Tổ chức học tập trải nghiệm di sản trong dạy học Lịch sử lớp 10: Nghiên cứu thực tiễn tại Trường THCS và THPT Sư phạm - Trường Đại học Sư phạm Hà Nội 2

Tóm tắt

As general education reforms increasingly emphasize competency and character-based development, History teaching is increasingly expected to strengthen experiential learning activities that connect historical knowledge with real-world contexts. As a key resource for heritage education, cultural heritage offers significant educational potential; however, its use in schools remains limited and insufficiently systematic. This study investigates the potential for organizing experiential learning through cultural heritage in Grade 10 History teaching. An action research design employing mixed methods was adopted, combining surveys, the implementation of learning activities, classroom observation and analysis of students’ learning products. The study involved 139 tenth-grade students at the Experimental Secondary and High School, Hanoi Pedagogical University 2. The findings show that students demonstrate basic awareness of cultural heritage and express considerable interest in experiential learning, although opportunities for participation remain limited. To address this gap, three experiential learning activities were implemented: dramatization of intangible cultural heritage, comic creation based on tangible cultural heritage, and the development of heritage field-trip plans. The implementation results provide initial evidence of students’ active engagement and their ability to interpret and apply historical knowledge through heritage-related learning tasks. These findings suggest that cultural heritage can function not only as a teaching resource but also as a pedagogical space for organizing experiential learning in History teaching.