Dạy học tích hợp lịch sử, địa lí địa phương trong môn lịch sử và địa lí cho học sinh tiểu học tỉnh phú yên tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION -   - MAI THI LE HAI INTEGRATED TEACHING LOCAL HISTORY AND GEOGRAPHY IN HISTORY AND GEOGRAPHY SUBJECT FOR PRIMARY STUDENTS IN PHU YEN PROVINCE Specialization: Theory and Methodology in Primary Teaching Code: 9.14.01.10 ABSTRACTS OF PHD THESIS HANOI - 2020 The work is completed at HANOI NATIONAL UNIVERSITY OF EDUCATION Scientific Supervisor: Assoc Prof Dr Nguyen Tuyet Nga Assoc.Prof Dr Nguyen Thi Than Reviewer 1: Assoc Prof Dr Nguyen Thi Tinh Thai Nguyen University of Educational Reviewer 2: Assoc Prof Dr Tran Duc Minh Nam Dinh College of Education Reviewer 3: Assoc Prof Dr Pho Duc Hoa Ha Noi National University of Education The thesis will be defended in front of the Basic Thesis Assessment Council at Hanoi National University of Education At… … , day… month… year 2020 The thesis can be found at: - National Library, Hanoi - Library of Hanoi University of Education INTRODUCTION The urgency of the thesis The socio-economic development of Vietnam in order to be an industrial and developing country requires education to have the renewal of educational goals, contents, and methods In particular, general education must focus on intellectual and physical development while forming qualities and capacities of citizens, enhancing the various practical skills and capabilities, applying knowledge in real life, and developing creativity and self-learning ability The integrated teaching of local history and geography (LHG) in a lesson can support to clarify numerous parts of the history and geography of Vietnam Furthermore, the knowledge of this practical value can assists students to be able to apply to their daily life, work in local production, and educate students about their homeland and country, and the sense of responsibility and lofty duty of citizens towards their homeland A current issue can be easily found that the integration of the content of LHG is still unclear in textbooks and teachers' books, so many teachers have not been able to integrate effectively Recently, most teachers not teach local history and geography lessons, although these lessons have been specified in the program distribution In these local lessons, teachers often have not fully exploited the local content and the fact is that the current forms of teaching organization have not promoted the active learning of students In real, teachers often teach based on self-collecting experiences and documents, so effective local knowledge is not directly related to where students live Meanwhile, investigations on teaching LSĐLĐP in primary schools are still rare, which can cause many difficulties for a teaching process, they don’t have instructions on the integrated teaching process, methods and have difficulty in finding documents For the above reasons, we decided to choose the issue of "Integrated teaching local history and geography in History and Geography subject for primary students in Phu Yen province" as our research topic The objects and scope of the research 2.1 The objects of research : - Integrated teaching process of LHG in History and Geography subject in primary school 2.2 The subjects of the research The process, and methods to organize integrated teaching LHG in History and Geography in primary schools in Phu Yen Scope of research - Survey areas: Teachers and students in grades and in some primary schools in Phu Yen province - Research content: The thesis focuses on studying the history and geography of Phu Yen province and the process of organizing integrated teaching this content through History and Geography subject in elementary schools - Experimental location: Lac Long Quan Primary School - Tuy Hoa City, Son Ha Primary School - Son Hoa District, Au Co Primary School - Song Cau Town The purposes of the research The thesis focuses on building the process, and proposing integrated teaching methods of LSĐLĐP in History and Geography in elementary school in Phu Yen province to improve the learning outcomes of this content for elementary students in Phu Yen Province Research task - Systematizing numerous theoretical issues of integrated teaching LHG in History and Geography in elementary school - Studying the actual situation of integrated teaching of LHG in primary schools in Phu Yen province - Buliding an integrated teaching process of LHG in History and Geography - Proposing these methods of teaching LHG in History and Geography in elementary school in Phu Yen province - Testing and pedagogical experiment to evaluate the scientific theory of the subject The basis of the methodology and research methods - Theoretician research: + Collecting, analyzing, synthesizing, and evaluating research materials on integrated teaching and documents related to biuld up - Practical research: finding out the reality of integrated teaching LHG in History and Geography in primary schools in Phu Yen province through surveys, interviews, observations, - Pedagogical experimentation to check the feasibility and effectiveness of the proposed process and measures The scientific hypothesis If LHG integrated teaching processes and methods are built in History and Geography suitable for elementary students in Phu Yen and apply them flexibly, effectively, ensuring teaching principles integrated LHG learning results will be improved The contributions of the thesis 8.1 About theoretician - Systematizing various theoretical issues of integration and integrated teaching - Developing principles and integrated teaching process