MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

LE THI HUYEN

DESIGN AND ORGANIZE TEACHING OF VIETNAMESE HISTORY
THEMES FROM 1919 TO THE PRESENT IN THE DIRECTION OF
DEVELOPING COMPETENCY FOR HISTORY-SPECIALIZED
STUDENTS AT HIGH SCHOOLS IN HANOI CITY

Specialization: Theory and methodology of teaching history
Code: 9.14.01.11

PH.D DISSERTATION SUMMARY OF SCIENCE EDUCATION


HANOI - 2021

THE WORK WAS COMPLETED IN HANOI
NATIONAL UNIVERSITY OF EDUCATION

Science instructor:
1. Dr. NGUYEN VAN NINH
2. Dr. NGUYEN VAN PHONG

Reviewer 1: Prof. PhD. Nguyen Thi Coi
Ha Noi National University of Education
Reviewer 2: Assoc. Prof. PhD. Nguyen Thanh Nhan
Hue University of Education
Reviewer 3: PhD. Tuong Phi Ngo
HCMC University of Education

The thesis will be defended before the university council at Hanoi National
University of Education, No 136 Xuan Thuy, Cau Giay, Hanoi.
At............................................ 2021


The dissertation can be found at the library: National Library, Hanoi
or library of Hanoi National University of Education
RESEARCHER’S PUBLICATIONS RELATED
TO THE THESIS
1.

2.

3.

4.

5.

6.

7.

8.

Le Thi Huyen, Integrating knowledge on sea and island sovereignty in
teaching world history to grade 12 at high school. Journal of Education,
Number 380, term 2, April 2016
Le Thi Huyen, Applying the project method in teaching the topic "Protection

of sovereignty over islands" to develop the capacity of 12 students
specializing in History. Journal of Education, Special Number, term 3, April
2016, Tạp chí Giáo dục, số đặc biệt, kì 3, June 2016.
Le Thi Huyen, Nguyen Van Ninh, Effective use of Original Materials in
High School’s history teaching by topic, American Journal of Educational
Research,
Volume
6,
Number
10,
October
2018.
/>Nguyen Van Ninh (Chief editor), Duong Tan Giau, Le Thi Huyen, Tong Thi
Quynh Huong, Truong Trung Phuong, Using caricatures in teaching history
at high schools, National University Publishing House, Hanoi, 2019.
Nguyen Van Ninh, Nguyen Thi The Binh (Co-Editors), Le Thi Huyen,
Nguyen Thi Linh, The secret to conquering the High Score of History 9,
Hanoi National University Publishing House, 2019.
Nguyen Van Ninh, Nguyen Thi The Binh (Co-Editors), Le Thi Huyen,
Nguyen Thi Thanh Thuy, The secret to conquering the highscore History 10,
Hanoi National University Publishing House, 2019.
Nguyen Van Ninh, Le Thi Huyen, Speed of practice to conquer the 2019
National High School Exam in History, Hanoi National University
Publishing House, 2019.
Lê Thị Huyền, Nguyễn Mạnh Hưởng, Applying the reverse classrom model
in teaching Vietnamese History topics for history gilfted students at Son Tay


High school, Ha Noi. Journal of Educational Equipment, number 234, term
1, February 2020.



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INTRODUCTION
1. The necessity of the topic
1.1. Over the last few years, the world has witnessed the strong development of the
Scientific and Technological Revolution with the trend of globalization and the knowledge
economy. To ensure sustainable development, many countries have been constantly
innovating education to improve the quality of human resources for the future.
From the general trend of the world, and the practical needs of the country, the
limitations and shortcomings of the current educational program - no longer suitable
with the development trend of the world and the need of high-quality human
resources for the development and integration process, Vietnam has been
implementing a fundamental and comprehensive renovation of the country's
education according to the Resolution 29 (NQ / TW). Accordingly, implementing
educational innovation from the goal of accessing content to accessing competencies,
building new programs and textbooks (SGK), renovating organizational forms,
teaching methods according to orientation of developing the competency of learners.
In order to prepare well for the implementation of the new high school program, the
Ministry of Education and Training issued Official Letter 4612 / BGDĐT - GDTrH
(October 3, 2017) guiding the implementation of the current high school program
toward the development of students' competencies and quality from the school year
2017 - 2018. Letter clearly states: “Based on the current general education program,
select themes, review the content of lessons in the current textbook corresponding to
that topic to rearrange into a number of integrated lessons of each subject or
interdisciplinary; from there, building educational plans for each subject,
educational activities toward development of students' competencies and qualities in
accordance with the actual conditions of the school ". Thus, building and organizing
theme based learning in the direction of streamlining, avoiding duplication of
knowledge, creating logic, reasonableness in real school conditions, suitable for

students, thereby developing the competencies and quality for students is an urgent
requirement for teachers (GV), this is a trend of renewing teaching content that has
been directed and encouraged by educationi management agencies. However, at
present, the design of the topic is spontaneous and lacks theoretical basis.
1.2. In the education system of our country, the specialized high schools and
high schools have the specialized system as the educational environment besides fully
and comprehensively implementing the general education requirements according to
the regulations of the Ministry of Education and Training, and at the same time
perform the task of discovering and fostering talents for the country. It is the model of


