Sử dụng di tích lịch sử quốc gia đặc biệt tại hà nội trong dạy học lịch sử việt nam ở trường trung học phổ thông tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION PHAM THI THANH HUYEN USING THE SPECIAL NATIONAL RELIC SITES IN HANOI IN TEACHING VIETNAMESE HISTORY AT HIGH SCHOOLS Major: Theory and Teaching Methodology of History Major code: 9.14.01.11 SUMMARY OF PHD DISSERTATION IN EDUCATION SCIENCES HANOI - 2020 WORKS ARE COMPLETED IN HANOI NATIONAL UNIVERSITY OF EDUCATTION Supervisors: Assoc Prof Dr Nguyen Thi The Binh Dr Nguyen Xuan Truong Examiner 1: Assoc Prof Dr Tran Viet Thu Vinh University Examiner 2: Assoc Prof Dr Tran Duc Minh Nam Dinh College of Education Examiner 3: Professor Dr Do Thanh Binh Hanoi National University of Education The thesis is defended at the thesis examination council at Hanoi national university of education at … on … Thesis can be found at: National Library, Hanoi or the Library of Hanoi National university of Educattion RESEARCHER’S PUBLICATIONS RELATED TO THE THESIS Pham Thi Thanh Huyen (2015), Exploiting artifacts in Van Mieu - Quoc Tu Giam to organize the teaching of lesson 20 Building and developing national culture in the X - XV centuries (History 10), Journal Education, Special Issue, May 2015, pages 136 - 138 Pham Thi Thanh Huyen (2016), Cultural heritage and the relationship with teaching history in high school - Cultural heritage and its relationship with teaching history in secondary schools, Journal of Educational Equipment, Special issue , November 2016, pages 58 - 61 Pham Thi Thanh Huyen (2017), Current situation and solutions to innovating teaching method of history subjects at some high schools in Hanoi, Proceedings of International Scientific Conference "Teacher training and retraining for teachers" history of meeting curriculum and textbook renewal requirements ”, Hanoi National University Publishing House, pp 502 -512 Pham Thi Thanh Huyen (2019), Using a special national monument - President Ho Chi Minh Memorial Hall at the Presidential Palace in History lesson 1, lesson 22 for grade 12 students of Viet Duc High School, Hanoi, Journal of Educational Equipment, No 192, Term 1, May 2019, page 48 Pham Thi Thanh Huyen (2019), Using special national historical relics in Hanoi in teaching Vietnamese history at high school, Journal of Educational Equipment, No 199, Term 2, August 2019, pages 37-39 Pham Thi Thanh Huyen (2019), Organizing experience activities for students at the special national historical monument Van Mieu - Quoc Tu Giam, Educational Equipment Magazine, No 200, September 1, 2019 INTRODUCTION Rationale of the research The 21st century witnesses the trend of globalization requiring many countries to make strong adaptations to catch up with the general development In order to develop and deeply integrate into the world, Vietnam needs to prepare many conditions, in which the quality of human resources serves as the vital factor Concretizing this goal, the 8th Conference of the Central Committee of the Communist Party of Vietnam (session XI) passed Resolution No 29/NQTW (Resolution 29) on fundamental, comprehensive reform of education and training to meet the construction and development of the country As for high school education, Resolution 29 presents several “focuses”: focusing on the development of intellectuality, physical ability, building of personality, citizen liability; detection and training of giftedness and occupational orientation for students Focusing on enhancing comprehensive educational reform, prioritizing the education of ideology, traditions, ethics, lifestyle, foreign languages, computer skills, performance and practical skills as well as application in reality Developing creativity, self-studying, learning motivation in students’ entire life.” Reform must be inclusive including educational goals; educational contents, programs and textbooks; facilities and implementation conditions; educational methods and methods of evaluating educational and training results, in which the innovation of educational methods is one of the decisive factors in the success of this reform At high schools, History is a key subject in helping students not only being aware of the past, the development process of national history and human history but also provide them with knowledge, lessons of experience, cultural values, and national history However, the position, contents, curriculums, and teaching methods of History are posing many problems in both theory and practice There have always been the theoreatical and practical gaps in approaching historical lessons for high school students As such, finding the ways and solutions to improve the quality of teaching and learning history at high schools is of great importance In the current education curriculum, especially new 2018 one, the issue of diversifying teaching methods focusing on field trips and extra-curricular excursions have been gained significant attention From the experience of developed countries in offering heritage into schools and reaching learning targets via heritage, the teaching method can contribute to overcoming the limitations that reduce the quality of this subject Special national relic sites in Hanoi are extremely precious and sacred treasures of the country, formed in the course of history, associated with important historical figures and events of the nation, reflecting