LHG in History and Geography in primary schools - Proposing measures to integrate the local content in History and Geography in primary schools 8.2 About real situation - Overall assessment of the current situation of the content, methods, and forms of organizing integrated teaching of LHG in primary schools in Phu Yen today On that basis, pointing out the shortcomings and limitations in the organization of LHG and finding out the reasons - Designing lesson plans and conducting integrated experimental organization of LHG in History and Geography in primary schools in Phu Yen Protection points - Integrated teaching of LHG is necessary and consistent with the objectives of the elementary curriculum - Integrated teaching of LHG is not only formed and practiced through learning activities in class but also experienced through practices in the locality where pupils are living - Integrated teaching of local content in History and Geography by applying appropriate teaching process and methods is an effective way for elementary pupils in Phu Yen province 10 The structure of the thesis Besides the introduction, conclusions, appendix, and references, the thesis is structured in three chapters: Chapter The basis scientific of integrating local history and geography in History and Geography in primary school Chapter Processes and methods of integrated teaching local history and geography in History and Geography subject for Phu Yen primary students Chapter Testing and pedagogical experimentation CHAPTER THE BASIS SCIENTIFIC OF INTEGRATING LOCAL HISTORY, GEOGRAPHY IN HISTORY AND GEOGRAPHY IN PRIMARY SCHOOL 1.1 Overview of the problem study 1.1.1 Integrated teaching 1.1.1 On the world Integrated teaching (IT) has been an interesting tendency of pedagogical modern alongside other pedagogical movements, including learning projects, teaching problem solving, and interactive teaching There are many different opinions on this topic in the subject program, but the authors generally divided IT into different groups with different types and ways of integration, such as: - Xavier University Roegiers divided into groups of ways: bringing out the application across multiple disciplines and coordinating the learning process of many subjects together - Susan M.Drake believed that there are ways to build integrated programs according to the increasing level of integration (This opinion is consistent with the viewpoint of Xavier Roegiers): Interdisciplinary approach, Combining integrated, Multidisciplinary Integration, Interdisciplinary Integration, Transdisciplinary Integration - According to D'Hainaut, there are different integration views for the following subjects: Internal subject, Most subjects, Interdisciplinary, Cross-disciplines In the context of the thesis research, we use an integrated perspective in the form of integration to implement integrated LSDLDP teaching in History and Geography in primary schools In the syllabus, the subjects also have forms of integration In the Social studies/ Social Science in many countries, such as the US, Korea, Japan, Australia, and New Zealand In these countries, History and Geography are integrated with other contents into new subjects from the elementary level Although the historical and geographical content is compiled into different subjects or compiled into independent subjects, these contents are also designed to integrate into the teaching process based on topics and programs, framework of the country, state, The degree of integration is manifested in all subjects and reaches the level: internal, multi-disciplinary, and trans-disciplined 1.1.1.2 Domestic In Vietnam, there have been many researches on case study in terms of teaching theory in general and theory of teaching subjects in particular Some researches on case study of famous psychologists and educators in Vietnam include: Thai Duy Tuyen, Do Huong Tra, Cao Thi Thang, Hoang Thi Tuyet, etc The authors mentioned the issues such as developing an integrated teaching capacity, designing a cultivating program on case study, implementing case study in some subjects from an interdisciplinary teaching perspective Currently, the Ministry of Education and Training has integrated some new educational content into the subjects already included in the program or integrated some duplicates in the subjects to reduce the learning time Integration trends have been studied and applied in program and textbook innovation after 2018 Many theses have studied the integration of educational contents, such as life skills education, environmental education, population education, etc into a specific subject, such as Mathematics, Science, Nature and Society, and Ethics In particular, the book "Integrated teaching to develop the capacity of students" provided the basic theory of the integrated teaching towards the development capacity and introduced topics with integrated at different levels of natural science / social science subjects Therefore, the concept of a case study has been discussed and applied to teach practically in Vietnam in several different aspects However, the application of this view in teaching is still limited and focused on content integration Especially, the integrated contents along with the development goals of students' capacity 1.1.2 Integrated teaching local history and geography in primary school 1.1.2.1 On the world Different research methods but focus on the task of comprehending a locality in order to build that locality (A O Berrkov 1961) Studying a locality is a comprehensive study of regions and research units in that region (Petter Hagg) The