Tổ chức dạy học các chủ đề môn lịch sử lớp 10 ở trường THPT (theo chương trình 2018) tt tieng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI QUY THE ORGANIZATION OF TEACHING HISTORY TOPICS IN 10TH GRADE OF HIGH SCHOOLS (ACCORDING TO THE 2018 PROGRAM) Major: Teaching Theory and Method of Teaching History Code: 9.14.01.11 SUMMARY OF DOCTORAL DISERTATION IN EDUCATIONAL SCIENCE Hanoi, January 2020 The work was completed at: Hanoi National University of Education Supervisors: Assoc Prof Dr Nghiem Dinh Vy Dr Nguyen Anh Dung Reviewer 1: Prof Dr Ha Thi Thu Thuy Thai Nguyen University of Education Reviewer 2: Prof Dr Tran Viet Luu Central propaganda and training commission Reviewer 3: Prof Dr Nguyen Manh Huong Ha Noi National University of Education The dissertation was defensed in front of the school-level Doctoral Dissertation Review Board at Hanoi National University of Education at .o’clock date month year The dissertation is available at: - National Library, Hanoi - Library of Hanoi National University of Education LIST OF SCIENTIFIC WORKS BY AUTHOR Trinh Dinh Tung (Editor) I Hanoi National University Press) Characteristics of teaching History in high school and achieved issues, Nguyen Thi Quy (author) Nguyen Thi Quy (2019) Proposing the process of developing a history teaching plan in the new general education program, "Developing a teacher training program to meet the new general education program" Nguyen Thi Quy (2014) Characteristics of teaching History in high school and problems achieved (Specialíe in teaching History and issues raised in the present), Journal of Education and Social Affairs, No 39 (100 ) June 2014, p26-28 Nguyen Thi Quy, (2019) Teaching history in high school by subject to shape and develop learners' capacity (Conducting Theme-Oriented History Teaching and Basic Features of History Teaching), Educational Magazine and Society, No 95, 2/2019, pp 42-48 Nguyen Thi Quy (2019) Organization of subject teaching and basic features of Conducting Theme-Oriented History Teaching and Basic Features of History Teaching, Journal of Education and Society, Special issue number 2, March 2019, pages 14-17 REAMBLE The urgency of the topic 1.1 Implementing Resolution No 29-NQ / TW of November 4, 2013, on "fundamental and comprehensive renovation of education and training, meeting the requirements of industrialization and modernization in certain market economic conditions" socialist direction and international integration ", the Ministry of Education and Training advocates" to continue strongly renovating teaching and learning methods in the direction of modernization, promoting positive, proactive, creative and active using learners' knowledge and skills, overcoming one-way imposition of transmission, memorizing machines, focusing on teaching, learning, thinking, encouraging self-study, creating a basis for learners to update and exchange themselves new knowledge, skills, capacity development ” In particular, the "continuous innovation in terms of objectives, content, methods, organizational forms of teaching and testing, evaluation of students' learning results" [18] is considered a "solution" key "to improve the quality of education The History History general education program of 2018 has fundamentally and comprehensively changed in the direction of shifting the content approach to quality and capacity approach Accordingly, the program is developed flexibly and flexibly, directing teachers into organizing activities to guide students to self-study; reduce class time, increase application practice; increase local education content closer to practical life Throughout the program is a system of topics and thematic learning on the basics of World History, Southeast Asia and Vietnam, to enhance and expand the common knowledge that students have studied at the secondary school level The systematic, fundamental topics and themes of the program are fundamental, stemming from the requirement to develop the qualities and competencies outlined in the overall curriculum and History educational goals for each program The objective and structure of the program as above governed the renovation of methods and organizational forms of subject teaching To meet the renovation requirements of the History curriculum, the key solution in the teaching process is to effectively use teaching methods and forms to actively improve the activities of students towards: Focusing on organizing learning activities related to life's situations; linking intellectual activities with practice and practice through active teaching activities to develop patriotic, compassionate, hard-working, honest, responsible and common qualities (self-study capacity) , autonomy; communicative and linguistic competence; problem-solving and creative ability), specialized competence (History capacity) In recent years, the organization of teaching subject in History has been implemented in some high schools, especially since the Ministry of Education and Training issued Instruction No 791 / HD-BGDĐT dated 26 / 6/2013 on piloting the development of school education programs Accordingly, teachers can structure and rearrange the teaching content of each subject in the current program according to the orientation of developing students' capacity into new lessons, turning some teaching contents into internal ones content of educational activities, building interdisciplinary integration topics to overcome shortcomings and limitations in the current educational program (Issued under Decision No 16/2006 / QD-BGDĐT of May 5) / 2006) From the 2017-2018 school year, the implementation of the current general education program towards developing student qualities and competencies has been implemented nationwide Accordingly, “based on the current general education curriculum, selecting topics, reviewing lessons in the current textbooks corresponding to that topic to reorganize into some integrated lessons of each subject study or interdisciplinary; From there, build an education plan based on the orientation of developing students' capacity and qualities suitable to the actual conditions of the school ”[7, p1] However, the conversion of teaching from the current program to the active development of the school curriculum is still very confusing, inadequate, special and the identification of topics and organization of teaching subjects in History subject at school High school Therefore, the results of teaching subjects not meet the requirements set forth These limitations have significantly affected the teaching quality of History subjects Therefore, with the desire to find out measures to organize the teaching of subject subjects in History in the general education program 2018, especially the method of identifying topics, requirements of the topic and organizing teaching Subjects that meet the subject's objectives, we choose the research topic: "The organization of teaching History topics in 10th grade of high schools (according to the 2018 program)" Research subject and scope 2.1 Research subjects: - The process of organizing the teaching of 10th-grade history topics at high school, in which, we mainly go into the method of organizing history topics 2.2 Research scope: - Scope of subject teaching theory: Based on unifying the