INDUCTION
1. Urgency of problem
1. One of the most important tasks of our country to achieve its goal of
becoming industrialized, modern and international integration in 2020 is to
develop human resources. Education Development Strategy 2011 2020 period:
“Continuing to innovate teaching methods and assessment of learning
outcomes, training towards promoting a positive, selfdiscipline, initiative,
creativity and selflearning ability of students”. Request of innovation is to use
teaching method promote positive, selfdiscipline, initiative and retraining self
learning method of pupil. The selflearning, selftraining increasingly
important role for education in general and the need to master the knowledge of
each individual in particular. Finding effective measures to organize effective
selfstudy activities to equip students to be autonomous are urgent needs and
strategic significance for the immediate interests of the sector and longterm
education in particular and the country in general.
2. Department of history in secondary schools to contribute to the
implementation of educational objectives set out. To this history teaching in
secondary schools to implement innovative teaching methods for students to
develop the ability to learn, in particular to selflearning capabilities to enhance
history teaching quality of Departement. The development of selflearning
ability in general, selflearning ability in particular history has an important role
in teaching in secondary schools.
3. Status of history teaching in schools, the development of selflearning
capabilities for student history is limited as: Textbook program still heavily
academic, teaching methods have not yet been positively promote student
learning, academic inertia is huge student. To the students, most students have
not seriously study the history, unknown uses selflearning methods and
effective way to acquire scientific knowledge.
Stemming from the above reasons we chose the issue: "Developing self
learning capability for students in teaching history in secondary schools " to do
research of doctoral thesis.
2. Object and scope of the study
* The object of this project is to study the process of selflearning
capacity development history and pedagogical measures aimed at developing
the capacity study history for students in high school.
* The scope of the study of the subject is limited
The content in subjects like history: apply empirical thesis on the history
of the 10 grade program ( standard program )
1
Regarding the form of teaching: The thesis focuses on developing
research capacity study history for high school students in curricular activities
both in class and at home.
Regarding the investigation of the status and pedagogical experiment:
we shall select some secondary schools to investigate, study and pedagogical
experiment in the North, Central and South. The secondary schools selected are
both urban and rural areas and mountainous areas in order to ensure objectivity
to study the issue. Like this:
+ Study on the status of capacity development study history for high school
students in some provinces: Phu Tho, Hanoi, Bac Ninh, Thai Nguyen, Thai Binh,
Nghe An, Hue, Ninh Thuan, Lam Dong, Can Tho, Dong Thap, Vinh Long
+ The pedagogic practice: pedagogical experiment conducted in some
schools in some provices: Lang Son, Phu Tho, Hanoi, Hue, Lam Dong, Can
Tho, Vinh Long
3. Aim and research tasks
3.1.The aim
Based on confirming the role and significance of the problem of capacity
development study for students in teaching history, focused on identifying the
subject content, the system of evaluation criteria to be autonomous history of
students in secondary schools and propose measures to develop teachers'
capacity to teach selfstudy in school history in high school.
3.2. The task of the thesis
To achieve this goal, the thesis addressing the following specific tasks:
Learn the theory of selflearning ability in general and selflearning
capabilities particular history
Survey reality of history teaching and learning in secondary schools
general problem of capacity development in particular study history to base the
implementation of measures to develop selflearning capability subjects
calendar used for students in secondary schools
Proposal content and system of criteria to assess the capacity study
Read content program history textbook
Experimental partial and full measures to verify that the thesis
pedagogical yet.
4. Basis methodology and research methods
4.1. Methodology
Basis of the research methodology is the theory of MarxismLeninism in
perception, thought Ho Chi Minh and the Party's views on education in general
and education in particular history.
4.2. Research methods
2
Read, analyze, summarize and generalize the materials of classical
authors, the document Education, Psychology and methods of teaching history
of formation and development of professional learning capability calendar
general use particular study
Investigations practice, through sociological survey among teachers and
students in secondary schools
Experimental pedagogy
Use statistical mathematics to handle pedagogical experimental results.
5. Hypothesis
Today if applying measures of capacity development study for teaching
students in history according to the requirements that the proposed thesis will
contribute to improving the effectiveness of teaching history in schools
information.
6. Contribution of Thesis
The thesis is completed will have the following contributions:
Determine the correct understanding of the problem and study clearly
confirmed the significant role of capacity development study history to students
in secondary schools.
Determine the ability of self learning content and history of evaluation
criteria.
Propose measures to develop teachers' capacity for selfstudy student in
the history of the subject teaching in secondary schools.
7. The significance of science and practical subjects
Scientific Significance: The thesis contributes to enrich the system
theory and methods of teaching history study on the issue.
Practical Implications: findings help history teachers in secondary
schools apply to teaching practices contribute to improving the quality of
education departments. At the same time research results are references for
teachers, teacher colleges, the University of Pedagogy.
