IMPROVING THE QUALITY OF TEACHING LOCAL HISTORY IN HIGHSCHOOL IN PHU THO PROVINCE

MINISTRY OF EDUCATION AND TRAINNING
HANOI NATIONAL UNIVERSITY OF EDUCATION
- - -    - - -



TRAN VAN ANH


IMPROVING THE QUALITY OF TEACHING LOCAL HISTORY
IN HIGHSCHOOL IN PHU THO PROVINCE



Specialization
: Reasoning and Method of teaching History
Code: 62.14.01.11

DISSERTATION ABSTRACTS OF DOCTOR OF PHYLOSOPHY OF EDUCATION




HA NOI 2014




The work is completed at Ha Noi National University of Education

Advisor: 1. Professor Dr. Nguyen Thi Coi
2. Associate Professor Dr. Nguyen Huu Chi



Reviewer 1 : Professor Dr. Nguyen Ngoc Co
Ha Noi National University of Education
Reviewer 2 : Associate Professor Dr. Tran Duc Minh
Nam Dinh College of Education
Reviewer 3 : Associate Professor Dr. Doan Minh Huan
Academy of Politics Region I

The thesis will be defended at Board in Ha Noi National University of Education, meeting at
Ha Noi National University of Education

At …… o’clock, date … month ………, year ……………



Reading the thesis at :

- The National Library of Vietnam
- The Centre information - library of Ha Noi National University of Education



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INTRODUCTION

1. The urgency of thesis
Today, the world has many great changes in many areas, which affect differently the
countries, regions. In this context, under the leadership of the Party, our country is
undertaking reform, open up and integration with the world. To success in the renovation,
integration, education must take one step forward, to train people to meet the new
requirements of the country. In high schools, History is the subject which has advantages in
the performance the missions and basic goals of education that the Party has set out. In
addition to the world history and the national history, the local history has an important role,
contributing to the goals of the History in target schools in general.
However, the current, teaching local history in high school is inadequate. In many
localities, especially in big cities such as Hanoi, Hai Phong, Hue by awareness of the
importance of local history, they has many advantages as well as in teaching local history,
so teaching local history achieve results. But, in many other places, especially rural and
mountainous areas, teaching local history is difficult, even overlooked, ignored. In high
schools in Phu Tho province, teaching local history has not really been given due attention.
For many reasons, teaching local history in high schools in Phu Tho province has not been
much interest. So, students do not know about the history, traditions and culture of their
homeland, not to feel proud of their country, cannot use knowledge of local history lesson
on life in his homeland, they also not be forged and practice skills in the history of life while
studying local history. That fact poses required to improving the quality of teaching local
history in schools Phu Tho province.
From this reason, we have chosen a research problem: "Improving the quality of
teaching local history in high schools in Phu Tho province" for Ph.D. dissertation
specialized of Reasoning and methods of teaching History.
2. The objects and scope of research
The object of this research is teaching process of local history teaching in high
schools in Phu Tho province.
We do not refers to all the issues of local history, only focuses on teaching local

history in curriculum of history in high schools in Phu Tho province. We choose several
different schools to investigate and experiment teaching.
3. Purpose and mission of research
3.1. The purpose of research
- to improve the quality of teaching local history, contribute to improving the quality
of teaching History in High School in Phu Tho province, on the basis of compilation of
local history lesson; determining the organization and methods of teaching local history.
- To improve the research capabilities of the author of the thesis.
3.2. The missions of research
To achieve the above purpose, thesis should be taken specific missions:
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-Researching on theories in psychology and education, the literature on general education
history, teaching local history in particular and other historical documents related to the
research problem.
-Conduct investigations and surveys teaching local history in fact high schools Phu Tho
province.
-Research on contents of the Vietnamese history in program history in high school (standard
program); exploiting literature on local history Phu Tho province to write local historical
lesions for teaching local history in high school in Phu Tho.
- Proposing content, organizational forms and methods of teaching to improve the quality of
teaching local history in high schools in Phu Tho province.
- Experimental teaching some Phu Tho local history lessons to confirmed the feasibility of
the proposed measures
4. The basis of the methodology and research methods
4.1. The basis of methodology
Based on basic viewpoints of Marxism - Leninism and Ho Chi Minh, the views of the Party
and State in education, the teaching of history; and reasoning of modern education in the
country and abroad.
4.2. The methods of research

- Research on theories:
+ To research, analyze, synthesize, codified documents of the Party and State, the work
discusses education, educational materials, psychology, historical educational materials and
data related to the topic.
+ To research on curriculum of history in high school; local historical literature on Phu Tho
province, historical documents related to Phu Tho historical content and design local
history lessons which correlatived national history.
-Research on practicality
+ To survey, find out practicality of teaching local history in high school in Phu Tho
province by questionnaires, interviews, class observation
+ Experimental teaching: Composing posts and conduct teaching experiments in a number
of high schools in Phu Tho province.
-Using mathematical statistics to process experimental results.
5. The scientific hypothesis
In the current practical situation, if application of the measures required under the proposed
thesis would contribute to improving the quality of teaching at the high school LSDP Phu
Tho province.
6. The contributions of thesis
- Reflecting the partial picture of the local teaching history in high schools in Phu Tho
province.
-Proposing measures to improve the quality of teaching local history at high schools about
the content of Phu Tho province, organizational forms and methods of conducting lessons.


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7. Meaning of thesis
-In term of theory: Thesis contributes to enrich theory on teaching of local history in high
school; raising the level of expertise and research capabilities of author.
- In terms of practice: Results of the study subjects can widely use in teaching at the high

school LSDP Phu Tho province in particular, the general high schools in order to improve
the quality of history in high schools; as references for students, Masters students, PhD
students on methods of teaching History.
8. The structure of the thesis
Besides the introduction, conclusion, appendix and references, the thesis is structured in
four chapters:
Chapter 1. Overview
Chapter 2. The issue of improving the quality of teaching local history in high school.
Theory and practice
Chapter 3. Compilation content and choice organizational forms of teaching local history
in high schools in Phu Tho
Chapter 4. Applying some methods of improving the quality of teaching local history in
high schools in Phu Tho province. Complete pedagogical experimentation.

