Dạy học tích hợp lịch sử, địa lí địa phương trong môn lịch sử và địa lí cho học sinh tiểu học tỉnh phú yên tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
---   ---

MAI THI LE HAI

INTEGRATED TEACHING LOCAL HISTORY AND GEOGRAPHY
IN HISTORY AND GEOGRAPHY SUBJECT FOR PRIMARY
STUDENTS IN PHU YEN PROVINCE

Specialization:

Theory and Methodology in Primary
Teaching

Code:

9.14.01.10

ABSTRACTS OF PHD THESIS

HANOI - 2020


The work is completed at
HANOI NATIONAL UNIVERSITY OF EDUCATION

Scientific Supervisor:
1. Assoc. Prof. Dr. Nguyen Tuyet Nga
2. Assoc.Prof. Dr. Nguyen Thi Than

Reviewer 1:

Assoc. Prof. Dr. Nguyen Thi Tinh
Thai Nguyen University of Educational

Reviewer 2:

Assoc. Prof. Dr. Tran Duc Minh
Nam Dinh College of Education

Reviewer 3:

Assoc. Prof. Dr. Pho Duc Hoa
Ha Noi National University of Education

The thesis will be defended in front of the Basic Thesis Assessment Council
at Hanoi National University of Education
At… … , day…. month… year 2020

The thesis can be found at:
- National Library, Hanoi
- Library of Hanoi University of Education


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INTRODUCTION
1. The urgency of the thesis
The socio-economic development of Vietnam in order to be an industrial and developing
country requires education to have the renewal of educational goals, contents, and methods. In
particular, general education must focus on intellectual and physical development

while forming qualities and capacities of citizens, enhancing the various practical skills and
capabilities, applying knowledge in real life, and developing creativity and self-learning
ability. The integrated teaching of local history and geography (LHG) in a lesson can support
to clarify numerous parts of the history and geography of Vietnam. Furthermore, the
knowledge of this practical value can assists students to be able to apply to their daily life,
work in local production, and educate students about their homeland and country, and the
sense of responsibility and lofty duty of citizens towards their homeland.
A current issue can be easily found that the integration of the content of LHG is still
unclear in textbooks and teachers' books, so many teachers have not been able to integrate
effectively. Recently, most teachers do not teach local history and geography lessons,
although these lessons have been specified in the program distribution. In these local
lessons, teachers often have not fully exploited the local content and the fact is that the
current forms of teaching organization have not promoted the active learning of students. In
real, teachers often teach based on self-collecting experiences and documents, so effective
local knowledge is not directly related to where students live. Meanwhile, investigations on
teaching LSĐLĐP in primary schools are still rare, which can cause many difficulties for a
teaching process, they don’t have instructions on the integrated teaching process, methods
and have difficulty in finding documents.
For the above reasons, we decided to choose the issue of "Integrated teaching local
history and geography in History and Geography subject for primary students in Phu Yen
province" as our research topic.
2. The objects and scope of the research
2.1. The objects of research :
- Integrated teaching process of LHG in History and Geography subject in primary
school.
2.2. The subjects of the research
The process, and methods to organize integrated teaching LHG in History and
Geography in primary schools in Phu Yen.
3. Scope of research
- Survey areas: Teachers and students in grades 4 and 5 in some primary schools in

Phu Yen province.
- Research content: The thesis focuses on studying the history and geography of Phu
Yen province and the process of organizing integrated teaching this content through History
and Geography subject in elementary schools.
- Experimental location: Lac Long Quan Primary School - Tuy Hoa City, Son Ha
Primary School - Son Hoa District, Au Co Primary School - Song Cau Town.


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4. The purposes of the research
The thesis focuses on building the process, and proposing integrated teaching methods
of LSĐLĐP in History and Geography in elementary school in Phu Yen province to improve
the learning outcomes of this content for elementary students in Phu Yen Province.
5. Research task
- Systematizing numerous theoretical issues of integrated teaching LHG in History and
Geography in elementary school.
- Studying the actual situation of integrated teaching of LHG in primary schools in Phu
Yen province.
- Buliding an integrated teaching process of LHG in History and Geography
- Proposing these methods of teaching LHG in History and Geography in elementary
school in Phu Yen province.
- Testing and pedagogical experiment to evaluate the scientific theory of the subject.
6. The basis of the methodology and research methods
- Theoretician research:
+ Collecting, analyzing, synthesizing, and evaluating research materials on integrated
teaching and documents related to biuld up.
- Practical research: finding out the reality of integrated teaching LHG in History and
Geography in primary schools in Phu Yen province through surveys, interviews,
observations, ...
- Pedagogical experimentation to check the feasibility and effectiveness of the

proposed process and measures.
7 The scientific hypothesis
If LHG integrated teaching processes and methods are built in History and Geography
suitable for elementary students in Phu Yen and apply them flexibly, effectively, ensuring
teaching principles integrated LHG learning results will be improved.
8. The contributions of the thesis
8.1. About theoretician
- Systematizing various theoretical issues of integration and integrated teaching.
- Developing principles and integrated teaching process LHG in History and
Geography in primary schools.
- Proposing measures to integrate the local content in History and Geography in
primary schools.
8.2. About real situation
- Overall assessment of the current situation of the content, methods, and forms of
organizing integrated teaching of LHG in primary schools in Phu Yen today. On that basis,
pointing out the shortcomings and limitations in the organization of LHG and finding out
the reasons.
- Designing lesson plans and conducting integrated experimental organization of LHG
in History and Geography in primary schools in Phu Yen.
9. Protection points
- Integrated teaching of LHG is necessary and consistent with the objectives of the


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elementary curriculum.
- Integrated teaching of LHG is not only formed and practiced through learning
activities in class but also experienced through practices in the locality where pupils are
living.
- Integrated teaching of local content in History and Geography by applying
appropriate teaching process and methods is an effective way for elementary pupils in Phu