8. The structure of the thesis
Besides the introduction, conclusion, appendices, references, thesis
consists of 4 chapters:
Chapter 1: Overview
Chapter 2: The issue of capacity development study for students in
teaching history in secondary schools. Theoretical and practical.
Chapter 3: A number of measures to develop selflearning capacity of
students in teaching history in secondary school ( Grade 10 Experimental
through standard program )
Chapter 4: Pedagogical Experimental totality.
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4
Chapter 1
OVERVIEW
1.1. The study of foreign authors on self study
The sources of foreign authors on history in general education, in
particular selfstudy our history accessible primarily from Russian sources. In
other languages , mainly English resource problems are often integrated into
general science education. Generally the source document emphasized the role
of academic study in history and has taken measures to help teachers guide
students to learn effectively in the classroom and at home.
1.2. Research of Vietnamese authors
Overall, the article refers to many different aspects of selfstudy issues
such as the meaning of selfstudy, measures to enhance selflearning ability
of high school students, the role of teachers in to arouse and promote
innovative selflearning ability of students in the teaching process. In
scientific papers and theses, the authors summarize the general theory of
matter and energy self study learning, which make system capacity
development measures for student selfstudy. This is a valuable resource for
research oriented capacity development issues for students study in history
teaching in secondary schools of us.
1.3 The issues of vietnamese and foreign authors was resolved
Reviewing the research on selflearning and some issues surrounding
selflearning capability and training capacity study has addressed the
following issues:
Selflearning has an important role in the cause of education and
training in general, for the development of each individual in particular should
attract the attention of many researchers and scientists.
The issue of selflearning theory has been studied quite comprehensive,
including many selftaught concepts of unity such as the nature, role and the
basic study skills.
The concept of selflearning capabilities have been a number of
authors make.
With regard to the ability of selflearning exercise which the authors are
proposing measures to exercise habits, skills, and selflearning ability in each
subject, form, various teaching activities
The above findings are the basis for theoretical and researchoriented
capacity development issues for students study in history teaching in
secondary schools.
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Chapter 2
CAPACITY DEVELOPMENT ISSUES ORDER OF LEARNING
STUDENT TEACHING HISTORY IN HIGH SCHOOL.
THEORETICAL AND PRACTICAL
2.1 Rationale
2.1.1. The basic concepts related to the topic
2.1.1.1. Selfstudy and selfstudy student History
Through research and synthesized the concept of selflearning and self
study our history shows that the definitions mentioned the most impressive
feature of the study. However, each concept to go into various aspects of the
study, such as forms, effects, thereby referring to the initiative to apply personal
ability in finding knowledge, in which the works assert false form of self study
is actively fulfilling the goals and tasks of learning personal nuances.
Therefore, the study success also depends on the characteristics of awareness
and effort, the effort of each person.
Historical study is student active in acquiring new knowledge, review
past knowledge and explore, discover new knowledge for themselves. This is
the basic operation to bring success to the process of teaching learning and
contribute to history learning interesting for students.
2.1.1.2. Capacity and capacity study
+ Capacity: Based on the opinion of many authors given above we
define competence as follows: Capacity is the ability to successfully operate in
a certain context through the general mobilization of knowledge, skills and
personal attributes, such as excitement, faith, willpower... the capacity of
individuals to be evaluated through the methods and possibilities of the
individual activities in resolving the problems of life.
+ Capacity study: As we study capacity is the ability to define a learning
task voluntarily and proactively; set learning objectives to require the efforts of
implementation; implementation of effective learning methods; adjust the flaws
and limitations of themselves while performing the task of learning through
selfassessment or write comments of teachers and friends; actively seek help
when experiencing difficulties in learning.
+ Self study in History:Aggregating content typical nature and suitable
for their particular research and the history department at the high school in
general to set up the contents of selflearning capability for learning history
students in secondary schools include: knowledge about selflearning method in
the history; group historic study skills; attitude, ethics, quality passion,
6
willpower and determination in learning. These factors are incorporated
together in a unified whole and with the interactions that make sustainability of
selflearning ability in general history.
2.1.2. Content and system evaluation criteria to be autonomous History
In our opinion, selflearning capabilities include system history the
following capacities
* Ability to work self with self references
* Ability to apply self thinking actions
* Capacity Self Assessment of events, phenomena and historical figures
* Capacity Self recorded the lecture
* Capacity exploited visual appliances and modern traditions
* Ability to detect problems themselves and solve problems
* Capacity self review, consolidate knowledge and self assessment of
learning history
2.1.3. Factors affecting developing selflearning ability of students History
2.1.3.1. The objective of the discipline
Capacity Development study history to students in secondary schools
need to keep abreast of Education goals and objectives of the course.