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high schools in terms of facilities, the contingent of teachers and the organization of
educational activities.
To train talents to meet the increasing requirements of the country's
development, the requirement for specialized schools is to reform training in the
direction of combining learning with creative thinking; learning is associated with
practice; education and training according to the characteristics of students instead of
training according to a certain pattern, following a common program of common
nature. The renewal of teaching content design into themes ensures both the basics,
the systematization, and the generalization and enhancement; and flexibly applying
forms and methods of teaching in the spirit of innovation, aiming to form and develop
the qualities (patriotism, compassion, hard work, honesty, responsibility), common
competency (independence and self-study; communication and cooperation; problem
solving and creativity) and history's specific competencies (understanding history;
historical perception and thinking; applying knowledge, skills learned) is an urgent
requirement for a team of specialized teachers.
1.3. Hanoi city - the capital city of the country, after expanding the
administrative boundaries, there are most high schools; gifted schools and high
schools with gifted classes; including 5 high schools with history-specialized classes

(4 schools under the direct management of the Hanoi Department of Education and
Training, 1 school under the National University) with the largest number of students.
As one of the cradles to train talents for the country, Hanoi needs to continue to
promote its advantages and further enhance its role in improving people's knowledge,
training human resources and fostering talents, supplying high-quality labor to meet
the construction, development and integration of the capital and the country. History
subject in general and History-sepecialized in particular should promote its strengths,
pride about national history, cultural capitals, heroes, and improve the quality and
competency of students in general and history-specialized students in particular. In
order to accomplish the above tasks and missions, the contingent of Hanoi History
teachers in general and History-specialized teachers in particular need to be active
and take the initiative in the innovation of teaching content and methodology; be
creative, initiative in content design, flexible application of teaching forms and
methods to effectively implement the goal of educational innovation from content
access to competency access.
1.4. As a teacher teaching specialized subject, from the practical teaching
process and the need to renew education in History, I myself am aware of the need to
improve professional qualifications and pedagogical skills; actively innovate, create
and be flexible in the design of history content and teaching methods to serve the


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current program, and create a good foundation for the implementation of the new
History program 2018. In particular, the design of learning content for specialized
students, and choosing the organizational forms and teaching methods that promote
their talents, form and develop learners' competencies and qualities is an opportunity
for me to study more deeply about my expertise, approach modern teaching theories
and perspectives, apply effectively teaching methods, directly serve my own
teaching, and at the same time respond to the increasing requirements of the country's
education in general and the education of the capital in particular.

Themes based learning is one of the trends of educational innovation towards
today's student competency. Accordingly, the contents of knowledge are designed into
themes, with a tight structure, logic, system, demonstrating continuity, inheritance and
development. Learning history by topic also requires learners to be more self-reliant and
more active, develop thinking and form essential competencies for learners from that
learning process. In particular, those students who are studying in a specialized
environment, history-specialized, researching the systematic, profound and generalized
themes in history helps develop personal abilities and bravery.
Stemming from the above practical requirements, we choose the topic: "Design
and organize teaching of Vietnamese history themes from 1919 to the present in
the direction of developing competency for history-specialized students at high
schools in Hanoi city” as a research topic with the desire to contribute to the renewal
of the content and teaching methods of History in general and teaching history for
history-specialized students in particular.
2. Object and scope of the research
2.1. Research subjects
The research object of the topic is the process of designing and organizing
teaching history for students in History-specialized classes at high schools.
2.2. Research scope
The research scope limits of the research as follows:
- About the theory of subject teaching: Learn about the theory of teaching by
subject; propose ways to design historical topics and propose forms and methods of
organizing teaching topics for students specializing in history in high schools.
- About time: The topic limits the scope of research on Vietnam's history from
1919 to 2000 according to the current program. However, in some topics, there is a
connection and application to the present day.
- About the content of knowledge: Applying knowledge in Vietnam's history
from 1919 to present. In particular, there is the application and connection in both the
current general program (Advanced Program) and the 2018 General Program.



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- About the area: Conduct surveys, investigate the practice of teaching and
learning history by topics of History teachers and students specializing in History at
specialized high schools in Hanoi city.
- Experimental pedagogy (TNSP) partially and completely through a number of
themes in the history classes. Experimental sites (TN) are specialized high schools,
directly under the Department of Education and Training of Hanoi, including: Hanoi Amsterdam specialized high schools; Nguyen Hue specialized high school; Chu Van
An High School; Son Tay High School.
3. Research purposes and tasks
3.1. Research purposes.
Build Vietnamese history themes from 1919 to the present that can be used in
teaching history to history-specialized students at high schools; propose measures to
organize Themes based learning in teaching the aforementioned part of Vietnamese
history, contribute to the renewal of content design and effective application of
teaching forms and methods, improve thge quality of History subject.
3.2. Research mission
To achieve the above purpose, the specific research tasks of the topic are:
- Research overview of works of foreign and domestic scholars related to the
research topic; clarify research results, inheritance and the problems that the research
raises need further research and resolution.
- Research on Vietnamese History from 1919 to the present, design content of
historical themes and theoretical issues about organization and teaching history by
topic in the direction of developing competency for students in teaching history to
clarify the theoretical basis of the topic.
- Investigate, survey and clarify the current status of teaching history by topic in
History classes at 04 high schools in Hanoi, analyze and evaluate the achieved results
and existing problems.
- Propose measures to organize history Themes based learning in teaching
Vietnamese history from 1919 to present at high schools in the direction of

developing students' competencies.
- Design lesson plans by topic and conduct pedagogical experiments to confirm
the feasibility of the proposed measures in the thesis.
4. Basis of methodology and research methods
4.1. Methodological basis
The dissertation researches on the theoretical basis of Marxism-Leninism on
awareness; thought and views of the Party, State and President Ho Chi Minh on
historical education and education.