Yen province
10. The structure of the thesis
Besides the introduction, conclusions, appendix, and references, the thesis is
structured in three chapters:
Chapter 1. The basis scientific of integrating local history and geography in History
and Geography in primary school.
Chapter 2. Processes and methods of integrated teaching local history and geography
in History and Geography subject for Phu Yen primary students.
Chapter 3. Testing and pedagogical experimentation
CHAPTER 1.
THE BASIS SCIENTIFIC OF INTEGRATING LOCAL HISTORY, GEOGRAPHY IN
HISTORY AND GEOGRAPHY IN PRIMARY SCHOOL
1.1. Overview of the problem study
1.1.1. Integrated teaching
1. 1.1.1. On the world
Integrated teaching (IT) has been an interesting tendency of pedagogical modern
alongside other pedagogical movements, including learning projects, teaching problem
solving, and interactive teaching.
There are many different opinions on this topic in the subject program, but the authors
generally divided IT into different groups with different types and ways of integration, such as:
- Xavier University Roegiers divided into 2 groups of 4 ways: bringing out the
application across multiple disciplines and coordinating the learning process of many
subjects together.
- Susan M.Drake believed that there are 5 ways to build integrated programs according
to the increasing level of integration (This opinion is consistent with the viewpoint of Xavier
Roegiers): Interdisciplinary approach, Combining integrated, Multidisciplinary Integration,
Interdisciplinary Integration, Transdisciplinary Integration
- According to D'Hainaut, there are 4 different integration views for the following
subjects: Internal subject, Most subjects, Interdisciplinary, Cross-disciplines.
In the context of the thesis research, we use an integrated perspective in the form of

integration to implement integrated LSDLDP teaching in History and Geography in primary
schools.
In the syllabus, the subjects also have forms of integration. In the Social studies/ Social
Science in many countries, such as the US, Korea, Japan, Australia, and New Zealand. In


4
these countries, History and Geography are integrated with other contents into new subjects
from the elementary level. Although the historical and geographical content is compiled into
different subjects or compiled into independent subjects, these contents are also designed to
integrate into the teaching process based on topics and programs, framework of the country,
state, ... The degree of integration is manifested in all subjects and reaches the level: internal,
multi-disciplinary, and trans-disciplined.
1.1.1.2. Domestic
In Vietnam, there have been many researches on case study in terms of teaching theory
in general and theory of teaching subjects in particular. Some researches on case study of
famous psychologists and educators in Vietnam include: Thai Duy Tuyen, Do Huong Tra,
Cao Thi Thang, Hoang Thi Tuyet, etc. The authors mentioned the issues such as developing
an integrated teaching capacity, designing a cultivating program on case study,
implementing case study in some subjects from an interdisciplinary teaching perspective.
Currently, the Ministry of Education and Training has integrated some new
educational content into the subjects already included in the program or integrated some
duplicates in the subjects to reduce the learning time. Integration trends have been studied
and applied in program and textbook innovation after 2018.
Many theses have studied the integration of educational contents, such as life skills
education, environmental education, population education, etc. into a specific subject,
such as Mathematics, Science, Nature and Society, and Ethics.
In particular, the book "Integrated teaching to develop the capacity of students" provided
the basic theory of the integrated teaching towards the development capacity and introduced
topics with integrated at different levels of natural science / social science subjects.

Therefore, the concept of a case study has been discussed and applied to teach
practically in Vietnam in several different aspects. However, the application of this view in
teaching is still limited and focused on content integration. Especially, the integrated
contents along with the development goals of students' capacity.

1.1.2. Integrated teaching local history and geography in primary school
1.1.2.1. On the world
Different research methods but focus on the task of comprehending a locality in order
to build that locality (A. O. Berrkov 1961). Studying a locality is a comprehensive study of
regions and research units in that region (Petter Hagg). The research works on the locality
are mainly associated with the understanding of the local nature, history, economy, culture,
society and people.
In general, the study of local contents is widely studied around the world such as the Soviet
Union, France, the United States, the United Kingdom, etc. Through the works, the authors have
shown the understanding of the content about the history of formation and development,
geographical position and geographical characteristics of each specific locality which in relation
to the history and geography of the country. This is a resource for educators (especially teachers
and students) to refer and organize activities to educate the homeland's love and be passionate
about learning about their locality.


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Teaching contents in the social field at the primary level in the world is usually done
through integrated subjects with different names, such as Social studies in the US, Canada,
Guyana, Germany, Japan, and Singapore; Study of society and environment in Australia, Culture
Humanism in France ... These subjects integrate the content of various fields of history,
geography, cultural, legal, religious, economic, and philosophical, ... Integrated learning content is
designed into major topics that can link the lessons. The local content is taught to integrate with
the content/topics related to history and geography ... of Social Studies / Social Studies in
elementary schools. In addition, the program is designed on the way to develop the capacity of

learners. Besides that, teachers organize activities to encourage students to form and train their
academic abilities. Moreover, the syllabus has also developed the academic capacity
through learning activities: carrying out surveys, prospecting, handling matters concerning the
lesson content, or using IT to process and synthesis information, reporting learning products ...
1.1.2.2. Domestic
There are research papers on local contents as follows:
Methods of Research and Teaching Local Geography (Episode 1,2) of Le Ba Thao ,;
Study and compile local Geography for high school teaching and learning - Le Thong;
Compilation of local content documents - Geography of Nguyen Tuyet Nga, Pham Thi Thanh;
Local geography in high school - Lam Quang Doc... These documents mainly research on
teaching methodology and compile teaching materials in high schools.
For local hisroty, there many issues as follows: Local history (2007) of the Project for
development of primary teachers; "History, culture, landscapes, economic potential of 63
provinces and cities of Vietnam" by Pham Duy Thanh Long (2012), "Local history curriculum"
by Nguyen Canh Minh (editor) (2007) ...
Numerous dissertations and thesis have discussed the teaching of local content. In
general, the authors have pointed out the importance of the LSĐLĐP documents in teaching
History and Geography in high schools and emphasized the relationship between the locality
and the nation. Thereby, the authors also proposed some methodologies use the LSĐLĐP
documents in each region, such as Quang Nam, Đa Nang, Thai Nguyen, Quang Binh,Bawc
Ninh, Tay Ninh,... This information is an important theoretical basis for the author to
understand the direction of solving the tasks of the subject.
In addition, in the current elementary syllabus of grades 4 and 5, the historical content
is integrated with the geography content into the History and Geography subject. The
lessons give teachers several opportunities to integrate their localities into teaching, help
reinforce Vietnam's historical and geographical symbols and educate their
homeland. Moreover, to apply the knowledge of history and geography into practice, solve
problems of practice, students also have to mobilize their knowledge of many different
subjects, including Mathematics, Essay writing, Story Telling, and Art. Besides, to help
teachers have the opportunity to educate local content for students, the program also has

some local lessons, through which teachers have many chances to organize a variety of
teaching activities on local content for students. However, the compilation of local teaching
materials is still spontaneous, lacking in synchronization, and not fully exploiting the local