Educational Goals of the Party and State are: Help students to consolidate and
develop the results of lower secondary education and complete general
education and common understanding of the technical and instruction now,
there are conditions to develop individual capacity to choose the direction of
development, continue to university, college, secondary, vocational or labor
come to life. Objective historical subjects specified general education objectives
must achieve three goals on knowledge, skills and attitudes
2.1.3.2. The content of the subject
Due to the knowledge of the history of high school programs are the
events, phenomena taking place in the course of history so identifiable past,
only occur during certain time and space, not repeat again, we can not restore
or redo the laboratory as the other subjects. Science history is one of the
social sciences and humanities, research on specific historical process of each
country, each country so that knowledge is characterized by a very long and
highly present.
2.1.3.3. Features of psychological, historical awareness of high school
students
At this age they have also formed the excitement of learning associated
with career trends. this is the basis for conducting development and cultivation
of basic competencies of individuals, including the selflearning capacity
2.1.3.4. Organization of Teachers guide
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Have students study history effectively, teachers need to identify self
learning method associated with learning content, means, methods and
objectives of teaching. No one method or technique that can promote effective
selfstudy of students if it is only done separately, teachers need to incorporate
these methods and techniques suitable guide featuring content historical
knowledge and qualifications of students, school conditions and the capacity of
teachers and students
2.1.3.5. The inspection evaluation
To develop selflearning ability in teaching students history, teacher
evaluation should focus on the academic achievement of students in a learning
process, not only to reconstruct the knowledge that needs attention the ability to
apply knowledge in solving a certain learning tasks.
2.1.3.6. Characteristics of History in schools that affect selfstudy
activities of students
Current practice shows that the characteristics of the history department at
the high school and create more favorable conditions for the development of
selflearning ability for students. Department of history in secondary schools
have an important role to equip students with the basic knowledge and
systematically about national history and world
2.1.4. The role and significance of the study of capacity development
for students in teaching history in secondary schools
Firstly, this is an indispensable activity in teaching. Modern didactics
points out that the essence of learning is selflearning, so learning is the process
of selfstudy training.
Second, capacity development study for students in teaching history in
secondary schools contribute actively to renew teaching methods.
Third, develop selflearning capability for students in teaching history in
secondary schools is done aim to train people in the new era.
With such an important role in capacity development study for history
students in teaching history in secondary schools have enormous significance
for the students on three aspects: knowledge, skills and attitude.
2.2. Practical basis
The survey, the survey was conducted in schools in 12 provinces: Thai
Nguyen, Lang Son, Phu Tho, Hanoi, Thai Binh, Vinh, Hue, Ninh Thuan and
Lam Dong and Can Tho, Vinh Long. Contents of the survey, the survey focused
on the basics: The nature of the study; The role of selflearning capability
formation for students; historical level study of current students; Capacity
assessment of student selfstudy; dohoc of students study history; what factors
influence the development of selflearning ability of students; how often they
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exercise selflearning capabilities for students. Investigation survey also
focused on finding out the measures that the teacher has used to develop self
learning capabilities for student history including measures to help students
master the knowledge of selflearning method; measures to help students
practice the knowledge of selfstudy method of selflearning skills; To make the
engine and determine the purpose of study for students with what measures? are
the difficulties that teachers often face when developing selflearning
capabilities for students.
2.2.1. The result of survey
2.2.2. The cause of the current situation
From the results of the investigation, the above condition survey we
learned some of the causes of the current situation exists history teaching and
learning in general and the status of the selflearning capacity development
history for students in upper secondary school are as follows:
First, starting the course teachers are not oriented to students about
learning methods.
Second, in the process of teaching teachers were too focused on teaching
knowledge which does not focus on teaching and learning methods student
study guide.
Third, although aware of the critical role of capacity development study
for students in teaching history in secondary schools but the teacher has not
paid due attention to the creation of the engine, learning attitude for students.
Besides, from the negative effects of the market economy as well as for
quality teaching and learning of history in general, the study of students in
particular have a negative impact.
Fifth, training programs at many universities are still heavily pedagogical
academy, not a proper investment for the capacity to train vocational students,
especially selflearning ability of student teachers limited.
2.2.3. The issues raised need to be addressed
In the framework of the thesis we give a number of issues need to improve
their impact on selflearning capability for high school students as follows:
Firstly, in terms of time, most students do not promote selflearning
capabilities by trying to learn to selfstudy time should match the duration of
the course information. Second, psychological factors may influence within the
results of student selfstudy. That demand, engines and positive learning
attitudes of students. Third, the learning method, besides the formation of the
correct motor learning, students also need to train your skills study system In
developing capacity measures historical study for high school students Our
School will focus on guiding the learning part will help resolve this issue.
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Chapter 3
SOME MEASURES FOR DEVELOPMENT SELF LEARNING CAPACITY
FOR STUDENT IN TEACHING HISTORY AT HIGH SCHOOL
(Experiments through grade 10 program standards )
3.1. Essential program history textbooks in hight schools
3.2. Some ask when carrying out measures to develop selflearning
capabilities for student history
Performance measures and organizational forms to meet the objectives
and tasks of teaching departments.