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Chapter 1
OVERVIEW
1.1 The situation research issues of teaching local history in the number of countries
on the world
In many countries, especially in countries with developing education, research work
is focused locally.
In Russia, the education of local history is conducted very soon. Under the Soviets,
research and teaching local history to be respected, local subject was taught at the
Pedagogical University. After that, many organizations, managements, research and
dissemination for local history were established, ex: as "The local museum", "The
protection of historical and cultural monuments ". In the 80s of 20
th
century, there were
works: "Local History" by GN Matixin editor (1980); "Methods of local history work" by
N.X. Borixop chief author (1982); “Methods of teaching history in schools" (2000)
Schools often interested in extracurricular activities about local history. In some countries of
the former Eastern Europe, research and teaching local history are focused. In Hungary, the
school combined with the professional body for student organizations collecting documents
and artifacts, to establish "village museum".

In British, research and teaching local history are valued. On 30/09/1982, British
Association for Local History (BALH) was established. The documentation of local
historical research and teaching in the British is abundant, represented as the book
"Teaching local history" of Stephen (1977), or "Local history and teacher" Robert Dutch
(1967). In United of Kingdom, there are many sites related to the compilation and teaching
local history as: www.balh.co.uk; www.dlrcoco.ie; www.le.ac.uk we recognize forms of
teaching local history are very diverse, associated with local life.
In America and Canada, from elementary school, students have been learning about
the history and geography of the state, province they live. Student kindergarten classes were
first introduced with rudimentary knowledge of history and geography. Among the research
literature on teaching local history in the U.S.A, there is a book "Homespun: Teaching
Local History in Grades 6-12" by Robert L. Stevens. (2001)
In Japan, students learn history, geography, historic cities and villages where they
live. In China, the program mandatory subjects of history have 1 lesson per month on local
history by practical methods. In Singapore, teaching local history through heritage is
focused, historical monuments, memorials, historic local, as the ancient buildings, the
buildings and the street name
1.2 The situation research issues of teaching local history in Vietnam
1.2.1 The studies of teaching local history generally
Before written history appeared, each folk tale was absorbed into children soul the
first lessons of history to their village, their country. Feudal, local history just is compiled,
not to be taught formally, but traditional cultural sites, local character has been recorded, the
basis for the preserve, study and education of local history.
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After the August Revolution, the study and teaching local history have also been
interested.
First of all, the work of teaching local history is reflected in the textbook of method
of teaching history, such as "Draft history teaching in secondary school levels 2, 3" (1961)
of the Hoang Trieu, Le Khac Nhan; "Methods of teaching history" (1980) by Phan Ngoc

Lien, Tran Van Tri; "Method of teaching history" (1992, 1998, 1999, 2000); "Methods of
teaching history "(2009), by Phan Ngoc Lien, Trinh Dinh Tung, Nguyen Thi Coi. The
textbooks are reserved the important position to presented on the role, meaning and methods
of teaching local history in schools.
Local history is also being studied as a separate subject. Textbook "Local History"
(1989) by Truong Huu Quynh, Phan Ngoc Lien, Nguyen Phan Quang, Nguyen Van Am,
“Local history” textbook by Nguyen Canh Minh, Do Hong Thai, Hoang Thanh Hai, Nguyen
Van Dang (2007); textbook "Methods of research and editor local history" (2008) by
Nguyen Canh Minh, Do Hong Thai, Hoang Thanh Hai are the valuable handbook.
There are monographs about teaching local history, prominent as: "The history
extracurricular high school level 2.3" (1968) by Phan Ngoc Lien, Tran Van Tri, Nguyen
Phan Quang; "Research and teaching-learning local history in Tay Bac and Viet Bac"
(2010) by Do Hong Thai, "Guiding compile content of local historical document " (2012) by
Vu Ngoc Anh, Nguyen Thi Coi The monographs are valuable references for the research
this thesis.
Specially, many national scientific conference focused deeply on research and
teaching local history, such as Scientific Conference "Researching, compiling and teaching
local history in colleges university and high school "(2002)," Innovation of teaching
methods, assessment of learning history and local history in schools "(2008)," Research,
compiled and teaching local history and culture "(2013). The reports at scientific
conferences shed light on the theoretical issues of research and teaching local history in
colleges, universities and high schools. These are reference sources useful for us in the
process of research for thesis.
The issue of teaching local history are also many matter’s students, and D. Ph
students interested and chosen to research, such as: Do Hong Thai (1986) with
"Strengthening education patriotic tradition for students of ethnic minorities by using Ha
Tuyen local history document to teach the courses of Vietnam history, 1930-1945 "; Dang
Cong Long (1996) with the thesis" Researching of teaching local history in high school
(experimentally in Binh Dinh) "; and many other authors that we have mentioned in the
thesis, showed teaching local history is a field attracting more people interested.

Teaching local history and improve the quality of teaching local history are also the
subject of many articles in scientific journals educational. Typical, "Improving the
efficiency of teaching local history in schools" by Nguyen Thi Coi (2002), "On the local
history teaching in schools in Hanoi" by Nguyen Van Dang and Nguyen Manh Ha (2004),
"Designing local history lesson by means of project-based learning" by Pham Thi Kim Anh
(2012) Most of the Department of Education and training has compiled documents local
history served for the teaching local history in schools in their localities.
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1.2.2 The studies of teaching local history in Phu Tho
There is a large of number of studies for Phu Tho history and culture by the state,
local and personal, which has enriched resource for teaching Phu Tho local history.
Typical: "The days of the August Revolution in Vinh Phu" (1985) of the Provincial
Party Committee Propaganda Department, Vinh Phu, "History of the resistance against
French of the army and people in Phu Tho (1945-1954)" and "History of the resistance
against the United States and save the country of the people of Phu Tho (1954 - 1975) "by
the Phu Tho provincial Party compilation (2000); "The collection folk of the ancestral land
" consists of 5 volumes by the Phu Tho Department of Culture, Information and Sport
(2002-2004)," History of the Phu Tho provincial Party "(2002) In addition, there are
numerous studies of Phu Tho Provincial Party, Department of Culture, Sport and Tourist,
Society and History Phu Tho province of individual researchers independent of provinces,
districts, communes, the land and people of Phu Tho, such as Hung Temple relic (Pham Ba
Khiem), The civilization of village in the ancestrallands (Vu Kim Bien), Can Vuong
movement in Phu Tho province late nineteenth century (Phu Tho Association of Historical
Science) These works are of great help in terms of materials for teachers and students to
exploit local history research service teaching in schools in the province. Documentation
directly research work teach learn calendar history and geography Phu Tho not many. In
addition to the guidelines taught history, particularly useful is the book "Some historical
records Phu Tho province to serve local history teaching in secondary schools", by Tran
Ngoc Due (2008); century Workshop weak "cultural heritage education in schools Phu Tho

