Integrated teaching local history and geography in history and geography subject for primary students in Phu Yen province

3.3. The role and meaning of integrated teaching local history, geography in elementary schools Documents of Nguyen Thi Coi, Lam Quang Doc, ... said that teaching local contents has an extremely important role and significance in high schools in general and primary schools in particular. Local contents are an important source of knowledge to help students understand their local history, about the natural, economic and social characteristics, the construction and development of their homeland. Through teaching local contents, students have specific and vivid insights about the traditions, the typical characteristics and the achievements that their homeland has achieved. Moreover, teaching local contents also helps students gain a deeper understanding not only the history and geography of the nation but also the close relationship between the local contents and history and geography of ethnic minorities, discovering the special features of their homeland. From the knowledge of LHG, students are aware of preserving and protecting the cultural heritage and fine traditions of the locality that their fathers leave behind. At the same time, students show passion, excitement; train general analytical skills, general skills in learning History and Geography. 9 1.3.4. The ability of integrated teaching about local history and geography in History and Geography in primary school 1.3.4.1. Some guiding documents on organization of teaching local history and geography Official document 5982/ Ministry of Education and Training - primary education about the instructions for implementing local education content of subjects in Primary school issued July 7 th , 2008. For Phu Yen, the Department of Education and Training of Phu Yen province has relied on the official dispatch of the Ministry of Education and Training to direct the organization of teaching local history and geography in primary schools through official l document No.1159/ Department of education, August 19 th ,2008 about Regarding the guideline for implementing the tasks of the 2008-2009 school year for primary education ”. issued Official document 3536 / The Ministry of Education and Training - primary education about Regarding the compilation, evaluation of educational content of local primary schools in the 2018 General Education Program and implementation from year 2020-2021 school, issued on August 19, 2019. 1.3.4.2. History and Geography with integrated teaching local history, geography The historical content of Phu Yen province was selected based on historical events occurring in Phu Yen province and happened along with the history of the nation. Local geography content of Phu Yen province can be integrated with the contents of geographical features and symbols of the country in the program of History and Geography in elementary schools. The History and Geography program has been built to expand gradually into the scope of geospace and social space. The knowledge of LHG is integrated into local, regional, national, and world topics through the expansion of geographic and social space. In addition, the subject program has also connected the knowledge and skills of the subjects and educational activities in the schools, through which students can apply the knowledge and skills of many other subjects to deal with activities and applies to a living situation which is suitable for ages. Regarding the content, History and Geography in elementary school in the current program, there are several historical and geographic periods of local content that are also integrated through regional and national topics, the new program is structured into circuits, topics with a lot of space/content so that local contents can be put into a teaching organization, namely the content circuit of My hometown and coastal areas... This is a perfect opportunity for teachers to exploit local content and organize to teach for students. At the same time, the course focuses on forming and developing learning skills, such as observation,giving comments, questions, discussing, ask questions, present ..... your own understanding of historical events, simple geographical symbols of Phu Yen country and locality in particular. Especially, integrated teaching LHG in History and Geography in the primary has created excitement and attracted the active participation of students, from which teachers can organize active activities to help students more proactive in exploring knowledge, 10 improving the ability to study the subject as well as expressing the love of the homeland, where they were born and grow up. We can confirm that: history and geography is potential subjects for teachers to exploit the local contents, which can be used to not only educate for Phu Yen students, in particular, but also suitable for students in the whole country, in general, through two basic approaches: exploiting the content of the subject and organization, using a combination of methods and forms of active teaching. 1.4. Psychological characteristics of elementary students and integrated teaching local history and geography in History and Geography in elementary school - Dominant visual and nervous system characteristics are dominant, so learning in the field, practical experience, and organizing project activities, the contents of the labor contract with specific symbols will create inspiration and interesting learning. Therefore, it is suitable for grade 4.5 students. - Awareness activity with specific and emotional characteristics of students is convenient for teachers when giving orientations for learning content, and organizing experience activities, developing topics to integrate the content of the LHG. However, because of their unsustainable attention, teachers need to pay attention and control the implementation of their learning activities and encourage them to perform the tasks. 