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4.2. Research Methods
To accomplish the objectives, tasks, the research uses the following main
research methods:
Theoretical research: analyzing and synthesizing documents of Psychology,
Education, teaching methods for History subject; research, program analysis and
Historical textbooks, historical documents related to the topic to systematize the
concept of tools. Studying the documents related to the Vietnam History from 1919
up to now to evaluate the historical and ideological values, on that basis, design
historical themes.
Practical research methods: Investigate and survey the current situation:
through observation, class observation, exchange, interview, distribution of
questionnaires for teachers and students to find out the current status of teaching by
topic in general, and teaching topics for students. Specializing in History in particular
in teaching history at high schools.
Consult and receive opinions of scientists, discuss in the Department at the
training institution, summarize the experience of teachers specializing in teaching
topics.
Pedagogical experimental method: design lesson plans by topic and conduct
partial and full pedagogical experiments to confirm the feasibility of the proposed

measures in the thesis.
Using statistical methods to process the data obtained in the actual
investigation and conduct pedagogical experiments (TNSP) in order to draw
scientific conclusions.
5. Scientific hypothesis
Designing the content of Vietnamese historical themes from 1919 to present in
teaching for historical specialized students and proposing measures to organize
teaching of historical themes at high schools in the direction of students’ competency
development will contribute to innovating methods, improving quality, and
contributing to the achievement of subject teaching objectives in high schools in
general and for history-specilized students in particular.
6. Contribution of the research
- Continue to consolidate the theoretical bases of teaching history by themes. At
the same time, affirm the role and meaning of the design and organization of teaching
history by topic in teaching in general and teaching history by topic for historyspecialized students in particular.


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- Provide a current picture of the design and organization of teaching history
topics for students majoring in History in Hanoi city, with outstanding features of the
educational environment for gifted students in the Hanoi capital.
- Provide the basis for the design of historical themes; the process of designing
historical topics suitable for specialized students and implementing the design of
Vietnamese historical topics from 1919 to present in the direction of capacity
development.
- Proposing measures to organize teaching topics for students majoring in
History in the direction of capacity development, towards the formation and
development of three components of competence, including: Learning history;
Historical awareness and thinking; Apply knowledge and skills learned.
7. The significance of the topic

7.1. Scientific significance
The research contributes to reinforcing and enriching the theory of teaching
history by topic in general and the design of content and Themes based learning
organization for history-specialized students in particular in teaching history at high
school towards developing students' competencies.
7.2. Practical significance
The research results of the research will raise awareness of teachers and students
about teaching and learning history by themes. Help teachers and students know how
to apply measures to design historical themes such as teaching and learning materials
for themselves. The research will be a useful reference for lecturers, students of
History Pedagogy of universities and colleges, teachers and students in high schools.
8. Structure of topic
In addition to the introduction, conclusion, references, appendices, dissertation
content is composed of 4 chapters:
Chapter 1: Overview of research works related to the topic.
Chapter 2. Designing and teaching organization of themes in the direction of
competency development for history-specilized students in high schools - Theory and practice
Chapter 3: How to design Vietnamese history themes from 1919 to present for
history-specialized students at Hanoi High School.
Chapter 4: Measures to organize teaching Vietnamese history themes from
1919 to the present in the direction of developing competency for history-specialized
students at high schools in Hanoi city. Experimental pedagogy.


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CHAPTER 1
OVERVIEW OF RESEARCH WORKS RELATED TO THE TOPIC
1.1. Researches of design and themes based learning in high schools
1.1.1. Research by foreign authors.
In general, the researches of foreign authors have mentioned the role of

designing and constructing teaching content of teachers; in which, a number of
monographs in recent years mentioned designing teaching content into themes
suitable for each student object; and introducing new teaching methods to promote
students' activeness and initiative in the learning process by themes.
1.1.2. Research by domestic authors
Some textbooks, monographs, and research articles mention the design and
organization of Themes based learning. This is the scientific basis for us to clarify the
theoretical issues of the topic such as: The concept of the topic, the way to organize
Themes based learning; as well as affirming the role and meaning of designing and
organizing Themes based learning suitable for each student object in high schools.
1.2. The research works on designing and organizing themes based learning in
History in high schools
1.2.1. Research by foreign authors
Foreign authors have affirmed the role of designing history-based teaching
content for teachers' and student learning activities. Many works also propose forms
and methods of teaching that promote students' activeness and initiative in learning.
Researches of foreign authors not only contribute to affirm the correctness and
feasibility of the topic, but also help us apply and propose main forms and methods of
teaching the subject suitable for the object and promotes the students' learning
competency.
1.2.2. Research by domestic authors
History educators in the country have built up a theoretical basis for designing
learning and research content, proposed appropriate teaching forms and methods for
students. In particular, researches in recent years have emphasized the design of
historical knowledge into themes such as an innovation of content and proposed
forms, organization of topic teaching to develop students' competencies, to meet the
requirements of educational innovation in general and history education in particular.
The researches of domestic authors are an important basis for us to complete the
theoretical basis of the topic, design historical themes for students to specialize and
choose, and propose teaching forms and methods suitable for the audience.



