Tài liệu Improving the quality of teaching local history in highschool in phu tho province

MINISTRY OF EDUCATION AND TRAINNING HANOI NATIONAL UNIVERSITY OF EDUCATION --- --- TRAN VAN ANH IMPROVING THE QUALITY OF TEACHING LOCAL HISTORY IN HIGHSCHOOL IN PHU THO PROVINCE Specialization: Reasoning and Method of teaching History Code: 62.14.01.11 DISSERTATION ABSTRACTS OF DOCTOR OF PHYLOSOPHY OF EDUCATION HA NOI 2014 The work is completed at Ha Noi National University of Education Advisor: 1. Professor Dr. Nguyen Thi Coi 2. Associate Professor Dr. Nguyen Huu Chi Reviewer 1 : Professor Dr. Nguyen Ngoc Co Ha Noi National University of Education Reviewer 2 : Associate Professor Dr. Tran Duc Minh Nam Dinh College of Education Reviewer 3 : Associate Professor Dr. Doan Minh Huan Academy of Politics Region I The thesis will be defended at Board in Ha Noi National University of Education, meeting at Ha Noi National University of Education................................................. At …….. o’clock, date …... month ………, year …………… Reading the thesis at : - The National Library of Vietnam The Centre information - library of Ha Noi National University of Education INTRODUCTION 1. The urgency of thesis Today, the world has many great changes in many areas, which affect differently the countries, regions. In this context, under the leadership of the Party, our country is undertaking reform, open up and integration with the world. To success in the renovation, integration, education must take one step forward, to train people to meet the new requirements of the country. In high schools, History is the subject which has advantages in the performance the missions and basic goals of education that the Party has set out. In addition to the world history and the national history, the local history has an important role, contributing to the goals of the History in target schools in general. However, the current, teaching local history in high school is inadequate. In many localities, especially in big cities such as Hanoi, Hai Phong, Hue ... by awareness of the importance of local history, they has many advantages as well as in teaching local history, so teaching local history achieve results. But, in many other places, especially rural and mountainous areas, teaching local history is difficult, even overlooked, ignored. In high schools in Phu Tho province, teaching local history has not really been given due attention. For many reasons, teaching local history in high schools in Phu Tho province has not been much interest. So, students do not know about the history, traditions and culture of their homeland, not to feel proud of their country, cannot use knowledge of local history lesson on life in his homeland, they also not be forged and practice skills in the history of life while studying local history. That fact poses required to improving the quality of teaching local history in schools Phu Tho province. From this reason, we have chosen a research problem: "Improving the quality of teaching local history in high schools in Phu Tho province" for Ph.D. dissertation specialized of Reasoning and methods of teaching History. 2. The objects and scope of research The object of this research is teaching process of local history teaching in high schools in Phu Tho province. We do not refers to all the issues of local history, only focuses on teaching local history in curriculum of history in high schools in Phu Tho province. We choose several different schools to investigate and experiment teaching. 3. Purpose and mission of research 3.1. The purpose of research - to improve the quality of teaching local history, contribute to improving the quality of teaching History in High School in Phu Tho province, on the basis of compilation of local history lesson; determining the organization and methods of teaching local history. - To improve the research capabilities of the author of the thesis. 3.2. The missions of research To achieve the above purpose, thesis should be taken specific missions: [Type text] Page 1 -Researching on theories in psychology and education, the literature on general education history, teaching local history in particular and other historical documents related to the research problem. -Conduct investigations and surveys teaching local history in fact high schools Phu Tho province. -Research on contents of the Vietnamese history in program history in high school (standard program); exploiting literature on local history Phu Tho province to write local historical lesions for teaching local history in high school in Phu Tho. - Proposing content, organizational forms and methods of teaching to improve the quality of teaching local history in high schools in Phu Tho province. - Experimental teaching some Phu Tho local history lessons to confirmed the feasibility of the proposed measures 4. The basis of the methodology and research methods 4.1. The basis of methodology Based on basic viewpoints of Marxism - Leninism and Ho Chi Minh, the views of the Party and State in education, the teaching of history; and reasoning of modern education in the country and abroad. 4.2. The methods of research - Research on theories: + To research, analyze, synthesize, codified documents of the Party and State, the work discusses education, educational materials, psychology, historical educational materials and data related to the topic. + To research on curriculum of history in high school; local historical literature on Phu Tho province, historical documents related to Phu Tho historical content and design local history lessons which correlatived national history. -Research on practicality + To survey, find out practicality of teaching local history in high school in Phu Tho province by questionnaires, interviews, class observation... + Experimental teaching: Composing posts and conduct teaching experiments in a number of high schools in Phu Tho province. -Using mathematical statistics to process experimental results. 5. The scientific hypothesis In the current practical situation, if application of the measures required under the proposed thesis would contribute to improving the quality of teaching at the high school LSDP Phu Tho province. 