Implementation measures and organizational forms to suit the subject
and the ability of students.
Applying flexible and diverse measures of capacity development for
student selfstudy.
Measures should be conducted regularly and continuously. Must check
regularly evaluate the capacity of students to study.
3.3. Some measures to develop selflearning capacity of students in
teaching history in secondary schools
3.3.1. Create selflearning engine History
3.3.1.1. Instruct students to determine the purpose of study
Instruct students to identify the purpose of study. This work is usually
done right from the start in grade school, or curriculum. In the first article of
each course the teacher should introduce students to understand the position and
significance of the subject, its importance, basic historical content will be
studied, methodological requirements collective discipline. In the discipline of
learning methods teachers should emphasize capacity development issues for
student selfstudy. Since then helps them determine the overall learning
purposes, in particular study and understanding to achieve the aim must be
motivated, learn the proper attitude.
3.3.1.2. Generate interest in learning for students History
According IFKharalamop, excitement was tinged colors demands
precedes emotional phase caused the engine and make the operation of man is
attractive. During teaching teachers inspire student learning through the
following measures:
+ Content or history lessons and carry elements discoveries. Understand a
simple way is the teacher creates compelling factor in history lessons.
+ To promote the strength of teacher verbal history through words of
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encouragement, encourage students promptly.
+ Out of exercises stimulate students researching. Teachers can also
create situations that matter, give rise to new needs should explore specific
object that if it fails you will feel uncomfortable.
+ Using music in teaching history. Music is a form of expression of art
works evoke emotions and excitement is very effective, the music we mention
here mainly revolutionary songs.
3.3.1.3. Forming will study for students
The spirit of overcoming difficulties, perseverance, diligence
3.3.2. Instruct students to acquire deep knowledge of methods of study subjects
Knowledge of the selfstudy method of history is one of three
components that history to be autonomous. Want to study capacity development
history can not fail to equip students with basic knowledge on methods of study
subjects. Originating from cognitive processes of pupils, features historical
knowledge, we believe that the content methods of historical study to equip the
children include:
3.3.2.1. Self employed with history textbook
Equip students with the knowledge on the use of textbooks can help
students determine the content of knowledge is difficult, puzzling. From the
questions which students can communicate with friends, with teachers. Through
the process of searching, the student will be answered deeply understand issues
and be able to remember for a long time.
3.3.2.2. Self employed with reference under the guidance of teacher
This work needs doing: the teacher mentioned exercises, introduce
students to specify policies and programs, to study entry; Research students mix
with the textbook for homework. When conducting student reading Notes: Own
notes when reading (title, author ), time to read; the main contents of the book
in outline form; the question interested and satisfied; Thoughts and record
problems that need to draw after reading.
3.3.2.3. Using thinking operations in the learning process
Thinking is a process of awareness reflects the essence attributes,
relationships with regularity of things and phenomena of objective reality which
is not yet known. This is an extremely important activity to develop the students
in learning history in secondary schools
3.3.2.4. Appreciating the facts, historical phenomenon
Review events, historical phenomenon is a task of historical science. This
is a very important content should be developed for high school students.
Development assessment activities not only help students remember long,
deeply understand the historical knowledge, but also skills training to apply the
knowledge and education of Marxist historians point to the children
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3.3.2.5. Combined with self recorded lectures
As a student in the classroom, students must apply many operations as
lectures, notes, thoughts, answer questions... So, during their lectures to that
selective knowledge to record under the understanding of ourselves.
3.3.2.6. Using the intuitive use of traditional and modern
Due to the history of education is not directly observable, so using visual
gear to exploit the content knowledge is very important. Using the intuitive use
is prop to a deep understanding of the nature of historical facts, are effective
means in the formation of historical concepts; Besides, this approach also helps
students remember carefully, understand the images, historical knowledge and
develop abilities of observation, imagination and thinking language students
3.3.2.7. Knowing detect problems and solve problems
Self discovery in this matter are the questions, the question wanted to
learn more problem they arise in the learning process. Self discovery issues
and solve problems as effective learning tools. It helps students remember long,
deep understanding of knowledge, spirit of overcoming difficulties and positive
development in the labor of their learning.
3.3.2.8. Self review, consolidate knowledge
Review and revision self taught knowledge in general, in particular
history teaching role, great significance. It is an important stage in the process
of teaching history and the dialectical relationship with other stages. Review
and strengthen also the preparation for the examination and evaluation.
3.3.2.9. Knowing presenting problem and history exam
To help students master methods of presenting problem and history
exams, teachers must go through a process during the school year through a
system of questions, exercises for each lesson. Especially when revising for
exams or check one more semester. The essay assignments are appropriate
choices for students to train for skilled presentation and history exams.