research works on the locality are mainly associated with the understanding of the local nature, history, economy, culture, society and people In general, the study of local contents is widely studied around the world such as the Soviet Union, France, the United States, the United Kingdom, etc Through the works, the authors have shown the understanding of the content about the history of formation and development, geographical position and geographical characteristics of each specific locality which in relation to the history and geography of the country This is a resource for educators (especially teachers and students) to refer and organize activities to educate the homeland's love and be passionate about learning about their locality Teaching contents in the social field at the primary level in the world is usually done through integrated subjects with different names, such as Social studies in the US, Canada, Guyana, Germany, Japan, and Singapore; Study of society and environment in Australia, Culture Humanism in France These subjects integrate the content of various fields of history, geography, cultural, legal, religious, economic, and philosophical, Integrated learning content is designed into major topics that can link the lessons The local content is taught to integrate with the content/topics related to history and geography of Social Studies / Social Studies in elementary schools In addition, the program is designed on the way to develop the capacity of learners Besides that, teachers organize activities to encourage students to form and train their academic abilities Moreover, the syllabus has also developed the academic capacity through learning activities: carrying out surveys, prospecting, handling matters concerning the lesson content, or using IT to process and synthesis information, reporting learning products 1.1.2.2 Domestic There are research papers on local contents as follows: Methods of Research and Teaching Local Geography (Episode 1,2) of Le Ba Thao ,; Study and compile local Geography for high school teaching and learning - Le Thong; Compilation of local content documents - Geography of Nguyen Tuyet Nga, Pham Thi Thanh; Local geography in high school - Lam Quang Doc These documents mainly research on teaching methodology and compile teaching materials in high schools For local hisroty, there many issues as follows: Local history (2007) of the Project for development of primary teachers; "History, culture, landscapes, economic potential of 63 provinces and cities of Vietnam" by Pham Duy Thanh Long (2012), "Local history curriculum" by Nguyen Canh Minh (editor) (2007) Numerous dissertations and thesis have discussed the teaching of local content In general, the authors have pointed out the importance of the LSĐLĐP documents in teaching History and Geography in high schools and emphasized the relationship between the locality and the nation Thereby, the authors also proposed some methodologies use the LSĐLĐP documents in each region, such as Quang Nam, Đa Nang, Thai Nguyen, Quang Binh,Bawc Ninh, Tay Ninh, This information is an important theoretical basis for the author to understand the direction of solving the tasks of the subject In addition, in the current elementary syllabus of grades and 5, the historical content is integrated with the geography content into the History and Geography subject The lessons give teachers several opportunities to integrate their localities into teaching, help reinforce Vietnam's historical and geographical symbols and educate their homeland Moreover, to apply the knowledge of history and geography into practice, solve problems of practice, students also have to mobilize their knowledge of many different subjects, including Mathematics, Essay writing, Story Telling, and Art Besides, to help teachers have the opportunity to educate local content for students, the program also has some local lessons, through which teachers have many chances to organize a variety of teaching activities on local content for students However, the compilation of local teaching materials is still spontaneous, lacking in synchronization, and not fully exploiting the local content Furthermore, the materials only focus on designing lessons but not on integrating the lessons in the program In Phu Yen, several materials about the teaching of LHG "Local Geographic Documents (For Secondary schools)", "Phu Yen’s Literature, History, and Geography Teaching Materials (Used in Secondary Schools)" are available; The "Local Geographic curriculum of Phu Yen" by Nguyen Thi Ngan and "Local History Curriculum of Phu Yen Province" Nguyen Van Thuong refers to the approach to teaching Phu Yen history and geography for colleges and universities In addition, the Scientific Conference ''Local history and geography research and teaching in Phu Yen province '' had numerous discussions about the method to incorporate these contents into teaching and methods and forms of teaching to positive learning activities of students However, these proposals only apply to teach in high school, universities, and colleges Through several studies, it has been found that there are many documents referring to the different levels and aspects of teaching LHG in the direction of positively activating students' activities and many documents about integrated teaching local contents of provinces and nationwide However, there is no research material on the study of local content in History and Geography in elementary schools as well as the organization guide of integrated teaching of LHG in History and Geography in Phu Yen province This is the