6. The contributions of thesis - Reflecting the partial picture of the local teaching history in high schools in Phu Tho province. -Proposing measures to improve the quality of teaching local history at high schools about the content of Phu Tho province, organizational forms and methods of conducting lessons. [Type text] Page 2 7. Meaning of thesis -In term of theory: Thesis contributes to enrich theory on teaching of local history in high school; raising the level of expertise and research capabilities of author. - In terms of practice: Results of the study subjects can widely use in teaching at the high school LSDP Phu Tho province in particular, the general high schools in order to improve the quality of history in high schools; as references for students, Masters students, PhD students on methods of teaching History. 8. The structure of the thesis Besides the introduction, conclusion, appendix and references, the thesis is structured in four chapters: Chapter 1. Overview Chapter 2. The issue of improving the quality of teaching local history in high school. Theory and practice Chapter 3. Compilation content and choice organizational forms of teaching local history in high schools in Phu Tho Chapter 4. Applying some methods of improving the quality of teaching local history in high schools in Phu Tho province. Complete pedagogical experimentation. [Type text] Page 3 Chapter 1 OVERVIEW 1.1 The situation research issues of teaching local history in the number of countries on the world In many countries, especially in countries with developing education, research work is focused locally. In Russia, the education of local history is conducted very soon. Under the Soviets, research and teaching local history to be respected, local subject was taught at the Pedagogical University. After that, many organizations, managements, research and dissemination for local history were established, ex: as "The local museum", "The protection of historical and cultural monuments ". In the 80s of 20th century, there were works: "Local History" by GN Matixin editor (1980); "Methods of local history work" by N.X. Borixop chief author (1982); “Methods of teaching history in schools" (2000)... Schools often interested in extracurricular activities about local history. In some countries of the former Eastern Europe, research and teaching local history are focused. In Hungary, the school combined with the professional body for student organizations collecting documents and artifacts, to establish "village museum". In British, research and teaching local history are valued. On 30/09/1982, British Association for Local History (BALH) was established. The documentation of local historical research and teaching in the British is abundant, represented as the book "Teaching local history" of Stephen (1977), or "Local history and teacher" Robert Dutch (1967). In United of Kingdom, there are many sites related to the compilation and teaching local history as: www.balh.co.uk; www.dlrcoco.ie; www.le.ac.uk ... we recognize forms of teaching local history are very diverse, associated with local life. In America and Canada, from elementary school, students have been learning about the history and geography of the state, province they live. Student kindergarten classes were first introduced with rudimentary knowledge of history and geography. Among the research literature on teaching local history in the U.S.A, there is a book "Homespun: Teaching Local History in Grades 6-12" by Robert L. Stevens. (2001) In Japan, students learn history, geography, historic cities and villages where they live. In China, the program mandatory subjects of history have 1 lesson per month on local history by practical methods. In Singapore, teaching local history through heritage is focused, historical monuments, memorials, historic local, as the ancient buildings, the buildings and the street name... 1.2 The situation research issues of teaching local history in Vietnam 1.2.1 The studies of teaching local history generally Before written history appeared, each folk tale was absorbed into children soul the first lessons of history to their village, their country. Feudal, local history just is compiled, not to be taught formally, but traditional cultural sites, local character has been recorded, the basis for the preserve, study and education of local history. [Type text] Page 4 After the August Revolution, the study and teaching local history have also been interested. First of all, the work of teaching local history is reflected in the textbook of method of teaching history, such as "Draft history teaching in secondary school levels 2, 3" (1961) of the Hoang Trieu, Le Khac Nhan; "Methods of teaching history" (1980) by Phan Ngoc Lien, Tran Van Tri; "Method of teaching history" (1992, 1998, 1999, 2000); "Methods of teaching history "(2009), by Phan Ngoc Lien, Trinh Dinh Tung, Nguyen Thi Coi. The textbooks are reserved the important position to presented on the role, meaning and methods of teaching local history in schools. Local history is also being studied as a separate subject. Textbook "Local History" (1989) by Truong Huu Quynh, Phan Ngoc Lien, Nguyen Phan Quang, Nguyen Van Am, “Local history” textbook by Nguyen Canh Minh, Do Hong Thai, Hoang Thanh Hai, Nguyen Van Dang (2007); textbook "Methods of research and editor local history" (2008) by Nguyen Canh Minh, Do Hong Thai, Hoang Thanh Hai ... are the valuable handbook. There are monographs about teaching local history, prominent as: "The history extracurricular high school level 2.3" (1968) by Phan Ngoc Lien, Tran Van Tri, Nguyen Phan Quang; "Research and teaching-learning local history in Tay Bac and Viet Bac" (2010) by Do Hong Thai, "Guiding compile content of local historical document " (2012) by Vu Ngoc Anh, Nguyen Thi Coi ... The monographs are valuable references for the research this thesis. Specially, many national scientific conference focused deeply on research and teaching local history, such as Scientific Conference "Researching, compiling and teaching local history in colleges university and high school "(2002)," Innovation of teaching methods, assessment of learning history and local history in schools "(2008)," Research, compiled and teaching local history and culture "(2013). The reports at scientific conferences shed light on the theoretical issues of research and teaching local history in colleges, universities and high schools. These are reference sources useful for us in the process of research for thesis. The issue of teaching local history are also many matter’s students, and D. Ph students interested