3.3.2.10. Self examination, assessment of learning history
Self check, evaluation is an integral part of inspection and evaluation. It
really became " A golden key of education ". Selftest operation, evaluation of
student work including: the students themselves to recreate the historical
knowledge learned. Independence and recalled outline all learned. Get back,
remembering, reliving the events, concepts, conclusions... follow outline was
formed. Self presentation or talk to you in outline was established.
3.3.3. Instruct students to practice selflearning skills
Besides equipping students with knowledge on methods of study subjects,
to help students develop selflearning capabilities history teachers need to
conduct training for student selflearning skills Dept. to turn the knowledge
about selflearning method has mastered the skills to become selftaught.
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Through training courses, selflearning skills of students will be handled in a
mature, flexible and innovative.
3.3.3.1. Instruct students to practice in the classroom
The guide students to apply the knowledge of selflearning methods in the
teaching process in the classroom, in our view should be conducted according
to the following measures:
3.3.3.1.1. Applying the problem of teaching stated:
Raised the issue of teaching style is a collection of specific teaching
methods to organize awareness activities of the students in the formative path
and solve problems. Applying these elements into a history lesson with the
following tasks:
The first is the learning goals set before students study new post, this task
is usually performed by leading students in problem situations or to raise the
issue mentioned exercises. Students will realize the task of learning through
problem posed by the teacher, from which to mobilize knowledge, skills and
abilities have the awareness to solve problems.
The second is held for students solve problems, including tasks such as:
teachers ask questions suggestive, outlined methods to receive information;
Organization for HS exploit information through textbooks, furniture visual
references or through other sources; Organization for student discussions,
presentations.
Thirdly is checking out awareness activities and homework oriented self
study activities for students.
3.3.3.1.2. Applying project teaching
Project based learning has shown the relevance, effectiveness in allowing
students to develop the existing potentials. The engine plays an important role
in the development of selflearning capabilities, many educators have shown
that placing students in situations of selfdiscovery and sharing knowledge
mining results, the problemsolving process as in project based learning is one
of the best ways to stimulate thinking and maintain motivation. Through the
project, students are trained many skills: information extraction, search material
selection, presentations, discussions, thinking, problem solving... here is one of
the necessary skills indispensable for fostering selflearning capabilities for
today's students.
3.3.3.1.3. Application of the method acting.
This is the method to help students think deeply about a problem by
focusing on a specific task that they have performed or observed. The "link" is
not a major part of this approach, but it is important that the discussion after the
performance. When using the method plays in teaching history in secondary
schools, a subject of special events, phenomena and historical figures would
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work as follows: method acting causes the excitement and attention to learners;
Train is for pupils boldly, confidently stand in front of people; Encouraging a
change of behavior and attitude of the learner; Help students to practice the
skills of selfstudy courses through the process of preparing and practicing role
3.3.3.2. Instruct students to practice at home
* Instruct students to work with the textbook at home before school
Classroom time is only 45 minutes wrapped in many activities, so that
reading textbooks before school preparation in the classroom should be a
mandatory requirement for a history lesson of high school students information.
This is an independent act of thinking of ourselves intentionally and is active
with practical significance for the many skills training aimed at forming and
developing selflearning capabilities for student history. Reading textbooks
before school help students identify the basic content knowledge and identify
the contents of what you need to understand when conducting lessons from it
can outline your posts textbook
* Guide students to collect materials related to lessons
Data Collector is expanding knowledge of History. Characteristics of
knowledge is so much history stages, events, phenomena, historical figures,
along with identification, evaluation comments on events, phenomena. While
knowledge of the subject of History in secondary schools can not transmit all of
the knowledge content of History.
* Guide students through the system practiced homework:
One of the effective ways is to exercise and guiding students homework.
By completing homework than students master the method, how to assess the
historical events and the formation and development of selflearning capacity.
