VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

You are here

Home

DESIGNING READING COMPREHENSION NOTEBOOKS FOR TEACHING READING LYRIC POETRY AT THE HIGH SCHOOL LEVEL WITHIN THE FRAMEWORK OF THE 2018 LITERATURE CURRICULUM

DESIGNING READING COMPREHENSION NOTEBOOKS FOR TEACHING READING LYRIC POETRY AT THE HIGH SCHOOL LEVEL WITHIN THE FRAMEWORK OF THE 2018 LITERATURE CURRICULUM

Nguyen Minh Nhat Nam * 4401601023@student.hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, District 5, Ho Chi Minh City, Vietnam
Chau Hue Mai maihuechau@gmail.com Ho Chi Minh City University of Education 280 An Duong Vuong, District 5, Ho Chi Minh City, Vietnam
Tran Phat Dat dattran1001@gmail.com Ho Chi Minh City University of Education 280 An Duong Vuong, District 5, Ho Chi Minh City, Vietnam
Nguyen Thi Ngoc Thuy thuyntn@hcmue.edu.vn Ho Chi Minh City University of Education 280 An Duong Vuong, District 5, Ho Chi Minh City, Vietnam
Summary: 
According to the 2018 General Education Curriculum in Literature (the 2018 Literature Curriculum), the aim of teaching reading comprehension is that students know how to read and read by themselves. However, among the literary genres taught at the high school level, lyric poetry is an elaborate genre, and additionally, the requirements of reading lyric poetry at this level are mainly of analysis and evaluation reading. Within this context, , this study designed the reading notebook as a reading portfolio used in teaching reading lyric poetry in order to improve the methods of teaching reading as well as develop students’ skills in reading lyric poetry. The study used the theory of portfolio and the orientation of the 2018 Literature Curriculum to develop the target, principles, structure, and usage of the notebook. A questionnaire survey was conducted with 160 high school teachers as participants to evaluate the effectiveness and practicability of the notebook in teaching practice. The results show that the notebook was ranked highest in terms of friendliness, attractiveness, and necessity for training lyric poetry reading skills.
View file
Keywords: 
reading notebook
reading portfolio
lyric poetry
2018 Literature Curriculum.
Refers: 

[1] Bộ Giáo dục và Đào tạo, (2018), Chương trình Giáo dục phổ thông môn Ngữ văn, Hà Nội.

[2] Trương Thanh Tòng, (01/2021), Thiết kế hồ sơ học tập trong dạy học môn Ngữ văn theo định hướng phát triển năng lực học sinh, HNUE Journal of Educational Sciences, số 1, tr. 37-45.

[3] Paulson, F.L., Paulson, P.R., & Meyer, C.A, (2/1991), What Makes A Portfolio A Portfolio?, Educational leadership, No. 5, pp. 60-63.

[4] Nguyễn Công Khanh, (2019), Giáo trình kiểm tra đánh giá trong giáo dục, NXB Đại học Sư phạm, Hà Nội.

[5] Nguyễn Trọng Hoàn, (7/2016), Hoạt động học tập môn Ngữ văn trong dạy học định hướng năng lực, Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, số 85, tr. 84-92

[6] Tompkins, S.L. (12/1997), How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio, Teaching English in the Two-Year College, No. 4, pp. 317-325.

[7] Nguyễn Thành Ngọc Bảo, (3/2014), Bước đầu tìm hiểu khái niệm “Đánh giá theo năng lực” và đề xuất một số hình thức đánh giá năng lực Ngữ văn của học sinh, Tạp chí Khoa học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh, số 56, tr. 157-165.

[8] Lam, R. (10/ 2018), Understanding Assessment as Learning in Writing Classrooms: The Case of Portfolio Assessment, Iranian Journal of Language Teaching Research, No. 3, pp.19-36

[9] Tierney, R.J., Carter, M.A. & Desai, L.E. (1991), Portfolio Assessment in the Reading-Writing Classroom, Norwood: Christopher-Gordon Publishers

[10] Buckner, A.E, (2009), Notebook Connections: Strategies for the Reader’s Notebook, Portland: Stenhouse Publishers.

[11] Fautus, I.C. & Pinnell, G.S, (2011), Reader’s Notebook: Advanced, Heinemann.

Journal: 
No. 01, January 2022

Articles in Issue

A SURVEY ON THE CURRENT SITUATION OF CHEMISTRY EDUCATION STUDENTS’ EXPERIMENTAL CHEMISTRY COMPETENCE AT VINH UNIVERSITY BASED ON CDIO APPROACH
03/07/2022
SOME MEASURES TO IMPROVE PRESCHOOL TEACHERS’ INFORMATION TECHNOLOGY APPLICATION SKILLS IN DESIGNING AND IMPLEMENTING EDUCATIONAL ACTIVITIES FOR PRESCHOOL CHILDREN
03/07/2022
SOLUTIONS TO ORGANIZE LITERATURE TEACHING - AESTHETIC READING IN LYRIC POEMS AT HIGH SCHOOLS
03/02/2022
CURRENT SITUATION OF VOCATIONAL EDUCATION FOR STUDENTS WITH DEVELOPMENTAL DISORDERS AT SPECIALIZED SCHOOLS IN HANOI CITY
03/02/2022
DESIGNING HISTORY LESSONS TOWARDS DEVELOPING COMPETENCE FOR HIGH SCHOOL STUDENTS
03/02/2022
BUILDING BEHAVIOUR CULTURE IN PUBLIC PRIMARY SCHOOLS IN HO CHI MINH CITY
03/02/2022
FACTORS AFFECTING TO BEHAVIORAL EDUCATION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDERS IN THE INCLUSIVE PRIMARY CLASSROOM
03/02/2022
DEVELOPING A SCHOOL CULTURE TO PROVIDE THE BEST ENVIRONMENT FOR EDUCATING HIGH SCHOOL STUDENTS ON CULTURAL VALUES
03/02/2022
AN OVERVIEW OF RESEARCH ON EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENT AND MULTIPLE DISABILITIES IN THE WORLD AND IN VIETNAM
03/02/2022
DESIGNING AND ORGANIZING EXPERIENTIAL ACTIVITIES FOR PRIMARY STUDENTS BASED ON JONH DEWEY’S EXPERIENTIAL LEARNING MODEL
03/02/2022
USING SOCRATIVE TO SUPPORT FORMATIVE ASSESSMENT IN TEACHING PHYSICS
03/02/2022
FROM THE HISTORY AND THE MEANING TO AN EDUCATIONAL SCENARIO FOR CONIC SECTIONS BASED ON THE NEW HIGH SCHOOL MATHEMATICS CURRICULUM PROPOSALS
03/02/2022