MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL
UNIVERSITY OF EDUCATION

CHU THI MAI HUONG

KNOWLEDGE DIAGRAMATIZING METHOD IN
TEACHING VIETNAMESE HISTORY (1919 – 1975) AT
HIGH SCHOOL
(Experiment in the Northwest)

SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE

HA NOI - 2019


The work is completed at: Hanoi National University of Education

INSTRUCTORS:

1. ASS.PROF.&PHD. NGUYEN MANH HUONG

2. ASS.PROF.&PHD. DO HONG THAI

Reviewer 1: … ……………………………
Reviewer 2: ………………………………..
Reviewer 3: ………………………………..

This thesis will be defended before Thesis Assessment Board at the University level as
organized at
Hanoi National University of Education at …..… on day … month… year…


8. Chu Thi Mai Huong (2018), Using graph in teaching history at
High School, Educational Magazine, No. 428, pages 39-44.
9. Chu Thi Mai Huong (2018), Appying knowledge mapping
method to organize the examination and evaluation in teaching
history in high schools, Educational Sciences Magazine, No. 3,
pages 62 – 66.
10. Chu Thi Mai Huong (2018), Using knowledge mapping to
organize the startup activities in teaching, Educational Sciences
Magazine, No. 9, pages 77 - 82
11. Chu Thi Mai Huong (2019), Applying the knowledge
mapping method in teaching Vietnamese History (19541975) at high schools, Educational Magazine, No.186, pages
46 -49.



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PREAMBLE
1. Urgency of the theme
The fourth scientific and technological revolution (CMCN 4.0) has impacted
and made a great change to the life, economy, society and education of most countries
in the world. Industrial revolution 4.0 requires education to apply IT in the education
process, changing the thinking and approach, methods and means of teaching and
learning in the direction of education 4.0 (transforming the way education from the
transmission of knowledge into development of qualities and abilities for students:
creative ability, language ability, and ability to establish relationships or teamwork
skills) in order to adapt to changes in social practice.
Education of Vietnam before the 4.0 era, in front of the need to innovate. The
Central Resolution II, Session VIII affirmed: "Reform education - training methods,
overcome the one - way transmission, training into the creative thinking of learners.
Step by step applying the advanced methods and modern methods in the teaching

RELATING TO THIS THEME
1.1. Research of diagram theory and application of diagram theory in the
teaching
1.1.1. Research of foreign author
Research of diagram theory was early concerned by scientists and widely
applied in many scientific disciplines. In 1736, Swiss mathematician – Leonhard Euler
(1707-1783) was the first person who studied diagram theory. The “How to Draw
Charts and Diagrams”, written by Bruce Robertson and published in 1988. In 1989,
Ray mond M.Marston published the “110 diagrams using thyristo and triac”. In
2009, the authors Jean – Luc Deladrièric, Frédéric Le Bihan, Pierre Mongin, Denis
Rebaud published the “Organisez vos Idéesavecle Mind Mapping”. In 2010, Tony
Buzan wrote the “Mind Mapping”. In 2012, Christine Taylor – Butler published the
“Understanding Diagrams”. The “The Ishikawa Diagram” written by Ariane de
Saeger and published in 2015. The authors Jessica Glaser, Carolyn Knight in the
“Diagrams: Innovative Solutions for Graphic Designers Paperback”, the
“Diagramming the Big Idea” written by the authors Jeffrey Balmer, MichaelT.
Swisher. Through above studies, the author expressed the practical convenience of
using diagrams in arranging ideas and abstract concepts in many practical situations
effectively.
In 1970, Đ.M. Kirinskin and V.X.Poloxin published the “Teaching method of
Chemistry”. In 1980, M.A. Đanilôp, M.N. Xcatkin, I.Ia. Lecne, A.A. Buđarnưi,
N.M. Săckhơmaiep, V.V. Craiepxki published the “Teaching theory of high schools”.
In 1983, the authors G.M.Stờrác, X.A.Pê tơrusépxki, T.N.A. A giơghépcôva, A.M.
Coocsunốp, L.V.Nhicôlaiêva published the “Visual means in teaching Philosophy”.
L.SH.Levenbeg published the “Using diagrams, drawings to teach Mathematics at
Primary School” in 1982. The author Vlaxôva T.F, Ivanốp E.A published two books
“Diagram and chart of dialectical materialism” and “Diagram and chart of historical
materialism”. In 2010, Katherine S.McKnight published the “The Teacher’s Big
Book of Graphic Organizers”. In 2016, Mickey Kolis, Benjamin H.Kolis wrote the
“Thinking Diagrams: Processing and Connecting Experiences, Facts, and Ideas”. The

