Thiết kế và tổ chức dạy học các chủ đề lịch sử việt nam từ năm 1919 đến nay theo hướng phát triển năng lực học sinh chuyên sử trường THPT thành phố hà nội TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION LE THI HUYEN DESIGN AND ORGANIZE TEACHING OF VIETNAMESE HISTORY THEMES FROM 1919 TO THE PRESENT IN THE DIRECTION OF DEVELOPING COMPETENCY FOR HISTORY-SPECIALIZED STUDENTS AT HIGH SCHOOLS IN HANOI CITY Specialization: Theory and methodology of teaching history Code: 9.14.01.11 PH.D DISSERTATION SUMMARY OF SCIENCE EDUCATION HANOI - 2021 THE WORK WAS COMPLETED IN HANOI NATIONAL UNIVERSITY OF EDUCATION Science instructor: Dr NGUYEN VAN NINH Dr NGUYEN VAN PHONG Reviewer 1: Prof PhD Nguyen Thi Coi Ha Noi National University of Education Reviewer 2: Assoc Prof PhD Nguyen Thanh Nhan Hue University of Education Reviewer 3: PhD Tuong Phi Ngo HCMC University of Education The thesis will be defended before the university council at Hanoi National University of Education, No 136 Xuan Thuy, Cau Giay, Hanoi At 2021 The dissertation can be found at the library: National Library, Hanoi or library of Hanoi National University of Education RESEARCHER’S PUBLICATIONS RELATED TO THE THESIS Le Thi Huyen, Integrating knowledge on sea and island sovereignty in teaching world history to grade 12 at high school Journal of Education, Number 380, term 2, April 2016 Le Thi Huyen, Applying the project method in teaching the topic "Protection of sovereignty over islands" to develop the capacity of 12 students specializing in History Journal of Education, Special Number, term 3, April 2016, Tạp chí Giáo dục, số đặc biệt, kì 3, June 2016 Le Thi Huyen, Nguyen Van Ninh, Effective use of Original Materials in High School’s history teaching by topic, American Journal of Educational Research, Volume 6, Number 10, October 2018 http://www.sciepub.com/journal/education Nguyen Van Ninh (Chief editor), Duong Tan Giau, Le Thi Huyen, Tong Thi Quynh Huong, Truong Trung Phuong, Using caricatures in teaching history at high schools, National University Publishing House, Hanoi, 2019 Nguyen Van Ninh, Nguyen Thi The Binh (Co-Editors), Le Thi Huyen, Nguyen Thi Linh, The secret to conquering the High Score of History 9, Hanoi National University Publishing House, 2019 Nguyen Van Ninh, Nguyen Thi The Binh (Co-Editors), Le Thi Huyen, Nguyen Thi Thanh Thuy, The secret to conquering the highscore History 10, Hanoi National University Publishing House, 2019 Nguyen Van Ninh, Le Thi Huyen, Speed of practice to conquer the 2019 National High School Exam in History, Hanoi National University Publishing House, 2019 Lê Thị Huyền, Nguyễn Mạnh Hưởng, Applying the reverse classrom model in teaching Vietnamese History topics for history gilfted students at Son Tay High school, Ha Noi Journal of Educational Equipment, number 234, term 1, February 2020 INTRODUCTION The necessity of the topic 1.1 Over the last few years, the world has witnessed the strong development of the Scientific and Technological Revolution with the trend of globalization and the knowledge economy To ensure sustainable development, many countries have been constantly innovating education to improve the quality of human resources for the future From the general trend of the world, and the practical needs of the country, the limitations and shortcomings of the current educational program - no longer suitable with the development trend of the world and the need of high-quality human resources for the development and integration process, Vietnam has been implementing a fundamental and comprehensive renovation of the country's education according to the Resolution 29 (NQ / TW) Accordingly, implementing educational innovation from the goal of accessing content to accessing competencies, building new programs and textbooks (SGK), renovating organizational forms, teaching methods according to orientation of developing the competency of learners In order to prepare well for the implementation of the new high school program, the Ministry of Education and Training issued Official Letter 4612 / BGDĐT - GDTrH (October 3, 2017) guiding the implementation of the current high school program toward the development of students' competencies and quality from the school year 2017 - 2018 Letter clearly states: “Based on the current general education program, select themes, review the content of lessons in the current textbook corresponding to that topic to rearrange into a number of integrated lessons of each subject or interdisciplinary; from there, building educational plans for each subject, educational activities toward development of students' competencies and qualities in accordance with the actual conditions of the school " Thus, building and organizing theme based learning in the direction of streamlining, avoiding duplication of knowledge, creating logic, reasonableness in real school conditions, suitable for students, thereby developing the competencies and quality for students is an urgent requirement for teachers (GV), this is a trend of renewing teaching content that has been directed and encouraged by educationi management agencies However, at present, the design of the topic is spontaneous and lacks theoretical basis 1.2 In the education system of our country, the specialized high schools and high schools have the specialized system as the educational environment besides fully and comprehensively implementing the general education requirements according to the regulations of the Ministry of Education and Training, and at the same time perform the task of discovering and fostering talents for the country It is the model of high schools in terms of facilities, the contingent of teachers and the organization of educational activities To train talents to meet the increasing requirements of the country's development, the requirement for specialized schools is to reform training in the direction of combining learning with creative thinking; learning is associated with practice; education and training according to the characteristics of students instead of training according to a certain pattern, following a common program of common nature The renewal of teaching content design into themes ensures both the basics, the systematization, and the generalization and enhancement; and flexibly applying forms and methods of teaching in the spirit of innovation, aiming to form and develop the qualities (patriotism, compassion, hard work, honesty, responsibility), common competency (independence and self-study; communication and cooperation; problem solving and creativity) and history's specific competencies (understanding history; historical perception and thinking; applying knowledge, skills learned) is an urgent requirement for a team of specialized teachers 1.3 Hanoi city - the capital city of the country, after expanding the administrative boundaries, there are most high schools; gifted schools and high schools with gifted classes; including high schools with history-specialized classes (4 schools under the direct management of the Hanoi Department of Education and Training, school under the National University) with the largest number of students As one of the cradles to train talents for the country, Hanoi needs to continue to promote its advantages and further enhance its role in improving people's knowledge, training human resources and fostering talents, supplying