province" (2012).
Thus, we can see that: Firstly, a lot of research on local history in the fields of
politics, revolutionary, military, culture Secondly, in-depth research into the work of
teaching local history in high School in Phu Tho province very little. Thirdly, the UNESCO
Xoan Singing and The Creed of worship Hung Vuong are the cultural heritage of humanity,
researchers and teachers are more interested in the education of local history in Phu Tho.
1.3 The problems are inherited and should continue to resolve
Thesis is inherited the theoretical issues of teaching local history, models of teaching
local history, from which we can learn how to acquire and compile lessons, forms of
teaching officers to apply to the proposed measures are feasible and effective.
However, within the scope of the thesis "Improving the quality of teaching local
history in high schools in Phu Tho province", we recognized the need to continue to address
some issues: First of all, find out the real situation of teaching local history in high schools
in Phu Tho province by surveys, interviews, lessons observed Second, we have compiled
teaching materials of local history in high schools in Phu Tho province; third, we design
some local history lessons for high schools in Phu Tho province towards innovation in order
to improve the quality of teaching local history.




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Chapter 2
THE ISSUE OF IMPROVING THE QUALITY OF TEACHING LOCAL HISTORY
IN HIGH CHOOLS. THEORY AND PRACTICE.
2.1. Database of theory
2.1.1. Concepts
2.1.1.1. Local history
There Local areas of the country where there are particular nuances to distinguish

from other lands, the parts of the country. Accordingly, local history is the history of an
areas, an administrative unit (such as provinces, districts, wards, communes, villages and
hamlets). Local history also includes the history of organs and factories, schools and family
2.1.1.2. Teaching local history
Local history is taught at high school is the development history, historical facts
about political, economic, cultural, military, historical figures in province, district , of
communes, wards or place around the schools where students live. Local history longer
implies of plants, factories, schools and units in the area. So, the contents of local history
are expressed particular, diversiform.
2.1.1.3. The quality of teaching
The quality of teaching is "the result of teaching and learning at both quantitative and
qualitative, that be compared with the target of subjects as well as contribute to the
formation and development of personality for students ". The concept of showing how
comprehensive view of the quality and innovation of education, how to evaluate the quality
review of both quantitative and qualitative, compare with the goal of object. The quality of
teaching is evaluated based on three aspects of knowledge, skills, and attitudes.
2.1.1.4. The quality of teaching local history
The quality of teaching local history is results in knowledge, skills, attitudes
compared to target local history teaching in schools.
2.2. The genesis of issue
2.2.1. The goal of subject of History in schools
Goal of subject History in high schools is to provide basic and systematic knowledge
of the history, development rules of nations and humanity, to educate patriotism, national
pride, and national independence ideals associated socialism; to train of thinking capacity,
practical capacity, and ability to apply knowledge of history in life. Local history is part of
the subject History, so, teaching local history has significant contribution in the
implementation of targeted subjects in high schools.
2.2.2. The motto of education of The Party and State
The Party and State always affirm "education is a top national policy", the motto of
education is "learning go hand in hand with action", and "the school tied society". Teaching

local history towards raise promoting positive, creativity, develop independent thinking of
students, local history lessons associated with socio-economic characteristics of the local
society is a learning method associated with operating in association management with
practical reasoning, education from school, family and society.
2.2.3. The relation between national history and local history
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The relationship between local history and national history is the relationship
between "the personal" and "the General". Local history is an expression of national history
in a particular locality, also contributed to the rich history of the nation. The local history
lessons illuminate surface knowledge content in the nation's history lesson, on the other
hand, portrays the personalities or particular nature, the characteristics of the local versus
general the nation's history.
2.2.4. The characteristics of local historical knowledge
Knowledge of local history more specific knowledge of history in general and the
characteristics that impact the school psychology students in local history.
As specific knowledge of local history to create a special advantage in teaching, which is
the basis for selection of teachers teaching history content locally, so that the knowledge of
local history lesson the typical, close to the students, direct impact on student perceptions.
2.2.5. Characteristics of psychology and perception of high school students in Phu Tho
province
Psychology of special school students in Phu Tho province to learn about the history
of his country is a strong point for teachers to make lessons attractive and attracted students
to the cognitive activities in lessons local history.

Besides the characteristics common
perception, cognition and learning conditions of the students are not in the different
localities. This has prompted us to design lessons, choose the form of organization and
teaching methods to suit the characteristics of cognitive and psychology students.
2.3. The role and significance of teaching local history

2.3.1. The role
Local history tied to national history in each historical period, therefore, knowledge
of local history contribute to enriching the nation's history, and cultural history of specific
ethnic groups within of a local. Local history also portrayed the role of the peculiarities of
local history. The teaching of local history in schools to help students find peculiarities,
characteristics of their localities.
2.3.2. Significance
The local history teaching has great significance in 3 aspects: knowledge, skills, and
attitudes. Teaching history enriches historical knowledge, helping students not
understanding the history of his homeland but also knowing and understanding more deeply
the history of the nation. Teaching local history contributes to the development of cognitive
ability, thinking actions for students, draws a connection between the events, phenomena,
and the relationship between local histories with the history of nation; contribute to
fostering love homeland, country, traditional moral education, and the local people's lives
for the young generation.
2.2. Database of practice
2.2.1. The situation of teaching local history in high schools in Phu Tho province
2.2.1.1. The direction of teaching local history of the Phu Tho Department of
Education and Training
The Phu Tho Department of Education and Training has dispatch instructions to
teach high school history, including a section dedicated direction of teaching history,
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through which we can see, the innovative method history teaching, including local history
was concerned. However, the nature of the text that general direction, not going into
teaching local history.
2.2.1.2. About teacher
When compiling local history lessons, 92.15% of teacher (47/51) often based on
Party history of the province, district, commune; in addition to rely on other sources like
books, newspapers and the Internet.