concept of organizing subject teaching in education, the topic focuses on organizing teaching history topics for students in class 10 at high school - Scope of content: Organizing teaching historical topics in grade 10 at high schools according to the 2018 program - Scope of application: Due to the wide range of topics (including topics and topics chosen by the content of vocational knowledge, knowledge of world history, regional history, and Vietnamese history) specialized subjects with the forms of organizing curricular and extracurricular teaching), so we focus on applying research measures to organize teaching grade 10 topics in high schools in high school during the class - Scope of the investigation: Surveying the current situation of organizing teaching history topics for students in general and the reality of organizing the teaching of history topics in particular at high schools nationwide The localities were randomly selected according to economic regions, each with provinces selected - Scope of the experiment: To test the correctness and feasibility of the proposed measures, we conduct experiments at some high schools in Hanoi City and the provinces of Vinh Phuc and Bac Giang , Hai Duong Research objectives and tasks 3.1 Objectives of the study: Based on confirming the role and meaning of organizing teaching subject topics, the thesis identifies the topic and the required requirements of the topic From there, propose forms and measures to organize teaching effectively the topics of Grade 10 in high schools (according to the 2018 program) to contribute to improving the quality of subject teaching 3.2 Research tasks: To achieve the above goal, the thesis focuses on solving the following specific tasks: - Learn to identify the psychological basis, education, theory of the topic teaching organization Investigate the current situation of organizing teaching history topics for students and organize teaching history by high school education program 2006 in high schools - Learn the overall curriculum, 10th-grade history subject curriculum (according to the 2018 curriculum) as a basis for determining the topics, describing the requirements of the topics and organizational forms of teaching topics - Proposing measures to organize teaching subject topics for history in internal classrooms and conduct pedagogical tests to verify the science and feasibility of organizing teaching subject topics 10th grade in high school (according to CT 2018) Scientific hypotheses The quality of teaching subject matter subject under the approach of forming and developing computers and skills at high school (according to the curriculum in 2018) will be improved if the system of topics with criteria to meet the requirements of the subject curriculum is identified History and propose the forms, measures to organize teaching by those topics by teachers, students and practical conditions of the school Methodological basis and research method 5.1 Methodological basis The methodological basis of the topic is the viewpoint of Marxism-Leninism, Ho Chi Minh ideology, the Communist Party's policy on history education 5.2 The research method of the thesis During the research process, the thesis uses some following research methods: - Group of theoretical research methods: + Research psychology, education, and history materials to select and identify the theoretical and practical basis for organizing teaching history: nature, characteristics, position, the role, the topic of the topic and the form and method of organizing the teaching + Studying the overall program, history subject curriculum, and documents, documents guiding the implementation of the program and textbook according to the orientation of developing learners' capacity - Group of practical investigation methods: Investigating by questionnaires, consulting experts, education managers, teachers, students; attending hours, visiting classes to observe, collecting data, evidence to objectively assess the teaching situation according to history subject in some high schools - Group of pedagogical testing methods: Using case studies/case studies to apply, analyze, evaluate, compare and prove the scientific hypothesis of the topic; organizing teaching history topics for students - Group of mathematical-statistical methods: Using mathematical-statistical methods to handle investigation results and pedagogical test results Based on those results to analyze and evaluate the effectiveness of the proposed thesis measures The scientific and practical significance of the thesis Theoretical aspect: The research results contribute to enriching theories, the method of organizing teaching history topics for students, the method of organizing teaching history topics at high schools In practical terms: Research results help teachers apply the processes and ways to identify the subject's requirements according to the abilities approach; measures to organize teaching history topics at high schools to improve subject quality At the same time, this research result is also a reference source for students, graduate students and graduate students majoring in history Contribution of the thesis The research results of the thesis contribute: - Identify the characteristics, nature, roles, and meanings of the topic to organize teaching subject matter to meet the requirements of qualities and student development; - Assessing the situation of organizing teaching subject topic in high schools as a practical basis for teaching and managing teaching subject in high schools; - Determine the topics with the criteria to meet the requirements of the history subject and form of teaching according to those topics at the high school - Identify the requirements when selecting and using organizational methods of teaching subject topics at high schools The structure of the thesis In addition to the "introduction", "conclusion", "list of references" and "appendices", the main content of the thesis consists of chapters: Chapter Overview of research related to the topic Chapter Problems of organizing teaching activities under the topic in high schools- theory and practice Chapter Determining the requirements and the organizational structure of teaching history according to the topic in high school Chapter Measures to organize teaching history according to the topic for 10th grade in high school CHAPTER OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC 1.1 The research works on college in teaching theory For research projects on the subject of teaching theory in the world, we have collected and researched many works of authors such as BPExipop in "Theories of teaching theory" , episode 2, Education Publishing House; I.A Ilinna in "Education Studies", volume 2, Hanoi Education Publishing House, 1973; Jerome S Bruner, in The Process of Education, HarvardUniversity Press, Cambridge, London, England, (1977); I.F.Kharlamop, in the project "Promoting the learning activeness of students", Volume I, Education Publishing House, 1978 and many other research works The results show that the studies affirmed the role of teaching according to colleges in promoting positive, proactive, creative creativity of learners, teaching according to colleges is "a method to implement integration in