high-quality labor to meet the construction, development and integration of the capital and the country History subject in general and History-sepecialized in particular should promote its strengths, pride about national history, cultural capitals, heroes, and improve the quality and competency of students in general and history-specialized students in particular In order to accomplish the above tasks and missions, the contingent of Hanoi History teachers in general and History-specialized teachers in particular need to be active and take the initiative in the innovation of teaching content and methodology; be creative, initiative in content design, flexible application of teaching forms and methods to effectively implement the goal of educational innovation from content access to competency access 1.4 As a teacher teaching specialized subject, from the practical teaching process and the need to renew education in History, I myself am aware of the need to improve professional qualifications and pedagogical skills; actively innovate, create and be flexible in the design of history content and teaching methods to serve the current program, and create a good foundation for the implementation of the new History program 2018 In particular, the design of learning content for specialized students, and choosing the organizational forms and teaching methods that promote their talents, form and develop learners' competencies and qualities is an opportunity for me to study more deeply about my expertise, approach modern teaching theories and perspectives, apply effectively teaching methods, directly serve my own teaching, and at the same time respond to the increasing requirements of the country's education in general and the education of the capital in particular Themes based learning is one of the trends of educational innovation towards today's student competency Accordingly, the contents of knowledge are designed into themes, with a tight structure, logic, system, demonstrating continuity, inheritance and development Learning history by topic also requires learners to be more self-reliant and more active, develop thinking and form essential competencies for learners from that learning process In particular, those students who are studying in a specialized environment, history-specialized, researching the systematic, profound and generalized themes in history helps develop personal abilities and bravery Stemming from the above practical requirements, we choose the topic: "Design and organize teaching of Vietnamese history themes from 1919 to the present in the direction of developing competency for history-specialized students at high schools in Hanoi city” as a research topic with the desire to contribute to the renewal of the content and teaching methods of History in general and teaching history for history-specialized students in particular Object and scope of the research 2.1 Research subjects The research object of the topic is the process of designing and organizing teaching history for students in History-specialized classes at high schools 2.2 Research scope The research scope limits of the research as follows: - About the theory of subject teaching: Learn about the theory of teaching by subject; propose ways to design historical topics and propose forms and methods of organizing teaching topics for students specializing in history in high schools - About time: The topic limits the scope of research on Vietnam's history from 1919 to 2000 according to the current program However, in some topics, there is a connection and application to the present day - About the content of knowledge: Applying knowledge in Vietnam's history from 1919 to present In particular, there is the application and connection in both the current general program (Advanced Program) and the 2018 General Program - About the area: Conduct surveys, investigate the practice of teaching and learning history by topics of History teachers and students specializing in History at specialized high schools in Hanoi city - Experimental pedagogy (TNSP) partially and completely through a number of themes in the history classes Experimental sites (TN) are specialized high schools, directly under the Department of Education and Training of Hanoi, including: Hanoi Amsterdam specialized high schools; Nguyen Hue specialized high school; Chu Van An High School; Son Tay High School Research purposes and tasks 3.1 Research purposes Build Vietnamese history themes from 1919 to the present that can be used in teaching history to history-specialized students at high schools; propose measures to organize Themes based learning in teaching the aforementioned part of Vietnamese history, contribute to the renewal of content design and effective application of teaching forms and methods, improve thge quality of History subject 3.2 Research mission To achieve the above purpose, the specific research tasks of the topic are: - Research overview of works of foreign and domestic scholars related to the research topic; clarify research results, inheritance and the problems that the research raises need further research and resolution - Research on Vietnamese History from 1919 to the present, design content of historical themes and theoretical issues about organization and teaching history by topic in the direction of developing competency for students in teaching history to clarify the theoretical basis of the topic - Investigate, survey and clarify the current status of teaching history by topic in History classes at 04 high schools in Hanoi, analyze and evaluate the achieved results and existing problems - Propose measures to organize history Themes based learning in teaching Vietnamese history from 1919 to present at high schools in the direction of developing students' competencies - Design lesson plans by topic and conduct pedagogical experiments to confirm the feasibility of the proposed measures in the thesis Basis of methodology and research methods 4.1 Methodological basis The dissertation researches on the theoretical basis of Marxism-Leninism on awareness; thought and views of the Party, State and President Ho Chi Minh on historical education and education 4.2 Research Methods To accomplish the objectives, tasks, the research uses the following main research methods: Theoretical research: analyzing and synthesizing documents of Psychology, Education, teaching methods for History subject; research, program analysis and Historical textbooks, historical documents related to the topic to systematize the concept of tools Studying the documents related to the Vietnam History from 1919 up to now to evaluate the historical and ideological values, on that basis, design historical themes Practical research methods: Investigate and survey the current situation: through observation, class observation, exchange, interview, distribution of questionnaires for teachers and students to find out the current status of teaching by topic in general, and teaching topics for students Specializing in History in particular in teaching history at high schools Consult and receive opinions of scientists, discuss in the Department at the training institution, summarize the experience of teachers specializing in teaching topics Pedagogical experimental method: design lesson plans by topic and conduct partial and full pedagogical experiments