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content. Furthermore, the materials only focus on designing lessons but not on integrating
the lessons in the program.
In Phu Yen, several materials about the teaching of LHG "Local Geographic
Documents (For Secondary schools)", "Phu Yen’s Literature, History, and Geography
Teaching Materials (Used in Secondary Schools)" are available; The "Local Geographic
curriculum of Phu Yen" by Nguyen Thi Ngan and "Local History Curriculum of Phu Yen
Province" Nguyen Van Thuong refers to the approach to teaching Phu Yen history and
geography for colleges and universities. In addition, the Scientific Conference ''Local
history and geography research and teaching in Phu Yen province '' had numerous
discussions about the method to incorporate these contents into teaching and methods and
forms of teaching to positive learning activities of students. However, these proposals only
apply to teach in high school, universities, and colleges.
Through several studies, it has been found that there are many documents referring to
the different levels and aspects of teaching LHG in the direction of positively activating
students' activities and many documents about integrated teaching local contents of provinces
and nationwide. However, there is no research material on the study of local content in
History and Geography in elementary schools as well as the organization guide of integrated
teaching of LHG in History and Geography in Phu Yen province. This is the array of content
that needs clarification in this thesis.
1.2. Theory of integrated teaching
1.2.1. Concept
1.2.1.1. Integration
- Integration is a combination of an organic and systematic knowledge in a subject or
between different disciplines into a unified content.

- Integrations can be understood as infusing necessary contents into inherent
content of the subject. This is one of the educational perspectives to improve learners'
capacity, help learners acquire and apply the knowledge and skills they have learned to
solve a problem.
1.2.1.2. Integrated teaching
Integrated teaching is a teaching concept which teachers infuse educational content into
inherent content of the subject, through learning activities organized and guided by teachers,
students not only know how to collect, select and process information but also actively raise
issues, apply the knowledge and skills you have learned to solve learning and life problems.
Therefore, Integrated teaching helps learning become meaningful for students, meeting the
requirements of innovation in education today.
1.2.2. The goal of integrated teaching
- The knowledge associated with the life experience of students and is applied to
specific situations and practical significance for students.
- Integrated teaching helps the teacher clearly define the objectives and distinguish
important content when choosing teaching content.
- Integrated teaching develops the capacity of students in solving complex problems
and making learning becomes more meaningful.


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- Integrated teaching helps to teach students how to use knowledge in a
practical context.
- Integrated teaching assists to establish the relationship between the learned knowledge.
1.2.3. Characteristics of integrated teaching
- Integrated teaching aimes at learners
- Integrated teaching towards capacity development
- Integrated teaching combines theory with practice
- Integrated teaching puts learners in real situations
1.2.4. The form and level of integration

There are 3 levels of integration in teaching: Integration, Infusion, Permeation
Based on the above-mentioned levels of integrated teaching local contents, the
teachers can distinguish three levels of lesson that can organize teaching LHG into three
forms as follows:
- Form 1: The lesson has content about the locality. In the syllabus of History and
Geography in elementary schools, all-inclusive integrated lessons are shown in the Local
History and Local Geography lessons according to the program distribution approved by the
Ministry of Education and Training.
- Form 2: Lesson has some contents and activities integrated teaching about LHG
- Form 3: Lesson with one or more content that is capable of supplementing and
relating knowledge about LHG. Local knowledge is not clearly stated in the textbooks but
based on the lesson knowledge, teachers can contact to clarify the lesson knowledge. This type
of lesson is quite common in integrated teaching in classes, which is also a favorable condition
1.2.5. Process of integrated teaching
Many authors have come up with the process of integrated teaching, however, each
author has different approaches and needs to describe and concretize each step in the
process. Through the study, the author found that the teaching organization process of the
Tran Thi Thanh Thuy and the authors of the training material is appropriate with the
research direction of the topic. Specifically:
Step 1: Determine the objectives and output products of students at the end of the topic
Step 2: Select topics, integrated situations
Step 3: Identify other elements of the teaching process
Step 4: Design teaching activities
Step 5: Build assessment tools
Step 6: Organize teaching
Step 7: Evaluate and adjust the teaching plan
1.3. Teaching integrated local history and geography in History and Geography in
primary
1.3.1. Concept

Integrating LHG is a combination of local history and geography of the lesson into
a content that is closely linked to each other, helping learners know, understand, and apply
their knowledge and skills related to history and geography, which can help to educate


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students to love their homeland, national pride, and changes in attitudes and behaviors
which is needed to build their hometown becomes more beautiful.
1..3.2. Program of History and Geography in elementary school
1.3.2.1. The viewpoint of building a program
1.3.2.2. Program objectives
1.3.2.3. Content
- History syllabus begins to be taught from 4th grade including knowledge of
Vietnamese history from the era of the country up to the beginning of the Nguyen and 5th
grade including knowledge from the French colonialists invading our country (1858) to the
years after 1975. Each lesson is a typical event, phenomenon, and/or historical figure of a
certain period in a specific context that is relevant to a lot of events, phenomena, and
historical figures in that context.
- Geography in the syllabus of grade 4th is primarily provided geographical symbols
and initially form some simple geographical concepts and relationships. At this time,
knowledge is included in the content of different regions of Vietnam based on the outstanding
characteristics of that region. Each domain selects a "sample case" to focus on some typical
symbols of the country's geography. The geography grade 5th presents the relative system in
the order from natural features residential to economic Vietnam characteristics, brief
geography of the continent, the country's typical those continents, and the oceans.
History and geography contents are interrelated, intertwined and interacted with
each other in school. Historical events and processes take place in geographical space
and are influenced by geographical factors and vice versa, historical activities are also
affected significantly to geographical factors. In primary schools, historical and
geographic content is integrated in History and Geography (current and new programs).

