With the purpose of meeting the requirements for teaching reform according to orientation of developing learners' competence in general, and teaching reading comprehension in particular,
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MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF
EDUCATIONAL SCIENCES
NGUYEN THI THU HIEN
MODEL ACTIVITY IN TEACHING READING
COMPREHENSION AT HIGH SCHOOL
Major: Teaching theory and methodology subject of Literature –
Vietnammese Code: 9 14 01 11
SUMARY OF DOCTORAL DISSERTATION
HANOI - 2021
Trang 2The dissertation has been completed at Vietnam Institute of
Educational Sciences
Scientific supervisors:
1 Assoc Prof Dr Nguyen Thanh Thi
2 Assoc Prof Dr Nguyen Thi Hanh
This dotoral dissertation can be found at
- National Library of Vietnam
- Library of Vietnam Institute of Educational Sciences
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INTRODUCTION
1 Reason for choosing topic
1.1 The requirements for teaching reform at high school have recently
changed from transmitting contents into forming and developing learners' competence In teaching reading comprehension in Literature, teachers need to know how to change from interpreting literature into teaching reading comprehension in different types of texts The Language Arts and Literature Curriculum (2006) has claimed the orientation of teaching reading comprehension according to types of texts The Language Arts and Literature Curriculum 2018 continued to affirm that requirement and orientation Therefore, teachers have to comply with the requirements of the curriculum in teaching
The requirements for education program innovation according to orientation of developing learners' competence require teachers to change their teaching methods into the orientation of organizing activities, through activities and by activities Among a series of activities of teachers in reading comprehension periods, which are the core activities that need to be followed in teaching according to new orientation? Which are the "soft" activities that can and should
be used flexibly? How should the teaching be changed? The theoretical issues and the new teaching methods mentioned above have not been noticed; have not been analyzed specifically and profoundly There have been very few scientific works discussing the classification of pedagogical activities in teaching reading comprehension in particular; the purpose and role of pedagogical activities have been different, and the relationship of these activities in teaching reading comprehension have also not been presented explicitly, Therefore, it is necessary to do research to propose specific activities in teaching reading comprehension with the aim of developing learners' reading comprehension skills
1.2 With the purpose of meeting the requirements for teaching reform according to orientation of developing learners' competence in general, and teaching reading comprehension in particular, which not only helps to improve the quality of teaching according to the current curriculum but also practices and prepares for the implementation of the new curriculum in 2018, teachers are required to be equipped with new knowledge and teaching skills including understanding appropriately teaching activities in the reading comprehension periods This system of activities is governed by 02 major requirements: 1) forming the reading comprehension method which is associated with the characteristics of type of texts; 2) motivating learners' activeness by teaching according to orientation of developing learners' competence Reading comprehension has been taught according to theory for a long time, textbooks
Trang 4and teachers' books have not guided teachers on how to organize activities systematically according to orientation of developing learners' competence That means it is necessary to define a unified model about the core activities that teachers have to comply with in teaching reading comprehension; thus it can be applied flexibly and creatively The model of teaching reading comprehension must meet the two requirements: first, the model must show the core activities which are considered as a "framework" of teaching activities in reading comprehension; secondly, it must aim to form and develop reading competence, motivate positivity and activeness, encourage students' creativity
in reading comprehension and acquiring texts
For these reasons mentioned above, we chose to do research on the topic: Model activity in teaching reading comprehension at high school
2 History of research problem
As a theoretical framework for the research, the dissertation has studied a number of related publications in the following issues:
2.1 Publications related to the research problem of teaching activities
Both international and domestic publications on teaching activities and model
of teaching activities showed the following points:
as the "server" that makes products (Carl Rogers)
Secondly, teacher's activities aiming to enhance teaching effectiveness must have tips (J.Stronge), teaching methods and expertise of teachers (Tran Ba Hoanh),
Thirdly, teaching activities must be studied on the scientific basis of learning theory: "model of teaching typifies activities, interactive relationships between elements in the systematic structure of the teaching process at an institution” (Do The Hung- Nguyen Thi Kim Hoa)
The research results in the above publications, especially the views derived from the theory of activities and the characteristics of teaching activities, which are in terms of the teaching model approaching to learning theory, are useful suggestions The authors have absorbed and applied it in the dissertation as a theoretical framework for the research on the model of teachers' activities in teaching reading comprehension at high school
2.2 Publications related to reading comprehension and developing
students' competence in teaching reading comprehension at high school
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2.2.1 Publications related to teaching reading comprehension at high
school
In Germany, research on teaching methods of reading comprehension took place