and chosen to research, such as: Do Hong Thai (1986) with "Strengthening education patriotic tradition for students of ethnic minorities by using Ha Tuyen local history document to teach the courses of Vietnam history, 1930-1945 "; Dang Cong Long (1996) with the thesis" Researching of teaching local history in high school (experimentally in Binh Dinh) "; ... and many other authors that we have mentioned in the thesis, showed teaching local history is a field attracting more people interested. Teaching local history and improve the quality of teaching local history are also the subject of many articles in scientific journals educational. Typical, "Improving the efficiency of teaching local history in schools" by Nguyen Thi Coi (2002), "On the local history teaching in schools in Hanoi" by Nguyen Van Dang and Nguyen Manh Ha (2004), "Designing local history lesson by means of project-based learning" by Pham Thi Kim Anh (2012) ... Most of the Department of Education and training has compiled documents local history served for the teaching local history in schools in their localities. [Type text] Page 5 1.2.2 The studies of teaching local history in Phu Tho There is a large of number of studies for Phu Tho history and culture by the state, local and personal, which has enriched resource for teaching Phu Tho local history. Typical: "The days of the August Revolution in Vinh Phu" (1985) of the Provincial Party Committee Propaganda Department, Vinh Phu, "History of the resistance against French of the army and people in Phu Tho (1945-1954)" and "History of the resistance against the United States and save the country of the people of Phu Tho (1954 - 1975) "by the Phu Tho provincial Party compilation (2000); "The collection folk of the ancestral land " consists of 5 volumes by the Phu Tho Department of Culture, Information and Sport (2002-2004)," History of the Phu Tho provincial Party "(2002) ...In addition, there are numerous studies of Phu Tho Provincial Party, Department of Culture, Sport and Tourist, Society and History Phu Tho province of individual researchers independent of provinces, districts, communes, the land and people of Phu Tho, such as Hung Temple relic (Pham Ba Khiem), The civilization of village in the ancestrallands (Vu Kim Bien), Can Vuong movement in Phu Tho province late nineteenth century (Phu Tho Association of Historical Science) ...These works are of great help in terms of materials for teachers and students to exploit local history research service teaching in schools in the province. Documentation directly research work teach learn calendar history and geography Phu Tho not many. In addition to the guidelines taught history, particularly useful is the book "Some historical records Phu Tho province to serve local history teaching in secondary schools", by Tran Ngoc Due (2008); century Workshop weak "cultural heritage education in schools Phu Tho province" (2012). Thus, we can see that: Firstly, a lot of research on local history in the fields of politics, revolutionary, military, culture ... Secondly, in-depth research into the work of teaching local history in high School in Phu Tho province very little. Thirdly, the UNESCO Xoan Singing and The Creed of worship Hung Vuong are the cultural heritage of humanity, researchers and teachers are more interested in the education of local history in Phu Tho. 1.3 The problems are inherited and should continue to resolve Thesis is inherited the theoretical issues of teaching local history, models of teaching local history, from which we can learn how to acquire and compile lessons, forms of teaching officers to apply to the proposed measures are feasible and effective. However, within the scope of the thesis "Improving the quality of teaching local history in high schools in Phu Tho province", we recognized the need to continue to address some issues: First of all, find out the real situation of teaching local history in high schools in Phu Tho province by surveys, interviews, lessons observed... Second, we have compiled teaching materials of local history in high schools in Phu Tho province; third, we design some local history lessons for high schools in Phu Tho province towards innovation in order to improve the quality of teaching local history. [Type text] Page 6 Chapter 2 THE ISSUE OF IMPROVING THE QUALITY OF TEACHING LOCAL HISTORY IN HIGH CHOOLS. THEORY AND PRACTICE. 2.1. Database of theory 2.1.1. Concepts 2.1.1.1. Local history There Local areas of the country where there are particular nuances to distinguish from other lands, the parts of the country. Accordingly, local history is the history of an areas, an administrative unit (such as provinces, districts, wards, communes, villages and hamlets). Local history also includes the history of organs and factories, schools and family 2.1.1.2. Teaching local history Local history is taught at high school is the development history, historical facts about political, economic, cultural, military, historical figures ...in province, district , of communes, wards ... or place around the schools where students live. Local history longer implies of plants, factories, schools and units ... in the area. So, the contents of local history are expressed particular, diversiform. 2.1.1.3. The quality of teaching The quality of teaching is "the result of teaching and learning at both quantitative and qualitative, that be compared with the target of subjects as well as contribute to the formation and development of personality for students ". The concept of showing how comprehensive view of the quality and innovation of education, how to evaluate the quality review of both quantitative and qualitative, compare with the goal of object. The quality of teaching is evaluated based on three aspects of knowledge, skills, and attitudes. 2.1.1.4. The quality of teaching local history The quality of teaching local history is results in knowledge, skills, attitudes compared to target local history teaching in schools. 2.2. The genesis of issue 2.2.1. The goal of subject of History in schools Goal of subject History in high schools is to provide basic and systematic knowledge of the history, development rules of nations and humanity, to educate patriotism, national pride, and national independence ideals associated socialism; to train of thinking capacity, practical capacity, and ability to apply knowledge of history in life. Local history is part of the subject History, so, teaching local history has significant contribution in the implementation of targeted subjects in high schools. 