1.3.3. The role and meaning of integrated teaching local history, geography in
elementary schools
Documents of Nguyen Thi Coi, Lam Quang Doc, ... said that teaching local
contents has an extremely important role and significance in high schools in general and
primary schools in particular.
Local contents are an important source of knowledge to help students understand
their local history, about the natural, economic and social characteristics, the construction
and development of their homeland. Through teaching local contents, students have
specific and vivid insights about the traditions, the typical characteristics and the
achievements that their homeland has achieved. Moreover, teaching local contents also
helps students gain a deeper understanding not only the history and geography of the
nation but also the close relationship between the local contents and history and geography
of ethnic minorities, discovering the special features of their homeland.
From the knowledge of LHG, students are aware of preserving and protecting the
cultural heritage and fine traditions of the locality that their fathers leave behind. At the
same time, students show passion, excitement; train general analytical skills, general
skills in learning History and Geography.


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1.3.4. The ability of integrated teaching about local history and geography in History
and Geography in primary school
1.3.4.1. Some guiding documents on organization of teaching local history and geography
Official document 5982/ Ministry of Education and Training - primary education
about the instructions for implementing local education content of subjects in Primary
school issued July 7th, 2008.
For Phu Yen, the Department of Education and Training of Phu Yen province has
relied on the official dispatch of the Ministry of Education and Training to direct the
organization of teaching local history and geography in primary schools through official l
document No.1159/ Department of education, August 19th,2008 about Regarding the

guideline for implementing the tasks of the 2008-2009 school year for primary education ”.
issued Official document 3536 / The Ministry of Education and Training - primary
education about Regarding the compilation, evaluation of educational content of local
primary schools in the 2018 General Education Program and implementation from year
2020-2021 school, issued on August 19, 2019.
1.3.4.2. History and Geography with integrated teaching local history, geography
The historical content of Phu Yen province was selected based on historical events
occurring in Phu Yen province and happened along with the history of the nation. Local
geography content of Phu Yen province can be integrated with the contents of
geographical features and symbols of the country in the program of History and Geography
in elementary schools.
The History and Geography program has been built to expand gradually into the
scope of geospace and social space. The knowledge of LHG is integrated into local,
regional, national, and world topics through the expansion of geographic and social
space. In addition, the subject program has also connected the knowledge and skills of the
subjects and educational activities in the schools, through which students can apply the
knowledge and skills of many other subjects to deal with activities and applies to a living
situation which is suitable for ages.
Regarding the content, History and Geography in elementary school in the current
program, there are several historical and geographic periods of local content that are
also integrated through regional and national topics, the new program is structured into
circuits, topics with a lot of space/content so that local contents can be put into a
teaching organization, namely the content circuit of My hometown and coastal areas...
This is a perfect opportunity for teachers to exploit local content and organize to teach
for students. At the same time, the course focuses on forming and developing learning
skills, such as observation,giving comments, questions, discussing, ask questions,
present ..... your own understanding of historical events, simple geographical symbols
of Phu Yen country and locality in particular.
Especially, integrated teaching LHG in History and Geography in the primary has
created excitement and attracted the active participation of students, from which teachers

can organize active activities to help students more proactive in exploring knowledge,


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improving the ability to study the subject as well as expressing the love of the homeland,
where they were born and grow up.
We can confirm that: history and geography is potential subjects for teachers to
exploit the local contents, which can be used to not only educate for Phu Yen students, in
particular, but also suitable for students in the whole country, in general, through two basic
approaches: exploiting the content of the subject and organization, using a combination of
methods and forms of active teaching.
1.4. Psychological characteristics of elementary students and integrated teaching local
history and geography in History and Geography in elementary school
- Dominant visual and nervous system characteristics are dominant, so learning in
the field, practical experience, and organizing project activities, the contents of the labor
contract with specific symbols will create inspiration and interesting learning. Therefore, it
is suitable for grade 4.5 students.
- Awareness activity with specific and emotional characteristics of students is
convenient for teachers when giving orientations for learning content, and organizing
experience activities, developing topics to integrate the content of the LHG. However,
because of their unsustainable attention, teachers need to pay attention and control the
implementation of their learning activities and encourage them to perform the tasks.
1.5. Current status of local history, geography teaching in Phu Yen primary school
We investigated 20 primary schools in Phu Yen province with 4340 students and 153
teachers. The results obtained through the questionnaire are as follows:
- Primary school teachers have recently had a good awareness of the role and purpose
of teaching the labor union in primary schools, initially consciously using a combination of
forms of organizing learning activities on local content. However, the outcome is not
effective yet. Teachers also face many difficulties in choosing the content and ways to
organize teaching activities for the local content.

- Teachers have a lot of difficulties in choosing the content and instructions on how to
organize integrated teaching of LHG. In many elementary schools, LH and LG periods are also
formal, coping and not attractive to students. Therefore, there is a need for guidance on the
process of organizing teaching practice on LHG issues and suggestions on LHG topics and
contents suitable for elementary students so that teachers have a basis for selection and measures
to organize activities to bring the best effect, to promote students' learning ability.
- Students really want to learn about the local history and geography, but they are less
involved in activities organized by teachers. In the lessons of Local History and Local Geography,
teachers often disregard or just organize curiosity, in which local knowledge is not included in the
review content and test so they often overlooked or not even interested in these contents.
CHAPTER 2.
PROCESS AND METHODS OF INTEGRATED TEACHING
LOCAL HISTORY AND GEOGRAPHY IN HISTORY AND GEOGRAPHY
SUBJECT FOR PRIMARY STUDENTS IN PHU YEN PROVINCE


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2.1. Principles of integrated teaching local history and geography in History and
Geography
2.1.1. Ensuring the objectives of the History and Geography program
2.1.2. Ensuring the ability of students
2.1.3. Ensuring authenticity with local contents of Phu Yen province
2.1.4. Ensure flexibility and creativity towards developing the learning capacity of students
2.1.5. Ensuring feasibility and effectiveness
2.2. Process of integrated teaching local history and geography in History and
Geography in primary school
Teaching integrated LHG into History and Geography in primary schools can be
conducted in the following stages:
Stage 1: Building integrated lesson plan
- Step 1: Detfining the objectives and contents of integrated locality in History and Geography

