>>The optional history education in upper secondary education is a subject of discussion
Historian Duong Trung Quoc.
†Indeed, the discipline entered the history of the National Assembly in November 2015 as the first and perhaps the only one to be introduced on the menu of the deputies.”, recalled the vice president and secretary general of the Vietnamese Association of Historical Sciences, historian Duong Trung Quôc.
†The Vietnamese people have always had a very special sense of the subject of history. It is not only a story of knowledge, but also associated with the character, courage and traditional values of the nation‘ he remarked.
If today, as yesterday, history is part of the common ground of a shared culture that the nation takes on to pass on its children during their schooling, the teaching of this discipline still torments people’s minds.
†How to promote the subject of history in school? This is the thorny question we are currently facingsaid historian Duong Trung Quoc.
The Ministry of Education and Training has proposed that from the 2022-2023 school year, secondary school students should be taught seven compulsory subjects and five subjects they can choose from, including history, which is part of science social.
Thus, this reform aims to rebalance the series by encouraging those who want to study physics, chemistry and biology to choose the series of natural sciences and not the series of technologies and arts (computer science, technology, music, art) or social sciences (history, geography, economic education and law).
However, the opinions are of the opinion that, while it is important for the country to train its young people in scientific disciplines – a guarantee of future innovations – it is not desirable that this should be done contrary to the teachings of the humanities, the aim of to inculcate patriotism and tradition into national history.
In secondary school, history education is based on the foundations acquired during compulsory education.†
†We have to face the facts, the national education has a great limit, even a step backwards, which lies in the early failure to divide subjects into seriesnoted the vice president and secretary general of the Vietnamese Association of Historical Sciences.
†This classification, which facilitates the choice of professions and specialized training in a systematic and methodical way, will have very important implications for human resources in today’s increasingly demanding society.he indicated.
Historian Duong Trung Quoc said that what was applied in the new general education curriculum of the Ministry of Education and Training is “reasonable” and follows the education trend of the world.
In theory from the 1d on the 9e class, students gain a fair amount of history knowledge. †That’s important, but we’re still teaching them to use their memory to learn the story. I believe it is a methodological error to make history a chore of memoryhe noted, believing that memory can now be aided by today’s easy access to data.
Finally, in secondary school, history education is based on the foundations acquired during compulsory education and is open to reflection and the awakening of civic sense, national pride, traditional dignity, promoting an adapted approach to questions or historical moments with programs that meet this ambition.
†We should support the approach of modern educational processes, including the division of series, but it would be difficult to accept a possible glorification of the glorification of school history teachinghe said, calling on the education sector to mobilize more resources.
†It is not just an investment in money, but an investment in teaching methods and thinking to approach history. History is a discipline for perceiving the past and drawing laws from it for the present, and is not a discipline for remembering the past.he said again.