2.2.2. The motto of education of The Party and State The Party and State always affirm "education is a top national policy", the motto of education is "learning go hand in hand with action", and "the school tied society". Teaching local history towards raise promoting positive, creativity, develop independent thinking of students, local history lessons associated with socio-economic characteristics of the local society is a learning method associated with operating in association management with practical reasoning, education from school, family and society. 2.2.3. The relation between national history and local history [Type text] Page 7 The relationship between local history and national history is the relationship between "the personal" and "the General". Local history is an expression of national history in a particular locality, also contributed to the rich history of the nation. The local history lessons illuminate surface knowledge content in the nation's history lesson, on the other hand, portrays the personalities or particular nature, the characteristics of the local versus general the nation's history. 2.2.4. The characteristics of local historical knowledge Knowledge of local history more specific knowledge of history in general and the characteristics that impact the school psychology students in local history. As specific knowledge of local history to create a special advantage in teaching, which is the basis for selection of teachers teaching history content locally, so that the knowledge of local history lesson the typical, close to the students, direct impact on student perceptions. 2.2.5. Characteristics of psychology and perception of high school students in Phu Tho province Psychology of special school students in Phu Tho province to learn about the history of his country is a strong point for teachers to make lessons attractive and attracted students to the cognitive activities in lessons local history. Besides the characteristics common perception, cognition and learning conditions of the students are not in the different localities. This has prompted us to design lessons, choose the form of organization and teaching methods to suit the characteristics of cognitive and psychology students. 2.3. The role and significance of teaching local history 2.3.1. The role Local history tied to national history in each historical period, therefore, knowledge of local history contribute to enriching the nation's history, and cultural history of specific ethnic groups within of a local. Local history also portrayed the role of the peculiarities of local history. The teaching of local history in schools to help students find peculiarities, characteristics of their localities. 2.3.2. Significance The local history teaching has great significance in 3 aspects: knowledge, skills, and attitudes. Teaching history enriches historical knowledge, helping students not understanding the history of his homeland but also knowing and understanding more deeply the history of the nation. Teaching local history contributes to the development of cognitive ability, thinking actions for students, draws a connection between the events, phenomena, and the relationship between local histories with the history of nation; contribute to fostering love homeland, country, traditional moral education, and the local people's lives for the young generation. 2.2. Database of practice 2.2.1. The situation of teaching local history in high schools in Phu Tho province 2.2.1.1. The direction of teaching local history of the Phu Tho Department of Education and Training The Phu Tho Department of Education and Training has dispatch instructions to teach high school history, including a section dedicated direction of teaching history, [Type text] Page 8 through which we can see, the innovative method history teaching, including local history was concerned. However, the nature of the text that general direction, not going into teaching local history. 2.2.1.2. About teacher When compiling local history lessons, 92.15% of teacher (47/51) often based on Party history of the province, district, commune; in addition to rely on other sources like books, newspapers and the Internet. Almost of local history lesson is conducted in the classroom; 3/51 (6%) in museums, traditional houses; 2/51 (4%) in ruins. Extracurricular local history is done by 25/51 teachers (49%); mainly special talk (27/51, 53%); visit museums, traditional houses (10/51, 20%); knowledge contest (17/51, 33%)... At the time of the survey, most teachers do not have access to modern teaching methods such as learning- teaching project and contract. To improve the quality of teaching local history, need innovative methods of teaching history, the application of methods and new teaching techniques. 2.2.1.3. About student All of students like local history, 100% of student (424/424). Student’s methods of learning mainly listen to lectures, teaching notes his / her teacher at school. They like activities such as speech about local history, festivals and tours learning... We have launched a number of questions about local history knowledge for 424 students. To the question: "Historic - Cultural highlights of Phu Tho is what?" 399/424 (94%) of students answered correctly. The results of the question saying "The Hung Kings had the water up, her uncle took me to the middle of the country together," said a statement of who say? Where? When? Is 328/424 (90%) of students answered correctly. To the question: "Archaeological public said Vietnamese National Maintenance had been the first capital of Vietnam?" 287/424 (68%) students answered wrong. The rate of wrong answers the question: "Phu Tho Province established in public?" There is 91% (386/424). Thereby, we found the students’ knowledge of local history in Phu Tho very limited. 