1.5. Current status of local history, geography teaching in Phu Yen primary school We investigated 20 primary schools in Phu Yen province with 4340 students and 153 teachers. The results obtained through the questionnaire are as follows: - Primary school teachers have recently had a good awareness of the role and purpose of teaching the labor union in primary schools, initially consciously using a combination of forms of organizing learning activities on local content. However, the outcome is not effective yet. Teachers also face many difficulties in choosing the content and ways to organize teaching activities for the local content. - Teachers have a lot of difficulties in choosing the content and instructions on how to organize integrated teaching of LHG. In many elementary schools, LH and LG periods are also formal, coping and not attractive to students. Therefore, there is a need for guidance on the process of organizing teaching practice on LHG issues and suggestions on LHG topics and contents suitable for elementary students so that teachers have a basis for selection and measures to organize activities to bring the best effect, to promote students' learning ability. - Students really want to learn about the local history and geography, but they are less involved in activities organized by teachers. In the lessons of Local History and Local Geography, teachers often disregard or just organize curiosity, in which local knowledge is not included in the review content and test so they often overlooked or not even interested in these contents. CHAPTER 2. PROCESS AND METHODS OF INTEGRATED TEACHING LOCAL HISTORY AND GEOGRAPHY IN HISTORY AND GEOGRAPHY SUBJECT FOR PRIMARY STUDENTS IN PHU YEN PROVINCE 11 2.1. Principles of integrated teaching local history and geography in History and Geography 2.1.1. Ensuring the objectives of the History and Geography program 2.1.2. Ensuring the ability of students 2.1.3. Ensuring authenticity with local contents of Phu Yen province 2.1.4. Ensure flexibility and creativity towards developing the learning capacity of students 2.1.5. Ensuring feasibility and effectiveness 2.2. Process of integrated teaching local history and geography in History and Geography in primary school Teaching integrated LHG into History and Geography in primary schools can be conducted in the following stages: Stage 1: Building integrated lesson plan - Step 1: Detfining the objectives and contents of integrated locality in History and Geography - Step 2: Selecting forms, methods and means of teaching to integrate the knowledge of LHG into lessons. - Step 3: Designing integrated activitives LHG. Stage 2: Organizing integrated teaching LHG - Step 1: Transfering the learning tasks - Step 2: Organising the integrated activities to pupils - Step 3: Organising for pupils to report the learning tasks. Stage 3: Assessing pupils Step 1: Assess the process Step 2: Evaluation of improvement 2.3. Some methods to integrate local history and geography in History and Geography for primary students in Phu Yen 2.3.1. Determining the local contents in History and Geography After studying and learning the typical contents in accordance with the program objectives of History and Geography, teachers will compare with the program content distribution to exploit addresses that can help to easily integrate local contents. Thereby, the local knowledge is not separated but is attached to the history of the country and the geographical characteristics of the country, which can help students understand more about their homeland, where they were born and grew up. 2.3.1.2. The history and geography of Phu Yen province has been included in the curriculum of History and Geography in primary schools Based on the documents published in Phu Yen, we have selected the knowledge of the local content to ensure the scientific contents, update the contemporary issues in accordance with the program content, and ensure inheritance and development. Besides that, teachers have to create several conditions for students to practice, experience, discover knowledge, and form skills and necessary competencies in studying the subject. Table. Address integrated local historical content Lesson Integrated contents Level History of 4 th grade 12 Lesson 22: The reclamation in Inner Land - In 1597, Lord Nguyen Hoang assigned Luong Van Chanh to take households to Cu Mong, Ba Dai, Da Dien, and Da Nong, where have many large rivers, lush land, harmonious rivers and bays to reclaim wasted land to set up villages and hamlets. Infusion Lesson 24: The Tay Son insurgent army proceeds to Thang Long - The people of Phu Yen have responded to the Tay Son uprising from the beginning. Create favorable conditions for the victorious uprising. Permeation Lesson 25: Quang Trung breaks the army of Qing dynasty - Lo Chao, Ngan Dien, Son Xuan, ... in Phu Yen are places to make weapons: fire, ball fire, etc, ... and open forging weapons for Tay Son army, contributes to a great deal, so he won the army of Qing dynasty. Permeation Lesson 26: Economic and cultural policies of Emperor Quang Trung The first examination opened in 1789 called Minh Kinh. Phan Van Bien came from Tuy Hoa district, Phu Yen and got his first position. After his passing, Phan Van Bien was appointed as an education officer in Phu Yen. Permeation Local history - The formation of Phu Yen land - Traditional culture of Phu Yen Integrated 5 th grade history Lesson 7: The Communist Party of Vietnam was born - On October 5 th , 1930, Phan Luu Thanh established the first Communist Party in Phu Yen in Dong Be village, Xuan Long commune, Dong Xuan district. Permeation Lesson 9: August revolution On August 24 th , 1945, the people of Phu Yen under the leadership of the Communist Party of Vietnam and the Viet Minh had uprising to revive the government to the people, breaking through 80 years of slavery, escaping the oppressive yoke of the empire, feudal colonialism. Permeation Lesson 12: Overcoming