- Step 2: Selecting forms, methods and means of teaching to integrate the
knowledge of LHG into lessons.
- Step 3: Designing integrated activitives LHG.
Stage 2: Organizing integrated teaching LHG
- Step 1: Transfering the learning tasks
- Step 2: Organising the integrated activities to pupils
- Step 3: Organising for pupils to report the learning tasks.
Stage 3: Assessing pupils
Step 1: Assess the process
Step 2: Evaluation of improvement
2.3. Some methods to integrate local history and geography in History and Geography
for primary students in Phu Yen
2.3.1. Determining the local contents in History and Geography
After studying and learning the typical contents in accordance with the program
objectives of History and Geography, teachers will compare with the program content
distribution to exploit addresses that can help to easily integrate local contents. Thereby, the
local knowledge is not separated but is attached to the history of the country and the
geographical characteristics of the country, which can help students understand more about
their homeland, where they were born and grew up.
2.3.1.2. The history and geography of Phu Yen province has been included in the
curriculum of History and Geography in primary schools
Based on the documents published in Phu Yen, we have selected the knowledge of
the local content to ensure the scientific contents, update the contemporary issues in
accordance with the program content, and ensure inheritance and development. Besides that,
teachers have to create several conditions for students to practice, experience, discover
knowledge, and form skills and necessary competencies in studying the subject.
Table. Address integrated local historical content
Lesson
Integrated contents
Level

th
History of 4 grade


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Lesson 22: The
reclamation in
Inner Land
Lesson 24: The
Tay Son
insurgent army
proceeds to
Thang Long
Lesson 25:
Quang Trung
breaks the army
of Qing dynasty
Lesson 26:
Economic and
cultural policies
of Emperor
Quang Trung
Local history

- In 1597, Lord Nguyen Hoang assigned Luong Van Chanh to
take households to Cu Mong, Ba Dai, Da Dien, and Da Nong,
Infusion
where have many large rivers, lush land, harmonious rivers
and bays to reclaim wasted land to set up villages and hamlets.
- The people of Phu Yen have responded to the Tay Son

uprising from the beginning. Create favorable conditions for
the victorious uprising.
Permeation

- Lo Chao, Ngan Dien, Son Xuan, ... in Phu Yen are places
to make weapons: fire, ball fire, etc, ... and open forging
Permeation
weapons for Tay Son army, contributes to a great deal, so he
won the army of Qing dynasty.
The first examination opened in 1789 called Minh
Kinh. Phan Van Bien came from Tuy Hoa district, Phu Yen
and got his first position. After his passing, Phan Van Bien Permeation
was appointed as an education officer in Phu Yen.
- The formation of Phu Yen land
- Traditional culture of Phu Yen

Integrated

5th grade history
Lesson 7: The
- On October 5th, 1930, Phan Luu Thanh established the first
Communist Party Communist Party in Phu Yen in Dong Be village, Xuan
Permeation
of Vietnam was Long commune, Dong Xuan district.
born
On August 24th, 1945, the people of Phu Yen under the
leadership of the Communist Party of Vietnam and the Viet
Lesson 9: August
Minh had uprising to revive the government to the people, Permeation
revolution

breaking through 80 years of slavery, escaping the
oppressive yoke of the empire, feudal colonialism.
Lesson 12:
- Situation of invaders
Overcoming the - Measures against 3 types of the enemy of Phu Yen
Permeation
dangerous
province
situation
Lesson 13: "It is " On June 26th, 1946, Tuy Hoa's army and people still
better to sacrifice maintained the posture and made many outstanding victories
Permeation
all but not to lose and active reinforcements for the South Central battlefield.
the country”
Lesson 17:
From January 20th, 1954 to June 1954, the Phu Yen army
Historical victory and people broke the Atlane campaign of the French army Permeation
of Dien Bien Phu and supported the main battlefield of Dien Bien Phu.
Lesson 19: The
- On September 7th, 1954, the Ngo Dinh Diem government Permeation


13
country is
divided
Lesson 20: Ben
Tre "general
uprising"

Lesson 22:

Truong Son trail

Lesson 23: Eve
Thunder

Lesson 26:
Entering the
Independence
Palace
Local history

fired into Tuy An’s demonstration, caused the massacre
Ngan Son - Chi Thanh which made 64 people died, 76
people injured in the District and hospital.
- "The Hoa Thinh uprising - the beginning of the
liberation movement of the fifth delta provinces" on
December 22nd, 1960
- Vung Ro is a deep water area located at the foot of Deo
Ca, 100 ton - ships can easily access. From July 1964,
according to the instructions of the Party Central
Committee, Vung Ro was chosen as a harbor receiving
weapons from northern armament for aid for Phu Yen and
inter-provinces.
- From November 28th, 1964 to February 2nd, 1965, the
warship 41 took three times to support armament weapons
along Ho Chi Minh trail at sea from the North to Vung Ro
wharf safely with nearly 200 tons of weapons and
medicines, and military devices, giving Phu Yen troops and
people a new potential. The 4th warship - number 143,
detected by the enemy on February 16, 1965.

- On the night of the 29th and the morning
of January 30th, armed units started firing to launch the
attack and rebellion of the Mậu Thân 1968 spring, when
all districts and towns in the province were attacked.
The attack and uprising divided into 2 stages:
+ Stage 1: Starting from January 30th to February 5th, 1968.
+ Stage 2: Starting from March 1968.
- On April 1st, 1975, Tuy Hoa town was completely
liberated, the Southern Vietnam National liberation flag
flew on Nhan Thap mountain.
- Learn about local language
- Phu Yen’s hero

Permeation

Permeation

Permeation

Permeation

Integrated

Table: Address integrates local geographic content
Posts

Integrated content
Level
Grade 4 Geography
- Concept of map, sketch

Permeation
Lesson 2,3:
- Familiarize with map elements (introduction of Phu Yen
Getting familiar
province map)
with the map
- How to use the map
Lesson 24: Strip of - Determine Phu Yen delta in Binh Phu delta
Permeation


14
Central coastal
delta
Lesson 25: People
and production
activities in Central
coastal delta
Lesson 26: People
and production
activities in
Central coastal
delta (cont)
Lesson 29: Sea,
island, archipelago
Lesson 30:
Exploiting other
minerals and
seafood in
Vietnamese waters

- Local climate characteristics of Phu Yen
- Topographic characteristics
- Population and ethnicity in the locality
- Conditions for developing local production activities

- Local tourism and industrial activities
- Name, lecture, collect pictures of some local festivals
- Sugar production process

Permeation

Permeation

- Describing local waters (using map)
Permeation
- The role of the sea and the islands in the locality
- Local mineral exploitation: resources, products, and roles Permeation
- Fishing and marine aquaculture: local activities, products,
and seafood value for the local economy
- Causes of exhaustion and solutions