the identity of the soul, the bravery and the spirit of the nation, illustrating the glorious events and feats of our people throughout the history With special value, the exploitation and the use of Vietnamese cultural heritages in general, and the special national relic sites in Hanoi in particular during the teaching process have become more urgent for creating historical knowledge, improving the education and developing students’ performance However, the practice of exploiting and using the special national relic sites in Hanoi in teaching history at high schools has not fully reflected the value of the relic sites as well as the effectiveness of education as the goal set out From the above reasons, we decided to carry out the topic “Using the special national relic sites in Hanoi in teaching Vietnamese history at high schools” with the aim at exploiting the great value of this valuable historical resource into teaching history at high schools, contributing to the improvement of the quality of teaching history before the requirements of the Resolution 29, and extending the national and global literature on various teaching theories at high school level Object and scope of research 2.1 Object of the research The study focuses on its object asthe process of using the special national relic sites in Hanoi in teaching Vietnamese history at high schools 2.2 Scope of the research - This study focuses on apprehending, exploiting the contents of the special national relic sites in Hanoi for use in teaching Vietnamese history at high schools - The use of the special national relic sites in Hanoi is applied in teaching Vietnamese history at high schools - The scope of the survey and practical investigation is conducted at high schools selected across the country, mainly schools in Hanoi city - Experimental areas are both at some high schools in Hanoi city and some neighboring schools Aims and Tasks of the research 3.1 Aims of research: On the basis of affirming the role and significance of the issue on using the special national relic sites in Hanoi in teaching Vietnamese history at high schools, the doctoral thesis defines the contents, creates teaching designs, and proposes measures in use, thereby contributing to the improvement of the quality of teaching history before the requirements of the current fundamental and comprehensive education renovation 3.2 Research tasks - Identifying out theoretical basis on using the special national relic sites in Hanoi in teaching Vietnamese history at high schools - Conducting surveys of the situation of using the special national relic sites in Hanoi in the process of teaching at high schools - Illustrating history curriculum, textbooks, and the new history education program; thereby, determining not only the historical contents to be used but also the special national relic sites in Hanoi to be employed in teaching Vietnamese history - Designing the forms and propose measures to use the special national relic sites in Hanoi in teaching Vietnamese history at high schools - Conducting pedagogical experiments of measures to verify the effectiveness and feasibility that the scientific hypothesis offers Theoreatical framework and research methodology 4.1 Theoretical framework of the thesis is based on the views of Marxism-Leninism, Ho Chi Minh's ideology, the Party and State's views on general education and historical education 4.2 Research methodology - Literature review: is used to build an overview of the problem research and a theoretical basis for the topic, namely collecting, reading, analyzing, synthesizing, generalizing the materials of psychology, education, teaching methods, historical education, cultural history, archeology related to the topic - Research methods: + Observation: Observing the activites of teaching and learning history is considered a basis for drawing scientific conclusions, serving the research of theoretical and practical basis of the topic + Survey questionnaires: They are conducted by collecting information on the use of the special national relic sites in Hanoi in teaching history + Expert consultation method: These methods focus on asking experts for issues related to the thesis, especially the forms and measures of exploiting the value of the special national relic sites in Hanoi in teaching history at high schools - Teaching Experimental Method: They are methods which deal with preparing lesson plans and conducting experimental pedagogy partly and wholly at some high schools in Hanoi and its neighboring areas to confirm the feasibility of the topic - Statistical mathematical method: They are methods using SPSS software to process practical survey data and pedagogical experiment, and then draw the conclusions and suggestions Research hypothesis The quality of History teaching will be improved if the study identifies the Vietnamese historical contents requiring the use of relics, contents of the special national relic sites in Hanoi which can be exploited and used in teaching Vietnamese history, alsoproposes the forms and measures that are suitable for the school’s conditions and students’ cognitive abilities Contributions of the research - The results of the study confirm the role and significance of the use of the special national relic sites in Hanoi in teaching history at high schools - The results of the study draw the overall