teaching" College-based teaching forms systematic skills and knowledge in students through the integration of knowledge units belonging to one or more learning subjects of the sciences around a college; provide ways for learners to expand awareness of a unified, systematic, continuous and expanded world, motivating and stimulating students throughout the teaching process, helping students develop ideas community awareness, working cooperation, and communication skills, promoting creative initiative, helping learners have many opportunities to promote their capacity The research team also focuses on collecting and studying materials on organizing teaching by topics in teaching theory in the country in educational materials by authors Ha The Ngu - Dang Vu Hoat (Education Publishing House, Hanoi, 1987); Author Nguyen Thanh Long in "Modern teaching: theory, measures, techniques", (Hanoi National University Publishing House, 2002); Author Tran Ba Hoanh in "Innovating teaching methods, curriculum and textbooks", Publishing House of Pedagogy University, 2007 said that teaching student-centered teaching is "preparing students to adapt to social life." , respect the purpose, needs, ability of interest, interests of students' learning "and many research works and topics related to this field 1.2 The research works on college, organize teaching according to college students' subject In the field of organizing teaching history topics for students in high schools, there have not been many studies on organizing teaching history topics for students However, its theoretical studies have been studied by many experts These studies, although not directly related to the organization of organizing teaching history topics for students, have mentioned the method of it to promote the positive, proactive creativity of learners, improving the effectiveness of organizing teaching history topics for students - in the goals of organizing teaching history topics for students as the authors: The author NGDai-ri in the book "How to prepare LS lesson?", Education Publishing House, Hanoi, 1973; Authors G.A.Cu-La-Ghi-Na and Luong Ninh in "Some LS games" of Education Publishing House - Hanoi (1975); A.A.Vaghin in "Methods of teaching history in high schools" (1977, Publisher of Hanoi University of Education); I.Ia.Lecne's author with "Developing students' thinking in teaching physics" (Publisher of Moscow Education Publishing House, 1982 - Translators: Tran Kim Van, Dinh Ngoc Bao, Pham Huy Khanh, Nguyen Thi Coi); The authors Terry Haydn and Christine Counsell in "History, ICT and Learning in the Secondary school"; The authors of "Pastplay: Teaching and Learning History with Technology" by Adesote, S.A and Fatoki, O.R in the article "The role of ICT in the teaching and learning of history in the 21st century" In the country, the textbooks, monographs on teaching methods of teaching in high schools, the authors mentioned the concepts of positive teaching, teaching student-centered learning as the main method, methods, effective way to organize history lesson time these documents, although not directly mentioning but indirectly mentioning the ways and methods of organizing teaching history topics for students as: "Some topics of teaching methodology" , Phan Ngoc Lien, Trinh Dinh Tung, Nguyen Thi Co, co-editor, Hanoi National University Publishing House, 2002, author Trinh Dinh Tung; curriculum "Methods of teaching history" (volume and volume 2) authored by Phan Ngoc Lien, Editor of Pedagogical University Publishing House (2010); the textbook "Methods of teaching history in high schools", Publishing House, Hanoi National University, 2014, by Vu Quang Hien and Hoang Thanh Tu and many research projects in monographs , research topics, theses, theses the research results show that: In Vietnam, the researches on teaching in general and organizing teaching history topics for students, in particular, are quite modest in terms of content and scope, the degree Studies have not been conducted systematically and comprehensively at all three levels of education; has not proposed any method or technique for organizing teaching history topics for students On the other hand, most of the new researches are exploited in terms of integrated junior and junior high school colleges based on research, the current program structure without mentioning the organization of teaching of life skills in high school education program For the high school level, the research on teaching is still quite faint, especially in the field of organizing teaching history topics for students By analyzing the theoretical literature of domestic and foreign authors on the issue of "organizing history teaching by subject" in teaching, we found that: International and national educators and educators all emphasize the principle of ensuring the purpose of educational activities and the principle of education must be associated with reality and affirm the main solution in the process Teaching organization is the effective use of teaching methods and forms to actively improve students' activities Therefore, the authors unanimously affirmed the role of defining goals (requirements to be met), defining the content of teaching in designing teaching activities to specify requirements to be achieved and confirmed roles role and meaning of organizing teaching activities associated with practical and practical situations in organizing teaching history topics for students Since then, the same level studies give us important suggestions on the identification of goals, content, methods, organizational forms of teaching subject topics On the other hand, in the research works, the authors affirmed the role of organizing teaching topics and affirmed that teaching subject organization is an integrated teaching method Since then, the research also gives us many suggestions in selecting teaching content in accordance with the need to achieve qualities and abilities to organize teaching subject topics The research works have provided important scientific arguments on measures and organizational forms of teaching to promote students' activeness and initiative In particular, the research attaches special importance to the training and development of thinking skills, skills of collecting historical documents; self-study skills and IT application skills in history learning These knowledge and skills are the means to create qualities and capabilities for learners Therefore, although not directly referring to the organization of teaching topics, but with the above contribution is an important basis for us to continue applying research to realize the research purposes of the thesis In general, scientists have mentioned quite comprehensively about the roads, active teaching methods and organizing teaching topics in education They believe that it is a modern teaching trend in the 21 st century This trend contributes to changing educational thinking, changing from the orientation of teaching approach to content to teaching approach to developing capacity; from placing the teacher in the center to the learner-centered learning activities to ensure the outcome of the educational program However, there has not been any specific, focused and systematic research on organizing teaching subject