Tóm tắt Luận án Developing self-Learning capability for students in teaching history in secondary schools

INDUCTION 1. Urgency of problem 1. One of the most important tasks of our country to achieve its goal of becoming industrialized, modern and international integration in 2020 is to develop human resources. Education Development Strategy 2011- 2020 period: “Continuing to innovate teaching methods and assessment of learning outcomes, training towards promoting a positive, self-discipline, initiative, creativity and self-learning ability of students”. Request of innovation is to use teaching method promote positive, self-discipline, initiative and retraining self- learning method of pupil. The self-learning, self-training increasingly important role for education in general and the need to master the knowledge of each individual in particular. Finding effective measures to organize effective self-study activities to equip students to be autonomous are urgent needs and strategic significance for the immediate interests of the sector and long-term education in particular and the country in general. 2. Department of history in secondary schools to contribute to the implementation of educational objectives set out. To this history teaching in secondary schools to implement innovative teaching methods for students to develop the ability to learn, in particular to self-learning capabilities to enhance history teaching quality of Departement. The development of self-learning ability in general, self-learning ability in particular history has an important role in teaching in secondary schools. 3. Status of history teaching in schools, the development of self-learning capabilities for student history is limited as: Textbook program still heavily academic, teaching methods have not yet been positively promote student learning, academic inertia is huge student. To the students, most students have not seriously study the history, unknown uses self-learning methods and effective way to acquire scientific knowledge. Stemming from the above reasons we chose the issue: "Developing self-learning capability for students in teaching history in secondary schools " to do research of doctoral thesis. 2. Object and scope of the study * The object of this project is to study the process of self-learning capacity development history and pedagogical measures aimed at developing the capacity study history for students in high school. * The scope of the study of the subject is limited - The content in subjects like history: apply empirical thesis on the history of the 10 grade program ( standard program ) - Regarding the form of teaching: The thesis focuses on developing research capacity study history for high school students in curricular activities both in class and at home. - Regarding the investigation of the status and pedagogical experiment: we shall select some secondary schools to investigate, study and pedagogical experiment in the North, Central and South. The secondary schools selected are both urban and rural areas and mountainous areas in order to ensure objectivity to study the issue. Like this: + Study on the status of capacity development study history for high school students in some provinces: Phu Tho, Hanoi, Bac Ninh, Thai Nguyen, Thai Binh, Nghe An, Hue, Ninh Thuan, Lam Dong, Can Tho, Dong Thap, Vinh Long + The pedagogic practice: pedagogical experiment conducted in some schools in some provices: Lang Son, Phu Tho, Hanoi, Hue, Lam Dong, Can Tho, Vinh Long 3. Aim and research tasks 3.1.The aim Based on confirming the role and significance of the problem of capacity development study for students in teaching history, focused on identifying the subject content, the system of evaluation criteria to be autonomous history of students in secondary schools and propose measures to develop teachers' capacity to teach self-study in school history in high school. 3.2. The task of the thesis To achieve this goal, the thesis addressing the following specific tasks: - Learn the theory of self-learning ability in general and self-learning capabilities particular history - Survey reality of history teaching and learning in secondary schools general problem of capacity development in particular study history to base the implementation of measures to develop self-learning capability subjects calendar used for students in secondary schools - Proposal content and system of criteria to assess the capacity study - Read content program history textbook - Experimental partial and full measures to verify that the thesis pedagogical yet. 4. Basis methodology and research methods 4.1. Methodology - Basis of the research methodology is the theory of Marxism-Leninism in perception, thought Ho Chi Minh and the Party's views on education in general and education in particular history. 4.2. Research methods - Read, analyze, summarize and generalize the materials of classical authors, the document Education, Psychology and methods of teaching history of formation and development of professional learning capability calendar general use particular study - Investigations practice, through sociological survey among teachers and students in secondary schools - Experimental pedagogy - Use statistical mathematics to handle pedagogical experimental results. 5. Hypothesis Today if applying measures of capacity development study for teaching students in history according to the requirements that the proposed thesis will contribute to improving the effectiveness of teaching history in schools information. 6. Contribution of Thesis The thesis is completed will have the following contributions: - Determine the correct understanding of the problem and study clearly confirmed the significant role of capacity development study history to students in secondary schools. - Determine the ability of self- learning content and history of evaluation criteria. - Propose measures to develop teachers' capacity for self-study student in the history of the subject teaching in secondary schools. 7. The significance of science and practical subjects - Scientific Significance: The thesis contributes to enrich the system theory and methods of teaching history study on the issue. - Practical Implications: findings help history teachers in secondary schools apply to teaching practices contribute to improving the quality of education departments. At the same time research results are references for teachers, teacher colleges, the University of Pedagogy. 