picture of the use of the special national relic sites in Hanoi in teaching history at high schools - The results of the study identify and edit the contents of the special national relic sites in Hanoi that need to be exploited and used in teaching Vietnamese history at high schools - The results of the study identify the basic knowledge in Vietnamese history program at high schools that can and need to use the special national relic sites in Hanoi - The results of the study propose forms and measures to use the special national relic sites in Hanoi during the class time and extracurricular activities for high school students, contributing to the improvement of the quality of teaching history at high schools -This study contributes to the national and global literature on various teaching theories at high school level Scientific and practical significance of the study - Regarding science: The results of the study contribute to enriching the theory and history teaching methodology in general, methods of using the special national relic sites in Hanoi in particular in the process of teaching Vietnamese history at high schools - Regarding pratice: The results of the study help teachers know how to apply forms and measures to use the special national relic sites in teaching history at high schools; thereby, contributing to improving the quality of the subject, meeting the subject goals Simultaneously, the results of the study are also considerd as reliable source of reference for teachers, students at high schools, history pedagogical students, graduate students and postgraduate students in the process of teaching, learning and doing research Structure of the thesis In addition to the Introduction, Conclusion, References and Appendix, the thesis consists of four chapters as follows: Chapter 1: Overview of research projects related to the topic Chapter 2: Theoretical and practical background of using the special national relic sites in Hanoi in teaching history at high schools Chapter 3: Contents and forms of using the special national relic sites in Hanoi in teaching Vietnamese history at high schools Chapter 4: Measures to use the special national relic sites in Hanoi in teaching Vietnamese history at high schools Experimental pedagogy Chapter OVERVIEW OF RESEARCH PROJECTS RELATED TO THE TOPIC Relic sites in general, special national relic sites in Hanoi in particular are of great interest to many domestic and foreign scientists Within the scope of the thesis, we approach in two directions as follows: 1.1 The research works on relic sites, special national relic sites in Hanoi 1.1.1 The research works on relic sites, special national relic sites Heritage issues in general, relic sites in particular are issues of interest to many foreign and Vietnamese authors Although these studies have different approaches and not much mention the exploitation and the use of relic sites in general and the special national relic sites in particular in the teaching process, they contribute to clarifying the theoretical basis for the topic In the meantime, they initially suggest some orientations in promoting the value of the special national relic sites in Hanoi in the education of the younger generation 1.1.2 The research works on special national relic sites in Hanoi The study of Thang Long - Hanoi in general, the special national relic sites in Hanoi in particular has attracted the attention of many scientists Works to approach the special national relic sites in Hanoi on the history of formation, development, and assessment of the current situation and initially determining the value of relic sites in the fields of culture, history, society, and the like The results of the studies are viewed as important references on the content of the special national relic sites in Hanoi, and also as the basis for us to select and use each specific lesson in the process of teaching history at high schools 1.2 The research works on using relic sites and special national relic sites in Hanoi in teaching and teaching History at high schools 1.2.1 The research works on teaching theory These studies present the basic contents of teaching theory such as the teaching process, principles, contents, methods and forms of teaching organization They are the teaching principles flexibly applied in the process of doing the thesis 1.2.2 The research works on using relic sites in general, special national relic sites in Hanoi in particular in teaching history at high schools Doing research on teaching methodology of history, researchers indirectly or directly affirm the role of relic sites in teaching history at high schools; emphasize the need of using the materials of relic sites in teaching history to provide knowledge, ethical education, ideas and develop subject practice skills Relic sites are considered visual tools, as teaching environment associated with reality, as sources of historical awareness, and as important types of local historical documents to be applied in teaching practice 1.3 Generalreview on published works, the isues of inherited thesis and further research 1.3.1 General evaluation The domestic and foreign works refer to relic sites in general, and the special national relic sites in Hanoi in particular at different levels and aspects It can be said that the use of relic sites in general and the special national relic sites