matter in high school subjects under High School Education Program 2018 This is also the problem, the purpose and the research task Research that our topic is directed to Based on an overview of the research works related to the topic, we have analyzed, synthesized and extracted the inherited thesis points and the thesis continuation studies to clarify as follows: Inherited thesis issues: - Determine and select the topic and organize teaching the subject is a trend of modern teaching, is the right direction, suitable for cognitive and intellectual development features, physiological and age characteristics of students - Organizing teaching topics is a way to formulate and develop students' qualities and capabilities In organizing teaching topics, teaching content (knowledge) and skills, attitudes are integrated into a systematic structure, connected by dialectical relationship and placed in a 10 motivation in learning for students, students always have to explore and explore to complete the learning tasks Therefore, the knowledge system students can acquire in the topic of it is kept closed, in association with real-life, practically with students' learning * About skills When organizing activities organizing teaching history topics for students, teachers need to design learning tasks for students to "make history" - "Doing History" to make events and phenomena come alive and close Through the performance of tasks, completing the learning tasks, students will be able to learn history knowledge to answer questions or explain a viewpoint, a viewpoint on history issues Accordingly, in organizing teaching history topics for students, it is necessary to focus on training the basic and essential skills which are typical of history to work towards the formation and development of the specific capacity of History Depending on the content of history knowledge, teachers select activities to help students practice appropriate skills * About attitude Through learning activities in the process of organizing teaching topics, it helps learners develop their activeness, confidence, self-affirmation, self-motivation, and self-advocacy on the basis of performing individual / collective activities to be aware, self-developed, self-performing, self-testing, self-assessing and self-improving thanks to that, the motivation for learning is always stimulated so that students are always interested in the learning process At the same time, with such a flexible and flexible organization, it will ensure maximum freedom in choosing, deciding on a work plan and improving in the learning elements, training the ability to work according to groups, community consciousness, cooperation in problem-solving Thus, with the teaching method, history topics will make an important contribution to the development of students with hard work, honesty, and responsibility These are important qualities that contribute to the formation of the good moral qualities of a positive citizen Types of college students' subjects in high school - Based on the purpose and requirements of the content circuits in the program there are types of career-oriented colleges (history); colleges provide knowledge about events, phenomena, history issues in the world and the country (politics, society, culture, economy, war ); College of practice, practical experience; - Based on the flow of time, it can be divided into history communities in each stage of the historical process of the world, the region, and the nation - Based on the space of events, history phenomenon can be divided into colleges according to space of formation and development such as Ancient Egyptian Civilization; Ancient Chinese civilization; Ancient Greek and Roman civilization - Based on the subject's goals and objectives, specific requirements of each content circuit in the history curriculum, there are types of career orientation - Based on the scope of the subject's knowledge, it can be divided into integrated topics within the subject; Integrating multidisciplinary; Interdisciplinary integration The starting point for organizing teaching activities according to colleges in high schools Legal grounds: Based on the policy of "fundamental and comprehensive renovation of education" in Resolution No 29-NQ / TW, National Assembly Resolution No 88/2014 / QH13 dated November 28, 2014, of the National Assembly on renovating curriculum, textbooks for general education and the Prime Minister's Decision No 404 / QD-TTG on approving the scheme 14 on renovation of general education textbooks and textbooks; Based on the guiding documents and guidelines of the Ministry of Education and Training on continuing to renovate teaching method and knowledge-based economy according to the orientation of developing learners' energy Starting from the goal of renewing the curriculum and textbooks of History subject to the development orientation of learners; derived from cognitive characteristics of high school students 2.2 The reality of the organization of teaching history by subject 2.2.1 Practicing teaching history by topic In the world, organizing teaching history topics for students is a content that is respected by countries around the world and history is one of the subjects with an important role in high schools The organization of teaching history topics for students in countries around the world is done in a learner-centered manner Based on the national education program (federal standard for the United States), educational institutions will develop school education programs that are appropriate to local educational development conditions and objectives and guidelines Teachers build plans to organize teaching From the experience of some of the above countries, organizing teaching history topics for students is oriented towards developing learner competencies, which is a development trend of current teaching and the organization of it in high schools is implemented to form and develop learners' abilities In the new curriculum of education in Vietnam, history subject is also built based on a selective acquisition of international experience The curriculum is designed according to the approach of approaching and developing learners, students; Curriculum ensures openness and continuity, promoting the active role of localities and schools in developing school curriculum to implement teaching content to meet the required requirements (output standards) as prescribed Therefore, organizing teaching history topics for students around the world, especially in Korea and Singapore has given us a lot of experience in the process of researching and proposing measures to organize teaching history topics for students 2.2.2 The actual situation of teaching historical topics in Vietnam * Purpose: In order to properly and objectively assess the status of organizing teaching history topics for students in high schools according to the current educational program (the education program under Decision No 16/2006 / QD-BGDĐT) as a practical basis for withdrawing identify strengths and weaknesses as a practical basis to propose measures to organize teaching history topics for students in high schools The contents of surveys and surveys focused on the following main issues: - Awareness of administrators, teachers, and