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1.2.3. The research works on the organization of teaching themes for historyspecialized students in high schools
In addition to training materials on program development, teaching materials for
high school subjects of the Ministry of Education and Training, there are a number of
books fostering good students in High School History mention the designing and
teaching history themes for specialized students. However, in general, there are very
few researches on designing and teaching of Vietnamese history themes for
specialized students. In particular, there is currently no author researching on the
design and teaching organization of historical themes from 1919 to present in the
direction of developing competency for history-specialized students at high schools
in Hanoi. This is also the task for the research to set and resolve.
1.3. Problems inherited and researched further
1.3.1. Evaluation of research results of published works
Through research, we inherit the following issues:
- Some theoretical issues about the design of learning themes for students in
DHLS in high schools in general and history-specialized students in particular such
as: Concept, classifying themes; features of themes in DHLS in high schools.
- Forms and methods of organizing teaching according to the orientation of
developing students' competency.
- Principles and foundations for designing historical themes in accordance with
the cognitive characteristics of students.
1.3.2. Further research
First, continue to consolidate and clarify the theoretical bases of designing and
teaching history by topic in general and for history-specialized students in particular
in teaching history in the direction of developing students' competencies; Clarify the
content of concepts related to the topic: themes, design and organization of teaching
history by topic
Second, research, survey, clarify the current status of historical education,

achievements and problems; Point out the urgent requirement of innovating methods
and improve the quality of subject teaching. Clarify the current situation of Themes
based learning for high school students in general and history-specialized students in
particular in teaching history in high schools today. Thereby, analyze and evaluate the
causes of the achievements and limitations, in order to draw scientific conclusions as
a basis for implementing the research topic.
Third, research programs, orient to innovative teaching content, thereby design
teaching themes in Vietnamese history from 1919 to the present subject of historyspecialized students in Hanoi city. At the same time, to summarize theories and


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practical surveys, propose organizational forms and teaching methods of historical
themes in the direction of competency development.
Fourth, design lesson plan and conduct pedagogical experiment (in part and in
whole) to evaluate the feasibility of the proposed measures.
Fifth, through the research results of the research, draw scientific conclusions
about the design and organization of teaching history by topic in teaching history at
high schools in the direction of student’s competency development.
If completing the above-mentioned tasks, the research not only solves the task of
renewing content design and the forms and methods of teaching History by topic for
history-specialized students of Hanoi City, but also meets the requirements for both
teachers and history-specialized students nationwide.
CHAPTER 2
DESIGN AND ORGANIZATION OF TEACHING ON THEMES BY
COMPETENCY DEVELOPMENT FOR SPECIALIZED STUDENTS IN
HIGH SCHOOL - THEORY AND PRACTICE
2.1. Theorical basis
2.1.1. Concepts on topic and historical theme design
2.1.1.1. Concept
Historical themes are outstanding, central and essential issues of each historical

period or the content system of historical events and phenomena that have an close
relationship with each other.
* Historical theme design
Designing historical themes is the arrangement, gathering, connection, system of
related historical knowledge units into historical themes. That knowledge system is the
outstanding, central and essential issues of each period, historical period or the content
system of historical events and phenomena that are closely related to each other.
2.1.1.2. Types of themes in history in high school
Under the current program: there are the following types of themes:
- Themes by program, textbooks with 10th, 11th, and 12th grade themes.
- Themes by location, place for world history, ethnic history, local history.
- Themes by historical knowledge content, with politics, military, economy, culture,
etc.
- Themes by historical divergence (time) such as: Dai Viet in the X-XV century;
National liberation campaign in Vietnam 1930 - 1945; International relations 1945 –
2000, etc.
- Themes according to students' learning requirements (with optional themes and
compulsory themes).


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According to the 2018 program
- The History program 2018 classifies themes mainly on the basis of historical
knowledge content, with themes on politics, military, diplomacy, economics, culture, etc.
2.1.1.3. Characteristics of historical themes
- Scientific; Fundamentality, system, generalization; Practicality; Openness,
continuity.
2.1.2. Concept of teaching historical themes
* Themes based learning
Is a system of teachers' methods for students to learn historical issues, in which

the knowledge system is integrated, streamlined, logic into themes associated with
practical requirements, directions to the goal of forming and developing capacities
and qualities for students.
* Organize themes based learning
It is a new model of classroom activities that are different from traditional lessons
(typically short lessons, independent knowledge units) by focusing on designing and
building general learning content by theme related to the knowledge of one or more
subjects and with problems associated with practice. At the same time, flexibly applying
forms of organization and teaching methods in the spirit of innovation suitable for each
theme in order to develop students' competencies.
2.1.3. Design historical themes for history-specialized students in the direction of
competency development
2.1.3.1. The concept of competency
Competency is a personal attribute formed and developed by existing qualities
and the process of learning and training, allowing people to mobilize the synthesis of
knowledge, skills and other personal attributes such as inspiration, belief, will,
successful implementation of a certain type of activity, achieving desired results
under specific conditions.
History subject contributes to the formation and development of major qualities
and general competencies according to levels appropriate to the subject and educational
level specified in the Master Program, focusing on 3 groups of common competencies,
the core is: Self-control and self-study; Communication and cooperation; Problem
solving and creativity; form and develop 5 key qualities: patriotism, compassion, hard
work, honesty, responsibility. Specific competencies in history subjects include: learning
history; historical perception and thinking; apply knowledge, skills learned.
2.1.3.2. Characteristics of history-specialized students
- Have a certain ability (gifted) with learning History subject: intelligent,
creative, able to self-study the subject.