to confirm the feasibility of the proposed measures in the thesis Using statistical methods to process the data obtained in the actual investigation and conduct pedagogical experiments (TNSP) in order to draw scientific conclusions Scientific hypothesis Designing the content of Vietnamese historical themes from 1919 to present in teaching for historical specialized students and proposing measures to organize teaching of historical themes at high schools in the direction of students’ competency development will contribute to innovating methods, improving quality, and contributing to the achievement of subject teaching objectives in high schools in general and for history-specilized students in particular Contribution of the research - Continue to consolidate the theoretical bases of teaching history by themes At the same time, affirm the role and meaning of the design and organization of teaching history by topic in teaching in general and teaching history by topic for historyspecialized students in particular - Provide a current picture of the design and organization of teaching history topics for students majoring in History in Hanoi city, with outstanding features of the educational environment for gifted students in the Hanoi capital - Provide the basis for the design of historical themes; the process of designing historical topics suitable for specialized students and implementing the design of Vietnamese historical topics from 1919 to present in the direction of capacity development - Proposing measures to organize teaching topics for students majoring in History in the direction of capacity development, towards the formation and development of three components of competence, including: Learning history; Historical awareness and thinking; Apply knowledge and skills learned The significance of the topic 7.1 Scientific significance The research contributes to reinforcing and enriching the theory of teaching history by topic in general and the design of content and Themes based learning organization for history-specialized students in particular in teaching history at high school towards developing students' competencies 7.2 Practical significance The research results of the research will raise awareness of teachers and students about teaching and learning history by themes Help teachers and students know how to apply measures to design historical themes such as teaching and learning materials for themselves The research will be a useful reference for lecturers, students of History Pedagogy of universities and colleges, teachers and students in high schools Structure of topic In addition to the introduction, conclusion, references, appendices, dissertation content is composed of chapters: Chapter 1: Overview of research works related to the topic Chapter Designing and teaching organization of themes in the direction of competency development for history-specilized students in high schools - Theory and practice Chapter 3: How to design Vietnamese history themes from 1919 to present for history-specialized students at Hanoi High School Chapter 4: Measures to organize teaching Vietnamese history themes from 1919 to the present in the direction of developing competency for history-specialized students at high schools in Hanoi city Experimental pedagogy 10 According to the 2018 program - The History program 2018 classifies themes mainly on the basis of historical knowledge content, with themes on politics, military, diplomacy, economics, culture, etc 2.1.1.3 Characteristics of historical themes - Scientific; Fundamentality, system, generalization; Practicality; Openness, continuity 2.1.2 Concept of teaching historical themes * Themes based learning Is a system of teachers' methods for students to learn historical issues, in which the knowledge system is integrated, streamlined, logic into themes associated with practical requirements, directions to the goal of forming and developing capacities and qualities for students * Organize themes based learning It is a new model of classroom activities that are different from traditional lessons (typically short lessons, independent knowledge units) by focusing on designing and building general learning content by theme related to the knowledge of one or more subjects and with problems associated with practice At the same time, flexibly applying forms of organization and teaching methods in the spirit of innovation suitable for each theme in order to develop students' competencies 2.1.3 Design historical themes for history-specialized students in the direction of competency development 2.1.3.1 The concept of competency Competency is a personal attribute formed and developed by existing qualities and the process of learning and training, allowing people to mobilize the synthesis of knowledge, skills and other personal attributes such as inspiration, belief, will, successful implementation of a certain type of activity, achieving desired results under specific conditions History subject contributes to the formation and development of major qualities and general competencies according to levels appropriate to the subject and educational level specified in the Master Program, focusing on groups of common competencies, the core is: Self-control and self-study; Communication and cooperation; Problem solving and creativity; form and develop key qualities: patriotism, compassion, hard work, honesty, responsibility Specific competencies in history subjects include: learning history; historical perception and thinking; apply knowledge, skills learned 2.1.3.2 Characteristics of history-specialized students - Have a certain ability (gifted) with learning History subject: intelligent, creative, able to self-study the subject 11 - Have a passion, love the subject - Have condition to learning about history in depth 2.1.3.3 Design historical themes for history-specialized students in the direction of competency development Designing historical themes for history-specialized students in the direction of competency development is the innovation in building learning content for specialized students On the basis of the program's objectives, content, characteristics of students, teachers design learning content into themes The content of the study is designed towards the formation and development of civic qualities (patriotism, compassion, hard work, honesty, responsibility), common competencies (independence and self-study; communication and cooperation; problem solving and creativity) and subject-specific competencies: the ability to learn history; historical cognitive and thinking capacity; the ability to apply knowledge and skills learned with a higher required level than other students 2.1.4 Teaching historical themes for history-specialized students in the direction of competency development Teaching in the direction of competency development is the process of designing, organizing and coordinating between teaching and learning activities, focusing on the outputs of this process Accordingly, emphasize how learners need to achieve levels of competency after completing a learning period or process The most important feature of competency development teaching is to identify and measure the "competency" of student outcomes Based on the degree of mastery of knowledge, skills and attitudes of students in the learning process 2.1.4 The role