array of content that needs clarification in this thesis 1.2 Theory of integrated teaching 1.2.1 Concept 1.2.1.1 Integration - Integration is a combination of an organic and systematic knowledge in a subject or between different disciplines into a unified content - Integrations can be understood as infusing necessary contents into inherent content of the subject This is one of the educational perspectives to improve learners' capacity, help learners acquire and apply the knowledge and skills they have learned to solve a problem 1.2.1.2 Integrated teaching Integrated teaching is a teaching concept which teachers infuse educational content into inherent content of the subject, through learning activities organized and guided by teachers, students not only know how to collect, select and process information but also actively raise issues, apply the knowledge and skills you have learned to solve learning and life problems Therefore, Integrated teaching helps learning become meaningful for students, meeting the requirements of innovation in education today 1.2.2 The goal of integrated teaching - The knowledge associated with the life experience of students and is applied to specific situations and practical significance for students - Integrated teaching helps the teacher clearly define the objectives and distinguish important content when choosing teaching content - Integrated teaching develops the capacity of students in solving complex problems and making learning becomes more meaningful - Integrated teaching helps to teach students how to use knowledge in a practical context - Integrated teaching assists to establish the relationship between the learned knowledge 1.2.3 Characteristics of integrated teaching - Integrated teaching aimes at learners - Integrated teaching towards capacity development - Integrated teaching combines theory with practice - Integrated teaching puts learners in real situations 1.2.4 The form and level of integration There are levels of integration in teaching: Integration, Infusion, Permeation Based on the above-mentioned levels of integrated teaching local contents, the teachers can distinguish three levels of lesson that can organize teaching LHG into three forms as follows: - Form 1: The lesson has content about the locality In the syllabus of History and Geography in elementary schools, all-inclusive integrated lessons are shown in the Local History and Local Geography lessons according to the program distribution approved by the Ministry of Education and Training - Form 2: Lesson has some contents and activities integrated teaching about LHG - Form 3: Lesson with one or more content that is capable of supplementing and relating knowledge about LHG Local knowledge is not clearly stated in the textbooks but based on the lesson knowledge, teachers can contact to clarify the lesson knowledge This type of lesson is quite common in integrated teaching in classes, which is also a favorable condition 1.2.5 Process of integrated teaching Many authors have come up with the process of integrated teaching, however, each author has different approaches and needs to describe and concretize each step in the process Through the study, the author found that the teaching organization process of the Tran Thi Thanh Thuy and the authors of the training material is appropriate with the research direction of the topic Specifically: Step 1: Determine the objectives and output products of students at the end of the topic Step 2: Select topics, integrated situations Step 3: Identify other elements of the teaching process Step 4: Design teaching activities Step 5: Build assessment tools Step 6: Organize teaching Step 7: Evaluate and adjust the teaching plan 1.3 Teaching integrated local history and geography in History and Geography in primary 1.3.1 Concept Integrating LHG is a combination of local history and geography of the lesson into a content that is closely linked to each other, helping learners know, understand, and apply their knowledge and skills related to history and geography, which can help to educate students to love their homeland, national pride, and changes in attitudes and behaviors which is needed to build their hometown becomes more beautiful 3.2 Program of History and Geography in elementary school 1.3.2.1 The viewpoint of building a program 1.3.2.2 Program objectives 1.3.2.3 Content - History syllabus begins to be taught from 4th grade including knowledge of Vietnamese history from the era of the country up to the beginning of the Nguyen and 5th grade including knowledge from the French colonialists invading our country (1858) to the years after 1975 Each lesson is a typical event, phenomenon, and/or historical figure of a certain period in a specific context that is relevant to a lot of events, phenomena, and historical figures in that context - Geography in the syllabus of grade 4th is primarily provided geographical symbols and initially form some simple geographical concepts and relationships At this time, knowledge is included in the content of different regions of Vietnam based on the outstanding characteristics of that region Each domain selects a "sample case" to focus on some typical symbols of the country's geography The geography grade 5th presents the relative system in the order from natural features residential to economic Vietnam characteristics, brief geography of the continent, the country's typical those continents, and the oceans History and geography contents are interrelated, intertwined and interacted with each other in school Historical events and processes take place in geographical