Thực trạng sử dụng tư liệu trong dạy học các chủ đề Lịch sử ở trường trung học phổ thông: đánh giá từ giáo viên, học sinh và một số đề xuất

Tóm tắt

In the 2018 General Education Program, the History subject emphasizes the development of historical thinking through working with documents. This descriptive, cross-sectional study surveyed 42 teachers and 284 students in grades 10–11 using a five-point scale questionnaire, processed data using descriptive statistics, reliability tests, and group comparisons. The results showed that both teachers and students had positive perceptions of the value of documents, but their use in class was only average, mainly for warm-up or illustration; few tasks required in-depth analysis, cross-referenced sources, and arguments from evidence. Barriers included time constraints, test pressure, difficulty reading and understanding historical texts, inadequate technological capabilities, infrastructure, and document banks. The study emphasizes the need to design intensive learning tasks based on materials, build and share curriculum-linked material banks, foster professional and digital capacity for teachers, and improve infrastructure and support mechanisms in schools.