Almost of local history lesson is conducted in the classroom; 3/51 (6%) in museums,
traditional houses; 2/51 (4%) in ruins. Extracurricular local history is done by 25/51
teachers (49%); mainly special talk (27/51, 53%); visit museums, traditional houses (10/51,
20%); knowledge contest (17/51, 33%) At the time of the survey, most teachers do not
have access to modern teaching methods such as learning- teaching project and contract. To
improve the quality of teaching local history, need innovative methods of teaching history,
the application of methods and new teaching techniques.
2.2.1.3. About student
All of students like local history, 100% of student (424/424). Student’s methods of
learning mainly listen to lectures, teaching notes his / her teacher at school. They like
activities such as speech about local history, festivals and tours learning
We have launched a number of questions about local history knowledge for 424
students. To the question: "Historic - Cultural highlights of Phu Tho is what?" 399/424
(94%) of students answered correctly. The results of the question saying "The Hung Kings
had the water up, her uncle took me to the middle of the country together," said a statement
of who say? Where? When? Is 328/424 (90%) of students answered correctly. To the
question: "Archaeological public said Vietnamese National Maintenance had been the first
capital of Vietnam?" 287/424 (68%) students answered wrong. The rate of wrong answers
the question: "Phu Tho Province established in public?" There is 91% (386/424). Thereby,
we found the students’ knowledge of local history in Phu Tho very limited.
2.2.2. The orientation for innovation of teaching local history in high school in Phu
Tho
To improve the quality of teaching local history in high school Phu Tho province
should closely follow the objectives and discipline programs, proactive innovation-driven
new educational program.
In terms of teaching content Phu Tho local history in high school: teaching materials
local history compiled Phu Tho province should follow the spirit of innovation with rich,
comprehensive and compelling content.
About organizational forms: need to combine diverse forms of learning
organizations, organizational strengthening teaching local history at museums, monuments

and extracurricular organizations on local history.
In terms of teaching methods: Renewal of teaching methods in a positive direction,
applying modern teaching methods, training and skills development, capacity for student
practice.

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Chapter 3
COMPILATION OF CONTENT AND CHOICE ORGANIZATIONAL FORMS OF
TEACHING LOCAL HISTORY IN HIGH SCHOOL IN PHU THO

3.1. Compilation of content for teaching local history
3.1.1. Generalizing curriculum of national history in high schools
We overview the content of national history in high school, from the origin to the
present day. When teaching local history, teacher ought to dispose well relations between
local histories with national history.
3.1.2. Determine content of local history in Phu Tho province to teaching in high
school
Based on the fundamental issues of national history, relation between national history
and local history, we determined content local history in high schools in Phu Tho.
Table 3.1. The system of Phu Tho historical content corresponding national history
Grade

Content of national history Content of Phu Tho history
10
In terms of ethnic origin Phu Tho in prehistory: Son Vi Culture,
Phung Nguyen culture, Go Mun culture
Civilisation Van Lang -Au Lac Phu Tho in period of Hung Vuong national
building
Civilisation Dai Viet Historic monuments and cultural traditions

in Phu Tho
Patriotic tradition (before 1858) Patriotic tradition of the people of Phu Tho
(before 1858)
11
Patriotic Movement in the late 19
th

century early 20
th
century
Phu Tho People's struggle against the
French invasion in the late 19
th
century
early 20
th
century
12
The changes in economic, political,
social Vietnam from 1919-1930
The changes in economic, political, social
Phu Tho from 1919-1930
The revolution of national liberation
in Vietnam (1930-1945)
The revolutionary movement of the people
in Phu Tho Province from 1930 to 1945
Period protect and build the people's
democratic government (1945-1946)
and the national resistance war against
the French colonialists (from

19.12.1946 to 21.07.1954)
The contribution of Phu Tho people in the
struggle to protect and construction
administration (1945-1946) and the
resistance against the French colonialists
and American intervention (1946 to 1954)
Period of the socialist revolution in
the North and the revolutionary
people's democratic nations in the
South, anti-American resistance
(1954-1975)
The contribution of Phu Tho people during
the revolutionary socialist, anti-American
resistance war for national salvation (1954-
1975)
The work of building and defending Phu Tho in the building and defending the
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the socialist country (from 1975) socialist country (1975)
Thus, teachers can choose content of local history lesson. On that basis, we propose
to compile the history of the local post of Phu Tho province in the spirit of innovation.
3.1.3 Compilation of local historical lessons in high schools in Phu Tho
3.1.3.1. Base on theory and practice of compilation content of local historical lessons in
high school in Phu Tho
We defined content 4 lessons of local history in high schools in Phu Tho. To ensure
the continuation of the local history lessons in second high school to local history lesson
high schools, we systematized lessons.
Table 3.2. System of Phu Tho historical content in secondary and high school
Content of
national

history
Content of Phu Tho history
lesson in secondary schools
Content of Phu Tho history lesson in
high schools
History of
Vietnam from
primitive
times to the
first half of the
nineteenth
century
Grade
6:
33
th

period

Lesson 1. Phu Tho from
the beginning to build
the country to 10
th
century (1period)
Grade
10
36
th
period

Lesson 1. Phu Tho - the land
of cultural heritage (1 period)

Grade
7:
46
th
,
60
th
,
70
th

period


Lesson 2. Phu Tho
People join the
resistance against the
Mongolian Yuan and
Ming invasion (2
period)
Lesson 3. Practices
learning cultural and
traditional craft
villages in the locality
(1 period)
History of
Vietnam latter

half of 19
th

century early
20
th
century
Grade
8:
50
th

period

Lesson 4. Phu Tho
People's struggle against
the French invasion
(late 19
th
) (1 period)
Grade
11
29
th
period

Lesson 2. Tradition love
homeland, country and the
struggle against invasion of
Phu Tho people (1 period)

History of
Vietnam from
1919 to 2000
Grade
9
46
th

period

Lesson 5. Phu Tho
Provincial Party
founded and lead the
revolution (from 8-1945
to 3-1940) (2 period)
I. Establishment of Phu
Tho Provincial Party
Grade
12
44
th
period

Lesson 3. Achievement of
Phu Tho province during
renovation (1period)
52
th
II. The August
49

th
Lesson 4. Learn history of
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period

Revolution 1945 in Phu
Tho.
period
where you live (1period)