space and are influenced by geographical factors and vice versa, historical activities are also affected significantly to geographical factors In primary schools, historical and geographic content is integrated in History and Geography (current and new programs) 1.3.3 The role and meaning of integrated teaching local history, geography in elementary schools Documents of Nguyen Thi Coi, Lam Quang Doc, said that teaching local contents has an extremely important role and significance in high schools in general and primary schools in particular Local contents are an important source of knowledge to help students understand their local history, about the natural, economic and social characteristics, the construction and development of their homeland Through teaching local contents, students have specific and vivid insights about the traditions, the typical characteristics and the achievements that their homeland has achieved Moreover, teaching local contents also helps students gain a deeper understanding not only the history and geography of the nation but also the close relationship between the local contents and history and geography of ethnic minorities, discovering the special features of their homeland From the knowledge of LHG, students are aware of preserving and protecting the cultural heritage and fine traditions of the locality that their fathers leave behind At the same time, students show passion, excitement; train general analytical skills, general skills in learning History and Geography 13 country is divided Lesson 20: Ben Tre "general uprising" Lesson 22: Truong Son trail Lesson 23: Eve Thunder Lesson 26: Entering the Independence Palace Local history fired into Tuy An’s demonstration, caused the massacre Ngan Son - Chi Thanh which made 64 people died, 76 people injured in the District and hospital - "The Hoa Thinh uprising - the beginning of the liberation movement of the fifth delta provinces" on December 22nd, 1960 - Vung Ro is a deep water area located at the foot of Deo Ca, 100 ton - ships can easily access From July 1964, according to the instructions of the Party Central Committee, Vung Ro was chosen as a harbor receiving weapons from northern armament for aid for Phu Yen and inter-provinces - From November 28th, 1964 to February 2nd, 1965, the warship 41 took three times to support armament weapons along Ho Chi Minh trail at sea from the North to Vung Ro wharf safely with nearly 200 tons of weapons and medicines, and military devices, giving Phu Yen troops and people a new potential The 4th warship - number 143, detected by the enemy on February 16, 1965 - On the night of the 29th and the morning of January 30th, armed units started firing to launch the attack and rebellion of the Mậu Thân 1968 spring, when all districts and towns in the province were attacked The attack and uprising divided into stages: + Stage 1: Starting from January 30th to February 5th, 1968 + Stage 2: Starting from March 1968 - On April 1st, 1975, Tuy Hoa town was completely liberated, the Southern Vietnam National liberation flag flew on Nhan Thap mountain - Learn about local language - Phu Yen’s hero Permeation Permeation Permeation Permeation Integrated Table: Address integrates local geographic content Posts Integrated content Level Grade Geography - Concept of map, sketch Permeation Lesson 2,3: - Familiarize with map elements (introduction of Phu Yen Getting familiar province map) with the map - How to use the map Lesson 24: Strip of - Determine Phu Yen delta in Binh Phu delta Permeation 14 Central coastal delta Lesson 25: People and production activities in Central coastal delta Lesson 26: People and production activities in Central coastal delta (cont) Lesson 29: Sea, island, archipelago Lesson 30: Exploiting other minerals and seafood in Vietnamese waters - Local climate characteristics of Phu Yen - Topographic characteristics - Population and ethnicity in the locality - Conditions for developing local production activities - Local tourism and industrial activities - Name, lecture, collect pictures of some local festivals - Sugar production process Permeation Permeation - Describing local waters (using map) Permeation - The role of the sea and the islands in the locality - Local mineral exploitation: resources, products, and roles Permeation - Fishing and marine aquaculture: local activities, products, and seafood value for the local economy - Causes of exhaustion and solutions Geography grade 5th Lesson 2: - Topography in my locality (hills or delta; names of Topography and mountains; topographic characteristics) minerals - Types of local minerals Lesson 3: - Local climate: temperature, type of climate, climate impacts Climate on human life and production activities - Local river (distribution, names of rivers, river characteristics; remarks of local river water) Lesson 4: - Explain why the river in Central coastal delta is often short Rivers and steep - Influence of river water to the life and production of the people People - Characteristics of local sea areas (localities adjacent to the sea; characteristics, roles, and names of some typical local Lesson 5: The kinds of seafood) territorial water - Name of local beaches - Advantages and disadvantages of the local people Lesson 6: Land - Names and characteristics of major land types in the locality and forest - Characteristics of local forests, the role of forests - Local population data (comparing to other localities in the Lesson 8: The province) population of - The situation of population growth our country - Consequences of population growth - Practicing birth-control