Tổ chức dạy học các chủ đề môn lịch sử lớp 10 ở trường THPT (theo chương trình 2018) tt tieng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THI QUY

THE ORGANIZATION
OF TEACHING HISTORY TOPICS IN 10TH GRADE
OF HIGH SCHOOLS (ACCORDING TO THE 2018 PROGRAM)

Major: Teaching Theory and Method of Teaching History
Code: 9.14.01.11

SUMMARY OF DOCTORAL DISERTATION
IN EDUCATIONAL SCIENCE

Hanoi, January 2020
1


The work was completed at: Hanoi National University of Education

Supervisors:
Assoc. Prof. Dr. Nghiem Dinh Vy
Dr. Nguyen Anh Dung

Reviewer 1: Prof. Dr. Ha Thi Thu Thuy
Thai Nguyen University of Education

Reviewer 2: Prof. Dr. Tran Viet Luu
Central propaganda and training commission

Reviewer 3: Prof. Dr. Nguyen Manh Huong
Ha Noi National University of Education

The dissertation was defensed in front of the school-level Doctoral Dissertation
Review Board at Hanoi National University of Education at
.......o’clock....date.....month....year......
.

The dissertation is available at:
- National Library, Hanoi
- Library of Hanoi National University of Education
2


3


LIST OF SCIENTIFIC WORKS BY AUTHOR

1. Trinh Dinh Tung (Editor) I. Hanoi National University Press) Characteristics of
teaching History in high school and achieved issues, Nguyen Thi Quy (author)
2. Nguyen Thi Quy (2019) Proposing the process of developing a history teaching plan in
the new general education program, "Developing a teacher training program to meet
the new general education program"
3. Nguyen Thi Quy (2014) Characteristics of teaching History in high school and problems
achieved (Specialíe in teaching History and issues raised in the present), Journal of
Education and Social Affairs, No. 39 (100 ) June 2014, p26-28
4. Nguyen Thi Quy, (2019) Teaching history in high school by subject to shape and
develop learners' capacity (Conducting Theme-Oriented History Teaching and Basic
Features of History Teaching), Educational Magazine and Society, No. 95, 2/2019, pp

42-48.
5. Nguyen Thi Quy (2019) Organization of subject teaching and basic features of
Conducting Theme-Oriented History Teaching and Basic Features of History
Teaching, Journal of Education and Society, Special issue number 2, March 2019,
pages 14-17.

4


REAMBLE
1. The urgency of the topic
1.1. Implementing Resolution No. 29-NQ / TW of November 4, 2013, on "fundamental and
comprehensive renovation of education and training, meeting the requirements of
industrialization and modernization in certain market economic conditions". socialist direction
and international integration ", the Ministry of Education and Training advocates" to continue
strongly renovating teaching and learning methods in the direction of modernization, promoting
positive, proactive, creative and active using learners' knowledge and skills, overcoming one-way
imposition of transmission, memorizing machines, focusing on teaching, learning, thinking,
encouraging self-study, creating a basis for learners to update and exchange themselves new
knowledge, skills, capacity development ”. In particular, the "continuous innovation in terms of
objectives, content, methods, organizational forms of teaching and testing, evaluation of students'
learning results" [18] is considered a "solution". key "to improve the quality of education.
The History History general education program of 2018 has fundamentally and
comprehensively changed in the direction of shifting the content approach to quality and capacity
approach. Accordingly, the program is developed flexibly and flexibly, directing teachers into
organizing activities to guide students to self-study; reduce class time, increase application
practice; increase local education content closer to practical life. Throughout the program is a
system of topics and thematic learning on the basics of World History, Southeast Asia and
Vietnam, to enhance and expand the common knowledge that students have studied at the
secondary school level. The systematic, fundamental topics and themes of the program are

fundamental, stemming from the requirement to develop the qualities and competencies outlined
in the overall curriculum and History educational goals for each program.
The objective and structure of the program as above governed the renovation of methods
and organizational forms of subject teaching. To meet the renovation requirements of the History
curriculum, the key solution in the teaching process is to effectively use teaching methods and
forms to actively improve the activities of students towards: Focusing on organizing learning
activities related to life's situations; linking intellectual activities with practice and practice
through active teaching activities to develop patriotic, compassionate, hard-working, honest,
responsible and common qualities (self-study capacity) , autonomy; communicative and linguistic
competence; problem-solving and creative ability), specialized competence (History capacity).
In recent years, the organization of teaching subject in History has been implemented in
some high schools, especially since the Ministry of Education and Training issued Instruction No.
791 / HD-BGDĐT dated 26 / 6/2013 on piloting the development of school education programs.
Accordingly, teachers can structure and rearrange the teaching content of each subject in the
current program according to the orientation of developing students' capacity into new lessons,
turning some teaching contents into internal ones. content of educational activities, building
interdisciplinary integration topics to overcome shortcomings and limitations in the current
educational program (Issued under Decision No. 16/2006 / QD-BGDĐT of May 5) / 2006). From
the 2017-2018 school year, the implementation of the current general education program towards
developing student qualities and competencies has been implemented nationwide. Accordingly,
“based on the current general education curriculum, selecting topics, reviewing lessons in the
current textbooks corresponding to that topic to reorganize into some integrated lessons of each

5


subject. study or interdisciplinary; From there, build an education plan based on the orientation of
developing students' capacity and qualities suitable to the actual conditions of the school ”[7, p1].
However, the conversion of teaching from the current program to the active development of
the school curriculum is still very confusing, inadequate, special and the identification of topics

and organization of teaching subjects in History subject at school. High school. Therefore, the
results of teaching subjects do not meet the requirements set forth. These limitations have
significantly affected the teaching quality of History subjects
Therefore, with the desire to find out measures to organize the teaching of subject subjects
in History in the general education program 2018, especially the method of identifying topics,
requirements of the topic and organizing teaching. Subjects that meet the subject's objectives, we
choose the research topic: "The organization of teaching History topics in 10th grade of high
schools (according to the 2018 program)".
2. Research subject and scope
2.1. Research subjects:
- The process of organizing the teaching of 10th-grade history topics at high school, in
which, we mainly go into the method of organizing history topics.
2.2. Research scope:
- Scope of subject teaching theory: Based on unifying the concept of organizing subject
teaching in education, the topic focuses on organizing teaching history topics for students in class
10 at high school.
- Scope of content: Organizing teaching historical topics in grade 10 at high schools
according to the 2018 program
- Scope of application: Due to the wide range of topics (including topics and topics chosen
by the content of vocational knowledge, knowledge of world history, regional history, and
Vietnamese history). specialized subjects with the forms of organizing curricular and
extracurricular teaching), so we focus on applying research measures to organize teaching grade
10 topics in high schools in high school during the class.
- Scope of the investigation: Surveying the current situation of organizing teaching history
topics for students in general and the reality of organizing the teaching of history topics in
particular at high schools nationwide. The localities were randomly selected according to 6
economic regions, each with 5 provinces selected.
- Scope of the experiment: To test the correctness and feasibility of the proposed measures,
we conduct experiments at some high schools in Hanoi City and the provinces of Vinh Phuc and
Bac Giang. , Hai Duong