2.2.2. The orientation for innovation of teaching local history in high school in Phu Tho To improve the quality of teaching local history in high school Phu Tho province should closely follow the objectives and discipline programs, proactive innovation-driven new educational program. In terms of teaching content Phu Tho local history in high school: teaching materials local history compiled Phu Tho province should follow the spirit of innovation with rich, comprehensive and compelling content. About organizational forms: need to combine diverse forms of learning organizations, organizational strengthening teaching local history at museums, monuments and extracurricular organizations on local history. In terms of teaching methods: Renewal of teaching methods in a positive direction, applying modern teaching methods, training and skills development, capacity for student practice. [Type text] Page 9 Chapter 3 COMPILATION OF CONTENT AND CHOICE ORGANIZATIONAL FORMS OF TEACHING LOCAL HISTORY IN HIGH SCHOOL IN PHU THO 3.1. Compilation of content for teaching local history 3.1.1. Generalizing curriculum of national history in high schools We overview the content of national history in high school, from the origin to the present day. When teaching local history, teacher ought to dispose well relations between local histories with national history. 3.1.2. Determine content of local history in Phu Tho province to teaching in high school Based on the fundamental issues of national history, relation between national history and local history, we determined content local history in high schools in Phu Tho. Table 3.1. The system of Phu Tho historical content corresponding national history Content of national history Content of Phu Tho history Grade In terms of ethnic origin Phu Tho in prehistory: Son Vi Culture, Phung Nguyen culture, Go Mun culture Civilisation Van Lang -Au Lac Phu Tho in period of Hung Vuong national building 10 Civilisation Dai Viet Historic monuments and cultural traditions in Phu Tho Patriotic tradition (before 1858) Patriotic tradition of the people of Phu Tho (before 1858) th Patriotic Movement in the late 19 Phu Tho People's struggle against the 11 century early 20th century French invasion in the late 19th century early 20th century The changes in economic, political, The changes in economic, political, social social Vietnam from 1919-1930 Phu Tho from 1919-1930 The revolution of national liberation The revolutionary movement of the people in Vietnam (1930-1945) in Phu Tho Province from 1930 to 1945 Period protect and build the people's The contribution of Phu Tho people in the democratic government (1945-1946) struggle to protect and construction and the national resistance war against administration (1945-1946) and the 12 the French colonialists (from resistance against the French colonialists 19.12.1946 to 21.07.1954) and American intervention (1946 to 1954) Period of the socialist revolution in The contribution of Phu Tho people during the North and the revolutionary the revolutionary socialist, anti-American people's democratic nations in the resistance war for national salvation (1954South, anti-American resistance 1975) (1954-1975) The work of building and defending Phu Tho in the building and defending the [Type text] Page 10 the socialist country (from 1975) socialist country (1975) Thus, teachers can choose content of local history lesson. On that basis, we propose to compile the history of the local post of Phu Tho province in the spirit of innovation. 3.1.3 Compilation of local historical lessons in high schools in Phu Tho 3.1.3.1. Base on theory and practice of compilation content of local historical lessons in high school in Phu Tho We defined content 4 lessons of local history in high schools in Phu Tho. To ensure the continuation of the local history lessons in second high school to local history lesson high schools, we systematized lessons. Table 3.2. System of Phu Tho historical content in secondary and high school Content of Content of Phu Tho history Content of Phu Tho history lesson in national lesson in secondary schools high schools history Grade Lesson 1. Phu Tho from 6: the beginning to build th 33 the country to 10th period century (1period) History of Lesson 2. Phu Tho People join the Vietnam from Grade primitive Grade resistance against the Lesson 1. Phu Tho - the land 10 times to the Mongolian Yuan and 7: th of cultural heritage (1 period) 36 first half of the 46th, Ming invasion (2 period nineteenth 60th, period) century 70th Lesson 3. Practices period learning cultural and traditional craft villages in the locality (1 period) History of Lesson 2. Tradition love Grade Lesson 4. Phu Tho Grade Vietnam latter homeland, country and the 8: People's struggle against 11 th half of 19 struggle against invasion of 50th the French invasion 29th Phu Tho people (1 period) century early period (late 19th) (1 period) period th 20 century Lesson 5. Phu Tho Provincial Party Grade Grade Lesson 3. Achievement of founded and lead the 9 12 History of Phu Tho province during revolution (from 8-1945 46th 44th Vietnam from renovation (1period) to 3-1940) (2 period) period 1919 to 2000 period I. Establishment of Phu Tho Provincial Party th 52 II. The August 49th Lesson 4. Learn history of [Type text] Page 11 period Revolution 1945 in Phu Tho. period where you live (1period) 3.1.3.2. Local history Lessons in high schools in Phu Tho Lesson 1. "Phu Tho - the land of cultural heritage" refers to cultural heritage in Phu Tho, introduce some typical heritage: Hung temple the relic, flagpole in Hung Hoa rampart, Hung Vuong worship creed, Xoan singing. Lesson 2. “Tradition love homeland, patriotic and the struggle against invasion of the people Phu Tho” refers to the process of forming, developing and promoting the love traditional homeland, country, fight against foreign invasion of Phu Tho people during historical periods. Lesson 3. “Phu Tho province during renovation (from 1986 to present)” refers to the economic - society success in Phu Tho from 1986 to the present and the limitations to be solved locally. Lesson 4. “Learn history of where you live” combines’ theory and practice, helping students how to learn and present a problem in which students live. Document local history is improved, including contents base, extra reading, document referenced, pictures, chart ... questions, exercises, guide self –learning. 