Permeation Permeation Permeation Permeation Permeation Permeation 15 Lesson 9: Ethnicity and population distribution Lesson 10: Agriculture Lesson 11: Forestry and aquatic products Lesson 12, 13: Industry Lesson 14: Transportation Lesson 15: Trade and tourism Local geography - Names of local ethnic groups - Local population density (the changes in population density over time) - Population distribution - Find out local agricultural industries - Types of plants and animals; characteristics; value - Study the main activities of the local forestry sector; compare and comment on the current area of forests and aquatic products with previous years - Learn about industries and crafts; products of the industry - The role, position, and value of local products - Traditional craft villages - Types of local transportation - The situation and the role of local transportation types - The development of local transportation system - Activities and products of the local commercial trade - Conditions for tourism development; activities and tourist places in the locality - Phu Yen nature - Local economic activity Permeation Permeation Permeation Permeation Permeation Permeation Integrated 2.3.2 Applying some methods and forms of integrating local history and geography in History and Geography for primary students in Phu Yen 2.3.2.1 Learning project The project method is used in lessons that are integrated degree: local history, local geography In addition, in the post format with degree of infusion, permeation Stage Plan for the project Step Select the topic Step Build sub-topics Step Plan the tasks to be done Phase Implement the project Step Collect information Step Proces information Step Summarize the information Stage Summary, report results Step Build products Step Product presentation report Step Evaluate 2.3.2.2 Problem-solving method The problem-solving method is used in lessons that are integrated degree: local history, local geography; These lessons often have relatively broad local learning content, making it easy to build problematic situations 16 Step Build learning issues - Teachers carefully study the objectives and contents of the lessons and the content of the relevant provincial local content in Phu Yen - Teachers build problems in teaching LHG in Phu Yen province - Prepare the solving solutions for the problem Step Organize for students to solve problems - Teachers give problems related to the lesson content - Students receive the situations, analyze problems and contents of the situation - Students mobilize relevant knowledge and give hypotheses to solve the situation/learning problems given by teachers - Based on the learned knowledge to be able to reason, present the solution - Students in groups present ways to solve problems Step Check the results, conclude the problem - Teachers organize for students to give ideas, comments and supplement information of presentation groups; ask questions for other groups (if any) - Teacher concludes (knowledge content of the lesson), gives the next research directions (if any) 2.3.2.3 Discussion method This discussion method is used in all lessons at the integrated, infusion, permeation levels Step Prepare - Teachers determine the topic and content of the LHG in Phu Yen province which need discussing - Planning for students to discuss Step Organize students to discuss group - Teachers assign the task of discussion - Teachers organize for students to discuss groups Step Report discussion results Teachers organize groups to present discussion results Step Summary - Teachers comment, summarize and make conclusions for the discussion content - Teachers can suggest and give out related research tasks 2.3.2.4 Game The game method is often used in lessons with a degree of infusion, permeation; Through the games, students not only easily learn about their locality Step Prepare - Teachers determine the topic and content of the LHG in Phu Yen province to organize for students - Determining the purpose of the game - Planning to organize games Step Organize students to implement learning games - Teachers disseminate the game 17 - Teachers organize students to play Step Summarize the game - Teachers rely on requirements, content, results to evaluate (students assess) - Teachers can "reward" or "punish" winners or losers, comment on the attitudes of participants and learn by experience Teacher summarizes what needs to be learned through the game 2.3.3 Increasing the use of teaching facilities To improve the effectiveness of integrated learning with local contents in History and Geography in Primary school, teachers need to increase the use of schemas, charts, pictures, diagrams, videp clips, etc Teaching facilities plays an important role both as a tool for teachers to organize learning activities (projects, observations, problem situations, ) and stimulate excitement for students The teaching method is both a means and a source of knowledge for students to actively learn, analyze, compare, synthesize to exploit the teaching methods to solve assigned learning tasks Teaching facilities not only explains and illustrates the information that students have just provied and learned,but also helps teachers consolidate nd revise the knowledge bout local content that students have just learned 2.3.4 Innovating evaluation in integrated teaching local contents in History and Geography in primary schools In order to evaluate the knowledge of LHG in History and Geography in elementary schools, we use the following evaluation tools: * Evaluate through learning products This assessment method is used for learning