3.1.3.2. Local history Lessons in high schools in Phu Tho
Lesson 1. "Phu Tho - the land of cultural heritage" refers to cultural heritage in Phu
Tho, introduce some typical heritage: Hung temple the relic, flagpole in Hung Hoa rampart,
Hung Vuong worship creed, Xoan singing.
Lesson 2. “Tradition love homeland, patriotic and the struggle against invasion of the
people Phu Tho” refers to the process of forming, developing and promoting the love
traditional homeland, country, fight against foreign invasion of Phu Tho people during
historical periods.
Lesson 3. “Phu Tho province during renovation (from 1986 to present)” refers to the
economic - society success in Phu Tho from 1986 to the present and the limitations to be
solved locally.
Lesson 4. “Learn history of where you live” combines’ theory and practice, helping
students how to learn and present a problem in which students live.
Document local history is improved, including contents base, extra reading,
document referenced, pictures, chart questions, exercises, guide self –learning.
3.2. Choosing organizational form of teaching local history in high schools in Phu Tho
3.2.1. Choosing organizational forms for teaching local historic lessons
3.2.1.1. Organizing of teaching local history lesson in classroom
"The form of classroom teaching is a form of teaching that organize study time is

specified in a definite way and in a separate location, directing the activities teachers can
realize stable collective nature, constant composition, and pay attention to the characteristics
of each student to use the methods and means of teaching in order to create favorable
conditions for students to master learning materials directly as well as development capacity
building and awareness education classroom."
Clearly identify the strengths and weaknesses of the organizational forms of teaching
local history lesson on the first base class for teachers choose teaching organizational forms
appropriate local history. In select cases to conduct lessons on local history classes, teachers
need to overcome these limitations and promote the advantages of this form of teaching is
organized by the innovation of teaching methods, use of teaching aids to improve the
efficiency of local history lesson in class.
In terms of teaching at the high school in Phu Tho province is limited, in order to
improve the quality of teaching local history, the efficient organization of local school
history class is a measure feasible and can be applied in conditions different facilities of the
schools in the province.
3.2.1.2. Organizing of teaching local history outside the classroom
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Knowledge of the historical past, the present, not repeated, which means these events
are explored in student learning history happened, never played it again, and cannot be
recreated in the classroom. However, history left its mark on artifacts, relics, through which
students can observe; create icons quite true history of what has happened. Knowledge of
local history, especially in specific properties, built and is reflected in the exhibits at local
museums, monuments or traditional room. Therefore, a strong organization in the form of
teaching local history is conducted outside the classroom, in museums or traditional
historical - local culture.
The local history teaching beyond the classroom to help students understanding of
local historical knowledge vividly , deeply , through observation , study materials and
objects , thereby , improving the carrying capacity Executive departments and enhance
learning exciting for the students , they have the opportunity to express attitudes , his

feelings immediately in the learning process. Teaching local history outside the classroom
follows the motto " learning go hand in hand with action " , lectures associated with the
social reality of life and contribute innovative history teaching methods , improving the
quality of teaching history using general and local history teaching in particular . However,
the conduct lessons in local history museums , monuments and difficulties , as have
groomed , takes more time , effort , funding requirements and the ability of religious
organizations Members sometimes occurs unsafe.
In Phu Tho, there are two major museums can organize teaching at the museum,
which is Hung Vuong Museum (synthetic) and Hung Vuong Museum (thematic)
populations located in Hung Temple the relic, museums military Region II (also located in
the city of Vietnam Tri), the traditional rooms, souvenirs scattered throughout the province.
In addition, the school also offers traditional, historic schools are also within the scope of
local history. In particular, synthetic appropriate museum for history's lessons taught in all 3
classes 10, 11, 12, as exhibits reflect a comprehensive history, economic characteristics -
social Phu Tho, convenient transportation conditions and very large yard, easy to focus and
organize student activities.
Conducting local history lesson done in relics heritage education in schools, it helps
to answer questions learn history to do in a practical way, linking the past with the present,
attached with lecture life, associated with action learning. The results obtained show the
effectiveness and feasibility of this method in teaching local history.
3.2.2. Organizing of extracurricular activities in local history
Extracurricular activities of local history contribute to the functions and tasks of the
subjects. The history extracurricular activities to strengthen local knowledge and rich
national history and local history in school curricular; through that, education emotional,
ethics, quality of students and education team spirit, sense of community responsibility, love
of labor, practice spiritual discipline and solidarity. On the other hand, extra-curricular
activities about local history also has advantages in aligning with school life, associated
with practical knowledge, help students apply knowledge learned in life, there are
opportunities to help students show the aptitude, personal capacity, software skills in front
of Conduct of life situations.

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Content extracurricular activities on local history at high schools may follow two
directions: first, the events of history, the typical method; second character of the local
history. Can use aggregate content about events, characters, and the character of the local
culture to put in extracurricular activities.
3.2.2.1. Reading books, telling stories about events and character in local
To learn knowledge of local history, teachers can organize to form extracurricular
reading, storytelling books. Teacher notification purposes, plans and lists of local history
books for students, and set out the following tasks: Read and summarize the main idea of
the book; Foreword to the book's favorite; Retell a story in the book: people, land, food,
events of local history.
3.2.2.2. Organizing evening of local history
Evening history is a form of extra-curricular integrated, attracting all students. Topics
evening of local history is very attractive content. Organizing well gala not only works for
students but also a major influence on the local population is a measure associated with
social school. Organization evening of local history is very attractive form students, teachers
require planning thoughtfully; curricular content about local history consistent educational
goals; activities to promote positive student. History teachers collaborate well with parts and
organizing activities.
3.2.2.3. Organizing excursion historical-cultural relics, museums in local
The excursion is a form of organizational learning hours, off-site classes. The visit
not only helps students extracurricular expand their knowledge but also facilitate students to
apply knowledge into practice. Visiting local extracurricular not only help students
understand deeper about local history, but also through real life, they can recognize the
status of historical - cultural reality of human life people, the expression of economic
development - the local society, the problems of environmental pollution, the traffic
situation
In addition to the aforementioned extracurricular, teachers can organize collection
materials, exhibits about the history of the development of the school, participate in a

traditional building of the school room; care received historical - cultural, martyrs cemetery
care; participate in traditional festivals locally attractive feature of extracurricular student
is actually shown skill and his attitude in practice. In particular, forms of heritage
experience can apply combinations in all curricular local history.
Organizational form of teaching is a form of motor learning content in a specific
space, location and conditions determined to carry out tasks and learning goals.

For all
curricular local history, we focus on the diversification of forms of organizations, conduct
location-based lessons, including learning styles in the classroom, school at a local museum,
room and learning in traditional relics. In addition, enhanced curricular organization of local
history as well as a form of improving the quality of teaching local history in Phu Tho
province.