teaching history at secondary school” written by Phan Ngoc Lien, Pham Ki Ta
published in 1975. In 1976, Phan Ngoc Lien – Tran Van Tri published the “Teaching
method of History” (volume 1). In 1992, the authors Phan Ngoc Lien –
Tran Van Tri (chief author), Trinh Dinh Tung, Nguyen Thi Coi, Nguyen Huu Chi,
Phan The Kim, Pham Hong Viet published the “Teaching method of History”, this
book is reprinted and corrected and supplemented in 1998, 1999, 2000, 2001, 2009. In
2001, Nguyen Thi Coi published the book “Teaching forms of history at secondary
schools,” the “System of history teaching methods at secondary schools” written by
Trinh Dinh Tung (chief author) Tran Viet Thu, Dang Van Ho, Tran Van Cuong
published in 2005. The use of visual instrument in the teaching is mentioned by the
authors Vu Quang Hien, Hoang Thanh Tu in the “Teaching method of History at
high schools”. Many articles of the author Nguyen Manh Huong also relate to this
research matter. The above researches are important orientations for this author to
continue studying to solve problems in chapter 2, chapter 3 and chapter 4 of this
thesis.
1.3. General assessment of research result of the published documents and the
arisen issues for this thesis to continue solving
Firstly, basing on the study of the documentation sources, we continue to build
and perfect the theoretical foundation system of knowledge diagramatizing
methodologies in the teaching in general and teaching history at high school in
particular.
Secondly, investigate and survey the actual state of teaching history and the use
of knowledge diagrams to assess the feasibility and efficiency when applying the
knowledge diaramatizing method in teaching history at high schools.
Thirdly, learn about contents of Vietnamese history program (1919-1975) to
determine content of basic knowledge that may be designed knowledge diagrams to
help students to acquire quickly and efficiently during their learning period.
Fourthly, study and put forth the process and steps for designing knowledge
diagrams in teaching history at high schools.
Fifthly, suggest the pedagogic method groups when using knowledge diagrams

system of symbols, cubes, colours.... This arrangement should be based on specific
purposes, content, requirements and principles and it is categorized into diagrammatic
forms.
*Diagramatizing method
Diagramatizing method means the forms and uses of graph to organize the
teaching with certain purpose and plans in order to improve the efficiency of lessons
and quality in teaching subjects.
2.1.2. Knowledge diagramatizing types in teaching history at high
schools * Flow charts
Flow chart was researched and used by American engineers, namely Frank and
Gibreth since 1921. This is a chart form using simple cubes, symbols, logo, colour... to
arrange the system according to a detailed chart. Each cube expresses an unit of
knowledge and combines with each other by links to describe relationship among
cubes in this system. Sometimes, it is also called process chart, process diagram...


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Figure 2.1: Flow chart
* Mindmap
Mindmap is the act of arranging ideas, knowledge content to create images in
thinking for a problem or a content from familiar images, which are captured in the
form of maps. Mindmap can break down the phenomenon into details or
generalizations of the details into the system while retaining the linkage and
systematization of the problem.

Figure 2.2: Mindmap
* Fishbone diagram
Fishbone diagram is an action that uses a simple drawings and symbols to
sort according to a fish bone-like system. The fishbone diagram is used to identify the

The classification of the above map is only relative, based on the characteristics
of the timeline, the design should be based on the purpose, requirements, tasks and
contents of the knowledge so that the use process is effective and suitable with the
level of awareness of students.
2.1.3. Characteristics of knowledge mapping in history teaching at High Schools
Knowledge mapping in teaching history includes the following characteristics:
Objectivity and subjectivity; Generalization; Logic, system; Basicity, nature; Intuitive;
High transferability; Flexibility.
2.1.4. The advantage of the method of mapping knowledge in teaching history in
high school
Theoretically: The transformation of the mathematical diagram method into
the method of knowledge mapping in teaching will help to arrange knowledge in a
lesson, a chapter, a process into a system with close relationship together help students
understand the nature of the knowledge arranged in diagrams. In addition, the method
of knowledge mapping also helps teachers and students use knowledge diagrams to
organize teaching activities in the direction of positive student learning activities,
thereby contributing to improving efficiency. lesson.


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In practical terms, when using the method of mapping knowledge to teach, it will first
draw attention to students; The method of teacher knowledge mapping can incorporate
many different teaching methods; The method of knowledge mapping has advantages
in organizing various forms of teaching and diversity; The method of knowledge
mapping also helps students orient learning methods; Methods of mapping knowledge
combined with teaching techniques modeled in the form of activity diagram will
mobilize all students in the class to participate in learning activities under the
organization and guidance of teachers . Teaching by mapping the knowledge, teachers
and students does not take too much time on writing, drawing and deleting on the
board.