in teaching history in particular are pressingly diverse, especially in the tendency to develop the capacity of learners and theme-based teaching However, there have not been any indepth studies on finding and developing specific forms and measures in using the special national relic sites in Hanoi in teaching history at high schools 1.3.2 The issues of inherited doctoral thesis - Affirming the importance, the role and the significance of the special national relic sites in Hanoi in teaching history at high schools - Identifying the historical contents reflected through the special national relic sites in Hanoi to put into teching history at high schools - Making approaches to the principles and methods of using relic sites in teaching history, thus deepen and enrich the visual principles and the role of practical activities in teaching 1.3.3 The issues raised for further research - Clarifying the nature of special national relic sites, confirming the importance of using the special national relic sites in Hanoi in teaching history - Studying theory and making a practical survey on the use of the special national relic sites in Hanoi in teaching history at high schools - Clarifying the bases and the selection of the contents of the special national relic sites in Hanoi in teaching history at high schools - Determining the Vietnamese historical knowledge system at high schools to use the special national relic sites in Hanoi in teaching history - Proposing the requirements, forms and measures to use the special national relic sites in Hanoi in teaching history at high schools - Conducting experimental results to draw scientific conclusions of the topic Chapter THEORETICAL AND PRACTICAL BACKGROUND OF USING THE SPECIAL NATIONAL RELIC SITES IN HANOI IN TEACHING HISTORY AT HIGH SCHOOLS 2.1 Theoretical background 2.1.1 The concept on the special national relic sites in Hanoi The special national relic sites in Hanoi are the typical relic sites in Hanoi, which reflects not only its own characteristics associated with Hanoi’s 10 special national relic sites in teaching history at high schools in particular Building on this survey, the necessary conclusions are drawn as a basis for proposing the forms and measures of using the special national relic sites in Hanoi in teaching history, leading to improve the quality of teaching history * General assessment: - Regarding Pros for using the special national relic sites in teaching history at high schools: Teachers have been aware of the significance of using this method in teaching, especially concretizing in acquiring knowledge, creating historical symbols and creating interest in learning for students - Regarding Cons for using the special national relic sites in teaching history at high schools: The teachers’ awareness is not adequate for the signification of the special national relic sites in Hanoi The primary target is describing events; the methods are simple, so students’abilities have not been developed yet; teachers face limitations of time, funds, school supports * Issues need to be solved: - Identifying the goals when using the special national relic sites in Hanoi, in which the formation of subject competencies need to consider - Defining the exploitable and usable contents of the special national relic in teaching history - Designing the forms and proposing measures to effectively use the special national relic sites in Hanoi in teaching history at high schools Chapter CONTENTS AND FORMS OF USING THE SPECIAL NATIONAL RELIC SITES IN HANOI IN TEACHING VIETNAMESE HISTORY AT HIGH SCHOOLS 3.1 Position, objectives and basic contents of Vietnamese history at high school 3.1.1 Position In the programes and high school history textbooks, Vietnamese historical knowledge is delivered together with historical knowledge of the world Therefore, Vietnamese history has a particularly important position in equiping knowledge, developing skills, fostering emotional thoughts, and developing student capacity 11 3.1.2 Objectives - Regarding knowledge: Vietnamese history at high schools helps students gain a deep and systematic understanding of the development process of national history - Regarding skills: Vietnamese history at high schools contributes to train students with observational skills, reproduce events, analyze, synthesize and evaluate skills; It also helps to improve the ability to self-study, solve problems, extend knowledge and apply it in practice - Regarding attitude: Vietnamese history at high schools educates students to preserve and promote the national cultural traditions respectfully, proudly and consciously - Regarding capacity: Vietnamese history at high schools contributes to the development of general competence as well as specific competence of the subject 3.1.3 Basic contents of Vietnamese history need to use the special national relic sites in Hanoi In the current history program at high schools, many contents of national history need to use the special national relic sites in Hanoi especially the 10th grade Vietnam History course In the new history program at high schools issued by the Ministry of Education and Training on December 27 th, 2018, the issue of historical and cultural relics has been paid attention and shown clearly Many topics indirectly or directly refer to historical - cultural relic sites in general, and the special national