3. Research objectives and tasks
3.1. Objectives of the study:
Based on confirming the role and meaning of organizing teaching subject topics, the thesis
identifies the topic and the required requirements of the topic. From there, propose forms and
measures to organize teaching effectively the topics of Grade 10 in high schools (according to the
2018 program) to contribute to improving the quality of subject teaching.
3.2. Research tasks:
To achieve the above goal, the thesis focuses on solving the following specific tasks:

6


- Learn to identify the psychological basis, education, theory of the topic teaching
organization.
Investigate the current situation of organizing teaching history topics for students and
organize teaching history by high school education program 2006 in high schools.
- Learn the overall curriculum, 10th-grade history subject curriculum (according to the 2018
curriculum) as a basis for determining the topics, describing the requirements of the topics and
organizational forms of teaching topics.
- Proposing measures to organize teaching subject topics for history in internal classrooms
and conduct pedagogical tests to verify the science and feasibility of organizing teaching subject
topics 10th grade in high school (according to CT 2018).
4. Scientific hypotheses
The quality of teaching subject matter subject under the approach of forming and
developing computers and skills at high school (according to the curriculum in 2018) will be
improved if the system of topics with criteria to meet the requirements of the subject curriculum
is identified. History and propose the forms, measures to organize teaching by those topics by
teachers, students and practical conditions of the school.
5. Methodological basis and research method
5.1. Methodological basis

The methodological basis of the topic is the viewpoint of Marxism-Leninism, Ho Chi Minh
ideology, the Communist Party's policy on history education.
5.2. The research method of the thesis
During the research process, the thesis uses some following research methods:
- Group of theoretical research methods:
+ Research psychology, education, and history materials to select and identify the
theoretical and practical basis for organizing teaching history: nature, characteristics, position, the
role, the topic of the topic and the form and method of organizing the teaching.
+ Studying the overall program, history subject curriculum, and documents, documents
guiding the implementation of the program and textbook according to the orientation of
developing learners' capacity.
- Group of practical investigation methods: Investigating by questionnaires, consulting
experts, education managers, teachers, students; attending hours, visiting classes to observe,
collecting data, evidence to objectively assess the teaching situation according to history subject
in some high schools.
- Group of pedagogical testing methods: Using case studies/case studies to apply, analyze,
evaluate, compare and prove the scientific hypothesis of the topic; organizing teaching history
topics for students
- Group of mathematical-statistical methods: Using mathematical-statistical methods to
handle investigation results and pedagogical test results. Based on those results to analyze and
evaluate the effectiveness of the proposed thesis measures.
6. The scientific and practical significance of the thesis
Theoretical aspect: The research results contribute to enriching theories, the method of
organizing teaching history topics for students, the method of organizing teaching history topics
at high schools.

7


In practical terms: Research results help teachers apply the processes and ways to identify

the subject's requirements according to the abilities approach; measures to organize teaching
history topics at high schools to improve subject quality. At the same time, this research result is
also a reference source for students, graduate students and graduate students majoring in history.
7. Contribution of the thesis
The research results of the thesis contribute:
- Identify the characteristics, nature, roles, and meanings of the topic to organize teaching
subject matter to meet the requirements of qualities and student development;
- Assessing the situation of organizing teaching subject topic in high schools as a practical
basis for teaching and managing teaching subject in high schools;
- Determine the topics with the criteria to meet the requirements of the history subject and
form of teaching according to those topics at the high school.
- Identify the requirements when selecting and using organizational methods of teaching
subject topics at high schools.
8. The structure of the thesis
In addition to the "introduction", "conclusion", "list of references" and "appendices", the
main content of the thesis consists of 4 chapters:
Chapter 1. Overview of research related to the topic
Chapter 2. Problems of organizing teaching activities under the topic in high schools- theory
and practice
Chapter 3. Determining the requirements and the organizational structure of teaching history
according to the topic in high school
Chapter 4. Measures to organize teaching history according to the topic for 10th grade in
high school
CHAPTER 1.
OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC
1.1. The research works on college in teaching theory
1. For research projects on the subject of teaching theory in the world, we have collected
and researched many works of authors such as BPExipop in "Theories of teaching theory". ,
episode 2, Education Publishing House; I.A. Ilinna in "Education Studies", volume 2, Hanoi
Education Publishing House, 1973; Jerome S. Bruner, in The Process of Education,

HarvardUniversity Press, Cambridge, London, England, (1977); I.F.Kharlamop, in the project
"Promoting the learning activeness of students", Volume I, Education Publishing House, 1978 ...
and many other research works. The results show that the studies affirmed the role of teaching
according to colleges in promoting positive, proactive, creative creativity of learners, teaching
according to colleges is "a method to implement integration in teaching". College-based teaching
forms systematic skills and knowledge in students through the integration of knowledge units
belonging to one or more learning subjects of the sciences around a college; provide ways for
learners to expand awareness of a unified, systematic, continuous and expanded world,
motivating and stimulating students throughout the teaching process, helping students develop
ideas community awareness, working cooperation, and communication skills, promoting creative
initiative, helping learners have many opportunities to promote their capacity.

8


2. The research team also focuses on collecting and studying materials on organizing
teaching by topics in teaching theory in the country in educational materials by authors Ha The
Ngu - Dang Vu. Hoat (Education Publishing House, Hanoi, 1987); Author Nguyen Thanh Long
in "Modern teaching: theory, measures, techniques", (Hanoi National University Publishing
House, 2002); Author Tran Ba Hoanh in "Innovating teaching methods, curriculum and
textbooks", Publishing House of Pedagogy University, 2007 said that teaching student-centered
teaching is "preparing students to adapt to social life." , respect the purpose, needs, ability of
interest, interests of students' learning "and many research works and topics related to this field.
1.2. The research works on college, organize teaching according to college students' subject
1. In the field of organizing teaching history topics for students in high schools, there have not
been many studies on organizing teaching history topics for students. However, its theoretical studies
have been studied by many experts. These studies, although not directly related to the organization of
organizing teaching history topics for students, have mentioned the method of it to promote the
positive, proactive creativity of learners, improving the effectiveness of organizing teaching history
topics for students - in the goals of organizing teaching history topics for students as the authors: The