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- Have a passion, love the subject.
- Have condition to learning about history in depth.
2.1.3.3. Design historical themes for history-specialized students in the direction of
competency development
Designing historical themes for history-specialized students in the direction of
competency development is the innovation in building learning content for
specialized students. On the basis of the program's objectives, content, characteristics
of students, teachers design learning content into themes. The content of the study is
designed towards the formation and development of civic qualities (patriotism,
compassion, hard work, honesty, responsibility), common competencies
(independence and self-study; communication and cooperation; problem solving and
creativity) and subject-specific competencies: the ability to learn history; historical
cognitive and thinking capacity; the ability to apply knowledge and skills learned
with a higher required level than other students.
2.1.4. Teaching historical themes for history-specialized students in the direction of
competency development
Teaching in the direction of competency development is the process of
designing, organizing and coordinating between teaching and learning activities,
focusing on the outputs of this process. Accordingly, emphasize how learners need to
achieve levels of competency after completing a learning period or process.
The most important feature of competency development teaching is to identify
and measure the "competency" of student outcomes. Based on the degree of mastery
of knowledge, skills and attitudes of students in the learning process.
2.1.4. The role and meaning of designing and organizing Themes based learning
for History-specialized students in high schools
2.1.4.1. With the renewing process
- Designing and organizing Themes based learning is one of the important
components of the process of renewing teaching content and methods, contributing to
improving the quality of the subject.

- The design and organization of teaching history themes for specialized students
also contributes to make more concrete and deeper for both the current history
education program and the history curriculum 2018.
2.1.4.2. With the teacher
- Through design and Themes based learning, teachers are more fully aware of the
role of renewing content and teaching methods to improve the quality of the subject.
- Opportunity for teachers to continue to self-study, self-train, research, improve
their professional qualifications, pedagogical skills, information technology


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application, innovation and creativity in the process of applying the organizational
forms and teaching methods.
2.1.4.3. With students
- About knowledge
- About competency
- About quality
2.2. Practical basis
2.2.1. Teaching status of history subject in specialized classes in Hanoi city
In Hanoi, there are 6 specialized high schools and 2 high schools with
specialized classes. Among them, there are 5 schools with history-specialized classes,
4 of which are under the Hanoi Department of Education and Training: Hanoi Amsterdam High School for the Gifted; Nguyen Hue High School for the Gifted; Chu
Van An High School; Son Tay High School. High School for gifted of Social
Sciences and Humanities has a class specializing in History from 2019 but under the
Hanoi National University, is independent in enrollment.
From the teaching practice of the history-specialized system of Hanoi city over
the past years, we see advantages such as: Hanoi is the only city in the country with a
history of specialization classes with the largest number of students; Compared with
the specialized schools in the country, the input quality of Hanoi City is relatively
high, which can be ranked at the top among the specialized schools of the country;

History-specialized students in Hanoi city have conditions to study in the capital economic - political - cultural center of the country; many students have passion for
History; are proud to live and study in a cultural capital, have good learning
conditions - study in an intensive environment with many good teachers, good
friends, have more time studying history than the general education system and
content knowledge is quite deep and comprehensive; Many students won high prizes
in the City Gifted exams, national excellent students, got 10 marks in high school
graduation exams, were admitted directly to Universities of Education, Law,
Diplomatic Academy, Science social and humanities, etc. Hanoi's team of
professional teachers in schools are qualified, capable and experienced teachers;
Besides the aforementioned bright spots, teaching history in specialized classes
in Hanoi city also has certain limitations. That is the inequality of the entrance quality
among schools with specialized classes in the city. A number of students took the
entrance exam to specialize in History were to prevent failing high school
graduation,. to get the learning environment, not because of talent or passion, love for
History; History-specialized students of Hanoi is also one of the most affected
subjects from the impact of the market economy's negative side in choosing whether
to specialize in history or not.


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2.2.2. Situation of designing and organizing theme based learning for Historyspecialized students at Hanoi High School
On the basis of the survey data, we found that most teachers and students in high
schools with specialized history systems in Hanoi city are aware of the role and
meaning of teaching design and organization and learning Vietnamese History themes
from 1919 to present in the direction of competency development. Knowledge from
themes not only ensures basic elements, but also generalizes, systems, improves, helps
form and develops competencies and qualities for specialized students. However, in
reality, the design and teaching of Vietnamese historical themes from 1919 up to now
has been mainly based on experience, not really methodical, lack of theoretical basis to
design and choose forms of organization, teaching methods of themes in the direction

of developing students’ competency. That practice has set out the requirements that the
research needs to solve.
2.2.3. Requirements from the practice of teaching history themes to historyspecialized students
In order for the design and teaching organization of historical themes to go into
depth, really bring effectiveness, contribute to renovating the content and teaching
methods of history; At the same time, to develop competencies for specialized students
in the learning process, it is essential to ensure the following requirements:
- The team of specialized teachers continues to promote their professional
capacity, teaching experience, constantly learning, regularly foster, effectively apply
innovative perspectives in teaching in general and teaching history in particular;
proactively renovat teaching content, forms and methods; invest mentally and
intellect to design learning content into attractive and in-depth themes, attract
students to participate in learning, contributing to the innovation process, improving
the quality of historical education in general and quality training in particular.
- The contingent of educational scientists, historical scientists need to approach
and analyze more deeply modern teaching concepts and theories; publish research
achievements in the field of historical sciences, historical teaching methods in
countries with developed historical education so that teachers have conditions to
contact, research, study, and nurture the spirit of innovation in content design and
organization of learning activities for students.
- Management levels, schools need to continue to pay attention, create a better
working environment, invest in equipment and subject classrooms so that teachers
can develop professional skills; have conditions to use modern equipment in teaching
history. Specialized students have good learning environment, scientific research,
good learning space to experience, explore and create on historical themes; from then
develop historical competencies and orientation for the future.