in the 70s of the twentieth century [Nguyen Thanh Hung, 2008] In the former Soviet Union, A Nhi Konsky was very interested in students' reading activities Especially, the expressive reading of the teachers profoundly impressed students which made them discover the content of the texts, and enhanced their learning interest [Nguyen Thanh Hung, 2008] In the US, reading comprehension at high school has been studied extensively and comprehensively [Pham Thi Thu Hien, 2014]
Speaking to the issue of reading comprehension, it is impossible not to mention the concept of PISA Assessment of student's reading competence which is viewed from PISA's requirements shows that: "Reading competence is not only
a requirement at high schools during learners' childhood, but it also becomes an important factor in forming, enhancing the knowledge, skills and strategies of each individual throughout their life” [Do Ngoc Thong, 2014]
The teaching of reading comprehension has been mentioned in Vietnam since the mid of 80s (twentieth century) The research on teaching reading comprehension is still in the framework of teaching Literature according to the content-oriented curriculum
Since 2000, with the spirit of renewing the curriculum and Literature textbooks
in accordance with Resolution 40 of the National Assembly (2000), researchers and professors who are experts on teaching reading comprehension at high schools claimed "breakthrough" opinions as follows:
In teaching reading comprehension, the text and the reader are the two objects that need to pay much attention "Readers read carefully the text to form their own interpretations"
Teaching reading comprehension at schools aims to develop students' reading skills; students have to be equipped with two aspects "knowledge for reading texts and reading methods"
The teaching methods of Literature teachers have to be changed: "The role of the teacher is reflected in the capacity of organizing activities of reading comprehension"
2.2.2 Articles and publications on teaching reading comprehension aiming to develop reading comprehension ability for students at high schools
The dissertation found researches on teaching and developing reading comprehension skills for students at high schools by Nguyen Thanh Hung, Tran Dinh Su, Do Ngoc Thong, Nguyen Thi Hanh, Pham Thi Thu Huong and other researchers from the Vietnam Institute of Educational Sciences, etc The
Trang 6research results approached the teaching activities of reading comprehension at high schools in accordance with the competence-oriented curriculum, and the trend of teaching reading comprehension in the world The way to understand the concept of reading comprehension is not only limited to the texts but also many types of texts which are associated with the requirement of training reading comprehension skills for students From the perception of the role of the reader - the student, as an active receiver, to the new perception of theory and practice, the new "breakthrough" perspective of teaching reading comprehension at high schools has been recently considered as a dominant method in teaching and learning Literature
2.3 References, and publications on teaching methods, and dissertations related to teachers' activities in teaching reading comprehension
2.3.1 References for teachers to implement the curriculum, and Literature textbooks at high schools
A review of the teaching manuals from 2002 to 2008 shows that the goal that the authors showed in the manuals was to "materialize students' activities"
by a system of manipulation in class The role of the Literature teachers is to stick to the goals of the curriculum and to organize teaching activities in accordance with the goals and learners of the content-oriented curriculum Teachers follow the orientations, the "trails" that have to provide enough knowledge and complete all the works instructed from the teacher's books The method and process of organizing teaching have not clearly defined the specific content of the teacher's activities Disregarding the concretization of teacher's activities aims to motivate students to read in the role of active learners
2.3.2 Publications on teaching methods of reading comprehension
Publications related to instructions for teaching reading comprehension
The dissertation found many manuals such as Methods of teaching reading comprehension (Vietnamese translation - 2008) by T E Raphael and E.H Hiebert, Basic issues about the program and teaching process (2005) by Nguyen Huu Chau The activities of teachers in teaching are observed from the perspective of the learners; in spite of being diverse and rich, the activities of teachers in teaching reading comprehension have not been clearly defined Reading Comprehension and Strategies for Reading Comprehension in High School (2012) written by Pham Thi Thu Huong mentioned the difficulties that arise in the process of mastering texts when readers (students) directly come into contact with constitutive elements of the texts such as: legends, historical events, scientific terms, descriptions, plots, methods of creating characters, tones, etc This book which introduces and analyzes a number of strategies and reading
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comprehension skills applied to teaching reading comprehension at high schools these days is a useful reference on teaching methods of reading comprehension for Literature teachers The "Methods of teaching reading text" (2016) by Nguyen Thi Hong Nam and Duong Thi Hong Hieu is the first textbook in our country that mentions the teaching method of reading comprehension However, illustrative documents for teaching methods of reading comprehension are mainly from graduate students; therefore the textbook has limited the scope of users (mainly for university lecturers)
Research direction on teaching reading comprehension in accordance with genres of characteristics
In the "Reading Comprehension Model of Literary Works" (2011) by Nguyen Thanh Hung and Nguyen Thanh Binh "The direction of establishing a reading comprehension model of literary works according to the genres has been shown
in the treatise's content" ( p.112) There are 04 doctoral dissertations that profoundly studied on teaching reading comprehension according to genres at high schools: dissertation studied on teaching reading comprehension model by Pham Thi Hue (2014); teaching literary script of Nguyen Thanh Lam; Developing reading comprehension competence of poetry for students through the system of exercises by Nguyen Thi Thanh Lam (2016); dissertation studies