historical relic sites in Hanoi in particular This lays an important foundation to identify the content, form and propose measures to use the special national relic sites in Hanoi in teaching Vietnamese history at high schools 3.2 The contents of the special national relic sites in Hanoi are available and necessary to be exploited in teaching Vietnamese history at high schools The relic site of President Ho Chi Minh Memorial Complex at the Presidential Palace This is the place where President Ho Chi Minh lived and worked the longest in His life of revolutionary activities, and it was also the headquarters of the Central Committee of the Communist Party and the Vietnamese State after the August Revolution of 1945 The relic and archaeological site of the Imperial Citadel of Thang Long This is a particularly important and typical complex of relics of the nation With 12 this relic site, teachers of Vietnamse history in the country of Vietnam can use it indirectly or directly to teach lessons and subjects of national history The relic and architectural site of the Temple of Literature According to historical records, in 1070, Ly Thanh Tong built The Temple of Literature In 1076, the court again established Quoc Tu Giam, and in 1253, changed its name to Quoc Tu Institute In the Le dynasty, Quoc Tu Institute changed its name to Thai School Nguyen dynasty renamed it to Hanoi’s Temple of Literature With this complex of relic sites, teachers of Vietnamese history can use both forms directly or indirectly in teaching contents to build and develop ethnic culture, especially in grade 10 The relic, architectural and archeological site of Co Loa With about 60 relic sites (including 07 national relic sites), this is an archeological site of high value, which is associated with the cultural periods of the Vietnamese Therefore, the reflection contents of this complex of relic sites should be exploited and used in teaching Vietnamese history The relic and scenic sites of Hoan Kiem Lake and Ngoc Son Temple These relic and scenic sites include Hoan Kiem Lake, Ngoc Son Temple and King Le Memorial Site With this complex of relic sites, teachers of Vietnamese history can use it both indirectly and directly in lessons 19, 20, 24, 28 of grade 10 to help students understand patriotic traditions of the Vietnamese nation in feudal times The relic and architectural sites of Phu Dong Temple in Gia Lam district Phu Dong Temple includes points of component relics, and in addition to architectural art, the value of Phu Dong Temple is also confirmed through a system of relics and antiques which are diversified and rich in types and materials It is noticeable that this relic site consists of 37 ordained ordinances dating from the Le Trung Hung, Tay Son and Nguyen periods; and stele system, stone dragon, stone art, couplet, hammock door, throne, palankeen, incense court, and statues of worship which hold high artistic value associated with many historical periods of national history, as well as contains deep concepts and philosophy of human life The relic site of Hai Ba Trung Temple This relic site, which closely associated with the community in cultural activities and beliefs, contains special values of history, culture, science, art, and architecture Hai Ba Trung Temple is also a place to store many precious and diverse relics of various categories and materials such as wood, stone, copper, porcelain, and paper among which 13 wooden relics occupy the majority They are works of art that embody the ingenuity, dexterity and subtlety of our fathers in the art of creation and reflect many aspects of social life and the aspirations for a better life The relic site of Hat Mon Temple Hat Mon Temple preserves 293 relics and antiques with many types and rich materials, such as wood, stone, copper, porcelain, paper, and metal dating from the Le, Tay Son, Nguyen periods to present This is a valuable historical resource that need to be exploited and used in teaching Vietnamese history at high schools The relic and architectual site of Thay Pagoda and the rocky areas of Sai Son, Hoang Xa and Phuong Cach This complex of relic sites combines with the landscape of the low mountains in the middle of the rich plains to create a sacred and magnificent sight Thay Pagoda has unique historical, cultural, architectural and artistic values, which are expressed through the space of the landscape, architecture, carvings and the system of statues through historical periods Thay Pagoda also marked a historical milestone in the resistance war against the French, which was the revolutionary base of President Ho Chi Minh 10 The relic site of Dong Da Mound The area of Dong Da Mound is an old battlefield area where the speedy battle of King Quang Trung - Nguyen Hue took place With this relic site, teachers of Vietnamese history can exploit and use it to improve the effectiveness of lessons when teaching lesson 23 of grade 10: Tay Son movement and the aim of national reunification and protecting the country at the end of the sixteenth and eighteenth centuries 3.3 Ways to use the special national relic sites in Hanoi in teaching Vietnamese history at high schools Teachers of Vietnamese history exploit and use the special national relic sites in Hanoi in teaching History subjects at high schools with various and diversified forms and with many different approaches Within