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CHAPTER 3

DESIGN THE VIETNAMESE HISTORY THEMES FROM 1919
TO PRESENT FOR HISTORY-SPECIALIZED STUDENTS
AT HANOI HIGH SCHOOL
3.1. The bases for designing the themes
3.1.1. Teaching goals
3.1.2. The direction of program innovation, textbooks
3.1.3. Historical knowledge content integrated
3.1.4. Innovating the form of teaching
3.1.5. Innovating teaching methods
3.1.6. Innovation in testing and evaluation
3.1.7. Subjects are students majoring in History
3.2. Designing Vietnamese history themes from 1919 to present for historyspecialized High School students in Ha Noi.
To design themes of Vietnamese history from 1919 to present for history major
students, we define a design process that includes basic steps such as: determining the
reason for the design of the theme; setting goals, requirements to achieve in terms of
knowledge, capacity and qualities when teaching topics; building content knowledge
of the subject to serve teaching and learning for students majoring in History; identify
methods of organizing teaching topics and content that can test and assess students'
ability to receive, think and apply knowledge and skills in the process of learning the
topic.
Due to the research when the Master's High School Program and the 2018 High
School Program were approved, but the History program for high school has not been
implemented. Therefore, in the process of designing Vietnamese historical themes from
1919 up to now, we have the connection between the current program and the content
orientation of the High School of History program 2018. Accordingly, In the History
section of Vietnam from 1919 to the present, we designed the following themes:
No.
1
2


THEME
Two trends to save the country in the
National Democratic movement in
Vietnam from after World War I
(1919) to 1930
August Revolution of 1945 in
Vietnam

NOTE
- Current program (Lesson 13, Lesson
14; Lesson 15 Advanced History
textbooks 12).
- Current program (Lesson 19
Advanced Historical Textbooks 12).
- Program 2018 (August Revolution


15

The role of leader Nguyen Ai Quoc Ho Chi Minh in the Vietnam
Revolution
3

4

5

6

7


8

9

The role of the united national front
in the Vietnamese revolution from
1930 to the present.

and the war to protect the Fatherland
in Vietnamese history (from August
1945 to present)
- Current program (Lesson 14, Lesson
15, Lesson 18, Lesson 19, Lesson 20,
Lesson 21, Lesson 23, Lesson 24,
Lesson 25, Lesson 26 Advanced
Historical textbooks 12)
- Program 2018 (Ho Chi Minh in
Vietnamese history)
- Current program: Lesson 16, Lesson
17, Lesson 18, Lesson 19, Lesson 20,
Lesson 22 Advanced History textbooks
12

Typical military victories in the - Current program: Lesson 21, Lesson
resistance war against the French 22, Lesson 23 of Advanced History
people (1946-1954)
textbooks 12.
- Program 2018 (Resistance war
against French colonialism (1945 1954)

Fighting on the diplomatic front - Current program: Lesson 20, Lesson
during the war against the French 23, Lesson 24, Lesson 26, Lesson 27
and the Americans (1945-1975)
Advanced History textbooks 12
- Program 2018 (History of Vietnam's
external relations)
Back side in the resistance war - Current program: Lesson 21, Lesson
against the French (1945 - 1954) and 22, Lesson 23, Lesson 25, Lesson 26,
the American resistance (1954 - Lesson 27, Lesson 28 Advanced
1975)
history textbooks 12.
-History Intensive Program (Issued
with No. / 2019 / QD-BGDĐT in 2019
by the Minister of Education and
Training)
Innovation in Vietnam from 1986 to - Current program: Lesson 31
present
Advanced History textbooks 12.
- Program 2018 (innovation in Vietnam
from 1986 to present)
Sea and island sovereignty of - Program 2018 (History of the
Vietnam
protection of Vietnam's sovereignty,
legitimate rights and interests in the
Sea)
The reason we chose to design the content of the aforementioned themes because


16
these are the focus of both the current High School Program and the 2018 High School

Program, both basic and advanced program. This is a part of history that holds a
particularly important position in the process of national history. In that century,
reflecting many fluctuations and changes of the nation's destiny, national factors and
times were mixed and influenced each other. These themes not only help students to
have a deeper understanding of the basic issues of general education, but also contribute
to improving and more deeply the basic issues, help specialized students to strengthen,
system, improve knowledge to serve them well in the learning process, apply knowledge
of these themes to solve learning tasks and situations posed in real life; take part in
provincial and national excellent student exams; senior high school exam; it is also one
of the bases to help them have a career orientation in the future.
In the table of topics below, we design topics with clearly defined goals requirements to be achieved, build content and suggest implementation of topics on
teaching and testing, evaluating organization methods. The goal of knowledge level
also reflects the goal of subject-specific competence. Accordingly, the ability to learn
history will correspond to the requirement that students present, state, or narrate,
describe historical events and phenomena reflected in the topic. Historical cognitive
and thinking capacity will correspond to the requirements of students to explain,
analyze, prove, compare, comment and evaluate historical events, phenomena, and
characters. The ability to apply learned knowledge and skills corresponding to the
requirements of students to draw lessons from experience, interpret, express personal
stances and views on historical events and phenomena, and know how to apply them.
Historical knowledge and skills have been learned to solve and complete subsequent
learning tasks and apply that knowledge and skills into real life. At the same time,
through each topic, we specifically identify the essential civic qualities that students
are gradually formed in the process of learning and training, which are five essential
qualities: patriotism, compassion, hardworking, honestly, responsibility.
Adhering to the specific objectives of each theme, we design corresponding
knowledge content. In the knowledge content column, due to the framework of the
research, we are not eligible to present in detail the content of each theme; The
detailed content is presented in in the appendix of chapter 3. Therefore, in the
contents of the table, we emphasize the advanced, general and in-depth contents that

history-specialized students have conditions to study, learn more deeply than high
school students learn basic programs. The reason we choose this is because this is a
content design chapter, the application of forms and methods of organizing teaching
and learning topics will be proposed, presented, analyzed, and evidenced in detail in
this chapter 4.


