high self­learning needs to expand,  learn the history and knowledge into practical  use 4.2. Pedagogic practice 24 level mark M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 M0 0­1 M1 2­4 M2 5­7 M3 8­10 4.2.1. The purpose of the experiment The   pedagogical   experiment   was   conducted   to   verify   the   results   of  research are proposed in the thesis. From the experiment will draw comments,  reviews an overview of the requirements and measures to develop self­learning  ability of students during the process of teaching history in secondary schools 4.2.2. Subjects and experimental locality We choose grade 10 ( standard program ) of the school year 2013­2014 in  the provinces and cities: Hanoi, Lang Son, Hue and Lam Dong, Vinh Long,  Can Tho to conduct experiments 4.2.3. Content of pedagogical experiment To test the feasibility of measures to develop self­learning capacity of  students in teaching history in secondary schools we conducted pedagogical  experiment   in   three   articles   10,   11   and   12   in   the   textbook   history   class   10  standard programs 4.3. Experimental results Data analysis after the experimental tests of both the control group and  experimental   pedagogy   in   mathematical   statistics,   results   showed   the  experimental group score higher than the control group. This is one proof that  the feasibility of measures that thesis pedagogical issued Through the exchange of teachers and students, we find that the process  of pedagogical experiment was successful, students have been very proactive in  acquiring new knowledge, develop self­learning capability born. This allows us  to have confidence in the findings of pedagogical measures that we propose will  be   one   of   the   useful   methods   to   help   develop   self­learning   capability   for  students   in   secondary   school   say   and   improve   overall   quality   of   teaching  History in particular 4.4  Essential   measures   to   develop   self­learning   capability   for  students in teaching history in secondary schools Self­learning is considered as a method of learning should be able to apply  to every stage of the learning process as preparation for the acquisition of new  knowledge, in the process of acquiring new knowledge, or to lock in internal hours  reinforce the ex post review. Create demand, interest in learning and stimulate  student willing to engage in self­study activities. Besides, teachers should help  students see the great impact of the study on the process of preparing the students  receive thuc.Trang understanding of the methods of study subjects. Students can  only willing to engage in active self­study by consciously when they have certain  knowledge about self­learning method departments. Regular exercise to turn the  knowledge   about   self­learning   method   has   mastered   the   self­learning   skills.  25 Develop tools to support students in developing self­learning capacity of students  in teaching history in secondary schools 26 CONCLUDE The   research   results   of   the   thesis   theoretical   and   practical   issues   of  capacity   development   study   for   students   in   teaching   history   in   secondary  schools to help us draw the following basic conclusions: 1. Self­learning ability is one of the capabilities need to be developed for  students in teaching history in secondary schools   The   survey   results   are   based   situation   drawn   to   comment   on   the  restrictions still exist in the development of self­learning capability for students  in secondary schools   The   results   of   the   study   are   theoretical   and   practical   basis   of   the  proposed   measures   to  develop  self­learning   capacity   of   students   in   teaching  history   in   secondary   schools   The   first   is   to   create   self­learning   engine   for  students; the second is the guide for students with the knowledge on how to  study subjects; Thirdly, study skills development departments  From the research achievements of modern learning theory, curriculum  content high school history, the teaching practices we have come up with the content  of self­learning capabilities and system design history system evaluation criteria   Empirical   Results   pedagogical   partial   and   full   is   based   initially  confirmed the effectiveness of the measures outlined in the thesis From   the   findings   of   the   research   and   practice   of   teaching   history   in  secondary schools today, we propose some recommendations as follows: First,   about   the   construction   program   history   textbooks:   to   focus   on  developing self­learning capability for learners need to improve more structured  content textbooks turned positive way of learning activities student Secondly, the examination and evaluation of history: teachers focus on  capacity assessment of learners based on the criteria and concrete evidence.  Note improvements in all stages of the teaching process may they bring overall  results for history teaching in secondary schools Third, on the work of regular training for teachers: Need for durations for  teachers   to   learn   and   practice   new   teaching   methods   directed   to   promoting  positive proactive learners. It should have the thematic depth guide teachers  build   process,   teaching   students   how   to   study,   design   tools   guiding   student  learning and self assessment of learning outcomes Fourth,   to   the   teacher:   the   teacher   should   perform   the   role   of   the  organization   and   guide   the   students   in   both   classroom   activities   and   self­ learning activities at home 27 28 ... Second, capacity development study for students in teaching history in secondary schools contribute actively to renew teaching methods Third, develop self­learning capability for students in teaching history in secondary schools is done aim to train people in the new era...  Some measures to develop self­learning capacity of students in teaching history in secondary schools 3.3.1. Create self­learning engine History 3.3.1.1. Instruct students to determine the purpose of study Instruct students to identify the purpose of study. This work is usually ... quality   of   teaching History in particular 4.4  Essential   measures   to   develop   self­learning   capability   for students in teaching history in secondary schools Self­learning is considered as a method of learning should be able to apply