Chapter 4
PEDAGOGIC PRACTICE
4.1 System evaluation criteria to be autonomous History students at
secondary school
Quality criteria
Elements
content
Criteria
Not understanding the role of providing
knowledge and learning methods of history
textbooks
14
level
mark
M0
01
Quality criteria
Elements
content
Criteria
Not understanding the structure of letters and
channel shaped channel part in textbooks
Not understanding of the role the effect of
Knowledge
history textbooks
of methods
Not understanding the structure of letters and
of self work
channel shaped channel part in textbooks
with history
Understand the role of textbook history
textbook
Understand the structure of letters and
channel shaped channel part in textbooks
Understanding the role of textbooks effect
Knowledge
Understand the structure of letters and
of methods
channel shaped channel part in textbooks
of study in
Not understanding the role and effects of
history
various types of reference to provide
additional information for study history
Not know how to exploit these references to
use in selfstudy is history
The understanding of the role and effects of
various types of reference to provide
Knowledge
additional information for study history
of methods
Know exploited partly reference types need
of self study
to use in order to learn history
with
Understand the role and effects of all kinds
references
of references to provide additional information
for study history
Know exploited partly reference types need
to use in order to learn history
Understand the role and effects of various
kinds of reference for the study
Understand the exploitation of references to
use in selfstudy
Not understanding
Not understanding the characteristics and
effects of each operation corresponding
thinking content each history lesson
Understand the mindset including further
action
Knowledge Not understanding the characteristics and
of methods effects of each operation corresponding
of
thinking content each history lesson
application Understand thinking including further action
of mind
Understand the characteristics of some
manipulation operations corresponding thinking some
history lessons
Understand the manipulation of thinking that
15
level
mark
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
Quality criteria
Elements
content
Criteria
includes job
Understand the characteristics and effects of
each manipulation mindset for each content of
each lesson history
Not understanding the role and effect of the
selfassessment of learning history
Not understanding the content and the
requirements when evaluating events,
phenomena and historical figures
Understand the role and effect of the self
assessment of learning history
Not understanding the history of learning
content, these requirements need to use self
assessment capabilities
Understand the role and effect of the self
assessment of learning history
Knowledge
Understand some of the content and
of methods
requirements when evaluating events,
of self
phenomena and historical figures
evaluation
Understand the role and effect of the self
events,
phenomena, assessment of learning history
Understand the historical academic content
historical
requirements when evaluating events,
figures
phenomena, historical characters to use self
assessment capabilities
Not understanding the role and effects of
self documented in historical study
Never grasp the contents should record the
lecture, the method of recording the lectures
for each type of knowledge
The understanding of the role and effects of
self documented in historical study
Lack of an understanding of the content
should record the lecture, the method of
Knowledge
recording the lectures for each type of
of methods
knowledge
the lecture
Understand the role and effect of the self
notes
documented in historical study
themselves
Understand some content and some minimal
method to record the lecture
Understanding the role and effect of the self
documented in historical study
Understand the contents and the method are
performed when grafted record for each type
of knowledge article
16
level
mark
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
Quality criteria
Elements
content
Knowledge
of self
learning
method with
traditions
and modern
visual
Knowledge
of methods
of detecting
problems
and solve
problems
Knowledge
Criteria
Not to understand the role of visual
appliances in learning history
Not understanding the kinds of visual content
in learning the history and characteristics of
each type of visual utensil for each kind of
knowledge
The understanding of the role of visual
appliances in learning history
The understanding of the kinds of visual
content in learning the history and
characteristics of each type of user to suit each
type of historical knowledge
Understand the role of visual appliances in
learning history
Not understanding these kinds of intuitive
use in studying history and historical
knowledge type commonly used visual
appliances
Understand the role of visual appliances in
learning history
Understand the kinds of intuitive user in
learning the history and characteristics of each
type of utensil intuitive historical knowledge
Not understand the requirements of self
discovery issues and solve problems in school
history
Not understanding the method, process
discovery and problem solving history
Understand the requirements of self
discovery issues and solve problems in school
history
Not understanding the method, process
discovery and problem solving history
Understand the requirements of self
discovery issues and solve problems in school
history
Understand the methods of detecting the
problem but not yet grasp the problem solving
process
Understanding the requirements of self
discovery issues and solve problems in school
history
Understand the methods of detection and
problem solving processes history
Not understanding the role, work,
17
level
mark
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
Quality criteria
Elements
content
of methods
of self
review and
consolidate
knowledge
Knowledge
of methods
of self
presentation
and exam
Knowledge
of methods
of self
assessment
in learning
history
Criteria
requirements and the type of review,
consolidate knowledge
Not known method to perform the review
and consolidation of knowledge
Understand the role, work, requirements and
the type of self review and consolidate
knowledge in historical study
Not known method to perform the review
and consolidation of knowledge
Understand the role and work requirements
and other forms of self review and
consolidate knowledge in historical study
Knowing some work to perform while
revision and consolidation of knowledge
Understand the role and work requirements
and other forms of self review and
consolidate knowledge in historical study
Know the method and perform the work
required to review, consolidate knowledge
No requirement to understand, how to
present each type of exam questions in history
Never know how to present the history exam
types
Not understanding the requirements and level
of presentation of each type of exam questions
history
To understand the requirements of a number
of types of questions in the quiz
Understand the requirements of the present
and history exam
Know how to present some kind of test
history
Understand the requirements of the
presentation of the types of questions on the
test history
Know how to do, presenting the history exam
Not understanding the role and effects of
evaluation to check in learning history
Never grasp the gun, how to perform the
assessment
Understand the role and effect of the
assessment in school history
Not known methods, how to perform the
assessment
Understand the role and effect of the
18
level
mark
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
Quality criteria
Elements
content
Criteria
assessment in school history
Just learned some work, some methods are
performed when assessment
Understand the role and effect of the
assessment in school history
Know the methods, how to perform the
assessment
The system
Not found main idea in textbooks.
selflearning
Unknown channel observed in textbook form
skills
No auto answer the questions in the textbook
Already know how to find the main idea but
incomplete, inaccurate.
Given observations expressed channels but
also long form and not enough content.