Geography grade 5th
Lesson 2:
- Topography in my locality (hills or delta; names of
Topography and mountains; topographic characteristics).
minerals
- Types of local minerals.
Lesson 3:
- Local climate: temperature, type of climate, climate impacts

Climate
on human life and production activities
- Local river (distribution, names of rivers, river
characteristics; remarks of local river water)
Lesson 4:
- Explain why the river in Central coastal delta is often short
Rivers
and steep
- Influence of river water to the life and production of
the people People
- Characteristics of local sea areas (localities adjacent to the
sea; characteristics, roles, and names of some typical local
Lesson 5: The
kinds of seafood)
territorial water
- Name of local beaches
- Advantages and disadvantages of the local people
Lesson 6: Land - Names and characteristics of major land types in the locality
and forest
- Characteristics of local forests, the role of forests
- Local population data (comparing to other localities in the
Lesson 8: The province)
population of - The situation of population growth
our country
- Consequences of population growth
- Practicing birth-control

Permeation

Permeation

Permeation

Permeation

Permeation

Permeation


15
Lesson 9:
Ethnicity and
population
distribution
Lesson 10:
Agriculture
Lesson 11:
Forestry and
aquatic products
Lesson 12, 13:
Industry
Lesson 14:
Transportation
Lesson 15:
Trade and
tourism
Local
geography

- Names of local ethnic groups

- Local population density (the changes in population density
over time)
- Population distribution
- Find out local agricultural industries
- Types of plants and animals; characteristics; value
- Study the main activities of the local forestry
sector; compare and comment on the current area of forests
and aquatic products with previous years.
- Learn about industries and crafts; products of the industry.
- The role, position, and value of local products
- Traditional craft villages
- Types of local transportation
- The situation and the role of local transportation types
- The development of local transportation system
- Activities and products of the local commercial trade
- Conditions for tourism development; activities and tourist
places in the locality
- Phu Yen nature
- Local economic activity

Permeation

Permeation
Permeation

Permeation

Permeation

Permeation

Integrated

2.3.2. Applying some methods and forms of integrating local history and geography in
History and Geography for primary students in Phu Yen
2.3.2.1. Learning project
The project method is used in lessons that are integrated degree: local history, local
geography. In addition, in the post format with degree of infusion, permeation.
Stage 1. Plan for the project
Step 1. Select the topic
Step 2. Build sub-topics
Step 3. Plan the tasks to be done
Phase 2. Implement the project
Step 1. Collect information
Step 2. Proces information
Step 3. Summarize the information
Stage 3. Summary, report results
Step 1. Build products
Step 2. Product presentation report
Step 3. Evaluate
2.3.2.2. Problem-solving method
The problem-solving method is used in lessons that are integrated degree: local
history, local geography; These lessons often have relatively broad local learning content,
making it easy to build problematic situations.


16
Step 1. Build learning issues
- Teachers carefully study the objectives and contents of the lessons and the content of
the relevant provincial local content in Phu Yen.
- Teachers build problems in teaching LHG in Phu Yen province

- Prepare the solving solutions for the problem
Step 2. Organize for students to solve problems
- Teachers give problems related to the lesson content
- Students receive the situations, analyze problems and contents of the situation
- Students mobilize relevant knowledge and give hypotheses to solve the
situation/learning problems given by teachers.
- Based on the learned knowledge to be able to reason, present the solution
- Students in groups present ways to solve problems
Step 3. Check the results, conclude the problem
- Teachers organize for students to give ideas, comments and supplement information
of presentation groups; ask questions for other groups (if any)
- Teacher concludes (knowledge content of the lesson), gives the next research
directions (if any)
2.3.2.3. Discussion method
This discussion method is used in all lessons at the integrated, infusion, permeation
levels.
Step 1. Prepare
- Teachers determine the topic and content of the LHG in Phu Yen province which need
discussing.
- Planning for students to discuss
Step 2. Organize students to discuss group
- Teachers assign the task of discussion
- Teachers organize for students to discuss groups
Step 3. Report discussion results
Teachers organize groups to present discussion results.
Step 4. Summary
- Teachers comment, summarize and make conclusions for the discussion content.
- Teachers can suggest and give out related research tasks.
2.3.2.4. Game
The game method is often used in lessons with a degree of infusion, permeation;

Through the games, students not only easily learn about their locality.
Step 1. Prepare
- Teachers determine the topic and content of the LHG in Phu Yen province to
organize for students
- Determining the purpose of the game
- Planning to organize games
Step 2. Organize students to implement learning games
- Teachers disseminate the game


17
- Teachers organize students to play
Step 3. Summarize the game
- Teachers rely on requirements, content, results to evaluate (students assess)
- Teachers can "reward" or "punish" winners or losers, comment on the attitudes of
participants and learn by experience.
Teacher summarizes what needs to be learned through the game
2.3.3. Increasing the use of teaching facilities
To improve the effectiveness of integrated learning with local contents in History and
Geography in Primary school, teachers need to increase the use of schemas, charts, pictures,
diagrams, videp clips, etc. Teaching facilities plays an important role both as a tool for
teachers to organize learning activities (projects, observations, problem situations, ...) and
stimulate excitement for students. The teaching method is both a means and a source of
knowledge for students to actively learn, analyze, compare, synthesize ... to exploit the
teaching methods to solve assigned learning tasks. Teaching facilities not only explains and
illustrates the information that students have just provied and learned,but also helps teachers
consolidate nd revise the knowledge bout local content that students have just learned
2.3.4. Innovating evaluation in integrated teaching local contents in History and
Geography in primary schools
In order to evaluate the knowledge of LHG in History and Geography in elementary

schools, we use the following evaluation tools:
* Evaluate through learning products
This assessment method is used for learning projects, work notebooks, or students'
learning activities,…. These are valuable and specific demonstrations and through products,
teachers will evaluate students' abilities.
* Evaluation through observation of students’ learning activities
Through observing the students' activities, teachers will collect information about
students’ activities, attitudes, ... of students in specific circumstances. Thus, teachers can
assess problem-solving skills manipulation, etc... from which can make comments on the
learning outcomes of students to be fairer and more objective.
* Acting, handling situations
Role-playing and case-handling are techniques for evaluating integrated local contents
teaching process. Through role-play, students are allowed to create and build a structured
dialogue based on the use of their own knowledge and experience to provide solutions to
practical situations of the real life.
* Evaluation through testing
Evaluation through questions and answers (oral examination) is a method for teachers
to receive direct answers from students related to learning content. Questions are often used
in checking old, new, and/or reinforcing knowledge at the end of a lesson.
* Evaluation by exam
Questions to test local content in History and Geography for Phu Yen primary schools
include objective questions and subjective questions. These questions are designed
according to the four following levels:


18
Level 1: Recognize, repeat knowledge, and learn skills;
Level 2: Understand the knowledge and skills learned, presented and explain
knowledge according to an individual's understanding;
Level 3: Knowing how to apply the knowledge and skills learned to solve familiar and

similar problems in learning and life;
Level 4: Applying the knowledge and skills learned to solve new problems or giving
reasonable feedbacks in learning and life in a flexible way.