8. The structure of the thesis Besides the introduction, conclusion, appendices, references, thesis consists of 4 chapters: Chapter 1: Overview Chapter 2: The issue of capacity development study for students in teaching history in secondary schools. Theoretical and practical. Chapter 3: A number of measures to develop self-learning capacity of students in teaching history in secondary school ( Grade 10 Experimental through standard program ) Chapter 4: Pedagogical Experimental totality. Chapter 1 OVERVIEW 1.1. The study of foreign authors on self study The sources of foreign authors on history in general education, in particular self-study our history accessible primarily from Russian sources. In other languages ​​, mainly English resource problems are often integrated into general science education. Generally the source document emphasized the role of academic study in history and has taken measures to help teachers guide students to learn effectively in the classroom and at home. 1.2. Research of Vietnamese authors Overall, the article refers to many different aspects of self-study issues such as the meaning of self-study, measures to enhance self-learning ability of high school students, the role of teachers in to arouse and promote innovative self-learning ability of students in the teaching process. In scientific papers and theses, the authors summarize the general theory of matter and energy self- study learning, which make system capacity development measures for student self-study. This is a valuable resource for research -oriented capacity development issues for students study in history teaching in secondary schools of us. 1.3 The issues of vietnamese and foreign authors was resolved Reviewing the research on self-learning and some issues surrounding self-learning capability and training capacity study has addressed the following issues: - Self-learning has an important role in the cause of education and training in general, for the development of each individual in particular should attract the attention of many researchers and scientists. - The issue of self-learning theory has been studied quite comprehensive, including many self-taught concepts of unity such as the nature, role and the basic study skills. - The concept of self-learning capabilities have been a number of authors make. - With regard to the ability of self-learning exercise which the authors are proposing measures to exercise habits, skills, and self-learning ability in each subject, form, various teaching activities The above findings are the basis for theoretical and research-oriented capacity development issues for students study in history teaching in secondary schools. Chapter 2 CAPACITY DEVELOPMENT ISSUES ORDER OF LEARNING STUDENT TEACHING HISTORY IN HIGH SCHOOL. THEORETICAL AND PRACTICAL Rationale 2.1.1. The basic concepts related to the topic 2.1.1.1. Self-study and self-study student History Through research and synthesized the concept of self-learning and self-study our history shows that the definitions mentioned the most impressive feature of the study. However, each concept to go into various aspects of the study, such as forms, effects, thereby referring to the initiative to apply personal ability in finding knowledge, in which the works assert false form of self study is actively fulfilling the goals and tasks of learning - personal nuances. Therefore, the study success also depends on the characteristics of awareness and effort, the effort of each person. Historical study is student active in acquiring new knowledge, review past knowledge and explore, discover new knowledge for themselves. This is the basic operation to bring success to the process of teaching - learning and contribute to history learning interesting for students. 2.1.1.2. Capacity and capacity study + Capacity: Based on the opinion of many authors given above we define competence as follows: Capacity is the ability to successfully operate in a certain context through the general mobilization of knowledge, skills and personal attributes, such as excitement, faith, willpower... the capacity of individuals to be evaluated through the methods and possibilities of the individual activities in resolving the problems of life. + Capacity study: As we study capacity is the ability to define a learning task voluntarily and proactively; set learning objectives to require the efforts of implementation; implementation of effective learning methods; adjust the flaws and limitations of themselves while performing the task of learning through self-assessment or write comments of teachers and friends; actively seek help when experiencing difficulties in learning. + Self study in History:Aggregating content typical nature and suitable for their particular research and the history department at the high school in general to set up the contents of self-learning capability for learning history students in secondary schools include: knowledge about self-learning method in the history; group historic study skills; attitude, ethics, quality passion, willpower and determination in learning. These factors are incorporated together in a unified whole and with the interactions that make sustainability of self-learning ability in general history. 2.1.2. Content and system evaluation criteria to be autonomous History In our opinion, self-learning capabilities include system history the following capacities * Ability to work self with self- references * Ability to apply self- thinking actions * Capacity Self Assessment of events, phenomena and historical figures * Capacity Self recorded the lecture * Capacity exploited visual appliances and modern traditions * Ability to detect problems themselves and solve problems * Capacity self review, consolidate knowledge and self- assessment of learning history 2.1.3. Factors affecting developing self-learning ability of students History 2.1.3.1. The objective of the discipline Capacity Development study history to students in secondary schools need to keep abreast of Education goals and objectives of the course. Educational Goals of the Party and State are: Help students to consolidate and develop the results of lower secondary education and complete general education and common understanding of the technical and instruction now, there are conditions to develop individual capacity to choose the direction of development, continue to university, college, secondary, vocational or labor come to life. Objective historical subjects specified general education objectives must achieve three goals on knowledge, skills and attitudes 2.1.3.2. The content of the subject Due to the knowledge of the history of high school programs are the events, phenomena taking place in the course of history so identifiable past, only occur during certain time and space, not repeat again, we can not restore or redo the laboratory as the other subjects. Science history is one of the social sciences and humanities, research on specific historical process of each country, each country so that knowledge is characterized by a very long and highly present. 