Already know themselves to answer the
Self
questions in textbooks
studying
skills with Find gist complete, accurate but not logic
history
standard arrangement.
textbook
Given observations shaped channel and
thereby derive knowledge hidden from image
channel.
Answer some questions in textbooks
Find the gist complete, accurate, standard
logic arrangement.
Know the formation observed channel, found
historical knowledge through the channel
formation
Answer the questions in good way textbooks
Never find references related to lessons
Never get the gist of reference.
Search by reference but not found the main
ideas of reference.
Self study
Content inaccurate records, wordy
with
expressions, not science
reference
Finding references related to the lesson
under the
content.
guidance of
Find the main ideas of reference adequately,
teacher
accurately and scientifically.
Find the full references related to the lesson
content.
Find the main ideas, summarized in full,
accurate scientific references.
Historical
Never fully specified accuracy of content.
thinking
Can not analyze, compare generalized events,
skills
historical phenomenon
19
level
mark
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
Quality criteria
Elements
content
Criteria
Never apply, contact the acquired knowledge
into practice.
Giving full content of events, historical
phenomenon
Never analyze, compare, generalize the
events that history.
Never apply, contact the acquired knowledge
into practice.
Giving full content of events, historical
phenomenon.
Analyze, compare generalize events,
historical phenomenon but not yet identified
specific characteristics for comparison.
To apply, contact the acquired knowledge
into practice.
Stating the exact full content of events,
historical phenomenon.
Analysis and comparison of events, historical
phenomenon. Identify the unique
characteristics to compare and draw awareness
to themselves.
To apply, contact the acquired knowledge
into practice.
Skill
Can not comment could be an issue History
evaluation Never learned lessons after school a
events,
historical problem
phenomena, Not mentioned the significance of a historical
historical
phenomenon Events
figures
May be commented a proplem under hint
history teacher
Never learned lessons after school a
historical problem
Not mentioned the significance of a historical
phenomenon Events
May be comment a problem history
You can draw lessons after school a
historical problem under the suggestion of
teachers
It can be mentioned the significance of an
event under the historical phenomenon of
teacher hints
May be comment a problem history
You can draw lessons after school a
historical problem
It can be mentioned the significance of a
20
level
mark
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
Quality criteria
Elements
content
Criteria
historical phenomenon Events
Never burn itself out of its discretion that
must be recorded in accordance with the
teaching of teachers.
Slow recording speed, barely follow the
lecture.
Never combine lectures, thinking answered
questions with recording lectures.
Can be recorded according to their own
understanding, but not a sufficient standard.
Speed recording process as promptly as
possible, but no scientific lectures
Skill listen You can combine lectures, thinking answered
questions with recorded lectures in some
lectures
courses.
combined
with notes
Record full content scientifically understand
their own discretion.
Speed recording quick, timely and proactive
lessons during school hours.
Well combine lectures, thinking answered
questions with recorded lectures
Proactively combining musical elements
lecture notes and understand their own
discretion entire lesson content.
Speed recording fast, recording scheme
present thinking is logical, scientific and
accurate
Combine skilfully lecture, think real contact
Not able to observe pictures, maps, schemas,
diagrams, graphs, Nieu said despite the
teacher's guide
Unknown content to exploit the knowledge
of what is visually belongings despite the
Selflearning guidance of teachers.
skills with Never read and analyze charts and graphs to
visual
draw conclusions
appliances
When observing visual utensil known but not
fully describe and accurately despite the
teacher's guide
It is possible to exploit the knowledge
through visual appliances but incomplete
Be able to read and analyze charts, diagrams
but insufficient attention.
Knowing observed visually utensils full and
accurate contents under the guidance of
21
level
mark
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
Quality criteria
Elements
content
Criteria
teachers.
Given efficient exploitation of knowledge
through visual appliances fully and accurately
under the guidance of teachers.
Read and analyze some money hidden
knowledge in diagrams, charts but are not
really adequate and science
Mining is correct utensils intuitive and
efficient.
Actively observe visual appliances and a full
description, exact underlying content
contained therein
To apply the knowledge in visual appliances
to analyze additional clarification content
knowledge in lessons.
Unknown detecting problematic situations.
Never know how to use their knowledge to
solve the problem posed.
Unknown self discovery issues contained in
problematic situations
Under the guidance of teachers could solve
Skill detect some issues raised but also lengthy expression,
not a science.
and solve
problems
Detection of the conflicts in problematic
situations under the guidance of teacher
To apply the knowledge learned to solve the
problem posed but incomplete.
Proactively detects contradictions themselves
in problematic situations.
To apply the knowledge learned to solve the
problem posed complete, accurate and science
Skills of self Anonymous properly and fully remember the
review and basics.
consolidate There are tables set up systems generalize
knowledge basic knowledge of chapters, sections,
historical periods
Identify knowledge revision history for
themselves but incomplete, inaccurate.