students about the organization of teaching history by subject and the importance of organizing teaching by topic - Current situation of organizing teaching by topic: Activities to prepare lesson plans/topics and organize the implementation of lesson plans/topics - Analysis of factors affecting the organization of teaching history based on teachers' topic - Comments, assessments, and wishes of students on the activities of organizing teaching subjects in history at high schools Evaluate the results of current status surveys 15 Based on summarizing the analysis of the survey and survey results and the results obtained when attending hours, direct interviews with managers, teachers, we came to some general conclusions as follows: - The Ministry of Education and Training has guided the implementation of the current general education program according to the orientation of developing learners' energy, including instructions on the structure and arrangement of lessons with the content of near knowledge each other, overlapping into topics to organize teaching However, the implementation of this content is formal and responsive This situation greatly affects the quality of the subject - Most the administrators, teachers know about teaching by subject in general and teaching by topic in particular but very few teachers often organize teaching by topic; - Most teachers have known the orientation of the new higher education program is teaching to develop learners' capacity, known and tested to teach some teaching topics, but not understand the nature of the topic, teaching by topic threads - The majority of teachers have done all the steps in the teaching process; actively innovating form, PP / KTDH; actively explore, collect and design the tourism industry; innovating ways of checking and evaluating students' learning results; - However, when developing lesson plans, identifying lesson goals, most teachers not contact reality to determine the relevance of history subjects in the field of social science Also, teachers are embarrassed when asking students to reproduce the signs of knowledge learned in history and combine the relationship with the field of social sciences and the principles and rules of the development of nature and society - When defining learning goals, most teachers not connect the knowledge goals and skills to create detailed goals Since then, teachers have no orientation to design learning activities to form and develop learners' competencies - When teaching in class, most teachers find it difficult to not require students to reproduce the signs of knowledge related to new knowledge, and at the same time relate to reality This practice leads to history classes usually focused on presenting and remembering events and phenomena singly and discretely; Students acquire knowledge passively so the lesson efficiency is not high The survey results also show that pedagogical impacts are mainly directed at teachers, not paying attention to learners The majority of teachers have not identified the specific competencies that need to be formed and developed for students in teaching history at high schools, this leads to confusion in the process of selecting forms, methods/tests and evaluating results students' learning in the orientation of labor development Cause of the situation Firstly, it is because the content of the history program at high schools now is built according to the content orientation, following the standard of knowledge and skills of the subject Secondly, the whole process of organizing teaching history topics for students at high school now (from defining the goals, designing teaching lessons, teaching process, teaching methods, knowledge of organizing teaching to assessing students' learning results) is still in control Weak done content-oriented Thirdly, the lack of the theoretical framework, the lack of guidance materials for teaching history at high schools following the orientation of developing learners 'capacity 16 (of which organizing teaching history topics for student colleges is a method of developing learners' capacity) Issues posed for organizing teaching history topics for students in high schools The reality of organizing teaching for students the above-mentioned topic has been posing many theoretical and practical issues to itself in the spirit of fundamental, comprehensive innovation, in particular: - Need to build a theoretical framework for organizing teaching history topics for students at high schools in the direction of qualities and capabilities - To transfer from teaching history at high schools according to the current People's University to organize teaching colleges with the orientation of laboratory development, requiring subject teachers to master and apply the principles, processes of identification and description of requirements about capabilities and qualities as prescribed in the program - Proposing measures to organize teaching history topics for students to form and develop learners' human resources CHAPTER DETERMINATION OF REQUIRED REQUIREMENTS AND ORGANIZATION FORMS TEACHING ACCORDING TO THE TOPIC HISTORY 10 GRADE SCHOOL 3.1 Identify the colleges and the requirements of history for class 10 high school 3.2.1 The process of determining the requirements of a topic To determine the subject's satisfactory requirements, we propose the following process: ⃰ Firstly, analyze the curriculum of the entire course history, curriculum of each course to determine the role, position and tasks (required requirements) of the subject in the whole course (education stage) career orientation) and in each grade ⃰ Secondly, analyze the grade program to identify the main content circuits as well as the requirements to be achieved for each topic in each content circuit ⃰ Thirdly, analyzing the requirements of each college in each circuit of the knowledge content of the program to determine and describe in detail the requirements of the program 3.2.2 Determine the requirements of the topic of Grade 10 for high school students To determine the specific requirements of the topic, teachers need to perform the following steps: Step 1: Analyze the requirements of the topic corresponding to the knowledge circuit described in the course curriculum to determine the competencies and skills corresponding to each competency in each topic Step 2: Based on the results described in step to identify and select the content of knowledge and learning activities corresponding to the content of knowledge of the topic Based on the research and analysis of the program of History of Grade 10, we propose a topic and determine the requirements of the topic for students in the Grade 10 history program (not including the optional topic) will analyze, identify and select the knowledge content of each topic to design learning activities and select the appropriate method of organizing learning activities 17 3.3 Forms of organizing teaching according to the topic of Science Grade 10 for high school students 3.3.1 Grounds for classification of teaching arrangements - Based on the direct/indirect participation of teachers in the teaching process, we have the form of classroom teaching, extra-curricular teaching - Based on the number of students involved in the