3.2. Choosing organizational form of teaching local history in high schools in Phu Tho 3.2.1. Choosing organizational forms for teaching local historic lessons 3.2.1.1. Organizing of teaching local history lesson in classroom "The form of classroom teaching is a form of teaching that organize study time is specified in a definite way and in a separate location, directing the activities teachers can realize stable collective nature, constant composition, and pay attention to the characteristics of each student to use the methods and means of teaching in order to create favorable conditions for students to master learning materials directly as well as development capacity building and awareness education classroom." Clearly identify the strengths and weaknesses of the organizational forms of teaching local history lesson on the first base class for teachers choose teaching organizational forms appropriate local history. In select cases to conduct lessons on local history classes, teachers need to overcome these limitations and promote the advantages of this form of teaching is organized by the innovation of teaching methods, use of teaching aids to improve the efficiency of local history lesson in class. In terms of teaching at the high school in Phu Tho province is limited, in order to improve the quality of teaching local history, the efficient organization of local school history class is a measure feasible and can be applied in conditions different facilities of the schools in the province. 3.2.1.2. Organizing of teaching local history outside the classroom [Type text] Page 12 Knowledge of the historical past, the present, not repeated, which means these events are explored in student learning history happened, never played it again, and cannot be recreated in the classroom. However, history left its mark on artifacts, relics, through which students can observe; create icons quite true history of what has happened. Knowledge of local history, especially in specific properties, built and is reflected in the exhibits at local museums, monuments or traditional room. Therefore, a strong organization in the form of teaching local history is conducted outside the classroom, in museums or traditional historical - local culture. The local history teaching beyond the classroom to help students understanding of local historical knowledge vividly , deeply , through observation , study materials and objects , thereby , improving the carrying capacity Executive departments and enhance learning exciting for the students , they have the opportunity to express attitudes , his feelings immediately in the learning process. Teaching local history outside the classroom follows the motto " learning go hand in hand with action " , lectures associated with the social reality of life and contribute innovative history teaching methods , improving the quality of teaching history using general and local history teaching in particular . However, the conduct lessons in local history museums , monuments and difficulties , as have groomed , takes more time , effort , funding requirements and the ability of religious organizations Members sometimes occurs unsafe. In Phu Tho, there are two major museums can organize teaching at the museum, which is Hung Vuong Museum (synthetic) and Hung Vuong Museum (thematic) populations located in Hung Temple the relic, museums military Region II (also located in the city of Vietnam Tri), the traditional rooms, souvenirs scattered throughout the province. In addition, the school also offers traditional, historic schools are also within the scope of local history. In particular, synthetic appropriate museum for history's lessons taught in all 3 classes 10, 11, 12, as exhibits reflect a comprehensive history, economic characteristics social Phu Tho, convenient transportation conditions and very large yard, easy to focus and organize student activities. Conducting local history lesson done in relics heritage education in schools, it helps to answer questions learn history to do in a practical way, linking the past with the present, attached with lecture life, associated with action learning. The results obtained show the effectiveness and feasibility of this method in teaching local history. 3.2.2. Organizing of extracurricular activities in local history Extracurricular activities of local history contribute to the functions and tasks of the subjects. The history extracurricular activities to strengthen local knowledge and rich national history and local history in school curricular; through that, education emotional, ethics, quality of students and education team spirit, sense of community responsibility, love of labor, practice spiritual discipline and solidarity. On the other hand, extra-curricular activities about local history also has advantages in aligning with school life, associated with practical knowledge, help students apply knowledge learned in life, there are opportunities to help students show the aptitude, personal capacity, software skills in front of Conduct of life situations. [Type text] Page 13 Content extracurricular activities on local history at high schools may follow two directions: first, the events of history, the typical method; second character of the local history. Can use aggregate content about events, characters, and the character of the local culture to put in extracurricular activities. 3.2.2.1. Reading books, telling stories about events and character in local To learn knowledge of local history, teachers can organize to form extracurricular reading, storytelling books. Teacher notification purposes, plans and lists of local history books for students, and set out the following tasks: Read and summarize the main idea of the book; Foreword to the book's favorite; Retell a story in the book: people, land, food, events of local history. 3.2.2.2. Organizing evening of local history Evening history is a form of extra-curricular integrated, attracting all students. Topics evening of local history is very attractive content. Organizing well gala not only works for students but also a major influence on the local population is a measure associated with social school. Organization evening of local history is very attractive form students, teachers require planning thoughtfully; curricular content about local history consistent educational goals; activities to promote positive student. History teachers collaborate well with parts and organizing activities. 