projects, work notebooks, or students' learning activities,… These are valuable and specific demonstrations and through products, teachers will evaluate students' abilities * Evaluation through observation of students’ learning activities Through observing the students' activities, teachers will collect information about students’ activities, attitudes, of students in specific circumstances Thus, teachers can assess problem-solving skills manipulation, etc from which can make comments on the learning outcomes of students to be fairer and more objective * Acting, handling situations Role-playing and case-handling are techniques for evaluating integrated local contents teaching process Through role-play, students are allowed to create and build a structured dialogue based on the use of their own knowledge and experience to provide solutions to practical situations of the real life * Evaluation through testing Evaluation through questions and answers (oral examination) is a method for teachers to receive direct answers from students related to learning content Questions are often used in checking old, new, and/or reinforcing knowledge at the end of a lesson * Evaluation by exam Questions to test local content in History and Geography for Phu Yen primary schools include objective questions and subjective questions These questions are designed according to the four following levels: 18 Level 1: Recognize, repeat knowledge, and learn skills; Level 2: Understand the knowledge and skills learned, presented and explain knowledge according to an individual's understanding; Level 3: Knowing how to apply the knowledge and skills learned to solve familiar and similar problems in learning and life; Level 4: Applying the knowledge and skills learned to solve new problems or giving reasonable feedbacks in learning and life in a flexible way CHAPTER SURVEY AND PEDAGOGICAL EXPERIMENTATION 3.1 Surveying the teaching process and methods to integrate local history and geography 3.1.1 Surveying purpose - Determining the feasibility of the process and methods of integrated teaching local contents in History and Geography in elementary schools - Getting feedback to adjust the process and proposed the solutions to serve pedagogical experiments 3.1.2 Surveying objects The objects include experts participating in the testing, suggestions for the process and proposed teaching arrangements include: - Principals and vice presidents of some primary schools in Phu Yen province: 17 people - Experts in educational science: 10 people - Teachers at some elementary schools: 75 teachers 3.1.3 Surveying method We consulted 102 managers, teachers and scientists about the feasibility and effectiveness of the teaching process and integrated teaching methods for local contents in History and Geography at the elementary school The test subjects based on their teaching, research, and management experience to contribute ideas, comments, evaluate the feasibility and effectiveness of the proposed process and measures in the questionnaire The results obtained from the referendum of managers, teachers and scientists, educational experts are shown in the table: Table Survey result about integrsted teaching process Feasibility level (FE) Or Very FE FE Little FE No FE Process der N % N % N % N % Building integrated lesson 22 21.6 77 75.5 2.9 0 plan Organizing integrated 79 77.5 20 19.6 2.9 0 teaching LSĐLĐP Assessing pupils 19 18.6 76 74.5 6.9 0 19 The survey results show that the process of integrated teaching LC is feasible accounting for more than 65% The stages carried out in the process can be effectively implemented, and none of these stages has a non-feasible evaluation The results obtained from the test results show that the test subjects agreed with the process that the author has built In which, the period of "Integrated teaching organization" is considered to be very feasible at 77.5%, the period of "Developing an integrated teaching plan" and the period of "Assessing students" is considered feasible in turn 75.5% and 74.5% This proves that the implementation stages of the LHG integrated teaching process in History and Geography for elementary school in Phu Yen province are completely suitable to meet the requirements of the program's goal of teaching about LHG content through History and Geography Table The result of solutions’ survey Feasibility level (FE) Or Very FE FE Little FE No FE Solutions der N % N % N % N % Determining the local 72 70.6 24 23.5 3.9 0 contents Applying some methods Learning project 19 18.6 68 66.7 10 9.8 4.9 Problem-solving method 19 18.6 58 56.7 18 17.6 6.9 Game 71 69.6 29 28.4 1.96 0 Discussion method 89 87.3 13 12.7 0 0 Coordinating teaching 70 68.6 29 28.4 1.96 0.98 facilities Innovating inspection and 21 20.6 74 72.5 6.9 0 assessment All measures are considered feasible In particular, the most appreciated measure is "Determining the local contents" (70.6%), followed by the "Coordinating of teaching facilities" (68.6%) This shows that the determination of historical and geographic content of Phu Yen province is one of the important measures for the success of the LHG integrated teaching and learning process because if the contents of LHG are not identified, teachers won’t have the materials to organize effective learning activities With the testing results and the above analysis, the author can fully confirm the feasibility of the proposed solutions 3.2 Overview of the experimental process 3.2.1 Experimental purpose Testing the effective and feasible integrated teaching process of the LSĐLĐP in History and Geography for Phu Yen elementary