on the questions of narrative texts comprehension for high school students according to competence-oriented curriculum by Nguyen Thi Ngoc Thuy (2020)
2.3 General issues on research directions related to the topic
2.3.1 Issues that have not been mentioned in articles or publications
Reviewing the domestic and international research related to the research direction of the topic, it can be seen that there has not been any profound research on the teaching model of Literature teachers in teaching reading comprehension at high schools Some studies and publications have mentioned the organizing or designing of Literature teaching according to the reading comprehension methods, but have been within the scope of a lesson or a genre; that means they cannot generalize the curriculum in a general and systematic way which is associated with the teaching process: before, during and after class, outside of class time, in which there are both core activities and requirements for teaching reading comprehension associated with the genres; there are "open" orientations to encourage the creativity of teachers in training reading comprehension competence for students
The current manuals for teaching reading comprehension have not been compiled according to a unified concept of system of activities of Literature teachers in teaching reading comprehension according to the requirements of the renovation curriculum
Trang 82.3.2 Issues that need to resolve in the dissertation
Determining the scientific basis for the activities of Literature teachers in teaching reading comprehension according to developing competence orientation for students at high schools
Proposing the teacher's operating model in teaching reading comprehension to meet the requirements of reading comprehension (associated with characteristics of genres) which towards the goal of developing competence for high school students
Conduct experiments, apply the teacher's operating model in teaching reading comprehension (associated with characteristics of genres) for high school students aiming to demonstrate the effectiveness and feasibility of this model, and clarify the scientific hypothesis of this dissertation
3 Research aims
This dissertation focuses on studying on the teaching activities model of Literature teachers in teaching reading comprehension, which helps to visualize the teaching activities of Literature teachers at high schools in the current context of renovation curriculum Accordingly, the content of the dissertation must outline the basic and core activities of teachers in teaching reading comprehension, meeting the requirements of reading comprehension (associated with characteristics of genres); promoting the activeness of students
in teaching according to developing competence orientation for students Basic and core activities are towards the goal of developing reading competence for students, which forms a "framework" to help identify the activities of teaching reading comprehension
4 Objects and Scopes of the research
The object of the research is the core activities of Literature teachers in teaching reading comprehension at high schools, which belongs to the fields of teaching methods
The scope of the research: Teaching reading comprehension at high schools is very diverse and rich, especially the number of genres Based on the Literature curriculum (2006), the dissertation defines the scope of research focusing on different types of texts, including: literary texts (poems, stories, plays, autographs) and argumentative texts
In the current curriculum, the object of teaching reading comprehension is mainly literary texts (stories, poems, plays, signings, ) and a few argumentative texts This dissertation focuses on establishing the activities model of teachers
in teaching reading comprehension of literary texts This is a typical and diverse,
so it is necessary to have a unified model in teaching In order to be appropriate with the research conditions, when experimenting, the author focuses on
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teaching reading comprehension poems and stories at grade 11 The activities
of Literature teachers in teaching reading comprehension are mentioned before, during and after the class, and even out times of class
5 Approaches and Methodology
1- The dissertation is carried out in interdisciplinary approaches Learning theories such as: activity theory, education approach based-on competence theory, constructivism and behaviorism theory, knowledge of age psychology and pedagogical psychology, and receptive aesthetics, the theory of readers' feedback, are applied to present and clarify the scientific basis of teacher's activities in teaching reading comprehension at high schools
2- The thesis uses the main methodology as follows:
- Theoretical research method: literature review
- Practical research method:
+ Investigate and survey practical context to find out the actual situation; + Pedagogical experiment to verify the feasibility of research results;
is a system of core teaching activities which require teachers to teach reading comprehension according to characteristics of genres and promote the activeness of students, then the teaching reading comprehension will be effective, ensure the general requirements, and meet the goal of teaching reading comprehension in accordance with developing competence orientation
7 Expected contributions of the dissertation
- In terms of theory:
Systematizing and proposing a number of scientific basis and modern teaching theory in studying the activities model of Literature teachers in teaching reading comprehension, meeting the requirements of characteristics of genres and developing reading competence
– In terms of practical context:
By proposing the activities model of Literature teachers in teaching reading comprehension according to characteristics of genres, the dissertation helps teachers to remove difficulties in identifying teaching reading activities and improve teaching methods of reading comprehension at high schools
Trang 108 Dissertation’s outline
This dissertation includes the Introduction, the main content including 03 chapters, and Conclusion
Chapter 1 Theoretical and practical basis of proposing the operating model
of teachers in teaching reading comprehension at high schools
Chapter 2 Model activity in teaching reading comprehension under the competence development orientation at high schools