17
In the process of designing and building themes content, we ensure to comply
with the following principles: adhere to the current History program and the History
program 2018; Ensure the common and specific in the design of the themes content,
in which the common is the basic goal, the basic knowledge system of the general
program; The specific one is the advanced level, the depth of knowledge and the
higher requirement in cognitive capacity, thinking and the ability to apply knowledge,
historical skills to solve learning tasks and situations in real life; Ensuring the
integration of internal subjects (connecting historical knowledge content related to
the theme), interdisciplinary (integrating historical knowledge with geography,
literature, art, music, national defense and security, etc) to make the content more
clear vivid, attractive. At the same time, ensuring the feasibility. The content of the
theme not only helps teachers effectively organize learning activities for students in
class, but also serves as a source of orientation materials for students to study at home
by themselves. From the way of designing and arranging thetheme content also
contributes to the orientation for students to know how to present and research a
specific historical issue.
In addition to defining goals, designing content corresponding to goals and
requirements for each topic, we build a column of suggestions for implementation.
Accordingly, proposing methods of organizing teaching of the subject and the
evaluation contents related to the topic. The proposed teaching methods are only
suggestive, have relative significance, depending on the actual conditions of students
in each class and the conditions of the facilities, there is an appropriate choice. ensure

feasibility and efficiency achieved. The assessment test aims to measure the
completion of the goal in terms of knowledge, competence and quality for each topic.
The current trend of capacity-based testing and assessment is quite rich and diverse in
form and content. In the process of organizing for students to study the topic, we can
evaluate the whole process from the spirit of learning attitude, learning profile to the
ability and level of completion of the students' learning tasks. Combining process
assessment, regular assessment with periodic assessment in various forms such as
group exercises, project-based products, objective multiple-choice exercises, essay
assignments, test questions. ..vv However, due to the framework of the thesis, the
types of group exercises, project products, and objective multiple-choice exercises
will be analyzed and applied specifically in chapter 4. In chapter 3, we would like to
propose export types of essay exercises to measure the completion of learning tasks
of history majors students corresponding to the following competencies: learning
history; historical awareness and thinking; apply acquired knowledge and skills.
CHAPTER 4


18
MEASURES TO ORGANIZE TEACHING VIETNAMESE HISTORY
THEMES FROM 1919 TO PRESENT UNDER THE DIRECTIONI OF OF
COMPETENCY DEVELOPMENT FOR SPECIALIZED STUDENTS AT
HANOI HIGH SCHOOL. EXPERIMENTAL PEDAGOGY
4.1. Combination of lesson types and topic teaching organization models
4.1.1. New knowledge research lessons
4.1.2. Review, preliminary and final review
4.1.3. Mixed lessons
4.1.4. Assessment test
4.1.5. Lessons in the field, in the history - revolution museum
4.1.6. Apply flipped classroom model
One of the new teaching models aimed at maximizing self-study and

competency development for students, especially suitable for specialized students, is
the model Flipped Classroom. According to this model, students will actively work
with lessons / themes first through reading, summarizing documents, listening to
lectures through supporting media such as video tapes, PowerPoint presentations, and
exploitation materials on the Internet provided and oriented by teachers. Time in class
will be used for solving exercises, reinforcing knowledge, discussing, and solving
problems. Teachers, instead of giving lectures, act as a support moderator to help
students solve difficult problems in the lesson.
The application of this model in teaching historical themes for historyspecialized students is quite appropriate because it meets the requirements of
innovation of teaching and learning methods on the basis of technology support of;
and the requirements of expanding the curriculum, improving knowledge, forming
and developing quality and competency for specialized students.
4.2. Competency development measures to learn history when organizing theme
based learning
4.2.1. Students to search written sources (written materials)
Written documents are one of the important sources not only for research but also for
teaching and learning process of teachers and students. That is an important basis to
help students approach the past, form and develop the ability to learn history - the first
capacity - the foundation for the formation and development of thinking competencies,
appllication of historical knowledge and skills.
4.2.2. Exploiting documentary films, pictures, historical artifacts
Like written documents, picture materials are an indispensable source of data for
students. It helps students to access history in a vivid, attractive way than written
documents, it makes students have to mobilize more senses in the learning process.
Therefore, the picture material sources have affirmed a great role in the formation
and development of competency for students to learn history.
4.2.3. Guide students to self-study with textbooks, reference materials


19

One of the measures to contribute to the formation and development of the
competency to learn history for specialized students is to train them to actively and
self-study skills with textbooks and reference sources (books, magazines, documents,
reportages, documentary videos, etc).
4.3. Measures to develop cognitive capacity, historical thinking in theme based
learning
4.3.1. Raise problems and guide Students to solve problems
Raise problems, create interests, and attract students' attention to the main
content of the theme (Warm-up)
Organize and guide students to solve problems
4.3.2. Organize and guide students to debate and discuss about historical events
Critical thinking, also known as analytical thinking, is a process of analyzing
and evaluating a problem, a historical event or phenomenon from different
perspectives or the process of thinking to find arguments the result of another
thinking process to clarify and confirm the correctness of the problem.
History is a subject with many advantages to help students practice and develop
skills in debate, critical thinking, and evaluation of characters, events, phenomena
and historical issues. The formation and development of critical thinking helps
students form skills of evaluating collected information and materials; help them to
exchange and discuss historical knowledge in an active, effective and accurate
manner. Through the process of searching and selecting information, they have
acquired certain knowledge about historical characters and events. Such insights will
be assessed and clarified through arguments with friends and teachers. From here,
students will gain a rich, diversified and comprehensive knowledge on a problem or
theme that they have the task to learn. That is also the knowledge that they have
created for themselves, is the result of their own historical thinking process.
4.3.3. Organize student working groups in class
Group learning is a method that is quite popular in teaching history today.
However, its success depends on the choice of content for the group work; teachers'
organization and administration; participation of all students in the class; support