the scope of the thesis, we approach in two forms as follows: 3.3.1 The direct use of the special national relic sites in Hanoi in teaching Vietnamese history “Direct” means "directly related to the object of contact, without intermediaries" [107, p.1631] The direct use of the special national relic sites in Hanoi in teaching Vietnamese history is known as the ways of exploiting and directly using the special national relic sites in Hanoi for the process of teaching 14 Vietnamese history at high schools Regarding this form of teaching, teachers of Vietnamese history are required to directly organize and guide students to visit the special national relic sites in Hanoi to study 3.3.1.1 Organizing teaching internal lessons at the special national relic sites in Hanoi Lessons implementing in the field refer to places where historical events happened They are composed according to the contents of the history program, but they are completely different from extracurricular activities taking place in the relic sites The cultural and historical relic sites are traces and the past evidence on historical events and phenomena that have happened In conducting internal lessons, firstly, the teachers of Vietnamese history will help develop their students’ awareness Thanks to the direct observation of artifacts, evidence, traces from the past, the process of forming historical symbols will be really attractive to students The skills of the Vietnamese history, therefore, will be formed and developed on the background of practical application 3.3.1.2 Organizing for students to visit the special national relic sites in Hanoi The remaining traces of the past not only contribute to concretize and brighten historical knowledge, but also leave a strong impression, increase learning interests, observation ability, and analysis skills for students Visiting these places is an opportunity for students to directly observe and explore materials and objects related to the lessons This can create a true and accurate impression of historical symbols To effectively organize students to visit and to visit the special national relic sites in Hanoi, it is necessary to consider the following requirements:  the selection of places and time to visit must be appropriate;  the preparation stage must be especially careful;  in the process of organizing the sightseeings, teachers pay attention to the control of the schedule and the proper application of the measures 3.3.1.3 Organizing experience activities with the special national relic sites in Hanoi Historical experiences, particularly experiences with the special national relic sites in Hanoi is a form of learning combining theory with practice, linking education at schools with social education In order for the experience of teaching history to be effective, teachers need to select the content of typical 15 knowledge in textbooks; to determine the appropriate location and time; to carefully prepare for the contents, forms and manners of organization to proceed; to flexibly apply appropriate pedagogical methods and measures and to evaluate the results of students’ experience activites in different forms 3.3.1.4 Organizing activities to preserve and protect the special national relic sites in Hanoi The organization of activities to preserve and protect the special national relic sites in Hanoi is an important measure to promote the values of the special national relic sites in traditional education for the younger generation Simultaneously, this activity has the signification of linking the school with the social life, attaching “studying together with the practice”, strengthening the relationship between the school and the locality where the school is located 3.3.2 The indirect use of the special national relic sites in Hanoi in teachingVietnamese history “Indirect” means “not related directly to the contact but through intermediaries” [107, p.607] Indirect use of the special national relic sites in Hanoi is a form of teaching in which teachers instruct students to use relic sites on the basis of fully exploiting historical sources in teaching a lesson or a period of lesson with historical contents directly related to the content of the relic site 3.3.2.1 Using the special national relic sites in Hanoi in teaching during class hours During class time, students not have conditions to directly contact with the relic sites, so the special national relic sites in Hanoi will act as a source of historical data and a visual means in teaching Vietnamese history In this role, the special national relic sites in Hanoi will contribute to concretize, expand, animate knowledge, and recreate the accurate and vivid picture of Vietnamese history as it used to be Hence, we stimulate learning motivation of students, promote cognitive activities for them, as well as help students love the subject At the same time, the education of morality and personality of students takes place in the most natural way 3.3.2.2 Providing students with chances to collect documents and compete to gain knowledge about the special national relic sites in Hanoi The documents of the special national relic sites in Hanoi are various and diverse, including written and visual materials Therefore, teachers organizing students to collect and use documents effectively about the special national relic sites 16 in Hanoi is both the aim