3.2.2.3. Organizing excursion historical-cultural relics, museums in local The excursion is a form of organizational learning hours, off-site classes. The visit not only helps students extracurricular expand their knowledge but also facilitate students to apply knowledge into practice. Visiting local extracurricular not only help students understand deeper about local history, but also through real life, they can recognize the status of historical - cultural reality of human life people, the expression of economic development - the local society, the problems of environmental pollution, the traffic situation ... In addition to the aforementioned extracurricular, teachers can organize collection materials, exhibits about the history of the development of the school, participate in a traditional building of the school room; care received historical - cultural, martyrs cemetery care; participate in traditional festivals locally ... attractive feature of extracurricular student is actually shown skill and his attitude in practice. In particular, forms of heritage experience can apply combinations in all curricular local history. Organizational form of teaching is a form of motor learning content in a specific space, location and conditions determined to carry out tasks and learning goals. For all curricular local history, we focus on the diversification of forms of organizations, conduct location-based lessons, including learning styles in the classroom, school at a local museum, room and learning in traditional relics. In addition, enhanced curricular organization of local history as well as a form of improving the quality of teaching local history in Phu Tho province. [Type text] Page 14 Chapter 4. APPLYING SOME METHODS OF IMPROVING THE QUALITY OF TEACHING LOCAL HISTORY IN HIGH SCHOOLS IN PHU THO PROVINCE. COMPLETE PEDAGOGICAL EXPERIMENTATION 4.1. Requirements when selecting methods of teaching local history at high schools in Phu Tho province 4.1.1. The method must meet goal of local history lesson To meet the goal of local history lesson, besides the selection and design of content, should help identify ways to promote student mobility, their creativity, demonstrating the capacity and skills learning to dominate knowledge effectively, and facilitate student attitude, his love for the homeland through learning. Each activity is designed to teach lessons in local history must contribute to achieving the objectives of the lesson in general and local history lesson in particular. 4.1.2. The method ensures student's ability helps students acquire basic knowledge These methods provide efficient wants to ensure "moderate ability" and help students acquire basic knowledge. Measures must be consistent with physiological age and interest level of awareness, the ability of the student activities; does not beyond the ability, not too easy for student. The effort by both methods will help students acquire content knowledge effectively; enhances the excitement of learning and skills training for students. The effective method to classify students when assessing the performance of the learning task. This is a factor to stimulate creative, hardworking students in learning. 4.1.3. The methods must ensure to promote active, creative independent thinking of students With a view to innovate teaching methods, teaching student-centered, studentoriented teaching, the method needs to promote positive, independent thinking and creativity of students. When conducting local history lesson, as well as other history lessons, teacher pay attention to the conduct of teaching methods for students to actively participate in awareness activities. The student is actively expressed in the students actively solve the problems posed by the teacher, excitement and serious cooperation, working with you. At higher levels, students set up the new issue and propose a solution. 4.1.4. The methods must ensure the feasibility, consistent with specific conditions of local Based on the economic characteristics - the province's social and material conditions close of the school, teachers choose teaching methods appropriate to achieve effective quality teaching local history lesson on all three aspects: knowledge, skills, and attitudes. In addition, teachers must also take into account the effect of socio-economic aspects. If so that [Type text] Page 15 effective teaching to raise so much money and effort of the students, the school and the family is not really effective . The conditions on the teacher as a basis for determining and applying the method in local history lesson. Depending on the contents of the lesson, pupils, facilities conditions that teachers select and use appropriate methods to achieve efficient lessons. 4.2. Applying some methods to improve the quality of teaching local history in high schools in Phu Tho 4.2.1. Applying teaching project Teaching project is a form of teaching, in which students perform a complex learning task, which combines theory and practice, creating products can introduce. This mission is carried out with students high in self-reliance in the entire learning process. Teamwork is the basic form of work-based learning project. The local history lesson Phu Tho province which outside the thesis proposed to provide content knowledge also facilitates teacher organizations active teaching activities. Features local history knowledge is specific, close to the daily lives of students in accordance with the teaching characteristics of the project, such as merging theory with practice, thinking combined action, combined school and social life, stimulate interest in learning, promote creative energy. The creative application as well as capture the interests and capabilities of the student teachers will help teachers to select content appropriate local history with a teaching project. Lesson 4 "Learn the history in where student live," combines theory and practice clearly showed the advantage of proceed teaching project. The lessons to research knowledge, as " Phu Tho- the land of cultural heritage", "Traditional love home land, patriotic, struggle against foreign invaders of Phu Tho People", "The achievement of Phu Tho in era innovation "can also implement a number of projects such as:" Learn folklore Phu Tho province "," Learn Hung temple relics and promote the value of solutions monument "," Learn Xoan singing and conservation measures Xoan singing "," Learn loves traditional homeland, the country's struggle against foreign invaders in Phu Tho people's history "," the change of economic - social at home children during renovation "... In teaching local history in high school, with knowledge of the characteristics and traits of cognition and psychology students aged 