the dangerous situation - Situation of invaders - Measures against 3 types of the enemy of Phu Yen province Permeation Lesson 13: "It is better to sacrifice all but not to lose the country” " On June 26 th , 1946, Tuy Hoa's army and people still maintained the posture and made many outstanding victories and active reinforcements for the South Central battlefield. Permeation Lesson 17: Historical victory of Dien Bien Phu From January 20 th , 1954 to June 1954, the Phu Yen army and people broke the Atlane campaign of the French army and supported the main battlefield of Dien Bien Phu. Permeation Lesson 19: The - On September 7 th , 1954, the Ngo Dinh Diem government Permeation 13 country is divided fired into Tuy An’s demonstration, caused the massacre Ngan Son - Chi Thanh which made 64 people died, 76 people injured in the District and hospital. Lesson 20: Ben Tre "general uprising" - "The Hoa Thinh uprising - the beginning of the liberation movement of the fifth delta provinces" on December 22 nd , 1960 Permeation Lesson 22: Truong Son trail - Vung Ro is a deep water area located at the foot of Deo Ca, 100 ton - ships can easily access. From July 1964, according to the instructions of the Party Central Committee, Vung Ro was chosen as a harbor receiving weapons from northern armament for aid for Phu Yen and inter-provinces. - From November 28 th , 1964 to February 2 nd , 1965, the warship 41 took three times to support armament weapons along Ho Chi Minh trail at sea from the North to Vung Ro wharf safely with nearly 200 tons of weapons and medicines, and military devices, giving Phu Yen troops and people a new potential. The 4th warship - number 143, detected by the enemy on February 16, 1965. Permeation Lesson 23: Eve Thunder - On the night of the 29 th and the morning of January 30 th , armed units started firing to launch the attack and rebellion of the Mậu Thân 1968 spring, when all districts and towns in the province were attacked. The attack and uprising divided into 2 stages: + Stage 1: Starting from January 30 th to February 5 th , 1968. + Stage 2: Starting from March 1968. Permeation Lesson 26: Entering the Independence Palace - On April 1 st , 1975, Tuy Hoa town was completely liberated, the Southern Vietnam National liberation flag flew on Nhan Thap mountain. Permeation Local history - Learn about local language - Phu Yen’s hero Integrated Table: Address integrates local geographic content Posts Integrated content Level Grade 4 Geography Lesson 2,3: Getting familiar with the map - Concept of map, sketch - Familiarize with map elements (introduction of Phu Yen province map) - How to use the map Permeation Lesson 24: Strip of - Determine Phu Yen delta in Binh Phu delta Permeation 14 Central coastal delta - Local climate characteristics of Phu Yen - Topographic characteristics Lesson 25: People and production activities in Central coastal delta - Population and ethnicity in the locality - Conditions for developing local production activities Permeation Lesson 26: People and production activities in Central coastal delta (cont) - Local tourism and industrial activities - Name, lecture, collect pictures of some local festivals - Sugar production process Permeation Lesson 29: Sea, island, archipelago - Describing local waters (using map) - The role of the sea and the islands in the locality Permeation Lesson 30: Exploiting other minerals and seafood in Vietnamese waters - Local mineral exploitation: resources, products, and roles - Fishing and marine aquaculture: local activities, products, and seafood value for the local economy - Causes of exhaustion and solutions Permeation Geography grade 5 th Lesson 2: Topography and minerals - Topography in my locality (hills or delta; names of mountains; topographic characteristics). - Types of local minerals. Permeation Lesson 3: Climate - Local climate: temperature, type of climate, climate impacts on human life and production activities Permeation Lesson 4: Rivers - Local river (distribution, names of rivers, river characteristics; remarks of local river water) - Explain why the river in Central coastal delta is often short and steep - Influence of river water to the life and production of the people People Permeation Lesson 5: The territorial water - Characteristics of local sea areas (localities adjacent to the sea; characteristics, roles, and names of some typical local kinds of seafood) - Name of local beaches - Advantages and disadvantages of the local people Permeation Lesson 6: Land and forest - Names and characteristics of major land types in the locality - Characteristics of local forests, the role of forests Permeation Lesson 8: The population of our country - Local population data (comparing to other localities in the province) - The situation of population growth - Consequences of population growth - Practicing birth-control Permeation 15 Lesson 9: Ethnicity and population distribution - Names of local ethnic groups - Local population density (the changes in population density over time) - Population distribution Permeation Lesson 10: Agriculture - Find out local agricultural industries - Types of plants and animals; characteristics; value Permeation Lesson 11: Forestry and aquatic products - Study the main activities of the local forestry sector; compare and comment on the current area of forests and aquatic products with previous years. Permeation Lesson 12, 13: Industry - Learn about industries and crafts; products of the industry. - The role, position, and value of local products - Traditional craft villages Permeation Lesson 14: Transportation - Types of local transportation - The situation and the role of local transportation types - The development of local transportation system Permeation Lesson 15: Trade and tourism - Activities and products of the local commercial trade - Conditions for tourism development; activities and tourist places in the locality Permeation Local geography - Phu Yen nature - Local economic activity