learning process, we have individual, group study, group learning forms - Based on the content of the National Education Program, we have formal teaching, extracurricular teaching 3.3.2 Forms of teaching organization * Form of organizing teaching classes The form of classroom teaching is a familiar and popular form of teaching in our country Characteristics of this form are that students are gathered by age and by the level of training; fixed student composition; The curriculum and teaching materials are divided into grade levels and follow the school's general education plan * Extracurricular Activities The form of "extracurricular activities" is a fairly familiar activity for schools in our country Extracurricular activities are also known as extracurricular activities, which refer to the forms of activities associated with learning and playing outside the classroom, to link learning at school to social life Assembly, creating conditions for students to be integrated into the vast reality outside the school In teaching history, extracurricular activities correspond to the knowledge circuit of historical practice * Self-study form Self-Study is a form of self-study by students during and outside class time under the direct or indirect guidance of teachers Students make their plans, use the conditions and materials available to perform the tasks assigned by the teacher 3.3.3 Tutoring (private help) Tutoring is a form of teaching with teacher help for good and weak students For weak students, this method aims to detect and fill knowledge gaps in time, helping to prevent these students from keeping up with the general level of the class, creating motivation to motivate them to study As for good students or students who are gifted in a particular subject, the form of private help helps them further develop the available competencies, further research on a science and technology issue , some art that classrooms don't have the opportunities to deal with CHAPTER METHODS OF TEACHING ORGANIZATION BY THEMES HISTORY IN 10TH GRADUATION HIGH SCHOOL TESTING PROFESSOR In chapter of the thesis, we identify the requirements when proposing measures to organize teaching history topics for students Accordingly, when determining and selecting teaching methods to organize teaching history topics for students, teachers should pay attention to ensure the requirements on the compatibility between the requirements to be met with the teaching content and the method of teaching method according to direction to maximize the knowledge and experience of individual students, promoting the active, active and creative role of students in the learning process to achieve the goals and requirements achieved in the topic Based on the identification of the requirements, we propose legal groups to organize teaching history topics for students Those are the marginal groups: 18 Group of methods to prepare teaching topics In the group of teaching preparation topics, we propose two measures: a) Study the national education program to develop an individual plan Individual teachers' plans include the types of long-term promotion plans for the entire school year or semester and preparation for lesson planning This is a group of measures that play an important role in the teaching process, contributing to determining the quality and effectiveness of organizing teaching In particular, building a teaching plan (also called a lesson plan) is the most important work of the group of teachers' teaching preparation topics In our opinion, to complete the construction of a personal profile, teachers will have to prepare and implement the following contents: Table 4.1 The tasks when analyzing the general education curriculum Action Studying the general education curriculum; educational plan goals of the school; documents guiding the implementation of the program to determine the objectives and tasks of the subject by grade level Study local context; school education goals; Student characteristics and ability -Determine the subject's objectives and positions (general goals, grade targets) -Determine the direction and how to implement the program - Develop a syllabus outlined by grade level Describe and identify the objectives and positions of the subject to the local conditions Develop a subject implementation plan Completing the program implementation plan to unify the implementation of the curriculum in the whole school Define the topic and describe the Table describing requirements to be reached satisfactory requirements of the topic about PC, NL of the topic 4.1 Locate, role, the position of topic 4.2 Describe the requirements of the topic 4.3 Result Identify the role and position of the topic Describe the requirements of the topic on knowledge, skills, and attitudes with the corresponding teaching content Expected teaching activities as required Proposing learning activities according to the by the topic described requirements b) Measures to develop a plan according to the learning activity chain: In fact, this activity is interested in teachers fully and seriously However, most of the lesson plans of teachers are prepared according to lessons in textbooks and formulated in a traditional way, not designed according to the learning activities chain Therefore, the proposal of this measure is very necessary 19 * In terms of structure: Usually the teaching plan (lesson plan) according to the unit of lessons in the current curriculum includes: parts of the lesson; Purpose of request; Methods and means; Lesson content; Consolidation, reminding and appendices For the teaching plan with the topic, the structure of the teaching plan is the same as the above teaching plan but with some adjustments Specifically: - Topic name and expected duration of the topic; - Satisfaction requirements of the topic: Define clearly the knowledge, skills, attitudes, and PCs, the capacity should be formed and developed by the students; Content of the topic: Identify teaching activities, in each activity, clearly identify the objectives of the learning tasks, the content of activities, how to organize the implementation and the expected learning products of students in every mission * About the process of developing a topic teaching plan the process step 1: iidentify the topic and the requirements of the topic step 2: identify the content of the topic step 3: illustrate the process of teaching according to topic Figure 4.1 Process of developing a topic teaching plan A group of measures to organize the teaching of history by subject in in-class lessons To effectively organize teaching history topics for students, we recommend the following measures: a) Innovating the process of organizing teaching activities in class We study and propose a process of organizing a 4-step learning activity with the following evaluation criteria: - The process of organizing teaching topics is more flexible and flexible for both teachers and students Teachers not need to strictly follow the steps from class to start up, form new knowledge, practice, consolidate and expand in a lesson that can be selected and organized for students to implement from two to three activities in one lesson hour in the direction of alternating practice activities with forming activities for