Mr. Nguyen Quoc Vuong, said, historical education in Japan is conducted through the study of social (Social) and History. In fact, there are two types of historical education in Japan: Historical Education in History and Historical Education in Social Studies.
When writing a master program, the person who writes the specific writing program is the problem we need to care about. For example, if writing from Vietnamese history is related to world or regional history, or standing in the region or from the history of the world, looking at Vietnamese history is another way.
In Japan, the final chapter of the 6th grade book "Japan in the World," they look at Japanese history in relation to world history (ie, they stand outside looking at Japanese history as a part of world history).
In Japan, they teach what is close to the child's experience. In Japan, students in grades 1 and 2 do not distinguish a century ago, so they learn history through everyday activities such as eating, dressing, arranging things, traveling everyday ... Grade 3 learns about spatial location (called social studies), learning about space, village, street where they live.
Years 4, 5 learn about the formation of local history. Where did the great people make their contribution to the village? ... Grade 6 is the new study of Japanese history, teaching the time axis, Japan, how to see the history of the world from the historical process. Japan. There is a program to look at Japan from the course of world history.
The general principle, the program is the same, but the processing technology is different. We need to compare how we do and how we do it.
According to Nguyen Quoc Vuong, reading opinions against the MOET's guideline, there is a sense between integrated teaching and the existence of independent history that is inconsistent. In reality, however, they can exist and help each other.
In Japan there is a parallel existence of both integrated and independent subjects. In the context of historical education, the specific subject area of the Social Science (Social Studies) course will focus on problem-solving learning, which addresses civic education while studying history. as an independent subject to the education of thought and methodology.
Proper integration, but research reasoning is not thoroughly, we have not set out any subjects should teach integration, not set out the knowledge relationship to us to handle. Integrate all the knowledge students gained in the book to solve practical problems.
"I agree on the principle of integration. In the world they have learned about integration, the subject integrated is their own subject matter, organized along axes as learning topics such as environmental pollution, traffic accidents, social welfare, war and peace. , human rights ... like the intersection of roads, will become the meeting place of the relevant sciences. And when teachers organize students to explore these topics, looking for ways to solve them, they will have to use the thinking, methods and knowledge of many related disciplines. " author Nguyen Quoc Vuong shared.
In Japan, all subjects are related to each other as our ancestors used the resource. Geographically, how did people use coal? What is coal, then how do we use resources?
For example, teaching To Lich River to be polluted, to see the history of the To Lich River formation how? Why is it polluting? How much pollution? How is it not polluted ... That is the integration problem taught in a lesson.
Integration in the world for a long time, should study abroad, especially strong integration in the lower layers, distributed in the upper layer.
According to Nguyen Quoc Vuong, in grade 4, grade 5 we should do some topics such as environmental pollution, social security, issues related to geography, history, GDCD and always there. Practical. So it is not contradictory, junior high school will have branching.
There should be a strategy in pedagogical training
Sharing the training of teachers before the requirements of innovation, author Nguyen Quoc Vuong share, must have a strategy in the pedagogical training system. When the school does not move, MoET should have training courses. However, MoET should prepare personnel, teaching staff, and independent experts to teach the teachers. That is a challenging problem.
Japanese teachers use the licensing system. To teach social studies at junior high school, they have to study the programs in the ch
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