Content of survey focuses on 4 groups of questions as follows: Perception of
teacher and student about history at some high schools across the country; Practical
use of knowledge mapping in teaching history at high schools; Construction process
and measures using knowledge mapping in teaching history at high school;
Difficulties, recommendations when using the knowledge mapping method in teaching


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history. The survey period is performed during the school year 2016-2017, and school
year 2017-2018. Survey method: Use the questionnaire developed by the question
system to collect the answers; data analysis through survey results; interviews for
teachers and students; attendance; consult experts.
2.2.3. Evaluation of survey results
Through investigation, practical survey shows that the use of diagrams as
teaching aids, not using the diagrams as an active teaching method, most teachers are
confused in the design and flexible use in the teaching process, students use the
diagrams to observe, take notes, but do not use mapping as an effective learning
method. Based on theoretical and practical research, we found that the choice of types
of diagrams to organize learning activities is a positive measure contributing to the
innovation of teaching methods in general and history teaching methods in particular
at high schools.
Chapter 3
KNOWLEDGE MAPPING IN TEACHING VIETNAMESE HISTORY
(1919 – 1975) AT HIGH SCHOOLS
3.1. Location, target and basic contents of Vietnamese history program (1919 –
1975) at high schools
Location: Vietnamese History Curriculum (1919-1975) is part of the 12 th grade
history program at high school level. History program of grade 12 consists of two
courses: World history section and Vietnamese history section are taught in 52.5
periods. Vietnamese history from 1919 to 2000 was followed by the modern world

only focus on introducing some knowledge mapping forms according to the
classification in chapter 2.

Figure 3.2: New changes of economy – society in Vietnam (1919-1929)

Figure 3.3: Causes, conditions lead to the development of proletarian tendency

Figure 3.4: Cause of success and historical significance of the Resistance against
the French colonialists (1945-1954)

Figure 3.5: Comparison of the similarities and differences between two
strategies: “Local war” (1965-1968) and “ Vietnamization of War” (1969-1973) of
United States in the South of Vietnam


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Figure 3.6: Diagram of the line and strategic task of the Vietnamese revolution led
by the Party
Thus, basing on the contents of basic knowledge, design requirements, purpose
of use, level of awareness of students, the diagram form which we carry out
knowledge mapping to teach Vietnamese history ( 1919-1975) at high school. The
diagram system is designed not only to ensure logics and science, but also to meet the
criteria of form, techniques and aesthetics. This is the basis for us to propose measures
to use the knowledge chart in teaching as well as valuable resources for teachers,
colleagues and interested people to refer and apply in the process of teaching history at
high school.
Chapter 4
APPLYING THE KNOWLEDGE MAPPING METHOD IN TEACHING
VIETNAMESE HISTORY (1919 -1975) AT HIGH SCHOOL.

For example, when teaching the lesson 20, section II “The Winter - Spring
Strategic Offensive 1953-1954 and the Dien Bien Phu Campaign in 1954”, to clarify
the new plot of France and United States in Indochina when it entered Winter - Spring
1953-1954; The policy and strategy of our Party in the Winter - Spring 1953-1954;
Success of Dien Bien Phu Campaign in 1954. Teachers use the map combined with the
problematic situation to stimulate curiosity for students, to guide students to solve the
learning task.
* Using knowledge chart to combine with historical quiz
For example, when teaching lesson 17 “Democratic Republic of Vietnam is
from after 2-9-1945 to before 19-12-1946”. Over the first year of the Democratic
Republic of Vietnam, the Vietnamese revolution faced many difficulties and
challenges such as hunger, poverty, foreign invaders, and internal resistance. To solve
the above difficulties, the Party and Government had taken many measures to protect
the nascent government. A rich merchant has contributed his money and gold to help
solve the financial difficulties of our country at that time. Who is he? What
contribution did he make to the revolution of our country? Look at the diagram below
and complete the following:

Figure 4.2b: Diagram of activities
Summarize this game, the teacher announces the winner and continues to
submit the diagram with the following content:


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Figure 4.2c: Diagram of activities to explore the historical characters in
the game * Using the knowledge map to orient basic knowledge

For example, when teaching lesson 16 “National liberation movement and
August uprising (1939-1945). The Democratic Republic of Vietnam was established”,


Figure 4.4b: Organize knowledge-forming activities for students
*Mapping knowledge to help pupils recreate events and historical phenomena
When ending the teaching of chapter IV “Vietnam was from 1954 to 1975”, in
order to help students understand the American war strategies in Vietnam, teachers use
diagrams to recreate characters associated with specific historical events: a map
combined with historical images to recreate the American war strategies have been
practiced in Vietnam through presidential lifes. Thereby, students will have a specific
symbol of the time and content of historical events associated with that historical
figure.