students to consolidate the knowledge acquired during the learning process - For the process of organizing a teaching activity, it should be organized in steps as follows: Step 1: Transfer duties to students Criteria for evaluating this activity are: clear learning tasks and suitable with students' abilities, reflected in the requirements of products that students must complete when performing tasks; the form of vivid, attractive and stimulating tasks are stimulating students' awareness; ensure all students receive and ready to perform tasks Step 2: Support students to perform tasks Implementing learning tasks: encourage students to cooperate when performing learning tasks; detect in time difficulties of students and apply appropriate and effective support measures; No students are "forgotten" Step 3: Exchange, discuss and report results and discussions Step 4: Comment, falsify the student's performance results 20 Commenting on the implementation process of students' learning tasks; analyze, comment and evaluate the results of the task performance and the student's discussions; correct the knowledge that students have learned through activities b) Organize students to learn LS by the method of raising and solving problems Teaching and problem solving are some of the active teaching methods The characteristic of this teaching method is to raise problems and organize problems for students to draw knowledge to acquire and apply in real life The issues raised in learning are often problematic situations for students to exchange, discuss and give personal opinions The product of this activity is that students have to find new and unknown through the thought process For teaching organized historical teaching by subject, teachers can design learning tasks, which can be a phenomenal event; it can be a cognitive exercise to create problematic situations for students to research, exchange and discuss to provide appropriate explanations This process not only helps students be interested in learning history, understanding the nature of historical problems but also training students in the skills of presenting and arguing a historical problem; how to solve the problem On that basis, towards building the capacity for problem-solving students; thinking ability and communication ability, cooperation, language ability However, when building problematic situations to implement in history lessons, teachers need to study to ensure the science, system, suitability for lesson content, diversity, and calculation overview This means that the given situations must be consistent with the learning objectives, to ensure that there is a logical connection between scientific knowledge and real-life and following the mentality and age of students c) Organize students to study history through learning projects Project-based learning is understood as a learning activity for students to synthesize knowledge from many fields of study and apply the knowledge learned in real life This means that the teaching method of the project is suitable for the way of organizing teaching by subject In teaching physics, project teaching is suitable for multi-disciplinary and interdisciplinary topics, local historical research topics or practice and field topics In terms of the organizational structure of teaching, teaching under the project has many similarities with teaching and solving problems such as: identifying the problem to be solved (topic selection); problem-solving (project implementation); summary, report results However, the difference between these two methods is the process of organizing teaching according to the project d) Organize group discussions in organizing historical teaching by topics According to educational experts, teaching in groups, also known as collaborative learning, is organizing classes in small groups for students to research, exchange, and discuss a problem A group is a form of learning that promotes creativity very well, so it is easy to adapt to activities that need to collect ideas and promote creativity Students need to know what they and how to it when participating in group work e) Organize experiential activities in the history class Enhancing experiential activities in the subject is a new teaching method mentioned in recent years However, this group of methods has been researched and developed in organizing history teaching in high schools very early through "many different forms, methods, techniques to 21 help maximize, increase the participation of learners, create conditions for learners to maximize their learning ability, creative ability, and problem-solving capacity ”; For historical teaching, the goal is not only to provide students with knowledge and insights but also to help students apply knowledge into real life To accomplish this goal in the process of organizing teaching history, teachers flexibly choose teaching methods and teaching techniques actively, in which, the method of experience in the subject has the advantage in forming and developing competence for learners The dominant experience methods in organizing medical lessons are using the role-playing method, historical teaching activities through organizing games; organize teaching history through debate Measures to guide and encourage students to self-study history by subject Strengthening self-study guides are an indispensable measure in teaching history in general and organizing teaching history topics for students in high schools in particular In the process of organizing teaching history topics for students at high schools today, many subject teachers have not paid attention to guiding students to self-study, so the effectiveness of is at high schools is not high Do not be instructed by teachers of the subject, encouraging self-study, so many students are still confused, have not found the right, appropriate and effective learning method so the learning results have not met the requirements and subject objectives Therefore, along with other measures, teachers need to strengthen assigning tasks, encouraging and guiding students to selfstudy To perform well the guidance of students’ self-studying has an important role in teaching This measure not only helps students train hard, responsible but also helps students passionately learn history knowledge On that basis, students will be trained in skills such as historical document collection skills, history information processing skills, skills to develop general competencies as well as specialized subjects 4.1.4 Innovating testing, evaluating students' history learning results by subject Currently, the assessment of students' learning results in organizing teaching history topics for students at high schools is done following Circular No 58/2011 / TT-BGDĐT by assessing the results of meeting the requirements of knowledge standards , skills and attitudes for each lesson are specified in the subject curriculum The evaluation of academic results as above does not reflect the progress of students in the learning process Therefore, to ensure the assessment of the need to reach the computer and the learner capacity of the topic according to the requirements of the 2018 curriculum, it is necessary to focus on the process assessment The main objective of the