Integrated 2.3.2. Applying some methods and forms of integrating local history and geography in History and Geography for primary students in Phu Yen 2.3.2.1. Learning project The project method is used in lessons that are integrated degree: local history, local geography. In addition, in the post format with degree of infusion, permeation. Stage 1. Plan for the project Step 1. Select the topic Step 2. Build sub-topics Step 3. Plan the tasks to be done Phase 2. Implement the project Step 1. Collect information Step 2. Proces information Step 3. Summarize the information Stage 3. Summary, report results Step 1. Build products Step 2. Product presentation report Step 3. Evaluate 2.3.2.2. Problem-solving method The problem-solving method is used in lessons that are integrated degree: local history, local geography; These lessons often have relatively broad local learning content, making it easy to build problematic situations. 16 Step 1. Build learning issues - Teachers carefully study the objectives and contents of the lessons and the content of the relevant provincial local content in Phu Yen. - Teachers build problems in teaching LHG in Phu Yen province - Prepare the solving solutions for the problem Step 2. Organize for students to solve problems - Teachers give problems related to the lesson content - Students receive the situations, analyze problems and contents of the situation - Students mobilize relevant knowledge and give hypotheses to solve the situation/learning problems given by teachers. - Based on the learned knowledge to be able to reason, present the solution - Students in groups present ways to solve problems Step 3. Check the results, conclude the problem - Teachers organize for students to give ideas, comments and supplement information of presentation groups; ask questions for other groups (if any) - Teacher concludes (knowledge content of the lesson), gives the next research directions (if any) 2.3.2.3. Discussion method This discussion method is used in all lessons at the integrated, infusion, permeation levels. Step 1. Prepare - Teachers determine the topic and content of the LHG in Phu Yen province which need discussing. - Planning for students to discuss Step 2. Organize students to discuss group - Teachers assign the task of discussion - Teachers organize for students to discuss groups Step 3. Report discussion results Teachers organize groups to present discussion results. Step 4. Summary - Teachers comment, summarize and make conclusions for the discussion content. - Teachers can suggest and give out related research tasks. 2.3.2.4. Game The game method is often used in lessons with a degree of infusion, permeation; Through the games, students not only easily learn about their locality. Step 1. Prepare - Teachers determine the topic and content of the LHG in Phu Yen province to organize for students - Determining the purpose of the game - Planning to organize games Step 2. Organize students to implement learning games - Teachers disseminate the game 17 - Teachers organize students to play Step 3. Summarize the game - Teachers rely on requirements, content, results to evaluate (students assess) - Teachers can "reward" or "punish" winners or losers, comment on the attitudes of participants and learn by experience. Teacher summarizes what needs to be learned through the game 2.3.3. Increasing the use of teaching facilities To improve the effectiveness of integrated learning with local contents in History and Geography in Primary school, teachers need to increase the use of schemas, charts, pictures, diagrams, videp clips, etc. Teaching facilities plays an important role both as a tool for teachers to organize learning activities (projects, observations, problem situations, ...) and stimulate excitement for students. The teaching method is both a means and a source of knowledge for students to actively learn, analyze, compare, synthesize ... to exploit the teaching methods to solve assigned learning tasks. Teaching facilities not only explains and illustrates the information that students have just provied and learned,but also helps teachers consolidate nd revise the knowledge bout local content that students have just learned 2.3.4. Innovating evaluation in integrated teaching local contents in History and Geography in primary schools In order to evaluate the knowledge of LHG in History and Geography in elementary schools, we use the following evaluation tools: * Evaluate through learning products This assessment method is used for learning projects, work notebooks, or students' learning activities,. These are valuable and specific demonstrations and through products, teachers will evaluate students' abilities. * Evaluation through observation of students’ learning activities Through observing the students' activities, teachers will collect information about students’ activities, attitudes, ... of students in specific circumstances. Thus, teachers can assess problem-solving skills manipulation, etc... from which can make comments on the learning outcomes of students to be fairer and more objective. * Acting, handling situations Role-playing and case-handling are techniques for evaluating integrated local contents teaching process. Through role-play, students are allowed to create and build a structured dialogue based on the use of their own knowledge and experience to provide solutions to practical situations of the real life. * Evaluation through testing Evaluation through questions and answers (oral examination) is a method for teachers to receive direct answers from students related to learning content. Questions are often used in checking old, new, and/or reinforcing knowledge at the end of a lesson. * Evaluation by exam Questions to test local content in History and Geography for Phu Yen primary schools include objective questions and subjective questions. These questions are designed according to the four following levels: 18 Level 1: Recognize, repeat knowledge, an