and the objective of teaching Vietnamese history in high schools Thanks for collecting data sources, students can gain in-depth understanding of the history of the nation At the same time, they practice the skills of searching and classifying documents, the skill of presenting a historical issue, and also show the greatest respect for the achievements of former generations 3.3.2.3 Organizing historical gala for the special national relic sites in Hanoi “Gala is an integrated extracurricular activity that attracts all students in the class and school to attend” [82, p.281] The system of the special national relic sites in Hanoi has profound historical and cultural values Each relic site is associated with certain historical periods and important people It is an abundant resource for teachers to organize the historical gala for students in an appropriate and effective way The exploitation and use of materials in the relic sites and the ability of presentation in each part of the historical gala also train students’ ability to work independently, as well as enhance their flexibility, creativity, and competences of Vietnamese history 3.3.2.4 Using virtual relic sites on the special national relic sites in Hanoi Providing students with chances to study, visit and experience in person in the relic sites in general and the special national relic sites in Hanoi in particular are nearly impossible and just few schools are able to this Therefore, using virtual relic sites solves the problem of funding, regardless of geographical distance Through the effective exploitation of virtual special national relic sites in Hanoi, the teachers of Vietnamese history not only concretize students’ knowledge but also develop their observation, imagination, thinking, IT application skills and practical skills for students Thereby, they successfully educate students to be proud of the cultural and historical tradition of Vietnamese people To conclude, on the basis of determining the location, goals and basic contents of the national history from the past up to now, we select the core contents and historical - cultural values of the special national relic sites in Hanoi; thereby, proposing forms of using the special national relic sites in Hanoi in teaching history with two main forms, namely direct form and indirect form, contributing to improvement of the quality of teaching history 17 Chapter MEASURES TO USE THE SPECIAL NATIONAL RELIC SITES IN HANOI IN TEACHING VIETNAMESE HISTORY AT HIGH SCHOOLS EXPERIMENTAL PEDAGOGY 4.1 Criteria of selecting measures to use the special national relic sites in Hanoi in teaching - Meeting the teaching objectives - Ensuring scientific value - Ensuring pedagogy - Ensuring the visualization - Combining diverse and flexible teaching methods - Promoting students’ positivity, proactivity, creativity - Enhancing experience activities for students 4.2 Measures to use the special national relic sites in Hanoi in teaching national history at high schools 4.2.1 Using the special national relic sites in Hanoi to warm-up and create learning interest for students The warm-up activity/ activating awareness at the beginning of the lesson aim to create a comfortable and focused-learning mind from the early stage, helping students to be aware of the task of their learning and to be interested in acquiring new lessons There are many ways to use the special national relic sites in Hanoi to warm-up/ activate students’ awareness activities at the beginning of the lesson This depends on the flexibility and creativity of teachers However, in order for this activity to be effective, the following tasks must be done: - Firstly, the teacher raises the situation or problem through providing some images or documents about the special national relic sites in Hanoi - Secondly, the teacher asks students to observe, think, guess and answer - Thirdly, the teacher gives feedback, evaluations and lead into a new lesson - Fourthly, the teacher poses awareness exercises, guides the discovery and gains new knowledge; and focuses on the basic knowledge 18 4.2.2 Using the special national relic sites in Hanoi to organize for students to gain new knowledge The activity of forming new knowledge is implemented in line with the warm-up activity This is the central stage and the most important of the class time because students are directly involved in the discovery and proactive knowledge acquisition under the organization and guidance of teachers Some pedagogical measures are offered as follows: * Effectively exploiting the source of documents about the special national relic sites in Hanoi to guide students to illustrate the historical past - Using written materials in combination with images of the special national relic sites in Hanoi - Using documentary film about the special national relic sites in Hanoi * Using the special national relic sites to organize students to discuss and find out the nature of historical events: Discussion is a way of exchanging opinions, evidences and arguments to clarify an issue that many people are interested in For example, when teaching Dai Viet Culture in the tenth-century (grade 10 history textbook), the teacher organizes for students to discuss the issue on “The change in the shape of dragons through the Ly, Tran dynasties, Le So, Nguyen and explaining the process of Confucian influence on the feudal