students which has been developed and the effectiveness of the use of the proposed methods and forms of teaching 3.2.2 Experimental contents We conducted an experimental teaching institution about the process and methods of integrated teaching with local content which are proposed in History and Geography at the primary school 20 3.1.3 Experimental location The experiment was carried out in primary schools in Phu Yen province, Lac Long Quan primary school (Tuy Hoa city), Son Ha primary school (Son Hoa district) and Au Co primary school (Song Cau town) These are the three primary schools of three different residential areas, with different historical events and characteristics of geography The requirements of student and teachers' qualifications are same 3.1.3.2 Choose experimental classes In order to ensure that the experimental results are objective, we select classes with similar characteristics and conditions (in terms of the number of students, the level of students, professional qualifications of teachers) of the experimental class (TN) and control class (DC) 3.2.3 Experimental process In order to organize experimentally the proposed contents, the experimental process is carried out according to the following steps: - Step 1: Develop and design plans for integrated lessons of Phu Yen’s contents in the curriculum of History and Geography in elementary schools - Step 2: Implement pedagogical experimental teaching - Step 3: Check and evaluate experimental results - Step 4: Send comments and feedback to teachers and students 3.3 Experimental exploration Organize experiments on students of 4th and 5th grade in groups of experiments and control to test the level between the groups of experiments and control to determine the homogeneity of knowledge as well as learning skills as a basis for the process Experimental impact Experimental results The distribution of the frequency of the 1st test scores (input) and the summary of the level of awareness through the entrance test in 4th Grade history shows, test scores and statistical quantities for the test History entry level 4th Grades TN and DC are not much different Thus, it can be said that the experimental classes and classes are the ones with good academic ability This creates favorable conditions for comparing and assessing the impact level of the experiment Table of Frequency distribution of the 1st test point (input) in History class Lớp TN group DC group Số lượng % Số lượng % 5.9 4.0 4 3.9 3.0 29 28.4 27 27.0 Điểm số 45 44.1 48 48.0 10 9.8 8.0 5.9 9.0 2.0 1.0 Tổng 102 100.0 100 100.0 Mean Các đại lượng thống kê khác 5.74 5.8400 21 6.00 6.0000 Median 6.00 Mode 1.193 1.12564 SD Through the classification of awareness level through exploration experiments, the author found that the cognitive level between the experimental classes and experimental classes is almost the same, which increases the reliability when the author makes the impact on regulations LS and integrated teaching methods for learning proposed in Chapter Through observation of the learning activities of students, students in the two groups participating in the exploration have the skills and ability to perform learning tasks practice similarities However, some students still have difficulty in solving their academic tasks due to lack of skills to explore, detect and solve problems raised by teachers 3.2 Experimental of round 1st a Lesson 22: The reclamation in Dang Trong (4th grade History) Lesson plan is designed by the author with the application of the project method, students implement the project with the theme "Citadel of Phu land" Students present the character of Luong Van Chanh - the reclaimer, set up Phu Yen hamlet Through the lesson, the students had an understanding of the Nguyen Trong desolation of Lord Nguyen and included the establishment of Phu Yen land Results of the second test (output) History class help the author assert: the second test score of students in the experimental group is higher than the control group Specific results are shown in the following table: Table 3.9 Verify T-test post-impact test Grade history course Thực nghiệm Đối chứng Medium score 6.9020 5.9100 Standard deviation 1.01970 1.02588 P-value of T-test 000 Standard average difference (SMD) 99196 b Lesson 26: Entering the Independence Palace (5th grade History) The lesson plan is designed by using a discussion method After watching the video about winning road 5th and liberating Phu Yen, teachers organized students to discuss in groups the contents related to the Phu Yen liberation event, contributing to the victory of Ho Chi Minh reunification campaign The second test result (output) of 5th grade History assists the author to confirm: the second test point of the Student group is higher than the control group Using the T-test verifiable comparison of test results of the test between the experimental group and the control group Experiment Control Medium score 7.02 5.98 Standard deviation 0.816 1,065 P-value of T-test 0.000 22 Standard average difference (SMD) 1,038 Table Compare the average test after impact 5th grade History The results of post-impact tests show that the control group has lower stability, while the experimental group has a higher average score than the control group The median value of TN group (7.00) is higher than that of control group (6.00) The mode frequency of the experimental group has score of 7.02 and score of 5.98 for group DC TN group standard deviation of the 0816 lower than that of the DC group, which is 1.065 Testing the value of DTB T-Test between TN and DC groups The obtained p-value of 0.000