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Chapter 4.
APPLYING SOME METHODS OF IMPROVING THE QUALITY OF TEACHING
LOCAL HISTORY IN HIGH SCHOOLS IN PHU THO PROVINCE. COMPLETE
PEDAGOGICAL EXPERIMENTATION
4.1. Requirements when selecting methods of teaching local history at high schools in
Phu Tho province

4.1.1. The method must meet goal of local history lesson
To meet the goal of local history lesson, besides the selection and design of content,
should help identify ways to promote student mobility, their creativity, demonstrating the
capacity and skills learning to dominate knowledge effectively, and facilitate student
attitude, his love for the homeland through learning. Each activity is designed to teach
lessons in local history must contribute to achieving the objectives of the lesson in general
and local history lesson in particular.
4.1.2. The method ensures student's ability helps students acquire basic knowledge
These methods provide efficient wants to ensure "moderate ability" and help students
acquire basic knowledge. Measures must be consistent with physiological age and interest
level of awareness, the ability of the student activities; does not beyond the ability, not too
easy for student. The effort by both methods will help students acquire content knowledge
effectively; enhances the excitement of learning and skills training for students. The
effective method to classify students when assessing the performance of the learning task.
This is a factor to stimulate creative, hardworking students in learning.
4.1.3. The methods must ensure to promote active, creative independent thinking of
students
With a view to innovate teaching methods, teaching student-centered, student-
oriented teaching, the method needs to promote positive, independent thinking and
creativity of students. When conducting local history lesson, as well as other history lessons,
teacher pay attention to the conduct of teaching methods for students to actively participate
in awareness activities. The student is actively expressed in the students actively solve the
problems posed by the teacher, excitement and serious cooperation, working with you. At
higher levels, students set up the new issue and propose a solution.
4.1.4. The methods must ensure the feasibility, consistent with specific conditions of
local
Based on the economic characteristics - the province's social and material conditions
close of the school, teachers choose teaching methods appropriate to achieve effective
quality teaching local history lesson on all three aspects: knowledge, skills, and attitudes. In
addition, teachers must also take into account the effect of socio-economic aspects. If so that

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effective teaching to raise so much money and effort of the students, the school and the
family is not really effective .
The conditions on the teacher as a basis for determining and applying the method in local
history lesson. Depending on the contents of the lesson, pupils, facilities conditions that
teachers select and use appropriate methods to achieve efficient lessons.
4.2. Applying some methods to improve the quality of teaching local history in high
schools in Phu Tho
4.2.1. Applying teaching project
Teaching project is a form of teaching, in which students perform a complex learning
task, which combines theory and practice, creating products can introduce. This mission is
carried out with students high in self-reliance in the entire learning process. Teamwork is
the basic form of work-based learning project.
The local history lesson Phu Tho province which outside the thesis proposed to
provide content knowledge also facilitates teacher organizations active teaching activities.
Features local history knowledge is specific, close to the daily lives of students in
accordance with the teaching characteristics of the project, such as merging theory with
practice, thinking combined action, combined school and social life, stimulate interest in
learning, promote creative energy. The creative application as well as capture the interests
and capabilities of the student teachers will help teachers to select content appropriate local
history with a teaching project.

Lesson 4 "Learn the history in where student live,"
combines theory and practice clearly showed the advantage of proceed teaching project.

The
lessons to research knowledge, as " Phu Tho- the land of cultural heritage", "Traditional
love home land, patriotic, struggle against foreign invaders of Phu Tho People", "The
achievement of Phu Tho in era innovation "can also implement a number of projects such

as:" Learn folklore Phu Tho province "," Learn Hung temple relics and promote the value of
solutions monument "," Learn Xoan singing and conservation measures Xoan singing ","
Learn loves traditional homeland, the country's struggle against foreign invaders in Phu Tho
people's history "," the change of economic - social at home children during renovation "
In teaching local history in high school, with knowledge of the characteristics and
traits of cognition and psychology students aged 15-18, teaching project should deploy in
small projects, in mixture.
For example, lesson 1 "Phu Tho - the land of cultural heritage" is done in class,
according to the project method as follows:
Step 1: Search Topics: teacher make great content that "traditional culture in Phu
Tho" then teacher thinking using diagrams to help students identify topics, such as: the
legacy culture in Phu Tho province, singing oval, Hung Vuong worship creed, Hung
Temple relic and culture of ethnic minorities in Phu Tho
Step 2. Scheduling: The teacher guide the team plan work tasks.
Step 3: Project Implementation: This is a very important part of the project. On the
basis of the plan was set tasks, they deploy the implementation of the proposed activities
within the time limit set out.
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Step 4: Synthesis, statement: This phase includes the construction period and product
reports. The report will show the product of team cooperation, as well as enabling
individuals to promote their capabilities.
Step 5: Evaluation: The evaluation of project method focuses not only products but
also evaluation process, on the side of knowledge, skills, attitudes, by knowledge tests, the
observation checklist and products.
We have conducted pedagogical experiments applying methods teaching project into
local history lesson according to the proposed process. Results of knowledge tests as
follows:
Table 4.1. Synthesis results of pedagogy experimentation applying the teaching projects
method in to local history

Grade Numbers

Marks

X

3 4 5 6 7 8 9 10
Reference
group
140 0 5 6 40 63 24 2 0
6,72
100% 0 3,6 4,3 28,6 45 17,1 1,4 0
Experimental
group
136 0 0 2 24 57 40 13 0
7,28
100% 0 0 1,5 17,6 41,9 29,4 9,6 0
Table 4.1 showed that the average of the experiments group is higher than the reference
group, along with it, the rate of good points in the experimental group is higher than
reference group; simultaneously, in the experimental group no points below the average. In
the classroom, collaboration in each group and among groups together effectively.
4.2.2. Applying teaching contract
Teaching contract is a learning activity in which each student is assigned a package
deal including the different compulsory and optional tasks / exercises in a period of time.
Students will decide actively and independently about the time for each task/ assignment
and the execution order of tasks / exercise that according to his or her ability. To apply
teaching contracts in local history lesson, teachers need to follow these steps: select content
and time appropriately; design and implement lesson plans; evaluate, liquidated contract.
For example, the task "Learn the history of where student live," was conducted in a
classroom. Time to perform the contract in one class period.

The goal is achieved students
have skills collected documents, introduce unique to her or his homeland, as festivals,
commodities, customs capable of working independently. Therefore, students understand
and proud of homeland.
The contracts specify the time taken is 40 minutes and the tasks to be implemented
as:
Task 1 (compulsory): Learn the content and layout of the article "Lau Thuong village
temple festival."
Task 2 (compulsory): Outline one detailed article about the Hung Temple Festival
Task 3 (optional): students choose to learn one of the following topics:
a. One historical monument in the village where you were born and grew up
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b. One customs and unique festival of the village where you live
c. One traditional food, produce, artisanal products typical
d. history of the school you are studying
The learning contract includes 3 tasks, including 2 compulsory tasks. The purpose of
the compulsory task is training for student foundation skills to study a problem of local
history.