CHAPTER 3.
SURVEY AND PEDAGOGICAL EXPERIMENTATION
3.1. Surveying the teaching process and methods to integrate local history and
geography
3.1.1. Surveying purpose
- Determining the feasibility of the process and methods of integrated teaching
local contents in History and Geography in elementary schools.
- Getting feedback to adjust the process and proposed the solutions to serve
pedagogical experiments.
3.1.2. Surveying objects
The objects include experts participating in the testing, suggestions for the process
and proposed teaching arrangements include:
- Principals and vice presidents of some primary schools in Phu Yen province: 17
people.
- Experts in educational science: 10 people.
- Teachers at some elementary schools: 75 teachers
3.1.3. Surveying method
We consulted 102 managers, teachers and scientists about the feasibility and
effectiveness of the teaching process and integrated teaching methods for local contents in
History and Geography at the elementary school. The test subjects based on their teaching,
research, and management experience to contribute ideas, comments, evaluate the feasibility
and effectiveness of the proposed process and measures in the questionnaire. The results
obtained from the referendum of managers, teachers and scientists, educational experts are
shown in the table:
Table. Survey result about integrsted teaching process
Feasibility level (FE)

Or
Very FE
FE
Little FE
No FE
Process
der
N % N
%
N
%
N
%
1 Building integrated lesson
22 21.6 77 75.5
3
2.9
0
0
plan
2 Organizing integrated
79 77.5 20 19.6
3
2.9
0
0
teaching LSĐLĐP
3 Assessing pupils
19 18.6 76 74.5
7

6.9
0
0


19
The survey results show that the process of integrated teaching LC is feasible
accounting for more than 65%. The stages carried out in the process can be effectively
implemented, and none of these stages has a non-feasible evaluation. The results obtained
from the test results show that the test subjects agreed with the process that the author has
built. In which, the period of "Integrated teaching organization" is considered to be very
feasible at 77.5%, the period of "Developing an integrated teaching plan" and the period of
"Assessing students" is considered feasible in turn. 75.5% and 74.5%. This proves that the
implementation stages of the LHG integrated teaching process in History and Geography for
elementary school in Phu Yen province are completely suitable to meet the requirements of
the program's goal of teaching about LHG content through History and Geography.
Table. The result of solutions’ survey
Feasibility level (FE)
Or
Very FE
FE
Little FE
No FE
Solutions
der
N
%
N
%
N

%
N
%
Determining
the
local
1
72 70.6 24 23.5
4
3.9
0
0
contents
Applying some methods
Learning project
19 18.6 68 66.7 10
9.8
5
4.9
2 Problem-solving method
19 18.6 58 56.7 18 17.6
7
6.9
Game
71 69.6 29 28.4
2
1.96
0
0
Discussion method

89 87.3 13 12.7
0
0
0
0
Coordinating teaching
70 68.6 29 28.4
2
1.96
1
0.98
3 facilities
Innovating inspection and
21 20.6 74 72.5
7
6.9
0
0
4 assessment
All measures are considered feasible. In particular, the most appreciated measure is
"Determining the local contents" (70.6%), followed by the "Coordinating of teaching
facilities" (68.6%). This shows that the determination of historical and geographic content
of Phu Yen province is one of the important measures for the success of the LHG integrated
teaching and learning process because if the contents of LHG are not identified, teachers
won’t have the materials to organize effective learning activities.
With the testing results and the above analysis, the author can fully confirm the
feasibility of the proposed solutions.
3.2. Overview of the experimental process
3.2.1. Experimental purpose
Testing the effective and feasible integrated teaching process of the LSĐLĐP in

History and Geography for Phu Yen elementary students which has been developed and the
effectiveness of the use of the proposed methods and forms of teaching.
3.2.2. Experimental contents
We conducted an experimental teaching institution about the process and methods of
integrated teaching with local content which are proposed in History and Geography at the
primary school.


20
3.1.3. Experimental location
The experiment was carried out in 3 primary schools in Phu Yen province, Lac Long
Quan primary school (Tuy Hoa city), Son Ha primary school (Son Hoa district) and Au Co
primary school (Song Cau town). These are the three primary schools of three different
residential areas, with different historical events and characteristics of geography. The
requirements of student and teachers' qualifications are same.
3.1.3.2. Choose experimental classes
In order to ensure that the experimental results are objective, we select classes with
similar characteristics and conditions (in terms of the number of students, the level of students,
professional qualifications of teachers) of the experimental class (TN) and control class (DC)
3.2.3. Experimental process
In order to organize experimentally the proposed contents, the experimental process
is carried out according to the following steps:
- Step 1: Develop and design plans for integrated lessons of Phu Yen’s contents in
the curriculum of History and Geography in elementary schools.
- Step 2: Implement pedagogical experimental teaching.
- Step 3: Check and evaluate experimental results.
- Step 4: Send comments and feedback to teachers and students.
3.3. Experimental exploration
Organize experiments on students of 4th and 5th grade in 2 groups of experiments and
control to test the level between the groups of experiments and control to determine the

homogeneity of knowledge as well as learning skills as a basis for the process. Experimental
impact.
Experimental results
The distribution of the frequency of the 1st test scores (input) and the summary of the
level of awareness through the entrance test in 4th Grade history shows, test scores and
statistical quantities for the test History entry level 4th Grades TN and DC are not much
different. Thus, it can be said that the experimental classes and classes are the ones with
good academic ability. This creates favorable conditions for comparing and assessing the
impact level of the experiment.
Table of Frequency distribution of the 1st test point (input) in History class 4
Lớp
TN group
DC group
Số lượng
%
Số lượng
%
3
6
5.9
4
4.0
4
4
3.9
3
3.0
5
29
28.4

