Vận dụng lí thuyết dạy học tương tác trong môi trường số cho môn Lịch sử ở trường trung học cơ sở: Từ lí luận đến thực tiễn

Tóm tắt

Against the backdrop of the 2018 General Education Program implementation and the acceleration of digital transformation in education, innovating history teaching methods through a competence-based approach has become an urgent requirement. Utilizing a narrative review approach, this paper systematizes the theoretical framework of interactive pedagogy, centering on Roy and Denommé’s three-factor model (Teacher - Learner - Digital Environment) within the context of lower secondary history education. The findings reveal a substantial gap in Vietnamese pedagogical practice: while Information Technology (IT) integration is widespread, fostering profound interaction between students and historical sources in digital environments remains constrained and superficial. Consequently, the study proposes an integrated application framework and a four-stage process - comprising scenario design, interest activation, multi-dimensional interaction, and evaluative improvement - designed to transition the digital environment from a mere illustrative tool into a catalyst for enhancing students’ cognitive competencies and historical thinking. These results provide a robust scientific foundation for educators to design interactive learning environments and improve the quality of history instruction in the digital era.