Chapter 3 Empirical pedagogy
CONTENT
Chapter 1 Theoretical and practical basis of proposing the operating model of teachers in teaching reading comprehension at high schools 1.1 Requirements for innovation in teaching Literature to meet the goal of competence development
1.1.1 The trend of innovation in teaching according to developing competence orientation
In the world, the ideas of teaching based on competence (Competency–Based Education) have developed into a movement and spread to many countries, becoming a major trend of education all over the world nowsaday
In front of the requirements of international integration, in order to create
"global citizens" to meet the increasing demands of society and the labor market, Vietnamese education have to be closer to the education of other developed countries in the world Teaching and learning activities at schools have to be renewed according to developing competence orientation
Competence is “a flexible combination of knowledge and skills, attitudes and feelings, values and personal motivations, etc., in order to effectively meet a complex requirement of activities in certain contexts” [Ministry of Education and Training, 2014] The "effectiveness", success or "high quality" of activities
is an important characteristic of competence
The education program with developing competence orientation emphasizes two groups of competencies that need to be developed for students: general skills and specific competencies
A group of common and core competencies [Ministry of Education and Training, 2014], including: competence in mastering and self-development; social competence; tools competence Along with the identification of common and core competencies, specific competencies meet the requirements of developing students' competence orientation in each subject The relationship between general and specific competencies in the education program of
Trang 11is an inevitable development of the education curriculum in countries with advanced education "Reading comprehension is to form reading comprehension competence for students"
1.1.3 Requirements on teaching reading comprehension of Literature curriculum at high schools
To serve as a basis for determining the teaching method of reading comprehension of high school teachers in the orientation of devoloping competence, the dissertation is based on the requirements and achievements of the curriculum, the Literature curriculum 2006 at first and refer to the requirements of the curriculum 2018 Accordingly, the dissertation presents the requirements of reading comprehension for high school students in the Curriculum Standards section of the curriculum 2006 (presented on pages 44.45
of LA) The above-mentioned output standards of the Literature curriculum
2006 are an important basis for determining the teaching activities of reading comprehension in accordance with the characteristics of genres and the level to
be achieved
In the above-mentioned level of achievement, there are always 3 big requirements: the first one is to highlight the special contents that need to be paid attention to; the second one is to "know how to read and understand" those genres And the third one is to know how to apply it to reading and writing about that genre Thus, teachers need to determine the teaching activities to achieve those requirements and levels
Curriculum 2018 continued the concept of reading comprehension according to genres presented in the curriculum 2006 The first objective is expressed as:
“Continue to develop the competence formed in secondary schools with higher requirements: Read and understand both explicit and implicit content of various types of texts with a higher difficulty level expressed in volume, content and reading requirements”; “Reading comprehension with the requirement of developing critical thinking”; "Apply knowledge of literary linguistic features, literary trends, author's style, literary works, internal and external factors of texts
to form independent reading competence"
From the goal of Literature at the high schools, the requirements of the literary competence of high school students are determined (pp 45,46,47)
Trang 12The requirements of both Literature curriculum 2006 and 2018 are the basis for the author to identify the core teaching activities of teachers in teaching reading comprehension according to genres
1.2 The nature of reading comprehension and the goals of teaching reading comprehension according to developing competence orientation
1.2.1 The definitions of “text” and “reading comprehension”
1.2.1.1 The definition of “text”
In the development of Vietnamese society in the new era with the explosion of information, the concept of text is also expanded In fact, the popular text in Vietnamese society nowsaday is very diverse
The broad way to understand the concept of text in this dissertation towards exploiting many sources of text: printed sources (books, newspapers, images, advertising prints, ) and non-printed sourses (texts on TV, Radio, Internet, tapes, discs, .), text combines many kinds of presentation (using text and picture or a combination of both), many different types of symbols (charts, graphs, tables, charts, diagrams, maps, etc.) In this dissertation, the author divides text into the three following categories:
Literary text (including: lyric text, narrative text, dramatic text, signed text), argumentative text, informational text
The naming of the text in this dissertation, the name: “type/type of text” refers
to 3 major types/types of text: literary text, argumentative text and informational text; “text category” refers to subcategories of the text
1.2.1.2 What is “reading comprehension”?
“Reading comprehension is a scientific category with its theories and concepts” International and domestic researchers discussed reading comprehension in a large range, we only present some ideas on reading comprehension, thereby we present ways to understand reading comprehension as a tool for implementing dissertation content The concept of reading comprehension is understood in the two following points:
Firstly, Reading comprehension is decoding text (suitable for many types of text
in practical context) through physical symbols (words, drawings, colors, etc.) to receive meaning from the text, the "reading" activity is associated with