process evaluation is to determine the current level, the achieved results (students have gained knowledge, formed skills, what competencies? At what level, ? limitations and weaknesses still exist; From there, teachers help students correct and correct mistakes By assessing the process, each student will participate in self-assessment, thereby knowing what level he or she is to make adjustments Teachers evaluate the effectiveness of the teaching process (advantages and limitations that need to be overcome) to make timely adjustments Therefore, a process assessment is called an assessment for the learning process, for student progress (Assessment for learning) Accordingly, assessing the process has the role of teaching activities of teachers and students; it is the basis for confirming evaluation, classification, and ranking of learners' attainment level according to criteria to motivate teachers, learners, help teachers and learners to adjust teaching activities appropriately and effectively 22 For the inspection and evaluation in teaching topics to be implemented effectively, when performing teachers, it is necessary to ensure the following contents: Clearly define the evaluation objectives: The main purpose of the evaluation of learning results is to compare and compare the achieved student competencies with the required level of knowledge standards, qualities and competencies in each topic and each level in order to check understanding of basic knowledge of students and the level of formation, development of general competence, specialized skill of history in learning process Based on the assessment objectives, teachers need to build a set of assessment tools in accordance with the subject objectives The need for the proposed measure groups To verify the necessity and feasibility of the groups of measures to organize the teaching of thematic history, we surveyed proposed measures for officials, managers, and teachers participating in the test Experiments and obtained the following results: Table 4.8 Assess the need for the proposed measures Percentage % Group of proposed measures Very Need Little need No need urgent Group of teaching preparations 75% 25% 0 (15/20) (5/20) Group of measures to organize 90% 10% 0 teaching history by subject in the (18/20) (2/20) internal class time Group of strategies that 60% 40% 0 encourage students to study the (12) (8) subject by themselves Group of measures for 90% 10% 0 inspection and evaluation (18) (2) renovation Results from Table 4.8 show that respondents have a high appreciation of the need for the proposed measures In particular, the number of reviews is very necessary and necessary to account for a high proportion (4/4 measures have a 100% selection rate) No comments were deemed unnecessary This assessment proves that the proposed measures are needed in organizing thematic history teaching in high schools 4.2 Pedagogical experiment 4.2.1 Purpose, object, the scope of the test Purpose, object, time, test area Purpose of pedagogical test: Verifying the feasibility and effectiveness of: - The methods used in developing a history topic teaching plan in the new high school curriculum - Process of organizing teaching by topic in the new general education curriculum Test object: - Teachers teach history at high schools (number: 07 teachers) with the task of using the proposed thesis methods to build a topic teaching plan and organize a pilot teaching on that topic 23 - Grade 10 students (383 students in grade 10 for the 2017-2018 school year) Time and testing area: - Time: Topic No 1: October 2017 - 2018; Topic 2: March 2017 - 2018 - Test site: at Me Linh High School (Me Linh District, Hanoi City); Bac Giang BoardingSchool for Vocational Training (Bac Giang City, Bac Giang Province); Dong Dau High School (Yen Lac District, Vinh Phuc Province); Tran Nguyen Han High School (Le Chan District, Hai Phong City) 4.3.2 Test content - Testing topic building methods: by asking questions, interviewing teachers - Experimental organization of teaching 02 topics in Grade 10 history, with the content: Questionnaire, observation notes, interviews, tests Table 4.5 Teaching content Content Number of lessons Topic: Medieval Eastern civilizations 1.1 Foundations of ancient Middle Eastern civilizations (Economic, population, and socio-economic conditions) 1.2 The basic achievements of the ancient Middle Eastern civilizations 1.3 The role and significance of ancient Eastern civilization achievements with the development of human life Subject: Đại Việt Civilization 1.1 Basis of formation and development of Dai Viet civilization 1.2 Some achievements of Dai Viet civilization 1.3 The meaning of Dai Viet civilization in the ethnic group of Vietnam 4.2.2 Pedagogical test results - About the number of experimental teachers: there are 05 teachers / schools - Comments and evaluation of lesson plans: Experimental teachers all appreciate the advantages and prospects of the topic teaching plan when changing from teaching history to teaching topics: teaching plans are easy to implement and suitable for students; with organizational methods such as guiding students to work a lot and interact with each other; tests and assessments based on competence and products have helped students become more interested in learning history - Regarding the limitations, some teachers are familiar with the method of teaching content transmission, not familiar with the transition to the way of teaching capacity development, according to the requirements of organizing activities, for students to find out the results by themselves, know how to manipulate, practical contact Therefore, it takes time to prepare and train teachers to adapt to the new teaching method * Results of the survey About the number of experimental teachers: there are 05 teachers / schools - Comment, evaluate the lesson plan Experimental teachers highly appreciate the advantages and prospects of the topic teaching plan when changing from teaching common subjects to teaching topics: teaching plans are easy to implement and suitable for students; with organizational methods such as guiding students to 24 work a lot and interact with each other; tests and assessments based on competence and products have helped students become more interested in learning history - Regarding the limitations, some teachers are familiar with the method of teaching content transmission, not familiar with the transition to the way of teaching capacity development, according to the requirements of organizing activities, for students to find out the results by themselves, know how to manipulate, practical contact Therefore, it takes time to prepare and train teachers to adapt to the new teaching method * From the student side - Number of turns of students taking part in testing the topic of two topics: 375 students - Learning results of students after learning two experimental topics Table 4.13: Students' competence level through the test results of two experimental topics Percentage (%) Topic Number of lessons Level Level Level Level Topic 194 1.03 39.18 54.64 5.15 Topic 181 0.00 27.07 64.09 9.94 Based on the results in Table 4.13 Show the results of students after finishing topic and topic as follows: + The rate of students reaching level (