Making the system table overview of the
basic knowledge, in part, historical stage under
the guidance of teachers but incomplete and
inaccurate
Determine the complete, accurate historical
knowledge to self review.
Making the system table overview of the
22
level
mark
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
Quality criteria
Elements
content
Criteria
basic knowledge, in part, historical period, but
with the guidance of teachers.
Identify correct and fully remember the basic
knowledge of self revision lesson
Independence is generalized table system
with basic knowledge of chapters, sections,
historical periods.
The understanding of the issues required to
make presentations and exams.
The contents presented are incomplete,
inaccurate
Unallocated reasonable time when history
exam.
Understand the requirements of the issues to
be presented.
The content of the presentation is still
missing and inaccurate
Presentation
Allocate exam time
skills and
Understanding the content of the issues to be
exam
presented.
Expressing the exact content, but also long
winded enough attention, not logic.
Allocate reasonable time exam.
Understanding the requirements of the issues
to be presented
Contents complete, accurate, logically
arranged, easily understandable brief
expression.
Allocate reasonable time exam and know
exactly choose the language for presentation.
Skills
Never be content to define the basic
assessment knowledge learned.
test yourself No detectable mistakes, unspecified content
in learning for selfregulation
Identify basic knowledge learned through the
guidance of the teacher but incomplete and
inaccurate.
No false self knows where, not content to
define itself.
Identify basic knowledge learned through the
guidance of the teacher quite complete and
accurate Can automatically know where
wrong but undetermined content needs
adjusting
Identify basic knowledge learned fully and
23
level
mark
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
Quality criteria
Elements
The
learning
attitude
content
Criteria
accurately
Self knows wrong and proactively determine
the contents need to adjust.
Not like studying history
No attention lectures, learn the history, take
notes, read textbooks and self references
Like studying history through lectures and
instructions from teachers
Attention lectures, learn the history, take
The spirit of notes, read textbooks themselves
learning
Favorite in history, eager to learn the history
attitude
issue.
Note lecture, recorded in the system,
independent reading textbooks, reference the
idea of the self
Loved and desired study history knowledge
Voluntarily, actively explore exciting
historical knowledge through personal study
and group collaboration.
Just study and learn when checked
Not actively take time for private study.
Self learn, actively ask teachers and friends
while experiencing the difficult topic or
Perseverance question.
to overcome Has won time to study history but
difficulties inappropriate
in learning Self adjusting reasonable study plan and
explore key issues of historical knowledge.
Take time to study history
adjusted study plan, find ways to overcome
difficulties in learning.
Spend time, study plans rational science.
Not having demand for selflearning
needs study to complete tasks that teachers
assign
Demand for Having demand needs to complete the study
selflearning and expansion, improve knowledge of history
for themselves.
Having high selflearning needs to expand,
learn the history and knowledge into practical
use.
4.2. Pedagogic practice
24
level
mark
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
M0
01
M1
24
M2
57
M3
810
4.2.1. The purpose of the experiment
The pedagogical experiment was conducted to verify the results of
research are proposed in the thesis. From the experiment will draw comments,
reviews an overview of the requirements and measures to develop selflearning
ability of students during the process of teaching history in secondary schools.
4.2.2. Subjects and experimental locality
We choose grade 10 ( standard program ) of the school year 20132014 in
the provinces and cities: Hanoi, Lang Son, Hue and Lam Dong, Vinh Long,
Can Tho to conduct experiments.
4.2.3. Content of pedagogical experiment
To test the feasibility of measures to develop selflearning capacity of
students in teaching history in secondary schools we conducted pedagogical
experiment in three articles 10, 11 and 12 in the textbook history class 10
standard programs.
4.3. Experimental results
Data analysis after the experimental tests of both the control group and
experimental pedagogy in mathematical statistics, results showed the
experimental group score higher than the control group. This is one proof that
the feasibility of measures that thesis pedagogical issued.
Through the exchange of teachers and students, we find that the process
of pedagogical experiment was successful, students have been very proactive in
acquiring new knowledge, develop selflearning capability born. This allows us
to have confidence in the findings of pedagogical measures that we propose will
be one of the useful methods to help develop selflearning capability for
students in secondary school say and improve overall quality of teaching
History in particular.
4.4. Essential measures to develop selflearning capability for
students in teaching history in secondary schools
Selflearning is considered as a method of learning should be able to apply
to every stage of the learning process as preparation for the acquisition of new
knowledge, in the process of acquiring new knowledge, or to lock in internal hours
reinforce the ex post review. Create demand, interest in learning and stimulate
student willing to engage in selfstudy activities. Besides, teachers should help
students see the great impact of the study on the process of preparing the students
receive thuc.Trang understanding of the methods of study subjects. Students can
only willing to engage in active selfstudy by consciously when they have certain
knowledge about selflearning method departments. Regular exercise to turn the
knowledge about selflearning method has mastered the selflearning skills.
25