author NGDai-ri in the book "How to prepare LS lesson?", Education Publishing House, Hanoi,
1973; Authors G.A.Cu-La-Ghi-Na and Luong Ninh in "Some LS games" of Education Publishing
House - Hanoi (1975); A.A.Vaghin in "Methods of teaching history in high schools" (1977, Publisher
of Hanoi University of Education); I.Ia.Lecne's author with "Developing students' thinking in
teaching physics" (Publisher of Moscow Education Publishing House, 1982 - Translators: Tran Kim
Van, Dinh Ngoc Bao, Pham Huy Khanh, Nguyen Thi Coi); The authors Terry Haydn and Christine
Counsell in "History, ICT and Learning in the Secondary school"; The authors of "Pastplay:
Teaching and Learning History with Technology" by Adesote, S.A and Fatoki, O.R in the article
"The role of ICT in the teaching and learning of history in the 21st century"
2. In the country, the textbooks, monographs on teaching methods of teaching in high
schools, the authors mentioned the concepts of positive teaching, teaching student-centered learning
as the main method, methods, effective way to organize history lesson time. ..these documents,
although not directly mentioning but indirectly mentioning the ways and methods of organizing
teaching history topics for students as: "Some topics of teaching methodology" , Phan Ngoc Lien,
Trinh Dinh Tung, Nguyen Thi Co, co-editor, Hanoi National University Publishing House, 2002,
author Trinh Dinh Tung; curriculum "Methods of teaching history" (volume 1 and volume 2)
authored by Phan Ngoc Lien, Editor of Pedagogical University Publishing House (2010); the
textbook "Methods of teaching history in high schools", Publishing House, Hanoi National
University, 2014, by Vu Quang Hien and Hoang Thanh Tu and many research projects in
monographs , research topics, theses, theses ... the research results show that: In Vietnam, the
researches on teaching in general and organizing teaching history topics for students, in particular,
are quite modest in terms of content and scope, the degree. Studies have not been conducted
systematically and comprehensively at all three levels of education; has not proposed any method
or technique for organizing teaching history topics for students. On the other hand, most of the new
researches are exploited in terms of integrated junior and junior high school colleges based on
research, the current program structure without mentioning the organization of teaching of life
skills in high school education program. For the high school level, the research on teaching is still
quite faint, especially in the field of organizing teaching history topics for students

9

By analyzing the theoretical literature of domestic and foreign authors on the issue of
"organizing history teaching by subject" in teaching, we found that:
International and national educators and educators all emphasize the principle of ensuring
the purpose of educational activities and the principle of education must be associated with reality
and affirm the main solution in the process. Teaching organization is the effective use of teaching
methods and forms to actively improve students' activities. Therefore, the authors unanimously
affirmed the role of defining goals (requirements to be met), defining the content of teaching in
designing teaching activities to specify requirements to be achieved and confirmed roles. role and
meaning of organizing teaching activities associated with practical and practical situations in
organizing teaching history topics for students. Since then, the same level studies give us
important suggestions on the identification of goals, content, methods, organizational forms of
teaching subject topics.
On the other hand, in the research works, the authors affirmed the role of organizing
teaching topics and affirmed that teaching subject organization is an integrated teaching method.
Since then, the research also gives us many suggestions in selecting teaching content in
accordance with the need to achieve qualities and abilities to organize teaching subject topics.
The research works have provided important scientific arguments on measures and
organizational forms of teaching to promote students' activeness and initiative. In particular, the
research attaches special importance to the training and development of thinking skills, skills of
collecting historical documents; self-study skills and IT application skills in history learning.
These knowledge and skills are the means to create qualities and capabilities for learners.
Therefore, although not directly referring to the organization of teaching topics, but with the
above contribution is an important basis for us to continue applying research to realize the
research purposes of the thesis.
In general, scientists have mentioned quite comprehensively about the roads, active teaching
methods and organizing teaching topics in education. They believe that it is a modern teaching
trend in the 21 st century. This trend contributes to changing educational thinking, changing from
the orientation of teaching approach to content to teaching approach to developing capacity; from

placing the teacher in the center to the learner-centered learning activities to ensure the outcome
of the educational program.
However, there has not been any specific, focused and systematic research on organizing
teaching subject matter in high school subjects under High School Education Program 2018. This
is also the problem, the purpose and the research task. Research that our topic is directed to.
Based on an overview of the research works related to the topic, we have analyzed,
synthesized and extracted the inherited thesis points and the thesis continuation studies to clarify
as follows:
Inherited thesis issues:
- Determine and select the topic and organize teaching the subject is a trend of modern
teaching, is the right direction, suitable for cognitive and intellectual development features,
physiological and age characteristics of students
- Organizing teaching topics is a way to formulate and develop students' qualities and
capabilities. In organizing teaching topics, teaching content (knowledge) and skills, attitudes are
integrated into a systematic structure, connected by dialectical relationship and placed in a

10


context (situation). pedagogy. Therefore, students have many opportunities to experience, selfstudy to connect the knowledge, apply skills flexibly to solve learning situations and apply
learned knowledge into real life. Through that, it will form and develop qualities and capabilities.
- The research and proposal of measures to organize teaching topics are implemented based on
inheriting methods and organizational forms of active teaching to promote the activeness,
initiative, and creativity of people.
Issues of the thesis continue to study:
Firstly, based on theoretical studies on organizing teaching topics, we continue to study the
organizational concepts, history topic; history subject classification. Since then, we have
determined the characteristics, nature, roles, and meanings of organizing teaching topics in the
Advanced Education Science curriculum for grade 10 students at high schools.
Secondly, analyze the position, goals, basic content of the overall program, 10th-grade history

curriculum in high school to propose the process of identifying, the need to achieve the topic and
organizational forms of teaching topics in the 10th-grade history curriculum in high school.
Thirdly, focus on researching ways to organizing teaching history topics for students in
grade 10 high schools. This is the central task of the research issue.
Fourthly, conduct pedagogical testing of every part of the measures proposed by the thesis
to draw scientific conclusions of the topic.
Finally, research, propose recommendations for organizing teaching history topics for
students in high schools in general and high schools in particular.

CHAPTER 2. PROBLEMS OF ORGANIZATION OF HISTORY TRAINING BY
COLLEGE IN HIGH SCHOOL - THEORETICAL AND PRACTICE
Based on the overview of the research on organizing teaching history topics for students in
the world and Vietnam, in chapter 2 of the thesis, we analyze and synthesize theoretical and
practical issues related to the topic. To clarify the theoretical issues about organizing teaching
history topics for students such as Provide concepts on the topic, organization, and topic of
history affirming the role and position of organizing teaching history topics for students.
Common; study the international experience of it and assess the current situation in Vietnam as a
practical basis for proposing solutions for organizing teaching history topics for students in
Education and Training Program 2018. Specifically:
2.1. The theoretical basis of the topic
1.1. Concepts related to the topic:
* Concepts on topics, history topics: Based on synthesis and analysis of conceptions on the
topic, we found that: although there are many different views on the topic, the above concepts
have points. The general agreement on the topic is the basic issue, the main issue, which is the
general content of a certain phenomenon in natural and social life. Therefore, we aim to identify
the topic as a relatively complete knowledge content unit, when completed, learners can apply the
learned knowledge to solve a practical problem or solve a problem. Topics in a new context and
the value of a topic depend on the extent to which the topic reflects.

