To help students understand, remember, and expand their knowledge; while enhancing their ability to apply knowledge in practice; promote the initiative and enthusiasm of learners; and, in particular, develop students' skills in using legal documents in performing general academic tasks and solving specific case studies, teachers must explore and create new teaching methods and techniques. The use of legal documents in teaching in general, and in solving situational exercises in particular, will be a new direction in the innovation of teaching and learning the subject of Civic Education in grade 12. "Guiding students to use legal documents in solving situational exercises in the 12th grade Civic Education subject to improve the effectiveness of teaching the subject" is one of the new teaching methods I have used in the past school year. After a year of experimenting with this teaching method at Thang Long Specialized High School in Da Lat, it has helped students better understand the lesson content, retain knowledge longer, expand their legal knowledge beyond the textbook, and especially encouraged students to apply their knowledge in real-life situations. Additionally, this teaching method has effectively enhanced students' self-learning abilities and their proactive approach to learning; particularly, it has begun to develop students' skills in using legal documents to solve subject-specific scenario-based exercises. This, in turn, has improved the quality of teaching in the subject. The study was conducted in two classes (the experimental group was 12SD and 12 Biology, and the control group was 12 IT and 12 French – these two classes were of equivalent levels) at Thang Long Specialized High School in Da Lat. The 12SD and 12 Sinh classes were selected as the experimental group, and the 12 IT and 12 French classes were selected as the control group. The experimental class was taught using the method of "Guiding students to use legal texts in solving situational exercises in the 12th grade Civic Education subject." The control class was taught using traditional teaching methods. call data used for analysis and evaluation were collected from tests developed according to the Ministry of Education and Training's common standards and from sociological survey forms. Data collection was conducted in both the experimental and control classes. Specifically: For data collected from tests: Tests were administered to both the experimental and control classes. The tests were conducted before (one test) and after the experiment (using the results of three different tests). The sociological survey was conducted once before the experiment and once after the experiment for the experimental class group (the first survey was conducted concurrently with the pre-experiment test, and the second survey was conducted concurrently with the third test after the experiment). The test results of the experimental group between the pre-experiment test and the third post-experiment test were 0.71 points (7.84 before the experiment and 8.55 in the third post-experiment test). The probability of the post-impact test was p = 0.00017 (the results could not have occurred randomly but were due to the impact). The learning outcomes through student tests were improved with specific values: The average post-intervention test score for the experimental class was 8.55, while the average test score for the control class was 8.0. Here, the intervention group had a higher average score than the control group, with a score difference of 0.55 points between the two groups (indicating a significant difference). The probability of the post-intervention test p = 0.0007554 (p < 0.05) proves that the difference in the average values of the two classes in the third test after the intervention is significant (the result is not likely to occur randomly but is due to the result of the intervention). The difference in the mean values of the two groups after the intervention in the third test after the intervention, SMD = 1.0, indicates that the impact of the intervention is large, meaning that the intervention measures in the study had a significant effect on the learning outcomes of the experimental group. The correlation coefficient between the pre-intervention test results and the post-intervention test results for the experimental group (12 SD and 12 Biology) is at an average level (0.32). The results of the sociological survey conducted in the experimental class show that "Guiding students to use legal documents in solving situational exercises in Grade 12GDCD" helps students better understand the content of the knowledge they have learned, improves their memory, expands their knowledge, and, in particular, improves their ability to apply the knowledge they have learned in practice. Along with that, the use of this teaching method has more effectively promoted students' learning abilities, making them more active and proactive in the process of perform

To help students understand, remember, and expand their knowledge; while enhancing their ability to apply knowledge in practice; promote the initiative and enthusiasm of learners; and, in particular, develop students' skills in using legal documents in performing general academic tasks and solving specific case studies, teachers must explore and create new teaching methods and techniques. The use of legal documents in teaching in general, and in solving situational exercises in particular, will be a new direction in the innovation of teaching and learning the subject of Civic Education in grade 12. “Guiding students to use legal documents in solving situational exercises in the 12th grade Civic Education subject to improve the effectiveness of teaching the subject” is one of the new teaching methods I have used in the past school year. After a year of experimenting with this teaching method at Thang Long Specialized High School in Da Lat, it has helped students better understand the lesson content, retain knowledge longer, expand their legal knowledge beyond the textbook, and especially encouraged students to apply their knowledge in real-life situations. Additionally, this teaching method has effectively enhanced students' self-learning abilities and their proactive approach to learning; particularly, it has begun to develop students' skills in using legal documents to solve subject-specific scenario-based exercises. This, in turn, has improved the quality of teaching in the subject. The study was conducted in two classes (the experimental group was 12SD and 12 Biology, and the control group was 12 IT and 12 French – these two classes were of equivalent levels) at Thang Long Specialized High School in Da Lat. The 12SD and 12 Sinh classes were selected as the experimental group, and the 12 IT and 12 French classes were selected as the control group. The experimental class was taught using the method of "Guiding students to use legal texts in solving situational exercises in the 12th grade Civic Education subject." The control class was taught using traditional teaching methods. call data used for analysis and evaluation were collected from tests developed according to the Ministry of Education and Training's common standards and from sociological survey forms. Data collection was conducted in both the experimental and control classes. Specifically: For data collected from tests: Tests were administered to both the experimental and control classes. The tests were conducted before (one test) and after the experiment (using the results of three different tests). The sociological survey was conducted once before the experiment and once after the experiment for the experimental class group (the first survey was conducted concurrently with the pre-experiment test, and the second survey was conducted concurrently with the third test after the experiment).The test results of the experimental group between the pre-experiment test and the third post-experiment test were 0.71 points (7.84 before the experiment and 8.55 in the third post-experiment test). The probability of the post-impact test was p = 0.00017 (the results could not have occurred randomly but were due to the impact).The learning outcomes through student tests were improved with specific values: The average post-intervention test score for the experimental class was 8.55, while the average test score for the control class was 8.0. Here, the intervention group had a higher average score than the control group, with a score difference of 0.55 points between the two groups (indicating a significant difference).The probability of the post-intervention test p = 0.0007554 (p < 0.05) proves that the difference in the average values of the two classes in the third test after the intervention is significant (the result is not likely to occur randomly but is due to the result of the intervention).The difference in the mean values of the two groups after the intervention in the third test after the intervention, SMD = 1.0, indicates that the impact of the intervention is large, meaning that the intervention measures in the study had a significant effect on the learning outcomes of the experimental group.The correlation coefficient between the pre-intervention test results and the post-intervention test results for the experimental group (12 SD and 12 Biology) is at an average level (0.32).The results of the sociological survey conducted in the experimental class show that "Guiding students to use legal documents in solving situational exercises in Grade 12GDCD" helps students better understand the content of the knowledge they have learned, improves their memory, expands their knowledge, and, in particular, improves their ability to apply the knowledge they have learned in practice. Along with that, the use of this teaching method has more effectively promoted students' learning abilities, making them more active and proactive in the process of performing their learning tasks. Students' skills in using legal documents have begun to take shape and develop further. Although not yet as expected, this is a noteworthy result. These positive changes have contributed significantly to improving students' learning outcomes.Based on the above results, we can conclude that "Guiding students to use legal documents in solving situational exercises in the 12th grade Civic Education subject" has improved the effectiveness of teaching the subject.