Therefore, the compulsory tasks are suitable for all of students to search and
discover information, or to apply simple knowledge, skills to solve tasks.

The optional tasks
facilitate students reveal interests, her or his excitement for local historical issues. The
purpose of the optional task is to promote independence, creativity in thinking, on the basis
of compulsory tasks. The design of such activities clearly indicates the intention of creating
differentiation capacity and interest in learning of students.
We have carried out experiments teaching contracts for local history lessons in high

schools in Phu Tho follow the proposed process.

To evaluate the quality lessons, we use the
observation checklist and knowledge test. Checklist observed shows students comfortable in
class, to listen, write and work actively, independently, to choose favorite tasks to perform.
The result of the test is:
Table 4.2. Statistics results of experimental pedagogical apply teaching contract to local
history lesson
Grade Numbers

Marks

X

3 4 5 6 7 8 9 10
Reference
group
128 0 9 16 40 42 20 1 0
6,40
100% 0 0,7 12,5 31,3 32,8 15,6 0,8 0
Experimental
group
130 0 0 3 24 45 44 14 0
7,32
100% 0 0 2,3 18,5 34,6 33,8 10,8 0
Table 4.2 shows, the percentage of students scoring over average to good of the
experimental group was 79.2%, while the reference group only 49.2%. This contributes to
the average score in the experimental group and the reference group was higher than 0.92.
The divide between students in the experimental group more than the reference group.
4.2.3. Using cultural heritage in teaching local history

Using cultural heritage the local school to teach local history can be done depends on
teacher’s creativity, material conditions of the school and the characteristics of local
heritage. Based on local history lesson in curricular or extracurricular activities on local
history and the organizational form of teaching in the classroom or outside the classroom,
the use of cultural heritage in teaching local history can be conducted in different measures.
Egg: Using materials of cultural heritage in teaching local history (in class); Conducting
teaching local history in relics, local museum (outside the classroom);
c
onducting an
excursion; Experience in local heritage.

This division is relative, because in local history
lessons, students can access and experience heritage (such as student project Xoan singing,
can learn and practice Xoan singing in the village of Xoan); or in sightseeing activities,
extracurricular, teachers use the material to introduce heritage. All of four local history
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lessons that we proposed using heritage in teaching local history. However, the use of
uneven method, the most advantage is "Phu Tho - the land of cultural heritage", following is
"Learn the history of where they live." In chapter 3, the thesis refers to forms of conducting
lessons in local history relics, local museums and excursion on local history. In this chapter,
we focus on two measures is the use of the material in the local cultural heritage in local
history lesson and experience heritages in teaching local history Phu Tho province.
4.2.3.1. Using materials of cultural heritage in teaching local history
The use of material on cultural heritage in teaching local history can perform in any
conditions, facilities circumstances; it is entirely consistent with all subjects’ teachers and
students in the high School in Phu Tho. In order to select documents on cultural heritage in
teaching local history, teachers can follow the steps: to select content about heritage that be
introduced in local history lesson; to search for heritages documents; to design activities
teaching –learning local history. To the students, teachers can give students organized

collections of heritages materials; to interview witnesses and introduce heritages. Teaching
local history at local museums, relics has advantages that students are approached directly to
heritage through the material in there. Therefore, teaching local history at local museums
and historical - cultural heritage is using cultural heritage in teaching local history in high
schools.
4.2.3.2. Experience of heritage in teaching local history
Experience of heritages is students done, put her/ his-self in that heritage, such as
dance – sing Xoan singing, practiced Hung Kings ceremonies, plays the character and
participate in rituals or games in festivals

The best way of experience heritage that is done
in the space of cultural heritages, in other conditions, students can practice through testing,
training, games

Education of heritages in teaching local history is a new approach,
inspire both teachers and students, although teaching in the classroom and outside
classroom. Results of tests of knowledge as pedagogical experiments as follows:
Table 4.3. Summary of experimental teaching pedagogical heritage in teaching local history
Grade
Numbers

Marks

X

3 4 5 6 7 8 9 10
Reference
group
134 0,0 5 16 38 51 22 2 0,0,
6,56

100% 0,0 3,73 11,9 28,45 38,1 16,42 1,4 0,0
Experimental
group
137 0,0 1 15 21 56 34 10 0,0
7,0
100% 0,0 0,72 10,95 15,33 40,9 24,8 7,3 0,0
Table 4.3 shows the average score of the Reference group was 6.56; lower than the average
score of the Experimental group (7.0). Points below the average rate of the Reference group
were 3.73%, while this rate decreased significantly in the experimental group (0.72%).
While, the percentage of good points in the experimental group was 32.1%, higher than the
rate in the Reference group (7.82%). In terms of knowledge, there is no big difference, but
on skills, and attitudes, students in the experimental group are better.
4.3. Complete pedagogical experimentation
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4.3.1. The purpose of pedagogical experimentation
The purpose of experiments is to test scientific hypotheses of the research: if the
measures we propose to apply the quality of teaching local history in high schools in Phu
Tho province will be improved and to evaluate the feasibility of the methods of teaching
local history.
4.3.2. The objects and places for pedagogical experimentation
We conducted experimental pedagogy in many different high schools in Phu Tho
province from 2010 -2013. We selected some representative of the province's terrain: plains,
midland and mountainous areas; which includes both public and private schools in the
province. We selected the Reference group with the Experimental group equivalent to the
number of students, qualifications, abilities and physical conditions in service learning.
4.3.3. The content and methods of pedagogical experimentation
* The content:
We selected the content and design local history lesson in Phu Tho, including one
lesson in grade 10, one lesson in grade 11 and two lessons in grade 12.

* The method:
Within the scope of the thesis, we present the first empirical pedagogical all "Phu
Tho - the land of cultural heritage" in class and lesson 2. "Tradition loved homeland,
country, fight against invasion of Phu Tho people "at Hung Vuong Museum.
4.3.4. Evaluation results of pedagogical experimentation
* Evaluation methods
We evaluated the feasibility and effectiveness of the proposed measures on the
qualitative and quantitative. After experiments, we talked, interviewed with teachers and
students, combined observations and tests.
- The opinions of teachers, students, individuals and organs: the opinions focused add on the
content and teaching methods; to support the method that we propose.
- Synthesis and evaluation of experimental results: We have collected results after each
lesson. Based on the method of impact assessment studies, the data is processed according
to statistical probability formulas, we calculate the mode parameter, the average value (
X
),
the standard deviation (S), the precision the data around the average value and values survey
(t) between the reference group and the experimental group. (See tables 4.4, 4.5)
We also show frequency points (see table 4.6 and 4.7) in the score value through chart (see
chart 4.8a and 4.8b)

To test a scientific way to measure the value of the TNSP, we rely on
the average parameters and variance (S) was calculate (Table 4.1 and 4.2) to find the value t.
On the basis of the value t, we used the Student distribution table with α = 0.05 (i.e. in 100
cases, 5 cases not significant) and standard deviation k = 2n -2 freedom to find tα limit. (See
Table 4.9a and 4.9 b).

