INTEGRATING HISTORICAL AND CULTURAL SITES IN HO CHI MINH CITY IN HISTORY EDUCATION AT UPPER SECONDARY SCHOOLS
Main Article Content
Abstract
In the context of educational reform emphasizing the development of students' competencies and qualities, the integration of local historical and cultural sites has become essential to history teaching in upper secondary schools. This article examines the educational role of officially recognized historical and cultural sites in Ho Chi Minh City, focusing on their potential to support pedagogical innovation, promote experiential learning, and foster values education. Drawing on the History Curriculum within the 2018 General Education Program (amended in 2022), the study combines document analysis, surveys at selected educational institutions, and field research at officially recognized historical and cultural sites. The article proposes instructional content and pedagogical strategies for effectively incorporating these heritage resources into both classroom and extracurricular activities, thereby helping to improve the quality of history education in upper secondary schools.
Keywords
experiential learning, historical and cultural sites, history teaching, Ho Chi Minh City, upper secondary education
Article Details
References
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