dynasties of Vietnam” * Applying project-based teaching with the special national relic sites in Hanoi Project-based teaching is a form of teaching in which learners perform a complex learning task combining theory and practice, creating products in the learning process To apply project teaching method with the special national relic sites in Hanoi, the following steps need to be carried out: Step 1: Choose an attractive project name and attract students to participate in Step 2: Prepare the project thoughtfully, including project planning, preparation for supporting equipment Step 3: Conduct the project Step 4: Report products and discuss, evaluate 19 4.2.3 Using the special national relic sites in Hanoi to practice and consolidate the knowledge Practising and consolidating lessons is an important part of the history teaching process and has dialectical relationships with other stages There are many different ways to use the special national relic sites in Hanoi to organize for students to practice and consolidate the knowledge: - Using the special national relic sites in Hanoi to practice, consolidate the knowledge that students learned in class - Using the special national relic sites in Hanoi to guide students to selfstudy at home 4.2.4 Using the special national relic sites in Hanoi to check and evaluate the results of students’ learning Testing and evaluation are the important and indispensable part of the teaching process, also as an critical measure to improve the quality of teaching at high schools With the special national relic sites in Hanoi, testing helps students understand not only the development process of national history deeply, systematically and logically, but also the great value underlying in those relics At the mean time, it fosters a serious attitude, self-discipline, a positive attitude in learning for students and a sense of responsibility for themselves in preserving the quintessence of the nation This can be done by the following measures: - Assessing the process of students’ learning through using the special national relic sites in Hanoi - Checking and evaluating the results of students’ learning by using the special national relic sites in Hanoi Thus, through the measures which are proposed and partially verified, it can be affirmed that it is feasible and effective to use the special national relic sites in Hanoi in teaching history at high schools 4.3 Overall pedagogical Experiment 4.3.1 Purposes, objects and teachers making a pedagogical experiment 4.3.1.1 Purposes: The purposes of pedagogical experiment are to verify the effectiveness and feasibility of the measures; to supplement the background for proposing measures, conclusions and recommendations of the thesis 20 4.3.1.2 Objects: The objects of pedagogical experiment are mainly grade 10 students in the school year 2018 - 2019 at high schools Selected schools are in many areas with a variety of school types in Hanoi and neighboring areas 4.3.1.3 Teachers making a pedagogical experiment: Teachers participating in the experiment have graduated from regular pedagogical universities majored in History and have good moral qualities, prestige and experience Moreover, they have by their students’ trust and above all they are willing to volunteer with the pedagogical experiment 4.3.2 Contents of pedagogical experiment * Overall experiment on internal lessons at the classroom indirectly using the special national relic sites in Hanoi We chose lesson 20 - grade 10: Building and developing culture in the tenth – the fifteenth centuries to experimentally synthesize the proposed measures at high schools in Hanoi * Overall experiment on the internal lessons directly using the special national relic sites in Hanoi (through project-based teaching method) We organized the contents of internal lessons at the Imperial Citadel of Thang Long for class 10D4 and 10D7 of Viet Duc high School, Hanoi The contents of the project are divided into sub-topics: - Investigation into the dragon symbol of the Ly, Tran, Le So and Nguyen dynasties to find out the influence of Confucianism over the period - Investigation into ceramic products of the dynasties at the exhibition to find out the development of handicraft industry and commerce of Dai Viet - Investigation into Kinh Thien Palace and Hanoi Flag Tower to find out the national architecture and art in feudal times - Collection of materials and images of the Imperial Citadel of Thang Long to display and introduce through slideshows * Overall experiment on extracurricular activities of the special national relic sites in Hanoi Teachers synthesize interdisciplinary knowledge of heritage to create the content of an extracurricular session 21 at The Temple of Literature with the theme: “We returned to the old land of history focusing on:  the historical establishment and development;  historical-cultural contents associated with the relics  documents, songs, pictures, literary works related to the relics 4.3.3 Results of pedagogical experiment * Overall experiment on internal lessons at the classroom indirectly using the special national relic sites in Hanoi Table 1: The results of the experimental test scores between control classes and experimental classes Class/ No of tests Control (124 tests) Experimental (125 tests) Results of pedagogical experiment Weak, poor Average Good Very good (scores