and meaning of designing and organizing Themes based learning for History-specialized students in high schools 2.1.4.1 With the renewing process - Designing and organizing Themes based learning is one of the important components of the process of renewing teaching content and methods, contributing to improving the quality of the subject - The design and organization of teaching history themes for specialized students also contributes to make more concrete and deeper for both the current history education program and the history curriculum 2018 2.1.4.2 With the teacher - Through design and Themes based learning, teachers are more fully aware of the role of renewing content and teaching methods to improve the quality of the subject - Opportunity for teachers to continue to self-study, self-train, research, improve their professional qualifications, pedagogical skills, information technology 12 application, innovation and creativity in the process of applying the organizational forms and teaching methods 2.1.4.3 With students - About knowledge - About competency - About quality 2.2 Practical basis 2.2.1 Teaching status of history subject in specialized classes in Hanoi city In Hanoi, there are specialized high schools and high schools with specialized classes Among them, there are schools with history-specialized classes, of which are under the Hanoi Department of Education and Training: Hanoi Amsterdam High School for the Gifted; Nguyen Hue High School for the Gifted; Chu Van An High School; Son Tay High School High School for gifted of Social Sciences and Humanities has a class specializing in History from 2019 but under the Hanoi National University, is independent in enrollment From the teaching practice of the history-specialized system of Hanoi city over the past years, we see advantages such as: Hanoi is the only city in the country with a history of specialization classes with the largest number of students; Compared with the specialized schools in the country, the input quality of Hanoi City is relatively high, which can be ranked at the top among the specialized schools of the country; History-specialized students in Hanoi city have conditions to study in the capital economic - political - cultural center of the country; many students have passion for History; are proud to live and study in a cultural capital, have good learning conditions - study in an intensive environment with many good teachers, good friends, have more time studying history than the general education system and content knowledge is quite deep and comprehensive; Many students won high prizes in the City Gifted exams, national excellent students, got 10 marks in high school graduation exams, were admitted directly to Universities of Education, Law, Diplomatic Academy, Science social and humanities, etc Hanoi's team of professional teachers in schools are qualified, capable and experienced teachers; Besides the aforementioned bright spots, teaching history in specialized classes in Hanoi city also has certain limitations That is the inequality of the entrance quality among schools with specialized classes in the city A number of students took the entrance exam to specialize in History were to prevent failing high school graduation, to get the learning environment, not because of talent or passion, love for History; History-specialized students of Hanoi is also one of the most affected subjects from the impact of the market economy's negative side in choosing whether to specialize in history or not 13 2.2.2 Situation of designing and organizing theme based learning for Historyspecialized students at Hanoi High School On the basis of the survey data, we found that most teachers and students in high schools with specialized history systems in Hanoi city are aware of the role and meaning of teaching design and organization and learning Vietnamese History themes from 1919 to present in the direction of competency development Knowledge from themes not only ensures basic elements, but also generalizes, systems, improves, helps form and develops competencies and qualities for specialized students However, in reality, the design and teaching of Vietnamese historical themes from 1919 up to now has been mainly based on experience, not really methodical, lack of theoretical basis to design and choose forms of organization, teaching methods of themes in the direction of developing students’ competency That practice has set out the requirements that the research needs to solve 2.2.3 Requirements from the practice of teaching history themes to historyspecialized students In order for the design and teaching organization of historical themes to go into depth, really bring effectiveness, contribute to renovating the content and teaching methods of history; At the same time, to develop competencies for specialized students in the learning process, it is essential to ensure the following requirements: - The team of specialized teachers continues to promote their professional capacity, teaching experience, constantly learning, regularly foster, effectively apply innovative perspectives in teaching in general and teaching history in particular; proactively renovat teaching content, forms and methods; invest mentally and intellect to design learning content into attractive and in-depth themes, attract students to participate in learning, contributing to the innovation process, improving the quality of historical education in general and quality training in particular - The contingent of educational scientists, historical scientists need to approach and analyze more deeply modern teaching concepts and theories; publish research achievements in the field of historical sciences, historical teaching methods in countries with developed historical education so that teachers have conditions to contact, research, study, and nurture the spirit of innovation in content design and organization of learning activities for students - Management levels, schools need to continue to pay attention, create a better working environment, invest in equipment and subject classrooms so that teachers can develop professional skills; have conditions to use modern equipment in teaching history Specialized students have good learning environment, scientific research, good learning space to experience, explore and create on historical themes; from then develop historical competencies and orientation for the future 14 CHAPTER DESIGN THE VIETNAMESE HISTORY THEMES FROM 1919 TO PRESENT FOR HISTORY-SPECIALIZED STUDENTS AT HANOI HIGH SCHOOL 3.1 The bases for designing the themes 3.1.1 Teaching goals 3.1.2 The direction of program innovation, textbooks 3.1.3 Historical knowledge content integrated 3.1.4 Innovating the form of teaching 3.1.5 Innovating teaching methods 3.1.6 Innovation in testing and evaluation 3.1.7 Subjects are students majoring in History 3.2 Designing Vietnamese history themes from 1919 to present for historyspecialized High School students in Ha Noi To design themes of Vietnamese history from 1919 to present for history major students, we define a design process that includes basic steps such as: determining the reason for the design of the theme; setting goals, requirements to achieve in terms of knowledge, capacity and qualities when teaching topics; building content knowledge of the subject to serve teaching and learning for students majoring in History; identify methods of organizing teaching topics and content that can test and assess students' ability to receive, think and apply knowledge and skills in the process of learning the topic Due to the research when the Master's High School Program and the 2018 High School Program were approved, but the History program for high school has not been implemented Therefore, in the process of designing Vietnamese historical themes from 1919 up to now, we have the connection between the current program and the content orientation of the High School of History program 2018 Accordingly, In the History section of Vietnam from 1919 to the present, we designed the following themes: No THEME Two trends to save the country in the National Democratic movement in Vietnam from after World War I (1919) to 1930 August Revolution of 1945 in Vietnam NOTE - Current program (Lesson 13, Lesson 14; Lesson 15 Advanced History textbooks 12) - Current program (Lesson 19 Advanced Historical Textbooks 12) - Program 2018 (August Revolution 15 The role of leader Nguyen Ai Quoc Ho Chi Minh in the Vietnam Revolution The role of the united national front in the Vietnamese revolution from 1930 to the present and the war to protect the Fatherland in Vietnamese history (from August 1945 to present) - Current program (Lesson 14, Lesson 15, Lesson 18, Lesson 19, Lesson 20, Lesson 21, Lesson 23, Lesson 24, Lesson 25, Lesson 26 Advanced Historical textbooks 12) - Program 2018 (Ho Chi Minh in Vietnamese history) - Current program: Lesson 16, Lesson 17, Lesson 18, Lesson 19, Lesson 20, Lesson 22 Advanced History textbooks 12 Typical military victories in the - Current program: Lesson 21, Lesson resistance war against the French 22, Lesson 23 of Advanced History people (1946-1954) textbooks 12 - Program 2018 (Resistance war against French colonialism (1945 1954) Fighting on the diplomatic front - Current program: Lesson 20, Lesson during the war against the French 23, Lesson 24, Lesson 26, Lesson 27 and the Americans (1945-1975) Advanced History textbooks 12 - Program 2018 (History of Vietnam's external relations) Back side in the resistance war - Current program: Lesson 21, Lesson against the French (1945 - 1954) and 22, Lesson 23, Lesson 25, Lesson 26, the American resistance (1954 - Lesson 27, Lesson 28 Advanced 1975) history textbooks 12 -History Intensive Program (Issued with No / 2019 / QD-BGDĐT in 2019 by the Minister of Education and Training) Innovation in Vietnam from 1986 to - Current program: Lesson 31 present Advanced History textbooks 12 - Program 2018 (innovation in Vietnam from 1986 to present) Sea and island sovereignty of - Program 2018 (History of the Vietnam protection of Vietnam's sovereignty, legitimate rights and interests in the Sea) The reason we chose to design the content of the aforementioned themes because 16 these are the focus of both the current High School Program and the 2018 High School Program, both basic and advanced program This is a part of history that holds a particularly important position in the process of national history In that century, reflecting many fluctuations and changes of the nation's destiny, national factors and times were mixed and influenced each other These themes not only help students to have a deeper understanding of the basic issues of general education, but also contribute to improving and more deeply the basic issues, help specialized students to strengthen, system, improve knowledge to serve them well in the learning process, apply knowledge of these themes to solve learning tasks and situations posed in real life; take part in provincial and national excellent student exams; senior high school exam; it is also one of the bases to help them have a career orientation in the future In the table of topics below, we design topics with clearly defined goals requirements to be achieved, build content and suggest implementation of topics on teaching and testing, evaluating organization methods The goal of knowledge level also reflects the goal of subject-specific competence Accordingly, the ability to learn history will correspond to the requirement that students present, state, or narrate, describe historical events and phenomena reflected in the topic Historical cognitive and thinking capacity will correspond to the requirements of students to explain, analyze, prove, compare, comment and evaluate historical events, phenomena, and characters The ability to apply learned knowledge and skills corresponding to the requirements of students to draw lessons from experience, interpret, express personal stances and views on historical events and phenomena, and know how to apply them Historical knowledge and skills have been learned to solve and complete subsequent learning tasks and apply that knowledge and skills into real life At the same time, through each topic, we specifically identify the essential civic qualities that students are gradually formed in the process of learning and training, which are five essential qualities: patriotism, compassion, hardworking, honestly, responsibility Adhering to the specific objectives of each theme, we design corresponding knowledge content In the knowledge content column, due to the framework of the research, we are not eligible to present in detail the content of each theme; The detailed content is presented in in the appendix of chapter Therefore, in the contents of the table, we emphasize the advanced, general and in-depth contents that history-specialized students have conditions to study, learn more deeply than high school students learn basic programs The reason we choose this is because this is a content design chapter, the application of forms and methods of organizing teaching and learning topics will be proposed, presented, analyzed, and evidenced in detail in this chapter 17 In the process of designing and building themes content, we ensure to comply with the following principles: adhere to the current History program and the History program 2018; Ensure the common and specific in the design of the themes content, in which the common is the basic goal, the basic knowledge system of the general program; The specific one is the advanced level, the depth of knowledge and the higher requirement in cognitive capacity, thinking and the ability to apply knowledge, historical skills to solve learning tasks and situations in real life; Ensuring the integration of internal subjects (connecting historical knowledge content related to the theme), interdisciplinary (integrating historical knowledge with geography, literature, art, music, national defense and security, etc) to make the content more clear vivid, attractive At the same time, ensuring the feasibility The content of the theme not only helps teachers effectively organize learning activities for students in class, but also serves as a source of orientation materials for students to study at home by themselves From the way of designing and arranging thetheme content also contributes to the orientation for students to know how to present and research a specific historical issue In addition to defining goals, designing content corresponding to goals and requirements for each topic, we build a column of suggestions for implementation Accordingly, proposing methods of organizing teaching of the subject and the evaluation contents related to the topic The proposed teaching methods are only suggestive, have relative significance, depending on the actual conditions of students in each class and the conditions of the facilities, there is an appropriate choice ensure feasibility and efficiency achieved The assessment test aims to measure the completion of the goal in terms of knowledge, competence and quality for each topic The current trend of capacity-based testing and assessment is quite rich and diverse in form and content In the process of organizing for students to study the topic, we can evaluate the whole process from the spirit of learning attitude, learning profile to the ability and level of completion of the students' learning tasks Combining process assessment, regular assessment with periodic assessment in various forms such as group exercises, project-based products, objective multiple-choice exercises, essay assignments, test questions vv However, due to the framework of the thesis, the types of group exercises, project products, and objective multiple-choice exercises will be analyzed and applied specifically in chapter In chapter 3, we would like to propose export types of essay exercises to measure the completion of learning tasks of history majors students corresponding to the following competencies: learning history; historical awareness and thinking; apply acquired knowledge and skills CHAPTER 18 MEASURES TO ORGANIZE TEACHING VIETNAMESE HISTORY THEMES FROM 1919 TO PRESENT UNDER THE DIRECTIONI OF OF COMPETENCY DEVELOPMENT FOR SPECIALIZED STUDENTS AT HANOI HIGH SCHOOL EXPERIMENTAL PEDAGOGY 4.1 Combination of lesson types and topic teaching organization models 4.1.1 New knowledge research lessons 4.1.2 Review, preliminary and final review 4.1.3 Mixed lessons 4.1.4 Assessment test 4.1.5 Lessons in the field, in the history - revolution museum 4.1.6 Apply flipped classroom model One of the new teaching models aimed at maximizing self-study and competency development for students, especially suitable for specialized students, is the model Flipped Classroom According to this model, students will actively work with lessons / themes first through reading, summarizing documents, listening to lectures through supporting media such as video tapes, PowerPoint presentations, and exploitation materials on the Internet provided and oriented by teachers Time in class will be used for solving exercises, reinforcing knowledge, discussing, and solving problems Teachers, instead of giving lectures, act as a support moderator to help students solve difficult problems in the lesson The application of this model in teaching historical themes for historyspecialized students is quite appropriate because it meets the requirements of innovation of teaching and learning methods on the basis of technology support of; and the requirements of expanding the curriculum, improving knowledge, forming and developing quality and competency for specialized students 4.2 Competency development measures to learn history when organizing theme based learning 4.2.1 Students to search written sources (written materials) Written documents are one of the important sources not only for research but also for teaching and learning process of teachers and students That is an important basis to help students approach the past, form and develop the ability to learn history - the first capacity - the foundation for the formation and development of thinking competencies, appllication of historical knowledge and skills 4.2.2 Exploiting documentary films, pictures, historical artifacts Like written documents, picture materials are an indispensable source of data for students It helps students to access history in a vivid, attractive way than written documents, it makes students have to mobilize more senses in the learning process Therefore, the picture material sources have affirmed a great role in the formation and development of competency for students to learn history 4.2.3 Guide students to self-study with textbooks, reference materials 19 One of the measures to contribute to the formation and development of the competency to learn history for specialized students is to train them to actively and self-study skills with textbooks and reference sources (books, magazines, documents, reportages, documentary videos, etc) 4.3 Measures to develop cognitive capacity, historical thinking in theme based learning 4.3.1 Raise problems and guide Students to solve problems Raise problems, create interests, and attract students' attention to the main content of the theme (Warm-up) Organize and guide students to solve problems 4.3.2 Organize and guide students to debate and discuss about historical events Critical thinking, also known as analytical thinking, is a process of analyzing and evaluating a problem, a historical event or phenomenon from different perspectives or the process of thinking to find arguments the result of another thinking process to clarify and confirm the correctness of the problem History is a subject with many advantages to help students practice and develop skills in debate, critical thinking, and evaluation of characters, events, phenomena and historical issues The formation and development of critical thinking helps students form skills of evaluating collected information and materials; help them to exchange and discuss historical knowledge in an active, effective and accurate manner Through the process of searching and selecting information, they have acquired certain knowledge about historical characters and events Such insights will be assessed and clarified through arguments with friends and teachers From here, students will gain a rich, diversified and comprehensive knowledge on a problem or theme that they have the task to learn That is also the knowledge that they have created for themselves, is the result of their own historical thinking process 4.3.3 Organize student working groups in class Group learning is a method that is quite popular in teaching history today However, its success depends on the choice of content for the group work; teachers' organization and administration; participation of all students in the class; support working groups, guide students to know how to present a problem, as well as comment on the presentation of other groups and summarize, evaluate, make necessary conclusions, and draw experiences for the following discussions Besides, it brings the students' enthusiasm and interests In group learning, students' positive thinking is promoted and its important meaning is to train cooperation capacity among members in learning 4.4 Measures to develop capacity and apply knowledge and skills of historical themes 4.4.1 Project-based teaching Project-based teaching is an optimal form of teaching to meet teaching objectives, linking theory with practice, and linking education in schools with education outside the 20 society Project-based teaching stimulates students' motivation, excitement, self-reliance and responsibility in learning, and trains and develops the capacity to solve complex problems, cooperation capacity, and creativity of learners 4.4.2 Role-play Experience with role-play form helps children manipulate and synthesize their senses to increase their ability to retain what they have learned for longer, maximize their creativity, dynamism and adaptability 4.4.3 History exercise system Multiple choice exercises Essay exercises 4.5 Complete pedagogical experiment 4.5.1 Experimental purpose - Test the effectiveness of building and designing teaching topics of Vietnamese history for history-specialized students; perfect the pedagogical measures proposed above, affirm the correctness and feasibility of those pedagogical measures - Contribute to consolidating, clarifying and diversifying theoretical bases and practical bases of designing and teaching of Vietnamese history themes from 1919 to present for history-specialized students in Hanoi city in the direction of student competency development - The results of full pedagogical experiment are the basis to help us make scientific conclusions for the research and give suggestions and recommendations to raise awareness for teachers in general and history teachers in particular in teaching history about content design and constantly innovating methods to improve teaching efficiency, meet the requirements of fundamental innovation, comprehensive education and training 4.5.2 Experimental subjects and sites - Areas of investigation and experimentation: 04 high schools have history classes in Hanoi city (Hanoi - Amstecdam specialized high school; Nguyen Hue specialized high school, Chu Van An high school, Son Tay high school) - Experimental subjects: we conduct experiments in history-specialized classes grade 11 and 12, in which there are groups of classes: experimental class and control class Students in experimental class learn with experimental content and new methods, students in control class learn according to the traditional method, learn by unit of each lesson in the textbook Experiments conduct period was in the school years 2017 - 2018; 2018 - 2019; 2019 - 2020 We coordinate with teachers who have experience, expertise, taught specialized classes, are enthusiastic, responsible for the profession, enthusiastically approached new methods in teaching at the high school level 4.5.3 Experimental content and methods - Experimental theme: We choose the theme: The role of leader Nguyen Ai Quoc - Ho Chi Minh with the Vietnamese revolution; in which, the experimental content is the role of leader Ho Chi Minh for the August Revolution, 1945 21 - Experimental method: The experiment was conducted in two groups of classes: + Control class: Lectures are prepared and taught normally by teachers, mainly questions and answers and explanations for students to grasp the content of the theme + In experimental class: we met teachers and students, exchanged content and methods of implementation, agreed on content design and conduct method in the spirit of innovation, towards the goal of students’ competence development in the directions that the research has proposed 4.5.4 Experimental results 4.5.4.1 Quantitative From the statistical results, we see that the frequency of scoring, the average parameter and the ranking results of the experimental classes are higher than that of the control classes The frequency of good and excellent grades in experimental classes is higher than that of control classes On the contrary, the frequency of average score appears more in control classes This is also one of the bases to help us confirm that the proposed methods bring positive effects in teaching in experimental class The statistical results also show that the teaching of Vietnamese history themes from 1919 to 2000 for history-specialized students in Hanoi City in the direction of developing student competence has an important role in consolidating, deepening, systematizing and improving knowledge for history-specialized students This is also the basis for development cognitive and historical thinking competencies, working capacity, self-learning with learning materials, applying knowledge and practice skills of the subject in history-specialized students 4.5.4.2 Qualitative First, teachers are enthusiastic in participating in pedagogical experiment process In the experimental classes, instead of playing a central role in teaching history themes, focusing on providing knowledge as before, teachers have witnessed the application of active teaching methods towards the development of student competencies Teachers are the organizers for students to work on projects, report products, and evaluate each other Although the preparation, organization and guidance of students to complete the project requires meticulousness, carefulness, all teachers have designed teaching plans and well organized activities for students, meeting the requirements, suitable with the research results of the research The teachers participated in the experiment all think that the design of theme content and the organization of learning activities for students contribute to supporting teachers to have a deeper approach to the perspectives and teaching methods according to development orientation of students’ competency It ensures teachers’ independence in content design and teaching, making history more attractive Active working with resources, search, exploit information, complete project products in groups makes students learn actively, excitedly and passionate about discovering history 22 Second, through the process of accompanying students to complete the project, observing how they report products, discussing and evaluating each other, we realize that they have a remarkable change and maturity in learning After the process of searching for documents, completing product reports; They clearly showed the initiative and positivity in completing the learning tasks given by the teachers Most of the time for students’ reporting products, presenting, analyzing, and evaluating events, and historical figures occupies Students prepared well, excitedly reported, and excitedly expected reviews and comments from their friends and teachers All of these make the lesson more engaging Most of students in experimental class said that the lesson creates a comfortable atmosphere and freely discover knowledge, present their thoughts and cognitive results; They are not under pressure to memorize too many events, but return to the historical atmosphere through the original materials, through the way teachers organize their lessons From the research results of the research, we draw the following scientific conclusions: Designing and teaching of Vietnamese history themes from 1919 to the present for history-specialized students at Hanoi High School in particular, renewing history education in the direction of developing Students’ quality and capacity in general is one of the topical issues, is one of the central content of the renovation of historical education today Over the past years, there have been many researches on the renewal of content design, form, and method of history teaching at the high school level However, there has not been any research about the design and teaching Vietnamese history themes from 1919 to present for history-specialized students at Hanoi High School in the spirit of development from the current program, connecting with the new high school program 2018 Therefore, the research is a new direction, has scientific and practical significance for history teaching process in high schools, especially for schools with history-specialized classes The content of Vietnamese history themes from 1919 to the present that we design has a close