working groups, guide students to know how to present a problem, as well as
comment on the presentation of other groups and summarize, evaluate, make
necessary conclusions, and draw experiences for the following discussions. Besides,
it brings the students' enthusiasm and interests. In group learning, students' positive
thinking is promoted and its important meaning is to train cooperation capacity
among members in learning.
4.4. Measures to develop capacity and apply knowledge and
skills of historical themes
4.4.1. Project-based teaching
Project-based teaching is an optimal form of teaching to meet teaching objectives,
linking theory with practice, and linking education in schools with education outside the


20
society. Project-based teaching stimulates students' motivation, excitement, self-reliance
and responsibility in learning, and trains and develops the capacity to solve complex
problems, cooperation capacity, and creativity of learners.
4.4.2. Role-play
Experience with role-play form helps children manipulate and synthesize their
senses to increase their ability to retain what they have learned for longer, maximize
their creativity, dynamism and adaptability.
4.4.3. History exercise system
Multiple choice exercises
Essay exercises
4.5. Complete pedagogical experiment
4.5.1. Experimental purpose
- Test the effectiveness of building and designing teaching topics of Vietnamese
history for history-specialized students; perfect the pedagogical measures proposed
above, affirm the correctness and feasibility of those pedagogical measures.
- Contribute to consolidating, clarifying and diversifying theoretical bases and

practical bases of designing and teaching of Vietnamese history themes from 1919 to
present for history-specialized students in Hanoi city in the direction of student
competency development.
- The results of full pedagogical experiment are the basis to help us make scientific
conclusions for the research and give suggestions and recommendations to raise awareness
for teachers in general and history teachers in particular in teaching history about content
design and constantly innovating methods to improve teaching efficiency, meet the
requirements of fundamental innovation, comprehensive education and training.
4.5.2. Experimental subjects and sites
- Areas of investigation and experimentation: 04 high schools have history
classes in Hanoi city (Hanoi - Amstecdam specialized high school; Nguyen Hue
specialized high school, Chu Van An high school, Son Tay high school).
- Experimental subjects: we conduct experiments in history-specialized classes
grade 11 and 12, in which there are 2 groups of classes: experimental class and
control class. Students in experimental class learn with experimental content and new
methods, students in control class learn according to the traditional method, learn by
unit of each lesson in the textbook. Experiments conduct period was in the school
years 2017 - 2018; 2018 - 2019; 2019 - 2020.
We coordinate with teachers who have experience, expertise, taught specialized
classes, are enthusiastic, responsible for the profession, enthusiastically approached
new methods in teaching at the high school level.
4.5.3. Experimental content and methods
- Experimental theme: We choose the theme: The role of leader Nguyen Ai Quoc
- Ho Chi Minh with the Vietnamese revolution; in which, the experimental content is
the role of leader Ho Chi Minh for the August Revolution, 1945.


21
- Experimental method: The experiment was conducted in two groups of classes:
+ Control class: Lectures are prepared and taught normally by teachers, mainly

questions and answers and explanations for students to grasp the content of the theme.
+ In experimental class: we met teachers and students, exchanged content and
methods of implementation, agreed on content design and conduct method in the
spirit of innovation, towards the goal of students’ competence development in the
directions that the research has proposed.
4.5.4. Experimental results
4.5.4.1. Quantitative
From the statistical results, we see that the frequency of scoring, the average
parameter and the ranking results of the experimental classes are higher than that of the
control classes. The frequency of good and excellent grades in experimental classes is
higher than that of control classes. On the contrary, the frequency of average score
appears more in control classes. This is also one of the bases to help us confirm that the
proposed methods bring positive effects in teaching in experimental class.
The statistical results also show that the teaching of Vietnamese history themes
from 1919 to 2000 for history-specialized students in Hanoi City in the direction of
developing student competence has an important role in consolidating, deepening,
systematizing and improving knowledge for history-specialized students. This is also
the basis for development cognitive and historical thinking competencies, working
capacity, self-learning with learning materials, applying knowledge and practice skills
of the subject in history-specialized students.
4.5.4.2. Qualitative
First, teachers are enthusiastic in participating in pedagogical experiment
process. In the experimental classes, instead of playing a central role in teaching
history themes, focusing on providing knowledge as before, teachers have witnessed
the application of active teaching methods towards the development of student
competencies. Teachers are the organizers for students to work on projects, report
products, and evaluate each other. Although the preparation, organization and
guidance of students to complete the project requires meticulousness, carefulness, all
teachers have designed teaching plans and well organized activities for students,
meeting the requirements, suitable with the research results of the research.

The teachers participated in the experiment all think that the design of theme
content and the organization of learning activities for students contribute to
supporting teachers to have a deeper approach to the perspectives and teaching
methods according to development orientation of students’ competency. It ensures
teachers’ independence in content design and teaching, making history more
attractive. Active working with resources, search, exploit information, complete
project products in groups makes students learn actively, excitedly and passionate
about discovering history.