27
27.0
Điểm số
6
45
44.1
48
48.0
7
10
9.8
8
8.0
8
6
5.9
9
9.0
9
2
2.0
1
1.0
Tổng
102
100.0
100
100.0
Mean

Các đại lượng thống kê khác
5.74

5.8400


21
6.00
6.0000
Median
6
6.00
Mode
1.193
1.12564
SD
Through the classification of awareness level through exploration experiments, the
author found that the cognitive level between the experimental classes and experimental
classes is almost the same, which increases the reliability when the author makes the impact
on regulations. LS and integrated teaching methods for learning proposed in Chapter 2.
Through observation of the learning activities of students, students in the two groups
participating in the exploration have the skills and ability to perform learning tasks. practice
similarities. However, some students still have difficulty in solving their academic tasks due
to lack of skills to explore, detect and solve problems raised by teachers.
3.2. Experimental of round 1st
a. Lesson 22: The reclamation in Dang Trong (4th grade History)
Lesson plan is designed by the author with the application of the project method,
students implement the project with the theme "Citadel of Phu land". Students present the
character of Luong Van Chanh - the reclaimer, set up Phu Yen hamlet. Through the lesson,
the students had an understanding of the Nguyen Trong desolation of Lord Nguyen and

included the establishment of Phu Yen land.
Results of the second test (output) History class 4 help the author assert: the second
test score of students in the experimental group is higher than the control group. Specific
results are shown in the following table:
Table 3.9. Verify T-test post-impact test Grade 4 history course
Thực nghiệm
Đối chứng
Medium score

6.9020

5.9100

Standard deviation

1.01970

1.02588

P-value of T-test

.000

Standard average difference (SMD)

.99196

b. Lesson 26: Entering the Independence Palace (5th grade History)
The lesson plan is designed by using a discussion method. After watching the video
about winning road 5th and liberating Phu Yen, teachers organized students to discuss in

groups the contents related to the Phu Yen liberation event, contributing to the victory of Ho
Chi Minh reunification campaign.
The second test result (output) of 5th grade History assists the author to confirm: the
second test point of the Student group is higher than the control group. Using the T-test
verifiable comparison of test results of the test between the experimental group and the
control group.
Experiment
Control
Medium score

7.02

5.98

Standard deviation

0.816

1,065

P-value of T-test

0.000


22
Standard average difference (SMD)

1,038

Table. Compare the average test after impact 5th grade History
The results of post-impact tests show that the control group has lower stability, while
the experimental group has a higher average score than the control group. The median value
of TN group (7.00) is higher than that of control group (6.00). The mode frequency of the
experimental group has score of 7.02 and score of 5.98 for group DC. TN group standard
deviation of the 0816 lower than that of the DC group, which is 1.065. Testing the value of
DTB T-Test between TN and DC groups. The obtained p-value of 0.000 <0.01 indicates
that the mean value of the experience group is significantly higher than the control group.
3. 5. Experimental of round 2nd
Organizing impact experiments to test the feasibility of the method of LHG
integrated teaching in the curriculum of History and Geography and training students'
subject learning capabilities. Specifically:
a. Lesson 26: People and production activities in Central coastal delta (cont) (4th grade
Geography )
The lesson plan is adapted by the game's author. Teachers organize for students to play
the game "Guess quickly the local festival" through the suggested images. The game helps
students gain more knowledge about the characteristics of local festivals and typical
activities of the festival; Thereby, students appreciate and promote good traditional values
of the locality.
The second test result (output) of 4th grade Geography assists the author to confirm:
the second test point of the Student group is higher than the control group. Link specific
results can be shown by the following table:
TN group
DC group
MODE

7.03

5.82

MEDIAN

7.00

6.00

AVERAGE

7

6

Standard deviation (STDEV)

.928

.957
th

Table.Value of parameters after the impact of 4 grade Geography
+ Data analysis :
Using the T-test verifiable comparison of test results of the test between the
experimental group and the control group.
Experiment
Control
Medium score

7.03

5.82

Standard deviation

0.928

0.957

P-value of T-test

0.000

Standard average difference (SMD)
1.209
th
Table. Compare the average test after impact 4 grade Geography


23
The Median value of the experimental group (7.0) is higher than that of the control
group ( 6.0), showing that the number of students achieving high scores of the experimental
group is higher than that of the control group. The prevalence of common points (Mode) of
the score of the experimental group is 7.03 and the score of the control group is 5.82. The
standard deviation of the experimental group is 0.928, which is 0.957 lower than the control
group. Testing of T-Test value between TN and DC groups. The obtained P-value of
0.000<0.01 indicates that the mean value of the average TB group is significantly higher
than the control group.
Thus, the experiment of 4th grade Geography indicates that: the results of
experimental groups are higher than the control group, this initiative demonstrates that the
application of local geographical integration teaching in 4th grade Geography gives positive
results.

b. Lesson: Phu Yen nature ( 5th grade local geography)
The lesson plan for the local lesson was designed by the author for both TN and DC
classes. In the experimental class, the author applies the project method "Learning nature of
Phu Yen". Students are trained in skills and develop their capacity to learn history and
geography through the second experimental period. After applying the plan of teaching
local geography, the results are shown through the following table:
TN group
DC group
MODE

7.66

6.73

MEDIAN

8

7

AVERAGE

8

8

Standard deviation (STDEV)

1,145

1,219

Table.Value of parameters after the impact of local Geography
Using the T-test verifiable comparison of test results of the test between the
experimental group and the control group.
Experiment
Control
Medium score

7.66

6.73

Standard deviation

1.145

1.219

P-value of T-test

0.000

Standard average difference (SMD)
0.927
Table: Compare average test after the impact of local Geography
The results after the impact of the experimental group have an average score of 7.66 and
the group of control is 6.73. The score difference between the two groups is -0.927. This shows
that the average grade of the experimental class is higher than the general class.
3.6. Results of qualitative analysis

After two rounds of experiments, we have obtained the results of the effectiveness of
organizing LHG teaching integrated in History and Geography in elementary school as
follows: