Luận án phát triển năng lực đánh giá sự kiện cho học sinh trong dạy học lịch sử ở trường trung học phổ thông (vận dụng qua chương trình lịch sử việt nam từ năm 1858 đến năm 1918 13

MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATTION

DUONG TAN GIAU

DEVELOPING EVENT ASSESSMENT COMPETENCY
FOR STUDENTS IN HISTORY TEACHING
IN HIGH SCHOOL
(Applied through Vietnam History program from 1858 to 1918)

Major: Theory and History Teaching Methodology
Major code: 62.14.01.11

SUMMARY OF PHD DISSERTATION IN EDUCATION SCIENCES

HA NOI, 2022


WORKS ARE COMPLETED IN HA NOI
NATIONAL UNIVERSITY OF EDUCATTION

Supervisors: Assoc. Prof. Dr. Nguyen Manh Huong

Examiner 1: Assoc.Prof.Dr Do Hong Thai
Examiner 2: Assoc.Prof.Dr Nguyen Thanh Nhan
Examiner 3: Dr. Pham Thi Tuyet

The thesis is defended at the thesis examination council at
Ha Noi national university of educattion at ….. on …..

Thesis can be found at:

National Library, Ha Noi
or the Library of Ha Noi national university of educattion


1
RESEARCHER’S PUBLICATIONS RELATED
TO THE THESIS
[1].
[2].

[3].

[4].

[5].

[6].

[7].

[8].

[9].

[10].

[11].

[12].

[13].
[14].

[15].

Nguyen Manh Huong, Duong Tan Giau, (2017), Guide students to evaluate events in teaching history in
high schools towards competency development, Education Journal, Special Issue, Hanoi, page 162 -165.
Nguyen Manh Huong, Duong Tan Giau, (2017), The reality of guiding students to evaluate events in
teaching history in high schools towards competency development, Proceedings of the Open Young
Official Scientific Conference Expanded for the third time, Ho Chi Minh City University of Education
Publishing House, pp. 47 - 58.
Duong Tan Giau, Dao Thi Mong Ngoc (2017), Guiding students of History Pedagogy some measures to
develop students' ability to evaluate events (through teaching the content of the Russian October
Revolution in 1917) , Proceedings of the scientific conference of the Russian October Revolution,
research and teaching, Publishing House of Ho Chi Minh City University of Education, pp. 210 - 227.
Nguyen Manh Huong, Duong Tan Giau (2017), Situation and solutions to guide students to evaluate
events in teaching history in high schools (Through a survey of some schools in Ho Chi Minh City),
Proceedings International scientific conference: Training and fostering history teachers to meet the
requirements of reforming programs and textbooks, Hanoi National University Publishing House, Hanoi,
pages 421-432.
Nguyen Manh Huong, Duong Tan Giau, Dao Thi Mong Ngoc (2017), Suggestions of history teachers in
fostering and training to meet the new curriculum, textbooks, Proceedings of international scientific
conferences: Dao training and fostering high school teachers, managers of general education institutions
and pedagogical lecturers, Publishing House of Ho Chi Minh City University of Education, Ho Chi
Minh City, pp. 180 – 189.
Nguyen Manh Huong, Duong Tan Giau (2018), Guiding students to assess events in history teaching in high
schools (Through History 12 examples, Standard program), Education and Society Magazine, no. 82 (143),
January 2018.
Nguyen Manh Huong, Duong Tan Giau (2018), Current situation and solutions to guide students to
evaluate events in teaching history in high schools in Ho Chi Minh City, Vietnam, American Journal of

Educational research, 2018 6(6), p.787 – 794.
Nguyen Manh Huong, Duong Tan Giau (2018), Developing students' ability to evaluate events through
the use of materials other than textbooks, Journal of Educational Equipment, No. 174, 1st term August
2018, pages 33 – 35 and pages 80.
Nguyen Manh Huong, Duong Tan Giau (2018), Guiding students to evaluate events in history teaching
in high schools in Ho Chi Minh City, Proceedings of the Young University Scientific Conference
National Pedagogy, 7th - 2018, Publishing House of Pedagogy University, Hanoi, pp. 492-499.
Duong Tan Giau, Dao Thi Mong Ngoc, Ho Ngoc Diem Thanh (2018), The reality of high school
teacher's practice of teaching history following a competency – oriented approach in Ho Chi Minh city
and some provinces, Proceedings of a staff scientific conference Youth of National Pedagogical
Universities, 7th - 2018, Publishing House of Pedagogical University, Hanoi, pp. 535 - 539.
Duong Tan Giau (2019), Educating traditional national values through guiding students to evaluate historical
events, Proceedings of international conferences: Value education in schools, Hue University Press, Hue, page
496 - 512.
Duong Tan Giau, Giang Hoang Thai (2019), Developing the competency to assess historical events for high
school students through data, Journal of Science, Can Tho University, Volume 55, Science topic number
Education, pages 62 – 67.
Duong Tan Giau (2020), Developing students' ability to evaluate facts in teaching history in high
schools, Journal of Educational Equipment, Special Issue, November 2020, pp. 116 - 118.
Duong Tan Giau (2020), Career guidance for students through career-oriented topics and topics in
teaching history in high schools, Journal of Educational Equipment, No. 228, November 2020, page 105
– 107.
Nguyen Manh Huong, Duong Tan Giau (2021), Designing an event assessment competency framework
in teaching history in high schools, Journal of Educational Equipment, No. 236, Issue 1 – March, page
28 – 30.


1
INTRODUCTION

1. Rationale of the research
History in general, knowledge of History in particular always has two parts: the
"history" part and the "thesis" part. The historical part is the events and phenomena that
have happened, associated with certain time, space, characters and developments. It is the
result of the process of exploiting, dealing with the past so as not to restore the past picture,
knowing how history unfolds in the most honest way. The essays are the evaluations,
explanations, comments and comments of the afterlife about history, helping us to
understand the logic and the intrinsic relationship of events. Theory and methods of
teaching history have shown that: history and theory are unified, that is, how history takes
place must be evaluated like that. That tells teachers in teaching history in high schools to
ensure the principle that all important historical events and phenomena must be evaluated
and that all evaluations and explanations must come from the facts. facts, objective and real
phenomena that students know. For example: Students evaluate the Nguyen Dynasty
positively or negatively, from which event did the praise or criticism come from? On what
basis?... In other words, developing students' ability to evaluate historical events in teaching
history in high schools has long been a focus of subject-teaching theory.
Unfortunately, with history teaching in high schools, the development of students'
ability to evaluate facts is still limited. A part of teachers, when organizing for students to
learn new knowledge, still heavy on event announcement, presentation, explanation or
explanation and interspersed with picture presentation without focusing on instructing
students to develop. develop competencies such as: historical inquiry, historical perception
and thinking, application of learned knowledge and skills, autonomy and self-study,
communication and cooperation, problem solving and creativity,. .. When teaching, many
teachers have not focused on guiding students to evaluate facts, or the assessment is still
imposed, subjective, not derived from historical sources, and does not promote independent
thinking. students' creation… “Craming in a bunch of knowledge that is both heavy on
memorization and propaganda, but don't know where to apply it. The test is still mainly
memorization, recognition causes boredom for students”[114]. This is one of the reasons
why many students are no longer interested, not interested in exploring and discovering
when studying history. In summary, history teaching practice reflects with the assessment of

2
historical events, teachers are confused, students are also confused, depending on the
evaluation of others, this ability should be developed for students (and to a lesser extent).
certain level for teachers) is essential.
In the national history program in high schools (2006 program and 2018 program),
Vietnamese history from 1858 to 1918 has an important position, equipping students with
many events, topics and events. specialized topics and topics such as: The stages of French
colonial invasion and the Vietnamese people's resistance war; The anti-French patriotic
movement at the end of the nineteenth century; The war for the defense of the Fatherland
and the war for national liberation in Vietnamese history (before the August Revolution in
1945), Some major reforms in the history of Vietnam (before 1858). The history of Vietnam
(1858-1918) is closely associated with the history of the Nguyen Dynasty - the last feudal
dynasty in the nation's history. Many events, phenomena, and characters need to be
thoroughly evaluated and thus, have advantages. This helps students develop their ability to
evaluate events. In the process of teaching Vietnamese history (1858-1918), teachers need
to guide students to evaluate facts, ensure the correct process, based on scientific bases and
bases to help students learn More interesting history, more effective.
Stemming from the above background and practice, we choose the problem:
"Developing event assessment competency for students in teaching history in high schools
(Applying through the Vietnamese History program from 1858 to 1918)” as the subject of
doctoral thesis, majoring in Theory and teaching methods of History subject, code
62.14.01.11.
2. Object and scope of research
2.1. The object of the study is the process of developing students' competency to
assess events in history teaching in high schools.
2.2. The research scope of the topic is related to the theory and methods of teaching
history, the content of applied knowledge and the survey area, pedagogical experiment.
- About the theory and teaching methods: The topic focuses on researching and

proposing measures to develop the competency of event assessment for students in teaching
history in high schools, teaching methods. internal key.
- Regarding the content of applied knowledge: The thesis applies experimentally to
pedagogical Vietnamese history from 1858 to 1918, grade 11 in high schools (current
program and 2018 program). In the current program, the author chooses lesson 19:


3
Vietnamese people's resistance against the French colonialists (1858-1873) to experiment
with pedagogy in Ho Chi Minh City and some Southern provinces.
- Regarding the survey areas, pedagogical experiments: through surveys, surveys, time
attendance, consultation with experts, practical visits to history teaching in many high
schools across the country, in which focuses on high schools in the south.
3. Purpose and tasks of research.
3.1. Purpose
On the basis of affirming the role and meaning of developing the ability to evaluate
events for students in teaching history in high schools, the topic will determine the content
and criteria for assessing the assessment competency of students. Fact assessment for
students in teaching history in high schools. From there, propose appropriate pedagogical
measures to contribute to improving the quality of subject teaching.
3.2. Mission
To fulfill the research purpose, the thesis focuses on the following tasks:
- Clarifying theoretical issues about teaching methods to develop competence in
History subject, competency to evaluate facts in teaching history in high schools.
- Investigate and survey the current situation of developing event assessment
competency for students in history teaching in high schools through questionnaires, surveys,
interviews, time attendance, consultation with experts, thesis seminar,...
- Find out the contents, programs, textbooks of current History and textbooks of
History of the 2018 program in high schools, which focuses on Vietnamese history (18581918) to identify the content to be exploited, determine requirements to achieve in terms of
knowledge, historical content can develop students' ability to evaluate events.

- Determining the content and criteria for assessing the ability to assess events for
students in teaching history in high schools.
- Propose appropriate pedagogical measures to develop students' ability to evaluate
facts in history teaching in high schools and conduct pedagogical experiments to confirm
the feasibility of the research topic. research, as a basis for conclusions and
recommendations.
4. Methodological basis and research methods
4.1. The methodological basis
The research methodological basis of the topic is based on the Marxist-Leninist


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viewpoint on Ho Chi Minh's perception and thought and the line and viewpoint of the
Vietnamese Party and State on education and historical education.
4.2. Research Methods
The topic uses many different research methods and approaches, such as historical and
logical methods, diachronic and synchronous methods, methods of using original
documents, interdisciplinary methods, etc. However, the thesis belongs to the field of
Education, so the thesis focuses on the following four groups of typical research methods:
- Group of theoretical research methods: studying the document sources of President
Ho Chi Minh, Party documents (orientation for the education and training of the young
generation), educational documents, Psychology, historical methodology, History
education; study programs, history textbooks (2006 program and current program) to serve
as a basis for the implementation of the topic...
- Group of practical research methods: methods of investigation and survey through
building

questionnaires,

interviews,

attending

professional

hours,

experimental

observations, consulting experts,... These methods will help the author of the thesis to
clarify the practical issues in chapter 2.
- Group of experimental pedagogical methods: partial and complete pedagogical
experimentation on measures to develop the ability to evaluate facts for students in history
teaching in high schools, application in history. History of Vietnam (1858-1918).
- Statistical mathematical method: collect and process data obtained from
investigation, survey and pedagogical experiment to draw comments, conclusions and
recommendations.
5. Scientific hypothesis
Developing the ability to evaluate facts for students in teaching history in high schools
will contribute to improving the quality of subject teaching and accomplishing teaching
goals if teachers can identify the content, criteria for assessing the competency to evaluate
historical events, historical content to be exploited and to propose appropriate use measures
suitable to the conditions and characteristics of local students.
6. Contribution of thesis
The research results of the thesis will contribute to:
Firstly, continuing to affirm the importance of developing students' ability to evaluate
facts in teaching history in high schools (through building a systematic theoretical basis).


5

Secondly, draw a picture of the current situation of developing event assessment
competency for students in teaching history in high schools today, especially in the southern
provinces.
Thirdly, identify the content and criteria for assessing the ability to evaluate events for
students in teaching history in high schools.
Fourthly, to propose appropriate pedagogical measures to develop the ability to
evaluate facts for students in history learning in high schools, which have been verified
through partial and full pedagogical experiments (applied through the Vietnam History Program
from 1858 to 1918).

7. Meaning of the topic
Topics of scientific and practical significance:
- Scientific significance: contribute to enriching theories and methods of teaching
history subject in high schools, especially about the ability to evaluate facts for students in
history teaching.
- Practical significance: helping history teachers realize the importance of developing
students' ability to evaluate facts in history teaching in high schools; provide history
teachers, PhD students and graduate students majoring in Theory and teaching methods of
History subject about the content, evaluation criteria and measures to develop the
competency of event assessment for students. students in teaching history; The research
results of the thesis will also be directly applied by the author to the process of training
history teachers at Ho Chi Minh City University of Education. The thesis is also an
important reference source for those who are interested and want to learn related to the
research problem.
8. The structure of thesis
In addition to the Introduction, Conclusion, References and Appendix, the thesis is
divided into the following 4 chapters:
Chapter 1. Overview of research works related to the topic
Chapter 2. Theoretical and practical basis of developing students' ability to evaluate
facts in teaching history in high schools

Chapter 3. Measures to develop students' ability to evaluate facts in teaching history in
high schools. Experiment each part
Chapter 4. Full pedagogical experiment


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Chapter 1
OVERVIEW OF RESEARCH WORKS
RELATED TO THE TOPIC
1.1. Fact studies and event evaluation in history research and teaching
1.1.1. In another country
1.1.2. In Vietnam
1.2. Studies on the competency and development of students' ability to evaluate facts in
history teaching
1.2.1. In another country
1.2.2. In Vietnam
1.3. Overview of the research related to the topic and the problem the thesis continues
to solve
Through the process of overview research of works related to the development of
event assessment competency for students in teaching history in high schools, some
comments are drawn as follows:
1.3.1. General assessment and inherited thesis issues
On the basis of having access to many reference sources in the world and in Vietnam,
the author has had a systematic and clearer view of the issues related to the event, the
assessment of the event in historical research and teaching history; on competency and
competency development for students to evaluate facts in teaching history in high schools.
The above works were:
Affirming the importance of facts and assessing events in history teaching in general,
and history teaching in high schools in particular.
Provide important information related to the current state of history teaching in

general, assess facts and guide students to evaluate events in history teaching in high
schools in particular.
Presenting the basic features of content, form and methods of guiding students to
evaluate events in history teaching through a number of specific teaching methods such as
using pictures, diagrams, group teaching , exchange, talk...
Introduce a number of ways to develop student competencies in history teaching,
including guiding the assessment of events in intra-curricular teaching, through experiential
activities, and history study tours.


7
The above research works are an important theoretical and practical basis for the
author to inherit, supplement and develop at a higher level. Specifically, the thesis inherits
the following points:
First, the source of documents related to research problems in the world and in the
country serving to solve the research topic is selected by the author.
Second, the concepts of facts, competency, and ability to evaluate events for students
in teaching history in high schools, support the author to solve problems related to the
theoretical basis. of the subject.
Third, the information related to the actual situation of event assessment and the
development of event assessment competency for students in teaching history in high
schools, serves as a reference channel for the author to deal with the background. practice
related to the topic.
Fourth, some suggestions on teaching forms, methods, and pedagogical measures
related to guiding students to evaluate facts in history teaching in high schools to develop
active components. student force.
Fifth, some research methods can be consulted when presenting a scientific work on
event research, event assessment and event assessment in history teaching in high schools.
However, the issue of developing the ability to evaluate facts for students in history
teaching in high schools is still a new content and it is difficult for any author to conduct

systematic research in depth; There have been no studies to research and propose measures
to develop event assessment competency for students in history teaching (both 2006 and
2018 programs). Therefore, on the basis of inheriting previous documents and the task of
training history teachers to meet the current 2018 General Education Program, we determine
the task of the thesis that needs to be solved..
1.3.2. The thesis issues continue to solve
From the general assessment and the inheritance of the thesis mentioned above, we
will focus on solving the following issues:
First, to build a system of theoretical basis for developing the competency of event
assessment for students in teaching history in high schools. For example: what is developing
students' ability to evaluate facts in history teaching in high schools?; On what viewpoints
and principles is the assessment of facts for students in teaching history in high schools
based?; How is the classification of events, the ability to evaluate events and the


8
development of the ability to evaluate events for students in teaching history?; What does it
mean to develop the ability to evaluate facts for students in teaching history in high
schools?...
Second, clarifying the situation of developing event assessment competency for
students in teaching history in high schools through questionnaires, interviews, attending
classes with high school teachers, building a survey questionnaire. Monitor and attend
professional training for both teachers and students to compare and serve as a practical
basis.
Third, develop a process to develop the ability to assess events for students in teaching
history in high schools (applied through the Vietnamese history program 1858-1918).
Fourth, research and develop content and assessment criteria on developing event
assessment competency for students in teaching history in high schools.
Fifth, focus on researching and proposing groups of measures to develop event
assessment competency in teaching history in high schools. Each proposed measure will be

concretized by examples, proven through experimental results of each part.
Sixth, learn the content and requirements to be met when teaching Vietnamese history
1858-1918 (2006 program) to design lesson plans, organize pedagogical experiments with
integrated application of measures that thesis proposed in chapter 3.
Finally, from the research results of the chapters, the thesis draws conclusions and
recommendations to guide the application of effective measures in practice.
Sub-conclusion of chapter 1
Through an overview of the works related to the research topic, the thesis has:
- Generalize the research on facts and evaluate events in history research and history
teaching (in the world and in the country)
- Summarize research on competency and develop competency to evaluate historical
events both in the world and in the country
- Give a general assessment of the researched works inherited by the thesis, and at the
same time emphasize the problems posed for the thesis to continue to solve.
The above-mentioned domestic and foreign history research and teaching works will
be important documents for the author to inherit and implement the theoretical and practical
basis (chapter 2) of the thesis.


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Chapter 2

THEORETICAL AND PRACTICAL BASIS OF DEVELOPING EVENT
EVALUATION COMPETENCY FOR STUDENTS IN TEACHING HISTORY IN
HIGH SCHOOL
2.1. Basis for argument
2.1.1. The concept of event assessment in history teaching in high schools
2.1.1.1. Concepts of events and historical events
Approaching from the perspective of teaching history in high schools, we believe that
historical events are human records of things that happened in the past. Historical events are

recorded and included in textbooks, giving priority to guiding students to evaluate in
teaching history as accurate, basic and effective events for student development.
2.1.1.2. The concept of event evaluation in history teaching
- Assessment
Assessment is the perception, opinion, and judgment of people (researchers, witnesses,
etc.) about the event itself that happened in the past. Evaluators can be directly observed
(direct assessment) or through various historical sources (indirect assessment).
- The event assessment in the study
Assessment of addiction in historical research is about making the researcher's
perception of the historical event studied. To evaluate the event, the researcher needs to be
based on the context, and this work is related to many factors: context, time, characters,
events, not to impose subjective opinions of people. later people in the assessment….
- The event assessment in history teaching
Facts assessment in history teaching is the making of learners' perceptions (opinions,
personal opinions) about events that have happened in the past written in textbooks, included in
the curriculum. history learning of students in high school.
2.1.2. Types of events and characteristics of events in history teaching in high
schools
2.1.2.1. Types of events
- Classification of events in the study
Historical facts always exist in 3 forms with 3 different meanings but closely related to
each other: actual facts, documentary facts and knowledge facts.
- Classification of events in history teaching


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Based on specificity (events and phenomena), scale (historical events in Vietnam, the
world, and localities), structure or complexity (simple events, complex events), content
content (economic, political, cultural - ideological, military events...), level of impact (basic
and non-basic events).

2.1.2.2. Features of events in history teaching

Past
Don't
repeat

Relativity
Features of
historical
events
Consistency
between
history treatise

Specificity

Systematic

Figure 2.1. Diagram of basic features of historical events
2.1.3. Features of fact assessment and event assessment levels in teaching history
in high schools
2.1.3.1. Features of event assessment in teaching history in high schools
Feature 1: The evaluation of historical events always comes from objective reality
Feature 2: The assessment of historical events is both objective and subjective for the
evaluator
Feature 3: The assessment of facts in history teaching in high schools is influenced by
historical perspective and is directional
Feature 4: Assessment of facts in history teaching is both specific and general
Feature 5: Assessment of facts in teaching history is complicated but there is a unity
between history and theory

Feature 6: Assessing events in history teaching helps students find out the nature,
relationship and cause-and-effect law of events.
2.1.3.2. Levels of event assessment in history teaching in high schools


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- Level 1: Brief, simple and general assessment
- Level 2: Evaluation with analysis, explanation, interpretation, detailed and clear
arguments and evidence
- Level 3: Event assessment with practical contact
2.1.4. Factors affecting the assessment of events in history teaching
First, historical sources: the assessment of events must be based on accurate, reliable,
and irrefutable historical sources.
Second, the purpose of learning, researching, and teaching history: is an influencing
factor that affects the results of the event assessment.
Third, there must be a research methodology and methodology: to guide the author
with direction when evaluating facts.
Fourth, class views, stances of researchers and historical researchers also significantly
influence the assessment of historical events..
2.1.5. The concept of developing competency to evaluate facts in teaching history
in high schools
2.1.5.1. Competency and competency development
- Competency and competency structure
According to the General General Education Program in 2018: “Capability: is an
individual attribute formed and developed by inherent qualities and the process of learning
and training, allowing people to mobilize synthetically knowledge, skills and other personal
attributes such as interests, beliefs, will, etc., to successfully perform a certain type of
activity, achieving the desired results under specific conditions”[8] ;p.37].
The structure of the competency includes the following components:

Figure 2.2. Structure diagram of competency
1 – Knowledge (historical): students' understanding of historical events.
2 – Skills and techniques: The initial application of historical knowledge learned to
solve a specific problem (through study, practice, training,...).
3 – Consciousness, Attitude: Showing the spirit, sense of attitude in HISTORY


12
learning under the direction of the teacher.
The above expressions of competence must be verified through a specific environment
and evaluated objectively.
- Competency formation and development
According to the Vietnamese Great Dictionary of Nguyen Nhu Y in 1999: Formation
is "arising and existing as an entity"[90;p.809]. Competency formation can be understood as
the process of arising and existing competency in learners. Competence arises and exists in
learners through the development of existing qualities or through the process of learning and
training.
According to Hoang Phe's Vietnamese Dictionary, "Development is the transformation
or transformation from less to more, from narrow to wide, from low to high, from simple to
complex"[67;p.769] . With that orientation, development can also be understood as the
change of things or phenomena from less perfect to more perfect, the larger, the tendency to
gradually increase in quantity leading to qualitative change.
Competency development, can be understood, is the transformation, accumulation,
improvement and consolidation of the competency that has been formed in learners from
less perfect to more complete and more solid. To achieve a level of mastery and mastery, a
prerequisite is practice and regular practice.
2.1.5.2. Event assessment competency and event assessment competency
development
Evaluation competency is a person's ability to evaluate a certain issue in life by their
own perceptions (through receiving information, observing, monitoring... about that object).

The ability to evaluate facts is the ability of learners to evaluate events and phenomena
that have occurred in the learning process or in daily life, such as assessing learning
outcomes in Literature, Mathematics, Geography, Chemistry… through tests.
Event assessment competency in history teaching is the ability of learners to evaluate
historical events and phenomena that have occurred in the past (in the curriculum,
textbooks), according to the teacher's orientation to contribute to the achievement of the
objectives and requirements of the lesson.
2.1.6. Requirements for students' ability to assess events in the 2018 History
curriculum
The students' ability to evaluate events belongs to the cognitive and historical thinking


13
competency. From the manifestations of the cognitive competency and historical thinking
mentioned above, teachers need to pay attention to some of the students' ability to evaluate
events in the learning process as follows:
- Explain and clarify historical events and phenomena.
- Compare the similarities and differences of historical events and phenomena.
- Analysis and proof of a typical historical event or phenomenon.
- Give a critical opinion on a historical issue with grounded, coherent and logical
arguments.
- Judgment and assessment of historical events, phenomena, and characters (from the
point of view of Marxist history);
- Clarifying the nature and nature of historical events and phenomena
- Clarifying the relationship of historical events and phenomena (cause - effect, time space - character).
- Detect and solve problems in the process of learning history (through questions,
exercises, and learning tasks assigned by the teacher).
Table 2.3. It is required to assess the facts of some topics and themes in the History
Curriculum 2018
Theme and topic name

Requirements to be met for the assessment

The process of gaining national – Assess the effects of colonialism on the colonies.
independence of Southeast Asian Contact with reality in Vietnam.
countries
The war to defend the fatherland - Assess the geostrategic position of Vietnam.
and

the

liberation
Vietnam

war
in

the

(before

for

national - Evaluate the meaning of some typical uprisings.

history
the

of

August

Revolution, 1945)
Some

major

reforms

in - Evaluate the significance of the reform of the Ho

Vietnamese history (before 1858) Dynasty.
– Evaluation of the results of the Minh Mang reform.
Topic 11.2: War and peace in the - Assess the consequences and impacts of two world wars
twentieth century

– Assess the consequences of the Cold War on the world
in general and Vietnam in particular.


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Theme and topic name

Requirements to be met for the assessment

Topic 11.3: Famous people in - Assess the role of military celebrities in Vietnamese
Vietnamese history

history.

History of Vietnam's foreign - Evaluate the foreign achievements of Vietnam in the
relations

resistance war against the US.
- Evaluate the achievements of Vietnam's foreign policy
in the period 1975 - 1985.
- Assess the achievements and challenges of Vietnam's
foreign policy in the Doi Moi period.

Thus, with the development of students' ability to evaluate events, the thesis not only
contributes to meeting the current program, but also meets, and can even be said, more
suitable for the 2018 program.
2.1.7. The role and significance of developing the ability to evaluate facts for
students in teaching history in high schools
2.1.7.1. The role of developing students' ability to evaluate facts in history teaching
in high schools
Firstly, developing students' ability to evaluate events in history teaching contributes
to assessing students' ability to learn history.
Secondly, developing the ability to evaluate events for students in history teaching
contributes to adjusting and renovating history teaching methods towards competency
development.
Thirdly, developing the competency to evaluate events for students in history teaching
to realize history teaching and develop competency according to the orientation of the 2018
program.
Fourthly, develop the competency to evaluate facts for students in teaching history to
raise awareness and qualifications for history teachers.
2.1.7.2. Meaning of developing students' ability to evaluate events
The development of event assessment competency is of great significance on all three
fronts, fostering knowledge, skills and education for students:
* About fostering knowledge

The development of the competency to evaluate events The historical competency to
help students foster their knowledge is reflected in the following aspects: Firstly, students are


15
formed historical knowledge on the basis of having identified the events, events that happened
in the past. Second, students can explain, explain and clarify historical events and phenomena
based on historical sources. Third, students clarify the nature and nature of the relationship of
historical events and phenomena (cause - effect, time - space - character). Fourth, students
self-assess, enrich their historical knowledge, and raise their awareness level in learning
history.
* About skill training
The development of the ability to assess events and historical competence helps
students practice skills and techniques in subject learning. First, the skills of collecting,
selecting (processing) and analyzing documents serve as the basis for the assessment: the
evaluation of historical events must begin with the collection and processing of
documentary information. based on reliable historical sources, etc. Second, skills in
applying methods in learning history such as gathering events according to chronological
(time), analytical skills, historical generalization to find out characteristics salient points
(logical method), skills to exploit interdisciplinary knowledge for event assessment, etc.
Third, comparative skills in learning, historical assessment: finding similarities and
differences differences between historical events and phenomena at the same time, or
between different periods.
* Regarding education, awareness and attitude
On the basis of knowledge and skills training, the assessment of historical events for
students makes a great contribution to learners' education. Firstly, educate students to have a
sense and a positive attitude in learning history such as persistence in learning and actively
seeking historical sources as a basis for evaluation. Second, educate students' thoughts and
feelings through assessed facts: hate, defend, protect, love each other...
2.2. Practical basis

2.2.1. Overview of the practice of teaching history in high schools
Through many information channels to find out the status of history teaching in high
schools, we would like to summarize this situation in two aspects as follows:
2.2.1.1. Positive
Firstly, the quality of teaching History has been improved.
Secondly, the system of textbooks, monographs, journals, theses, theses and seminars
is quite massive, rich and diverse which is compiled, published and published regularly


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every year. significant support for teachers in improving the quality of subject teaching.
Thirdly, the program compilation, the writing of popular textbooks has made great
progress in terms of both content and presentation, and is highly up-to-date with world
trends.
Fourthly, many experienced initiatives, good examples with many contributions and
researches to find out many measures to improve the quality of subject education of both
teachers and students have been covered by many mass media.
2.2.1.2. Some exist
First, the position of History subject is not commensurate with the role and position of
the subject in the system of subjects.
Second, the program and textbook have made progress, but there are still some
limitations.
Third, besides the teachers who are enthusiastic about the profession, cultivate their
expertise and professionalism, there is still a part of teachers who have not really invested in
the lesson.
Fourth, the inspection and evaluation stage has received more attention recently, but
there are still many things to improve.
2.2.2. Investigate and survey the reality of developing students' ability to evaluate
events in history teaching in high schools
2.2.2.1. Purpose, object and area of investigation and survey

- Purpose: to understand clearly the situation of teachers guiding students to evaluate
events in teaching history in high schools in Ho Chi Minh City and some southern
provinces, thereby proposing forms and measures. help teachers improve the effectiveness
of guiding students to evaluate events in history teaching.
- Objects and areas of investigation and survey: During the thesis work, we
investigated the assessment of historical events of students through two groups of teachers
and students in Ho Chi Minh City. Ho Chi Minh and some southern provinces.
2.2.2.2. Content, methods and process of investigation and survey
- Method: Distributing questionnaires, survey combined with time attendance,
interview.
- Content of investigation and survey: Building a system of questions (12 questions of each
type) distributed to teachers and students. The questions have corresponding content to facilitate


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the comparison of results (see Appendix chapter 2).
- Investigation and survey process: the author's team conducted surveys and surveys in
March and April 2017. We participated in pedagogical internships of students in high
schools in the city, combined with distribution of surveys and interviews, discussions with
teachers and students...
2.2.2.3. Comment and evaluate the results of surveys and surveys
Number of questionnaires, surveying teachers: giving out 40 questionnaires, collecting
32 votes.
Number of questionnaires, student survey: distributed 240 votes, collected 221 votes.
After processing the results, we have the following survey and survey data:
Regarding the activities of guiding students to evaluate events, teachers have done it
through each lesson, lesson, and course, but it is still not really effective. The main reason is
that they are not aware of the importance and methods and ways of guiding students to
evaluate events.
Sub-conclusion of chapter 2

Through learning about the theoretical basis, the practical basis, the thesis has:
- Solve problems related to events and evaluate events, competency, competency to
evaluate events and develop this competency for students; learn the types of events, the
characteristics of the events, the characteristics of the event assessment and the levels of
historical event assessment; Determining the position of the ability to evaluate facts is the
central competency in the component of cognitive competency and historical thinking,
thereby focusing on clarifying the specific manifestations of this competency; Analyze the
role and significance of developing event assessment competency for both teachers and
students.
- The teaching of history, besides the achievements, still has some limitations.
Regarding the activities of guiding students to evaluate events, teachers have done it
through each lesson, lesson, and course, but it is still not really effective. The main reason is
that they are not aware of the importance and methods and ways of guiding students to
evaluate events.
The theoretical and practical issues that have been systematized and drawn by the
thesis in chapter 2 are the basis for us to focus on the implementation of chapter 3: Measures
to develop students' ability to evaluate facts in teaching study history in high school.


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Chapter 3
MEASURES FOR DEVELOPING EVENT ASSESSMENT COMPETENCY FOR
STUDENTS IN TEACHING HISTORY IN HIGH SCHOOL. PEDAGOGICAL
EXPERIMENTS PARTICULARLY
On the basis of theory and practice, just systematized, chapter 3 focuses on solving the
main content of the thesis: measures to develop the ability to evaluate events for students in
teaching in high schools.
3.1. Some basic requirements when choosing measures to develop the ability to assess
events for students in teaching history in high schools
The application of measures in teaching in general, measures to develop the ability to

evaluate facts for students in history teaching must comply with a number of requirements
in order to achieve high results.
Firstly, stick to the goals and teaching materials according to the knowledge and skills
standards of the Ministry of Education and Training.
Secondly, make sure to master and apply the methods when evaluating historical
events
Thirdy, based on the composition and structure of the event when guiding students to
evaluate historical events
Fourthly, combine active teaching methods and techniques when organizing students
to evaluate historical events
Fifthly, the assessment of the event must be organized through the process of
organizing teaching (a series of learning activities).
Finally, include the content of the event assessment in assessment questions and
exercises (regular and periodic).
3.2. Measures to develop students' ability to evaluate facts in history teaching in high
schools
3.2.1. Group of measures to guide students to learn and discover historical events
3.2.1.1. Create motivation and excitement for students before organizing learning
and discovery activities about historical events
3.2.1.2. Orienting students to “formula – structure” when evaluating a historical
event
3.2.1.3. Guide students to fully exploit the historical resources in textbooks


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3.2.1.4. Instruct students to effectively exploit historical sources other than
textbooks related to the events mentioned in the lesson
3.2.1.5. Effective use of verbal methods to guide students to learn and acquire
knowledge, as a basis for assessment
3.2.2. Group of measures to guide students to detect and solve historical problems

3.2.2.1. Applying the process of organizing teaching and solving problems to guide
students to evaluate events
3.2.2.2. Develop and use problem-based exercises
3.2.2.3. Guide students to understand the meaning and draw lessons from historical
events
3.2.2.4. Project teaching
3.2.3. Group of measures to apply teaching organizational forms and active
learning models
3.2.3.1. Organize internal teaching
3.2.3.2. Organizing experiential learning
3.2.4. Group of measures to guide students to practice event assessment skills
3.2.4.1. Guide students to practice event evaluation skills in individual form
3.2.4.2. Guide students to practice event assessment skills in groups
Sub-conclusion of chapter 3
Through studying the basic requirements and measures to develop event assessment
competency, the thesis draws the following conclusions:
In order to use the above groups of measures, the requirement for both teachers and
students is to adhere to the knowledge and skills standards set by the Ministry of Education
and Training, to ensure the methodology, based on the structural components. The creation
of the event requires a harmonious combination of teaching methods and techniques,
according to the process of organizing teaching activities, through regular testing,
assessment, training as well as the enthusiasm of the students. teacher.
The measures proposed by the thesis consist of four groups, corresponding to the
process of forming and developing event assessment competency for students in history
teaching in high schools, including: a group of measures to guide students to find
information. understanding historical events, group of measures to guide students to detect
and solve problems when learning about historical events, group of measures to apply


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teaching organizational forms and active and group learning models Measures to guide
students to practice event assessment skills.
Chapter 4
FULL PEDAGOGICAL EXPERIENCE
4.1. Table of assessment criteria for developing event assessment competency for
students in teaching in high schools
4.1.1. Basis for developing assessment criteria table on developing event
assessment competency for students in teaching in high schools
First, starting from the goals and requirements to be met when teaching history in high
schools
Second, stemming from the requirement of method innovation, testing and evaluation
towards competency formation and development
Third, starting from the level when evaluating historical events
Fourth, from the process of developing students' ability to evaluate events
4.1.2. Table of assessment criteria for developing event assessment competency
for students in teaching history in high schools
From the above bases, we build a table of evaluation criteria for developing event
assessment competency for students in teaching history in high schools, including 10
criteria with 4 levels:
- Level 1 (M1): the event has not been evaluated yet
- Level 2 (M2): initially assess the event
- Level 3 (M3): the event can be assessed but not fully
- Level 4 (M4): evaluate the complete event as required
4.2. Full pedagogical experiment on measures to develop students' ability to evaluate
facts in teaching history in high schools
4.2.1. Objectives and overview of the History subject program in high schools
4.2.1.1. Objectives of teaching History in high schools
4.2.1.2. Overview of the History curriculum in high school
4.2.2. Full pedagogical experience
4.2.2.1. Purpose, object and area of pedagogical experiment

4.2.2.2. Objectives and content of Vietnamese history (1858-1918) in high school
4.2.2.3. Content, methods and process of pedagogical experimentation


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4.2.2.4. Evaluation of experimental results
4.2.2.5. Synthesis of opinions on pedagogical experiment
Sub-conclusion of chapter 4
Through the study of the design of the evaluation criteria table and the process of
pedagogical experimentation on the measures to develop the competency of event
assessment proposed by the thesis, a number of sub-conclusions are drawn as follows:
The development of event evaluation criteria must be derived from the goals and
requirements of the topic according to the 2018 Program, the requirements of innovation in
the direction of forming and developing student's competency, from different levels. when
assessing events and the process of developing event assessment competence for students.
On that basis, the thesis also proposes a table of evaluation criteria for the development of
competency to evaluate historical events with 7 criteria with 4 levels from low to high.
The author's pedagogical experiment is carefully conducted by the author through the
selection of schools, all trying to be diverse, diverse and uniform so that the experimental
results are as objective and scientific as possible.
The results of the pedagogical experiments were processed both qualitatively and
quantitatively, using SPSS software to make the results objective. The two 15-minute and
45-minute tests obtained, statistically and processed through SPSS, reflect the initial results
of applying measures to develop feasible event assessment competency that can be
deployed. However, it is still too early to conclude that the proposed measures are optimal
and still need long-term experimentation after the thesis ends.

CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Guiding students to evaluate facts is an important and regular activity in history

teaching ever since. This problem can be said to be not new, but it needs to be systematized
in terms of theory as well as practical surveys, and proposed improvements to be more
effective. In the context of reforming the general education program, the problem of
developing the ability to evaluate facts for students in teaching history in high schools needs
to be recognized as a specific activity that plays an important role. It is important in
preparing history professional competencies for students - the future workforce of the
country.


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With that in mind, it is necessary to raise awareness about competency development as
well as issues of assessment and event assessment, along with understanding the causes of
the current situation in high schools. In which, mastering the process of guiding students to
evaluate events and understanding the nature of the development of event assessment
competence is a prerequisite for ensuring this competency development for students.
The development of competency for event assessment can be carried out through
activities of the teaching and learning process (according to Official Letter 5512), including
initiation, formation of new knowledge, practice and application. Conducting factual
assessments in new knowledge-forming activities is considered mainstream. However, in
order to develop learners' competency, practice and application activities also need to be
paid more attention. Because, in order to form students' competency, and for the
competency to be formed to become complete and solid, students must be trained, cultivated
and practiced regularly.
The trend of teaching History shows that the teaching method in high schools is
increasingly approaching the scientific research method. For the study and teaching of
history, documents - facts play an extremely important role in conducting generalization reasoning. Many scientists have affirmed that events are the atmosphere of researchers and
teachers. Without factual documents, there are no scientific works, it is impossible to make
judgments and evaluate events. Therefore, among the proposed measures, guiding students
to learn about facts through the use of historical sources is considered the first group of
measures in developing students' ability to evaluate historical events. .

After learning about the event, the teacher needs to lead and guide the students to
detect and solve problems related to the event that needs to be evaluated. This is also the
second group of measures proposed by the thesis (after the fact-finding group). Developing
question types for case studies, projects, groups of measures to use words, draw meaning,
lessons learned have great advantages to help students detect and solve problems related to
events.
To improve the effectiveness of event evaluation, teachers can apply teaching
organization forms and active learning models so that from a diverse and multi-dimensional
perspective, other aspects of the event are highlighted. revealed, which sometimes one or
more students cannot comprehend. Teaching in groups, debating (for - against), roleplaying, experiences, and projects have great advantages to help students improve their