15-18, teaching project should deploy in small projects, in mixture. For example, lesson 1 "Phu Tho - the land of cultural heritage" is done in class, according to the project method as follows: Step 1: Search Topics: teacher make great content that "traditional culture in Phu Tho" then teacher thinking using diagrams to help students identify topics, such as: the legacy culture in Phu Tho province, singing oval, Hung Vuong worship creed, Hung Temple relic and culture of ethnic minorities in Phu Tho.... Step 2. Scheduling: The teacher guide the team plan work tasks. Step 3: Project Implementation: This is a very important part of the project. On the basis of the plan was set tasks, they deploy the implementation of the proposed activities within the time limit set out. [Type text] Page 16 Step 4: Synthesis, statement: This phase includes the construction period and product reports. The report will show the product of team cooperation, as well as enabling individuals to promote their capabilities. Step 5: Evaluation: The evaluation of project method focuses not only products but also evaluation process, on the side of knowledge, skills, attitudes, by knowledge tests, the observation checklist and products. We have conducted pedagogical experiments applying methods teaching project into local history lesson according to the proposed process. Results of knowledge tests as follows: Table 4.1. Synthesis results of pedagogy experimentation applying the teaching projects method in to local history Marks Grade Numbers 3 4 5 6 7 8 9 10 Reference 140 0 5 6 40 63 24 2 0 group 100% 0 3,6 4,3 28,6 45 17,1 1,4 0 Experimental 136 0 0 2 24 57 40 13 0 group 0 0 1,5 17,6 41,9 29,4 9,6 0 100% X 6,72 7,28 Table 4.1 showed that the average of the experiments group is higher than the reference group, along with it, the rate of good points in the experimental group is higher than reference group; simultaneously, in the experimental group no points below the average. In the classroom, collaboration in each group and among groups together effectively. 4.2.2. Applying teaching contract Teaching contract is a learning activity in which each student is assigned a package deal including the different compulsory and optional tasks / exercises in a period of time. Students will decide actively and independently about the time for each task/ assignment and the execution order of tasks / exercise that according to his or her ability. To apply teaching contracts in local history lesson, teachers need to follow these steps: select content and time appropriately; design and implement lesson plans; evaluate, liquidated contract. For example, the task "Learn the history of where student live," was conducted in a classroom. Time to perform the contract in one class period. The goal is achieved students have skills collected documents, introduce unique to her or his homeland, as festivals, commodities, customs... capable of working independently. Therefore, students understand and proud of homeland. The contracts specify the time taken is 40 minutes and the tasks to be implemented as: Task 1 (compulsory): Learn the content and layout of the article "Lau Thuong village temple festival." Task 2 (compulsory): Outline one detailed article about the Hung Temple Festival Task 3 (optional): students choose to learn one of the following topics: a. One historical monument in the village where you were born and grew up [Type text] Page 17 b. One customs and unique festival of the village where you live c. One traditional food, produce, artisanal products typical d. history of the school you are studying The learning contract includes 3 tasks, including 2 compulsory tasks. The purpose of the compulsory task is training for student foundation skills to study a problem of local history. Therefore, the compulsory tasks are suitable for all of students to search and discover information, or to apply simple knowledge, skills to solve tasks. The optional tasks facilitate students reveal interests, her or his excitement for local historical issues. The purpose of the optional task is to promote independence, creativity in thinking, on the basis of compulsory tasks. The design of such activities clearly indicates the intention of creating differentiation capacity and interest in learning of students. We have carried out experiments teaching contracts for local history lessons in high schools in Phu Tho follow the proposed process. To evaluate the quality lessons, we use the observation checklist and knowledge test. Checklist observed shows students comfortable in class, to listen, write and work actively, independently, to choose favorite tasks to perform. The result of the test is: Table 4.2. Statistics results of experimental pedagogical apply teaching contract to local history lesson Marks Grade Numbers Reference 128 3 0 group 100% 0 0,7 12,5 31,3 32,8 15,6 0,8 0 Experimental 130 0 0 3 24 45 44 14 0 group 0 0 2,3 18,5 34,6 33,8 10,8 0 100% 4 9 5 16 6 40 7 42 8 20 9 1 10 0 X 6,40 7,32 Table 4.2 shows, the percentage of students scoring over average to good of the experimental group was 79.2%, while the reference group only 49.2%. This contributes to the average score in the experimental group and the reference group was higher than 0.92. The divide between students in the experimental group more than the reference group. 4.2.3. Using cultural heritage in teaching local history Using cultural heritage the local school to teach local history can be done depends on teacher’s creativity, material conditions of the school and the characteristics of local heritage. Based on local history lesson in curricular or extracurricular activities on local history and the organizational form of teaching in the classroom or outside the classroom, the use of cultural heritage in teaching local history can be conducted in different measures. Egg: Using materials of cultural heritage in teaching local history (in class); Conducting teaching local history in relics, local museum (outside the classroom); conducting an excursion; Experience in local heritage. This division is relative, because in local history lessons, students can access and experience heritage (such as student project Xoan singing, can learn and practice Xoan singing in the village of Xoan); or in sightseeing activities, extracurricular, teachers use the material to introduce heritage. All of four local history [Type text] Page 18