Based on statistical probability theory, t is greater than tα; it showed
t>t α means applying measures have an impact.
Thus, based on the parameters derived from the experimental results, we confirmed

the proposed measures to improve the efficiency of local history teaching in high schools in
Phu Tho province is meaningful and feasible.

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***
Our proposed system to improve the quality of teaching local history in the following
diagram:

The effectiveness and feasibility of the proposed order to improve the quality of
teaching local history Phu Tho province in content and teaching methods proven through
experimental pedagogy. Depending on the particular conditions of schools and students,
teacher selection, using appropriate methods.












Tea
ching local history in high

schools in Phu Tho

Local history lessons

Extracurricular
activities of local
h
istory

Reading
Telling
Evening
Excursion
Experienc
e heritage
Form teaching

Methods
Content

Lesson 1. Phú Thọ -the land of
culture heritage.


Using cultural heritage


Apply teaching contact

Apply teaching project

Conduct local history in class
Lesson 2. Tradition love homeland,
country and the struggle against
invasion of Phu Tho people

Lesson 3. Phu Tho province during
renovation (from 1986 to present)

Lesson 4. Learn about history of
where you live

Conduct local history out class

Museu
m

Conditional
room

Relics

P. 4.8. D
iagram s
ynthetic of proposed to improve the quality of teaching local history in
high schools in Phu Tho

[Type text] Page 22






CONCLUSIONS AND RECOMMENDATIONS
The quality of teaching, including teaching recent history is concerned by the Party,
the State and society. History in schools is teaching quality evaluation is limited. Improving
the quality of teaching history is a critical requirement for comprehensive education and

keeps students as subjects, before being able to elevate the position of history in schools.
Knowledge of local history is not on content inspection and evaluation of the quality
department, so teaching local history limitations as compared to the target and its role in the
schools. From research "Improving the quality of teaching local history in secondary
schools in Phu Tho province", we have some conclusions.

1. Instruction local history in schools contribute to enrich the historical knowledge to
students, helping students not understanding the history of his homeland but also extended
deeper into national history. Through exposure to many materials objects of their local
history they will be equipped with knowledge about working life and traditions of the local
people, so they have a large effect in the home education of love flavor, giving students
aware of the relationship between local histories to national history. Teaching local history
also helped students develop subject ability to apply skills from school in reality.
2. Actually, teaching local history in many places are not concerned with its role in
the school, therefore, improving the quality of teaching local history in high schools is
necessary. Innovation of teaching local history to improve the quality of teaching should be
taken for the content, organizational forms and methods of teaching. About content: local
knowledge is selected in high schools should science and attractive students. Content
teaching local history not only illustrates nation history, but also expresses the dynamic of
life issues around where students were born and grew up in relationships with others in the
local area. Identify comprehensively local knowledge, focused knowledge of culture,
economy, forming local cultural identity, help students integrate without losing identity
homeland.
On the organizational form of teaching local history need diversity, innovative
teaching focus towards promoting a positive and practical capacity of the HS subjects,
especially forming lifelong self-learning capability. Teaching local history should
strengthen conducted in museums, traditional houses, in the historical and cultural
monuments, enabling students to expand learning space, to experience local history,
contribute to preserving and promoting the cultural heritage values of the people of Phu
Tho, contribution to national culture and human culture. Besides curricular lessons, extra-

curricular activities of local history as well as forms contribute to improving the quality of
teaching local history.
In terms of teaching methods to local history changed dramatically. With unique
knowledge of local history, the application of methods has advantages increase the practice,
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theory associated with life, school associated with social make local history come alive;
promoting students' positive, inspiring, practical capacity for student subject is necessary.
To improve the quality of teaching local history in high schools in Phu Tho
province, we have some recommendations.

Firstly, to improve the quality and history teachers, awareness of the importance of
teaching local history to professional management team history at all levels of the education
sector in the province. The training in university is just beginning the process of self-
training of each teacher throughout her/his life. Want HS positive, independent, creative
thinking and lifelong self-learning capability should have the GV positive, creative and self-
training, specialized training in the profession. The process of training in college is just
beginning the process of self-training of each teacher throughout his life. To want students,
who are active, independent, creative thinking and self-learning capability lifelong need for
teacher are be active, creativity and self-training, specialized training in the profession.
Secondly, the school board Phu Tho Province high schools should encourage
teachers to organize diverse forms of teaching, rich, open collector and threatening display
of documents, exhibits and learn about tourism products local history, school history,
thereby, establish "local Bookshelf" in the school library; lessons through curricular and
extracurricular about local history enhanced practicality, associated with the characteristics
and objectives of socio-economic localities; combine school education - family - society in
the comprehensive development of students.
Third, the Department of Education and Training Phu Tho province should more
attention to teaching local history in high schools, specifically as:
The first, compiling teaching materials of local history at high schools in Phu Tho

province according to the theme. The lesson that the thesis proposal can be put into use until
a formal document issued by the Department of Education and Training compiled and
released.
The second allow teachers autonomy in teaching local history about timing, form,
and place of conducting lessons. For example, article 1 "Phu Tho - the land of cultural
heritage" is taught in grade 10 at the time of preparation activities Hung Temple Festival, or
at the time of the festival in local, in classroom or relics.
The third, teacher training content and methods of teaching local history, open forum
"Teaching local history" on the website of the Department of Education and Training Phu
Tho province; encourage teachers to compile local history topics consistent with the close
geographical, enhance communication, exchange of experience teaching history in general
and teaching local history in particular among teachers in high schools in the district and
province.
The fourth incorporate the contents local historical knowledge into activities test and
evaluation, as the semester test, competes in, competition of good teachers
Fourthly, the implementation of the principles of education and the State Party, from
the role and significance of teaching local history, teaching local history not only of the
private school, which needs coordination levels of management, the relevant agencies such