2.1.3.3. Features of psychological, historical awareness of high school students At this age they have also formed the excitement of learning associated with career trends. this is the basis for conducting development and cultivation of basic competencies of individuals, including the self-learning capacity 2.1.3.4. Organization of Teachers guide Have students study history effectively, teachers need to identify self-learning method associated with learning content, means, methods and objectives of teaching. No one method or technique that can promote effective self-study of students if it is only done separately, teachers need to incorporate these methods and techniques suitable guide featuring content historical knowledge and qualifications of students, school conditions and the capacity of teachers and students 2.1.3.5. The inspection evaluation To develop self-learning ability in teaching students history, teacher evaluation should focus on the academic achievement of students in a learning process, not only to reconstruct the knowledge that needs attention the ability to apply knowledge in solving a certain learning tasks. 2.1.3.6. Characteristics of History in schools that affect self-study activities of students Current practice shows that the characteristics of the history department at the high school and create more favorable conditions for the development of self-learning ability for students. Department of history in secondary schools have an important role to equip students with the basic knowledge and systematically about national history and world 2.1.4. The role and significance of the study of capacity development for students in teaching history in secondary schools Firstly, this is an indispensable activity in teaching. Modern didactics points out that the essence of learning is self-learning, so learning is the process of self-study training. Second, capacity development study for students in teaching history in secondary schools contribute actively to renew teaching methods. Third, develop self-learning capability for students in teaching history in secondary schools is done aim to train people in the new era. With such an important role in capacity development study for history students in teaching history in secondary schools have enormous significance for the students on three aspects: knowledge, skills and attitude. 2.2. Practical basis The survey, the survey was conducted in schools in 12 provinces: Thai Nguyen, Lang Son, Phu Tho, Hanoi, Thai Binh, Vinh, Hue, Ninh Thuan and Lam Dong and Can Tho, Vinh Long. Contents of the survey, the survey focused on the basics: The nature of the study; The role of self-learning capability formation for students; historical level study of current students; Capacity assessment of student self-study; dohoc of students study history; what factors influence the development of self-learning ability of students; how often they exercise self-learning capabilities for students. Investigation survey also focused on finding out the measures that the teacher has used to develop self-learning capabilities for student history including measures to help students master the knowledge of self-learning method; measures to help students practice the knowledge of self-study method of self-learning skills; To make the engine and determine the purpose of study for students with what measures? are the difficulties that teachers often face when developing self-learning capabilities for students. 2.2.1. The result of survey 2.2.2. The cause of the current situation From the results of the investigation, the above condition survey we learned some of the causes of the current situation exists history teaching and learning in general and the status of the self-learning capacity development history for students in upper secondary school are as follows: First, starting the course teachers are not oriented to students about learning methods. Second, in the process of teaching teachers were too focused on teaching knowledge which does not focus on teaching and learning methods student study guide. Third, although aware of the critical role of capacity development study for students in teaching history in secondary schools but the teacher has not paid due attention to the creation of the engine, learning attitude for students. Besides, from the negative effects of the market economy as well as for quality teaching and learning of history in general, the study of students in particular have a negative impact. Fifth, training programs at many universities are still heavily pedagogical academy, not a proper investment for the capacity to train vocational students, especially self-learning ability of student teachers limited. 2.2.3. The issues raised need to be addressed In the framework of the thesis we give a number of issues need to improve their impact on self-learning capability for high school students as follows: Firstly, in terms of time, most students do not promote self-learning capabilities by trying to learn to self-study time should match the duration of the course information. Second, psychological factors may influence within the results of student self-study. That demand, engines and positive learning attitudes of students. Third, the learning method, besides the formation of the correct motor learning, students also need to train your skills study system In developing capacity measures historical study for high school students Our School will focus on guiding the learning part will help resolve this issue. Chapter 3 SOME MEASURES FOR DEVELOPMENT SELF- LEARNING CAPACITY FOR STUDENT IN TEACHING HISTORY AT HIGH SCHOOL (Experiments through grade 10 program standards ) 3.1. Essential program history textbooks in hight schools 3.2. Some ask when carrying out measures to develop self-learning capabilities for student history - Performance measures and organizational forms to meet the objectives and tasks of teaching departments. - Implementation measures and organizational forms to suit the subject and the ability of students. - Applying flexible and diverse measures of capacity development for student self-study. - Measures should be conducted regularly and continuously. Must check regularly evaluate the capacity of students to study. 3.3. Some measures to develop self-learning capacity of stud