11

In organizing teaching history topics for students, historical themes are fundamental issues
that cover the contents of world history, regional history, and national history to help people have
a systematic overview of World history and national history. Therefore, when building history
topics to organize teaching in high schools, the topics selected for organizing teaching must
ensure the requirements of systematic, basic and general universality in the relationship. the
systematic, harmonious relationship between the common and the private and reflects the
continuity, development, and inheritance of history
The content requirement of the topic is to contain typical and popular knowledge content
and must be able to open and combine with other fields or topics. Each topic after completion of
the course must ensure that it can solve and deal independently with a specific area of life, but at
the same time must be able to connect with the next topics to develop. A new step, a higher level.
* organizing teaching history topics for students
From the concept of "Organization", we define the organization of teaching topics is the
process of teaching in which the learning content is designed into generalized topics that require
students in the process of exploiting the subject to be connected. situations that contain logical
knowledge and skills that address cognitive and practical problems thereby forming and
developing capabilities and qualities
2. Characteristics and nature of organizing teaching history topics for students
The similarity between traditional teaching topics and traditional teaching is still to attach
importance to acquiring and training knowledge, skills, and attitudes. Therefore, teaching
according to the topic is a model of teaching that can be applied to the organization of teaching
current educational programs in the direction of approaching a new curriculum in Vietnam today.
However, the difference between traditional teaching and thematic teaching is the
relationship between the elements of knowledge, skills, and attitudes. Specifically:
- For approaching teaching with content orientation, the goal of teaching activities is that
students have to reach the standard of knowledge, skills, and attitude. Therefore, the teaching
process in the classroom of teachers mainly focuses on activities of remembering historical
knowledge, but not focusing on forming the skills and personal qualities of the learners,

especially binding skills. associated with the analysis and interpretation of historical events and
phenomena in the context of certain history
- In teaching under the orientation of approaching the energy, the required requirement of
the topic/lesson is to build the quality and capacity of learners. Teaching integrated development
of learners' capacity according to the formula "Capacity = [(knowledge X skills x attitude) x
situations]" must be understood as the process of organizing students to explore by integrating
skills, combining linking knowledge units by being aware of the value of such activities can meet
the needs of practical cognitive problems. Logical learning activities can only take place when
students are facing a situation / cognitive task. The situation determines the ability to develop the
quality and the learner capacity, deciding the integrated scope of the content topic. Students
'ability to develop students' computers and capabilities is directly proportional to the integrated
scope of the topics. This relationship directs the determination of criteria and requirements of the
topic so that the organization of teaching history topics for students can meet the requirements of
capabilities and qualities in history

12


Accordingly, with this teaching approach, the relationship between the four elements
"knowledge, skills, attitudes, and situations" is necessary and sufficient for the process of teaching to
develop capabilities and qualities, lacking one of the four factors. that capability does not form.
Therefore, it is necessary to express the relationship between the four factors as a relationship
according to the nature of multiplication, then, if only one of the four factors is zero (= 0), the
teaching effect will be zero (= 0). and capability does not form. Therefore, in the process of
organizing teaching topics under the orientation of quality and capability, and teacher development,
teachers need to properly solve the relationship between the elements as required by the topic.
With the above characteristics, in our opinion when organizing teaching topics, teachers
should ensure the following requirements:
- Firstly, the selection of knowledge content must be made based on analyzing the
requirements of quality and capability of the topic to determine the topic system with knowledge

content, skills, student's mode of operation and practical situations expressed by core questions
are universal questions, requiring many open answers.
Secondly, the content knowledge units of the topic are designed into learning activity
chains. Each knowledge unit will correspond to a learning task that requires the learner to
discover the problem; problem-solving and reporting problem research results.
Besides the advantages, organizing teaching history topics for students have difficulties and
challenges for both teachers and learners. Specifically:
- When exploiting topics, questions raised by students may be beyond the scope of the
program, it is difficult for teachers to give students a satisfactory answer.
- Students must be studying and living in a pedagogical environment where learning must
be the needs of students, according to their needs and directed at them.
- Teachers must be active and creative in choosing topics, the content of themes, forms and
measures of organizing teaching topics.
Based on the analysis of the characteristics of organizing teaching history topics for
students, we have determined the role and significance of the organization of teaching history by
topic as follows:
- Teaching according to colleges is one of the trends of modern teaching in the world.
organizing teaching history topics for students focuses on general learning content, relating to
many fields and associated with real-life situations, creating favorable conditions for students to
form and develop capabilities and quality
It brings the following benefits:
* About knowledge
organizing teaching history topics for students will help students form general, systematic
knowledge according to each content circuit associated with reality. The knowledge that students
acquire after completing the topic is not limited to the subject area but usually the
interdisciplinary integrated knowledge.
- organizing teaching history topics for students, students will be solved their learning tasks
according to the content of the learning activities that have been determined according to the
knowledge units based on concretizing the requirements of the employer. threads. According to
this teaching method, knowledge brings students close to reality, the process of organizing

teaching is not forced, coercive but is formed based on conditions, opportunities, and positive

13


motivation in learning for students, students always have to explore and explore to complete the
learning tasks. Therefore, the knowledge system students can acquire in the topic of it is kept
closed, in association with real-life, practically with students' learning.
* About skills
When organizing activities organizing teaching history topics for students, teachers need to
design learning tasks for students to "make history" - "Doing History" to make events and
phenomena come alive and close. Through the performance of tasks, completing the learning
tasks, students will be able to learn history knowledge to answer questions or explain a viewpoint,
a viewpoint on history issues. Accordingly, in organizing teaching history topics for students, it is
necessary to focus on training the basic and essential skills which are typical of history to work
towards the formation and development of the specific capacity of History. Depending on the
content of history knowledge, teachers select activities to help students practice appropriate skills.
* About attitude
Through learning activities in the process of organizing teaching topics, it helps learners
develop their activeness, confidence, self-affirmation, self-motivation, and self-advocacy on the
basis of performing individual / collective activities. to be aware, self-developed, self-performing,
self-testing, self-assessing and self-improving .... thanks to that, the motivation for learning is
always stimulated so that students are always interested in the learning process. At the same time,
with such a flexible and flexible organization, it will ensure maximum freedom in choosing,
deciding on a work plan and improving in the learning elements, training the ability to work
according to groups, community consciousness, cooperation in problem-solving. Thus, with the
teaching method, history topics will make an important contribution to the development of
students with hard work, honesty, and responsibility. These are important qualities that contribute
to the formation of the good moral qualities of a positive citizen.
3. Types of college students' subjects in high school

- Based on the purpose and requirements of the content circuits in the program there are
types of career-oriented colleges (history); colleges provide knowledge about events, phenomena,
history issues in the world and the country (politics, society, culture, economy, war ...); College
of practice, practical experience;
- Based on the flow of time, it can be divided into history communities in each stage of the
historical process of the world, the region, and the nation.
- Based on the space of events, history phenomenon can be divided into colleges according
to space of formation and development such as Ancient Egyptian Civilization; Ancient Chinese
civilization; Ancient Greek and Roman civilization ...
- Based on the subject's goals and objectives, specific requirements of each content circuit in
the history curriculum, there are types of career orientation
- Based on the scope of the subject's knowledge, it can be divided into integrated topics
within the subject; Integrating multidisciplinary; Interdisciplinary integration
4. The starting point for organizing teaching activities according to colleges in high schools
Legal grounds: Based on the policy of "fundamental and comprehensive renovation of
education" in Resolution No. 29-NQ / TW, National Assembly Resolution No. 88/2014 / QH13
dated November 28, 2014, of the National Assembly on renovating curriculum, textbooks for
general education and the Prime Minister's Decision No. 404 / QD-TTG on approving the scheme

14


on renovation of general education textbooks and textbooks; Based on the guiding documents and
guidelines of the Ministry of Education and Training on continuing to renovate teaching method
and knowledge-based economy according to the orientation of developing learners' energy
Starting from the goal of renewing the curriculum and textbooks of History subject to the
development orientation of learners; derived from cognitive characteristics of high school
students.
2.2. The reality of the organization of teaching history by subject
2.2.1. Practicing teaching history by topic

In the world, organizing teaching history topics for students is a content that is respected by
countries around the world and history is one of the subjects with an important role in high
schools. The organization of teaching history topics for students in countries around the world is
done in a learner-centered manner. Based on the national education program (federal standard for
the United States), educational institutions will develop school education programs that are
appropriate to local educational development conditions and objectives and guidelines. Teachers
build plans to organize teaching.
From the experience of some of the above countries, organizing teaching history topics for
students is oriented towards developing learner competencies, which is a development trend of
current teaching and the organization of it in high schools is implemented to form and develop
learners' abilities.
In the new curriculum of education in Vietnam, history subject is also built based on a
selective acquisition of international experience. The curriculum is designed according to the
approach of approaching and developing learners, students; Curriculum ensures openness and
continuity, promoting the active role of localities and schools in developing school curriculum to
implement teaching content to meet the required requirements (output standards) as prescribed.
Therefore, organizing teaching history topics for students around the world, especially in Korea
and Singapore has given us a lot of experience in the process of researching and proposing
measures to organize teaching history topics for students
2.2.2. The actual situation of teaching historical topics in Vietnam
* Purpose:
In order to properly and objectively assess the status of organizing teaching history topics
for students in high schools according to the current educational program (the education program
under Decision No. 16/2006 / QD-BGDĐT) as a practical basis for withdrawing identify
strengths and weaknesses as a practical basis to propose measures to organize teaching history
topics for students in high schools.
The contents of surveys and surveys focused on the following main issues:
- Awareness of administrators, teachers, and students about the organization of teaching
history by subject and the importance of organizing teaching by topic.
- Current situation of organizing teaching by topic: Activities to prepare lesson plans/topics

and organize the implementation of lesson plans/topics.
- Analysis of factors affecting the organization of teaching history based on teachers' topic
- Comments, assessments, and wishes of students on the activities of organizing teaching
subjects in history at high schools.
Evaluate the results of current status surveys

15


Based on summarizing the analysis of the survey and survey results and the results obtained
when attending hours, direct interviews with managers, teachers, we came to some general
conclusions as follows:
- The Ministry of Education and Training has guided the implementation of the current
general education program according to the orientation of developing learners' energy, including
instructions on the structure and arrangement of lessons with the content of near knowledge. each
other, overlapping into topics to organize teaching. However, the implementation of this content
is formal and responsive. This situation greatly affects the quality of the subject.
- Most the administrators, teachers know about teaching by subject in general and teaching
by topic in particular but very few teachers often organize teaching by topic;
- Most teachers have known the orientation of the new higher education program is teaching
to develop learners' capacity, known and tested to teach some teaching topics, but not understand
the nature of the topic, teaching by topic threads.
- The majority of teachers have done all the steps in the teaching process; actively
innovating form, PP / KTDH; actively explore, collect and design the tourism industry;
innovating ways of checking and evaluating students' learning results;
- However, when developing lesson plans, identifying lesson goals, most teachers do not
contact reality to determine the relevance of history subjects in the field of social science. Also,
teachers are embarrassed when asking students to reproduce the signs of knowledge learned in
history and combine the relationship with the field of social sciences and the principles and rules
of the development of nature and society.

- When defining learning goals, most teachers do not connect the knowledge goals and
skills to create detailed goals. Since then, teachers have no orientation to design learning
activities to form and develop learners' competencies.
- When teaching in class, most teachers find it difficult to do not require students to reproduce the
signs of knowledge related to new knowledge, and at the same time relate to reality.
This practice leads to history classes usually focused on presenting and remembering events
and phenomena singly and discretely; Students acquire knowledge passively so the lesson
efficiency is not high.
The survey results also show that pedagogical impacts are mainly directed at teachers, not
paying attention to learners. The majority of teachers have not identified the specific
competencies that need to be formed and developed for students in teaching history at high
schools, this leads to confusion in the process of selecting forms, methods/tests and evaluating
results. students' learning in the orientation of labor development.
Cause of the situation
Firstly, it is because the content of the history program at high schools now is built according to
the content orientation, following the standard of knowledge and skills of the subject.
Secondly, the whole process of organizing teaching history topics for students at high
school now (from defining the goals, designing teaching lessons, teaching process, teaching
methods, knowledge of organizing teaching to assessing students' learning results) is still in
control. Weak done content-oriented.
Thirdly, the lack of the theoretical framework, the lack of guidance materials for
teaching history at high schools following the orientation of developing learners 'capacity

16


(of which organizing teaching history topics for student colleges is a method of developing
learners' capacity).
Issues posed for organizing teaching history topics for students in high schools
The reality of organizing teaching for students the above-mentioned topic has been posing

many theoretical and practical issues to itself in the spirit of fundamental, comprehensive
innovation, in particular:
- Need to build a theoretical framework for organizing teaching history topics for students at
high schools in the direction of qualities and capabilities
- To transfer from teaching history at high schools according to the current People's
University to organize teaching colleges with the orientation of laboratory development, requiring
subject teachers to master and apply the principles, processes of identification and description of
requirements about capabilities and qualities as prescribed in the program.
- Proposing measures to organize teaching history topics for students to form and develop
learners' human resources.
CHAPTER 3. DETERMINATION OF REQUIRED REQUIREMENTS AND
ORGANIZATION FORMS TEACHING ACCORDING
TO THE TOPIC HISTORY 10 GRADE SCHOOL
3.1. Identify the colleges and the requirements of history for class 10 high school
3.2.1. The process of determining the requirements of a topic
To determine the subject's satisfactory requirements, we propose the following process:
⃰ Firstly, analyze the curriculum of the entire course history, curriculum of each course to
determine the role, position and tasks (required requirements) of the subject in the whole course
(education stage). career orientation) and in each grade.
⃰ Secondly, analyze the grade program to identify the main content circuits as well as the
requirements to be achieved for each topic in each content circuit.
⃰ Thirdly, analyzing the requirements of each college in each circuit of the knowledge
content of the program to determine and describe in detail the requirements of the program.
3.2.2. Determine the requirements of the topic of Grade 10 for high school students
To determine the specific requirements of the topic, teachers need to perform the
following steps:
Step 1: Analyze the requirements of the topic corresponding to the knowledge circuit
described in the course curriculum to determine the competencies and skills corresponding to
each competency in each topic.
Step 2: Based on the results described in step 1 to identify and select the content of

knowledge and learning activities corresponding to the content of knowledge of the topic.
Based on the research and analysis of the program of History of Grade 10, we propose a
topic and determine the requirements of the topic for students in the Grade 10 history program
(not including the optional topic). will analyze, identify and select the knowledge content of each
topic to design learning activities and select the appropriate method of organizing learning
activities.

17


3.3. Forms of organizing teaching according to the topic of Science Grade 10 for high
school students
3.3.1. Grounds for classification of teaching arrangements
- Based on the direct/indirect participation of teachers in the teaching process, we have the
form of classroom teaching, extra-curricular teaching.
- Based on the number of students involved in the learning process, we have individual,
group study, group learning forms.
- Based on the content of the National Education Program, we have formal teaching,
extracurricular teaching.
3.3.2. Forms of teaching organization
* Form of organizing teaching classes
The form of classroom teaching is a familiar and popular form of teaching in our country.
Characteristics of this form are that students are gathered by age and by the level of training;
fixed student composition; The curriculum and teaching materials are divided into grade levels
and follow the school's general education plan.
* Extracurricular Activities
The form of "extracurricular activities" is a fairly familiar activity for schools in our
country. Extracurricular activities are also known as extracurricular activities, which refer to the
forms of activities associated with learning and playing outside the classroom, to link learning at
school to social life. Assembly, creating conditions for students to be integrated into the vast

reality outside the school. In teaching history, extracurricular activities correspond to the
knowledge circuit of historical practice.
* Self-study form
Self-Study is a form of self-study by students during and outside class time under the direct
or indirect guidance of teachers. Students make their plans, use the conditions and materials
available to perform the tasks assigned by the teacher.
3.3.3 Tutoring (private help)
Tutoring is a form of teaching with teacher help for good and weak students. For weak
students, this method aims to detect and fill knowledge gaps in time, helping to prevent these
students from keeping up with the general level of the class, creating motivation to motivate them
to study. As for good students or students who are gifted in a particular subject, the form of
private help helps them further develop the available competencies, further research on a science
and technology issue. , some art that classrooms don't have the opportunities to deal with.
CHAPTER 4. METHODS OF TEACHING ORGANIZATION BY THEMES
HISTORY IN 10TH GRADUATION HIGH SCHOOL. TESTING PROFESSOR
In chapter 4 of the thesis, we identify the requirements when proposing measures to
organize teaching history topics for students. Accordingly, when determining and selecting
teaching methods to organize teaching history topics for students, teachers should pay attention to
ensure the requirements on the compatibility between the requirements to be met with the
teaching content and the method of teaching method according to direction to maximize the
knowledge and experience of individual students, promoting the active, active and creative role of
students in the learning process to achieve the goals and requirements achieved in the topic.
Based on the identification of the requirements, we propose 4 legal groups to organize
teaching history topics for students. Those are the marginal groups:

18


1. Group of methods to prepare teaching topics
In the group of teaching preparation topics, we propose two measures:

a) Study the national education program to develop an individual plan. Individual
teachers' plans include the types of long-term promotion plans for the entire school year or
semester and preparation for lesson planning. This is a group of measures that play an important
role in the teaching process, contributing to determining the quality and effectiveness of
organizing teaching. In particular, building a teaching plan (also called a lesson plan) is the most
important work of the group of teachers' teaching preparation topics. In our opinion, to complete
the construction of a personal profile, teachers will have to prepare and implement the following
contents:
Table 4.1. The tasks when analyzing the general education curriculum
Action
1

2

3

4

Studying the general education
curriculum; educational plan goals of
the school; documents guiding the
implementation of the program to
determine the objectives and tasks of
the subject by grade level
Study local context; school education
goals; Student characteristics and
ability

-Determine the subject's objectives and positions
(general goals, grade targets)

-Determine the direction and how to implement
the program
- Develop a syllabus outlined by grade level
Describe and identify the objectives and
positions of the subject to the local conditions

Develop a subject implementation plan

Completing the program implementation plan to
unify the implementation of the curriculum in the
whole school
Define the topic and describe the Table describing requirements to be reached
satisfactory requirements of the topic
about PC, NL of the topic

4.1

Locate, role, the position of topic

4.2

Describe the requirements of the topic

4.3

Result

Identify the role and position of the topic

Describe the requirements of the topic on

knowledge, skills, and attitudes with the
corresponding teaching content
Expected teaching activities as required Proposing learning activities according to the
by the topic
described requirements

b)
Measures to develop a plan according to the learning activity chain: In fact, this
activity is interested in teachers fully and seriously. However, most of the lesson plans of teachers
are prepared according to lessons in textbooks and formulated in a traditional way, not designed
according to the learning activities chain. Therefore, the proposal of this measure is very
necessary.

19


* In terms of structure: Usually the teaching plan (lesson plan) according to the unit of
lessons in the current curriculum includes: parts of the lesson; Purpose of request; Methods and
means; Lesson content; Consolidation, reminding and appendices.
For the teaching plan with the topic, the structure of the teaching plan is the same as the
above teaching plan but with some adjustments. Specifically:
- Topic name and expected duration of the topic;
- Satisfaction requirements of the topic: Define clearly the knowledge, skills, attitudes, and
PCs, the capacity should be formed and developed by the students;
Content of the topic: Identify teaching activities, in each activity, clearly identify the
objectives of the learning tasks, the content of activities, how to organize the implementation and
the expected learning products of students. in every mission.
* About the process of developing a topic teaching plan.
the process
step 1: iidentify the topic

and the requirements of
the topic

step 2: identify the
content of the topic

step 3: illustrate the
process of teaching
according to topic

Figure 4.1. Process of developing a topic teaching plan
2. A group of measures to organize the teaching of history by subject in in-class lessons
To effectively organize teaching history topics for students, we recommend the following
measures:
a) Innovating the process of organizing teaching activities in class
We study and propose a process of organizing a 4-step learning activity with the following
evaluation criteria:
- The process of organizing teaching topics is more flexible and flexible for both teachers
and students. Teachers do not need to strictly follow the steps from class to start up, form new
knowledge, practice, consolidate and expand in a lesson that can be selected and organized for
students to implement from two to three activities in one lesson hour in the direction of
alternating practice activities with forming activities for students to consolidate the knowledge
acquired during the learning process.
- For the process of organizing a teaching activity, it should be organized in 4 steps as follows:
Step 1: Transfer duties to students. Criteria for evaluating this activity are: clear learning
tasks and suitable with students' abilities, reflected in the requirements of products that students
must complete when performing tasks; the form of vivid, attractive and stimulating tasks are
stimulating students' awareness; ensure all students receive and ready to perform tasks.
Step 2: Support students to perform tasks. Implementing learning tasks: encourage students
to cooperate when performing learning tasks; detect in time difficulties of students and apply

appropriate and effective support measures; No students are "forgotten".
Step 3: Exchange, discuss and report results and discussions.
Step 4: Comment, falsify the student's performance results

20


Commenting on the implementation process of students' learning tasks; analyze, comment
and evaluate the results of the task performance and the student's discussions; correct the
knowledge that students have learned through activities.
b) Organize students to learn LS by the method of raising and solving problems
Teaching and problem solving are some of the active teaching methods. The characteristic
of this teaching method is to raise problems and organize problems for students to draw
knowledge to acquire and apply in real life. The issues raised in learning are often problematic
situations for students to exchange, discuss and give personal opinions. The product of this
activity is that students have to find new and unknown through the thought process.
For teaching organized historical teaching by subject, teachers can design learning tasks,
which can be a phenomenal event; it can be a cognitive exercise to create problematic situations
for students to research, exchange and discuss to provide appropriate explanations. This process
not only helps students be interested in learning history, understanding the nature of historical
problems but also training students in the skills of presenting and arguing a historical problem;
how to solve the problem. On that basis, towards building the capacity for problem-solving
students; thinking ability and communication ability, cooperation, language ability ...
However, when building problematic situations to implement in history lessons, teachers
need to study to ensure the science, system, suitability for lesson content, diversity, and
calculation. overview. This means that the given situations must be consistent with the learning
objectives, to ensure that there is a logical connection between scientific knowledge and real-life
and following the mentality and age of students.
c) Organize students to study history through learning projects
Project-based learning is understood as a learning activity for students to synthesize

knowledge from many fields of study and apply the knowledge learned in real life. This means
that the teaching method of the project is suitable for the way of organizing teaching by subject.
In teaching physics, project teaching is suitable for multi-disciplinary and interdisciplinary topics,
local historical research topics or practice and field topics.
In terms of the organizational structure of teaching, teaching under the project has many
similarities with teaching and solving problems such as: identifying the problem to be solved
(topic selection); problem-solving (project implementation); summary, report results.
However, the difference between these two methods is the process of organizing teaching
according to the project.
d) Organize group discussions in organizing historical teaching by topics
According to educational experts, teaching in groups, also known as collaborative learning,
is organizing classes in small groups for students to research, exchange, and discuss a problem. A
group is a form of learning that promotes creativity very well, so it is easy to adapt to activities
that need to collect ideas and promote creativity. Students need to know what they do and how to
do it when participating in group work.
e) Organize experiential activities in the history class
Enhancing experiential activities in the subject is a new teaching method mentioned in
recent years. However, this group of methods has been researched and developed in organizing
history teaching in high schools very early through "many different forms, methods, techniques to

21


help maximize, increase the participation of learners, create conditions for learners to maximize
their learning ability, creative ability, and problem-solving capacity ”;
For historical teaching, the goal is not only to provide students with knowledge and insights
but also to help students apply knowledge into real life. To accomplish this goal in the process of
organizing teaching history, teachers flexibly choose teaching methods and teaching techniques
actively, in which, the method of experience in the subject has the advantage in forming and
developing. competence for learners. The dominant experience methods in organizing medical

lessons are using the role-playing method, historical teaching activities through organizing
games; organize teaching history through debate ...
3. Measures to guide and encourage students to self-study history by subject
Strengthening self-study guides are an indispensable measure in teaching history in general
and organizing teaching history topics for students in high schools in particular. In the process of
organizing teaching history topics for students at high schools today, many subject teachers have
not paid attention to guiding students to self-study, so the effectiveness of is at high schools is not
high. Do not be instructed by teachers of the subject, encouraging self-study, so many students
are still confused, have not found the right, appropriate and effective learning method so the
learning results have not met the requirements and subject objectives. Therefore, along with other
measures, teachers need to strengthen assigning tasks, encouraging and guiding students to selfstudy. To perform well the guidance of students’ self-studying has an important role in teaching.
This measure not only helps students train hard, responsible but also helps students passionately
learn history knowledge. On that basis, students will be trained in skills such as historical
document collection skills, history information processing skills, skills ... to develop general
competencies as well as specialized subjects.
4.1.4. Innovating testing, evaluating students' history learning results by subject
Currently, the assessment of students' learning results in organizing teaching history topics
for students at high schools is done following Circular No. 58/2011 / TT-BGDĐT by assessing
the results of meeting the requirements of knowledge standards. , skills and attitudes for each
lesson are specified in the subject curriculum. The evaluation of academic results as above does
not reflect the progress of students in the learning process. Therefore, to ensure the assessment of
the need to reach the computer and the learner capacity of the topic according to the requirements
of the 2018 curriculum, it is necessary to focus on the process assessment.
The main objective of the process evaluation is to determine the current level, the achieved
results (students have gained knowledge, formed skills, what competencies? At what level, ...?
limitations and weaknesses still exist; From there, teachers help students correct and correct
mistakes. By assessing the process, each student will participate in self-assessment, thereby
knowing what level he or she is to make adjustments. Teachers evaluate the effectiveness of the
teaching process (advantages and limitations that need to be overcome) to make timely
adjustments. Therefore, a process assessment is called an assessment for the learning process, for

student progress (Assessment for learning). Accordingly, assessing the process has the role of
teaching activities of teachers and students; it is the basis for confirming evaluation,
classification, and ranking of learners' attainment level according to criteria to motivate teachers,
learners, help teachers and learners to adjust teaching activities appropriately and effectively

22


For the inspection and evaluation in teaching topics to be implemented effectively, when
performing teachers, it is necessary to ensure the following contents:
Clearly define the evaluation objectives: The main purpose of the evaluation of learning
results is to compare and compare the achieved student competencies with the required level of
knowledge standards, qualities and competencies in each topic and each level in order to check
understanding of basic knowledge of students and the level of formation, development of general
competence, specialized skill of history in learning process. Based on the assessment objectives,
teachers need to build a set of assessment tools in accordance with the subject objectives.
The need for the proposed measure groups
To verify the necessity and feasibility of the groups of measures to organize the teaching of
thematic history, we surveyed proposed measures for officials, managers, and teachers
participating in the test. Experiments and obtained the following results:
Table 4.8. Assess the need for the proposed measures
Percentage %
Group of proposed measures
Very
Need
Little need No need
urgent
1
Group of teaching preparations
75%

25%
0
0
(15/20)
(5/20)
2
Group of measures to organize
90%
10%
0
0
teaching history by subject in the
(18/20)
(2/20)
internal class time
3
Group of strategies that
60%
40%
0
0
encourage students to study the
(12)
(8)
subject by themselves
4
Group of measures for
90%
10%
0

0
inspection and evaluation
(18)
(2)
renovation
Results from Table 4.8 show that respondents have a high appreciation of the need for the
proposed measures. In particular, the number of reviews is very necessary and necessary to
account for a high proportion (4/4 measures have a 100% selection rate). No comments were
deemed unnecessary. This assessment proves that the proposed measures are needed in
organizing thematic history teaching in high schools.
4.2. Pedagogical experiment
4.2.1. Purpose, object, the scope of the test
Purpose, object, time, test area
Purpose of pedagogical test: Verifying the feasibility and effectiveness of:
- The methods used in developing a history topic teaching plan in the new high school
curriculum.
- Process of organizing teaching by topic in the new general education curriculum.
Test object:
- Teachers teach history at high schools (number: 07 teachers) with the task of using the
proposed thesis methods to build a topic teaching plan and organize a pilot teaching on that topic.

23


- Grade 10 students (383 students in grade 10 for the 2017-2018 school year)
Time and testing area:
- Time: Topic No. 1: October 2017 - 2018; Topic 2: March 2017 - 2018
- Test site: at Me Linh High School (Me Linh District, Hanoi City); Bac Giang BoardingSchool for Vocational Training (Bac Giang City, Bac Giang Province); Dong Dau High School
(Yen Lac District, Vinh Phuc Province); Tran Nguyen Han High School (Le Chan District, Hai
Phong City).

4.3.2. Test content
- Testing topic building methods: by asking questions, interviewing teachers.
- Experimental organization of teaching 02 topics in Grade 10 history, with the content:
Questionnaire, observation notes, interviews, tests ...
Table 4.5. Teaching content
Content
Number
of lessons
1
Topic: Medieval Eastern civilizations
3
1.1. Foundations of ancient Middle Eastern civilizations (Economic,
population, and socio-economic conditions).
1.2. The basic achievements of the ancient Middle Eastern civilizations
1.3. The role and significance of ancient Eastern civilization achievements
with the development of human life.
2
Subject: Đại Việt Civilization
3
1.1. Basis of formation and development of Dai Viet civilization
1.2. Some achievements of Dai Viet civilization
1.3. The meaning of Dai Viet civilization in the ethnic group of Vietnam
4.2.2. Pedagogical test results
- About the number of experimental teachers: there are 05 teachers / 5 schools
- Comments and evaluation of lesson plans: Experimental teachers all appreciate the advantages
and prospects of the topic teaching plan when changing from teaching history to teaching topics:
teaching plans are easy to implement. and suitable for students; with organizational methods such as
guiding students to work a lot and interact with each other; tests and assessments based on competence
and products have helped students become more interested in learning history.
- Regarding the limitations, some teachers are familiar with the method of teaching content

transmission, not familiar with the transition to the way of teaching capacity development,
according to the requirements of organizing activities, for students to find out the results by
themselves, know how to manipulate, practical contact. Therefore, it takes time to prepare and
train teachers to adapt to the new teaching method.
* Results of the survey
About the number of experimental teachers: there are 05 teachers / 4 schools
- Comment, evaluate the lesson plan
Experimental teachers highly appreciate the advantages and prospects of the topic teaching
plan when changing from teaching common subjects to teaching topics: teaching plans are easy to
implement and suitable for students; with organizational methods such as guiding students to

24


work a lot and interact with each other; tests and assessments based on competence and products
have helped students become more interested in learning history.
- Regarding the limitations, some teachers are familiar with the method of teaching content
transmission, not familiar with the transition to the way of teaching capacity development,
according to the requirements of organizing activities, for students to find out the results by
themselves, know how to manipulate, practical contact. Therefore, it takes time to prepare and
train teachers to adapt to the new teaching method.
* From the student side
- Number of turns of students taking part in testing the topic of two topics: 375 students
- Learning results of students after learning two experimental topics
Table 4.13: Students' competence level through the test results of two experimental topics
Percentage (%)
Topic
Number of lessons
Level 1
Level 2

Level 3
Level 4
Topic 1
194
1.03
39.18
54.64
5.15
Topic 2
181
0.00
27.07
64.09
9.94
Based on the results in Table 4.13. Show the results of students after finishing topic 1 and
topic 2 as follows:
+ The rate of students reaching level 1 (<5): topic 1 accounts for 1.03%, topic 2 is 0.00%).
+ The rate of students reaching level 2 (score of 5.6 subjects 1 account for 39.18%, topic 2
accounts for 27.07%.
+ The rate of students reaching level 3 (points 7.0): topic 1 accounted for 54.64% while topic
2 reached 64.09%.
+ The percentage of students reaching level 4 (points 9.10): topic 1 (5.15%) topic 2 reached
(9.94%).
The results of checking the students' level of achievement coincide with the survey and
evaluation results of teachers. For topic 1, students achieve lower results than topic 2. The reason
is that teachers and students have time to prepare, familiarize themselves with new teaching and
learning styles (this result is also consistent with the evaluation results). students input)
Thus, in chapter 4 of the thesis, we have analyzed and proposed the process of developing a
school program and applied that process to the analysis of history subject class 10 to implement
research tasks. of the thesis.

In order to effectively organize organizing teaching history topics for students, we also
research and propose a number of requirements when identifying and selecting a method of
organizing teaching history topics for students on the basis of ensuring the following
requirements: preserving objectives and content of history subjects; Make the most of the
students' knowledge and experience; Must ensure the unity between the role of the subject,
positive, self-discipline of students and the role of organization and guidance of teachers. These
are important bases for us to propose organizing teaching history topics for students
Based on the theory of organizing teaching history topics for students, the characteristics of
it, in this chapter, the author has proposed measures to organize teaching by including,
remembering the measures to prepare teaching history, the group of measures the method of
organizing thematic learning activities in the inner-class lecture session; group of measures to

25