Phát triển tư duy lịch sử cho học sinh trung học phổ thông với sự hỗ trợ của trí tuệ nhân tạo tạo sinh: Cơ sở lí luận và khung triển khai

Tóm tắt

The 2018 General Education Curriculum for History in Vietnam places emphasis on the development of historical competence, with historical thinking serving as a core component of historical cognition and reasoning. However, existing studies on generative artificial intelligence (GenAI) in education have primarily examined its role as a general instructional support tool, while paying limited attention to its potential for fostering the discipline-specific thinking processes required in History education. This study employs content analysis, comparative analysis, and modeling methods to establish a theoretical framework for integrating GenAI into the development of historical thinking among high school students. The findings indicate that GenAI has considerable potential to support students in organizing historical knowledge from both diachronic and synchronic perspectives, analyzing cause-and-effect relationships, exploring multiple perspectives, evaluating historical evidence, and constructing historical arguments. Based on these findings, the study proposes a six-step implementation framework, illustrated through the Grade 10 History topic “The Industrial Revolutions in the Modern Period.” The study contributes to the theoretical foundation for integrating GenAI into competency-based History education and provides directions for future empirical research to evaluate the effectiveness of the proposed framework in fostering students' historical thinking in high school History classrooms.