Figure 4.9: Figure 4.4c: Organize knowledge-forming activities for students
* Using knowledge mapping to analyze the relationship between events
and historical phenomena
The lesson 12, section 1 "the second colonial exploitation policy of the French
colonialists" was taught to gain knowledge for pupils about the contents of the second
colonial exploitation of the French colonialists and the impacts of exploitation policies
on the economy, society, culture and education in Vietnam. The teacher used the
knowledge map to organize students to conduct learning activities such as analyzing
the interactions between historical events and phenomena as mentioned above. Firstly,
the teacher gave a case study and then applied the teaching technique of "Protest or
Advocacy" to organize pupils to perform their learning tasks. After that, the class was
divided into the two groups, namely the protest group and advocacy group. Each
group performed the following task:


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Figure 4.4d: Organize knowledge-forming activities for students
* Guide pupils to present their history learning report with knowledge

taught, the teacher strengthened the knowledge for pupils by asking questions
associated with the following diagram:

Figure 4.6a: Organize activities to strengthen knowledge for students
*Use diagrams to reinforce knowledge after each section: When the lesson 15
of the "Democratic Movement 1936-1939" was taught, the teacher used the given
diagrams and the questions for pupils to make a knowledge system. The content of the
request was as follows: "Based on the diagram below, Do compare the struggling
policy of the Indochinese Communist Party in the period of 1936-1939 with
similarities and differences from the revolutionary movement 1930-1931?.

Figure 4.6b: Organize activities to strengthen knowledge for students
*Use diagrams to reinforce knowledge after each course: An example to
illustrate Ho Chi Minh's revolutionary process in the period from 1930 to 1945 to see
the role of the Man in the struggle for protection of the country, the teacher would
systematize the questions and exercises according to the contents of the textbook to
make pupils understand the basic knowledge.


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Figure 4.6c: Organize activities to strengthen knowledge for students
4. 4. Using the knowledge mapping method to check, assess result of pupils in
learning History while teaching Vietnamese History (1919 -1975) at High schools
*Using the knowledge mapping method in the writing tests: The method of
writing tests combined the teaching technique of "concept map", the studying tasks of
pupils are specified in the form of maps. Thereby, they would be able to understand the
nature of the historical concept. For example, when the lesson 13, Section II "the
Communist Party of Vietnam was born" was taught, teachers asked their pupils to
solve the following tasks: "With specific historical events, please clarify the content

performed when the teacher provided information leading to the situation to allow
pupils apply the learned knowledge to the actual case study. The teaching situation
was applied when teaching the lesson 20, item 2 "the Battle of Dien Bien Phu
(1954)" (History of 12th class - standard program), the teacher presented the learning
case study as follows: “On May 7, 1954, the Dien Bien Phu Campaign triumphed,
many foreign correspondents came to Vietnam to find out why Vietnam could win
from France. If you were interviewed, how would you respond? (Please write your
answer as suggested in the diagram below) ".

Figure 4.7d: Diagram of actions
4.5. Using the knowledge mapping method to develop the home-study skills for
pupils in teaching Vietnamese History (1919 - 1975) at High schools
*Applying the diagrammatic method to self-study plan: When completing the
Chapter IV - Vietnam from 1954 to 1975, according to the distribution program of
History at high school, teachers give students a test check 45 minutes. In order for the
test to be highly successful, students need to develop a detailed study plan to achieve
this goal. The study plan is developed according to the diagram suggestions below.


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Figure 4.8a: Guiding students to plan learning
*Self-working with textbooks: For example, to prepare for the lesson 17
"Democratic Republic of Vietnam after September 2, 1945 to December 19, 1946",
teachers should identify self-study contents and learning method by using diagrams for
effective learning. Teachers guided their pupils to self-study according to the following
contents:

Figure 4.8b: Diagram of guiding self-study for pupils
*Applying the diagrammatic method to self-study plan: When completing the

- Objects and experimental areas: They were 12th -class students in some high
schools, and teachers graduated from full-time pedagogical universities and major in
History.
- Experimental areas were concentrated in Son La, Hoa Binh, Lai Chau and
Dien Bien provinces.
4.3.3. Contents and methods
- Experimental contents: Experimental exercises were conducted through
classroom lessons according to the 12th class standard program. Apart from partial
experience in terms of some of the above-mentioned measures, we selected the
Lesson 12 and 20 in Historical Textbook of Class 12 (standard program) in the
sections of Vietnamese modern history to conduct a full experience.
- Methodology: selecting classrooms and teachers to implement the pedagogical
experiments. In order to evaluate the results of the experience, we based on two
quantitative and qualitative bases.
The pedagogical experiments were conducted in two forms, namely partial
experiment and full experiment.
4.3.4. Assessing the results of the pedagogical experiments
From the results and analysis, the proposed methods of using the knowledge
mapping in the history teaching were applied in experimental classes of many different