relationship with the knowledge of History subject at high school in the current program and the History program 2018 Therefore, this is an important source of documents to support teaching and learning for teachers and high school students, especially of great significance for teachers and history-specialized students The design of historical knowledge of Vietnamese from 1919 up to now into themes is one of the measures to contribute to renewing content in teaching history at high schools in the direction of developing students' competencies, meeting the urgent requirement of the educational renovation in general and historical education in particular in our country today Designed Vietnamese historical knowledge from 1919 into themes not only have important roles and meanings in generalizing, systematic, enriching and deepening knowledge, but also have great effects for developing subject-specific competencies and forming civic qualities; career orientation for high school students; especially for history-specialized students - a 23 part of high school students with certain talents and passion for learning History Teaching of historical themes in the direction of developing students' competency can conduct in many different forms, on the basis of skillfully combining student activities But the most important things are objectives and theme content to appropriately define methods to be used effectively with students From the theoretical and practical research results, we have proposed the forms and methods of teaching Vietnamese history themes from 1919 to present for historyspecialized students according to the spirit of renew, towards the development of the general qualities, competencies and specific competencies of the subject of History in particular, focusing on forming the specific competencies of the subject such as: the ability to learn history; historical cognitive and thinking capacity; ability to apply knowledge, historical skills learned to solve learning tasks and situations in real life Due to the framework of the research, we focus on deeply analyzing organizational measures of teaching historical themes when conducting internal lessons in class The results of the partial and complete pedagogical experiment not only help us confirm the feasibility of designing and applying the forms and methods of teaching history by theme but also affirm the correctness of the theory set out The teaching of history teachers at high schools in general and historyspecialized teachers in particular take the initiative in designing teaching content by theme and choosing appropriate effective teaching forms and methods, following the curriculum at the level of education is one of the remarkable efforts, because it is one of the bases for renewing the objectives, content, historical teaching methods, and improving the quality of teaching and learning in high school However, in order to that, the teacher has a top important role The comprehensive renovation of teaching in general and historical education in particular must come from the teacher Teachers, more than anyone else, directly transmit educational content through organizational forms, methods, techniques to students; Thereby, step by step develop capacity, form essential civic qualities To fulfill our mission, we must be dedicated to education; have a full understanding of the general education program, have a firm grasp of theories and forms of organization, and teaching measures towards the development of student competence; inherit and promote the advantages of traditional teaching and effectively apply modern teaching methods to improve the quality of each lesson, unit/theme Through the process of implementing the research, we give a few specific recommendations as follows: First: on the basis of the current program and the High School of History 2018, Historical education researchers need to support and orient teachers to change the editing of contents of the program History and teaching and learning materials Diversifying knowledge sources, using a variety of historical documents to help students approach reality, self-explore and explore to improve their cognitive and acting capacities Strengthening active teaching methods to help students have 24 experience and creativity in the learning process; in particular, it is necessary to continue to pay more attention to history-specialized teachers and students in order to train students with specialized talents on the way of researching historical science and other social sciences Second: Organizing regular and periodic training and retraining courses to improve theoretical level, general teaching capacity, capacity to exploit and effectively apply existing teaching forms and methods for high school teachers in general and specialized teachers in particular Third: on the basis of firmly grasping the objectives and orienting the content of general education programs, Teachers need to actively design reasonable theme historical knowledge; flexibly and creatively apply teaching technical forms and measures suitable to the contents and students in order to create excitement and motivation to learn, motivate them to participate actively and be more creative in the learning process, on that basis, to complete the development of competencies and qualities for high school students Fourth, high school students in particular and history-specialized students in general need to be more proactive in accessing learning materials; Students need to build a habit, a positive learning attitude, promote their full potential, self-study capacity, actively cooperate with teachers and classmates to achieve optimal results to meet the requirements of education and training innovation today By doing this, they will have the foundation for choosing a future career, becoming a high-quality human resource, the assets of the country The fact has shown that compared to other resources, human resources with the leading factor of intelligence and gray matter having an outstanding advantage of not being depleted if they can be fostered, exploited and used appropriately; consider people as both the goal and the driving force of the country's development President Ho Chi Minh pointed out: "For the sake of ten years, we must plant trees, for the sake of hundred years, we must plant people" In the Will left to the entire Party and people, he said: "People is the most important"; "Fostering a revolutionary generation for the next generation is a very important and very necessary thing" Have a good teacher will have good methods, and will have good students Because of that noble mission, nowadays, supporting students' learning and development is considered a prerequisite for the success of teachers ... History 3.2 Designing Vietnamese history themes from 1919 to present for historyspecialized High School students in Ha Noi To design themes of Vietnamese history from 1919 to present for history... section of Vietnam from 1919 to the present, we designed the following themes: No THEME Two trends to save the country in the National Democratic movement in Vietnam from after World War I (1919) to... thereby design teaching themes in Vietnamese history from 1919 to the present subject of historyspecialized students in Hanoi city At the same time, to summarize theories and practical surveys, propose