VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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SOLUTIONS TO ORGANIZE LITERATURE TEACHING - AESTHETIC READING IN LYRIC POEMS AT HIGH SCHOOLS

SOLUTIONS TO ORGANIZE LITERATURE TEACHING - AESTHETIC READING IN LYRIC POEMS AT HIGH SCHOOLS

Nguyen Phuong Mai mainp@vnies.edu.vn The Vietnam National Institute of Educational Sciences 101 Tran Hung Dao, Hoan Kiem, Hanoi, Vietnam
Summary: 
The article refers to aesthetic reading in Literature teaching - lyric poems at high schools. The author presents solutions to organize teaching of aesthetic reading in lyric poems in order to improve teaching effectiveness. These measures are: 1/ Prepare teaching conditions for teaching aesthetic reading in lyric poems according to instructions on emotional input for teachers and students; 2/ Design a process to organize appropriate teaching so as to evoke, nurture and develop students’ aesthetic feelings when reading lyric poems; 3/ Develop a system of suitable questions and exercises to develop students’ aesthetic affections when reading lyric poems; 4/ Flexibly use forms of testing and assessment to develop aesthetic reading skills in teaching lyric poems. Every measure has its own position, function, task and with a close, logical and supportive correlation and penetration in each other, towards the common goal of helping teachers to organize teaching of aesthetic reading in lyric poems, then contributing to fostering students’ souls, intelligence and developing students’ quality and personality
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Keywords: 
aesthetic reading
solutions to teaching organization
lyric poems
high schools
Literature.
Refers: 

[1] Nguyễn Như Ý (chủ biên), (1998), Đại từ điển tiếng Việt, NXB Văn hóa Thông tin, tr.1540.

[2] Rosenblatt, L. M. (1978), The reader, the text, the poem: Transactionnal theory of the literary work, Carbondale, IL: Southern illino is University Press.

[3] Nguyễn Thị Thu Hằng, (2017), Phát triển cảm xúc thẩm mĩ và tư duy khái quát cho học sinh trong giờ học thơ trữ tình ở trung học phổ thông, Luận án Tiến sĩ Khoa học Giáo dục, Trường Đại học Sư phạm Hà Nội, tr.46.

[4] Đỗ Ngọc Thống (Tổng chủ biên), Bùi Minh Đức (chủ biên), Đỗ Thu Hà, Phạm Thị Thu Hiền, Lê Thị Minh Nguyệt, (2018), Dạy học phát triển năng lực môn Ngữ văn Trung học phổ thông, NXB Đại học Sư phạm, Hà Nội

[5] Phan Trọng Luận (2012), Tuyển tập, NXB Giáo dục, Hà Nội, tr.105.

[6] Bộ Giáo dục và Đào tạo, (2018), Chương trình Giáo dục phổ thông môn Ngữ văn (Ban hành kèm theo Thông tư số 32/2018/TTT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo, tr.85.

[7] Bộ Giáo dục và Đào tạo, Dự án Phát triển Giáo viên Tiểu học, (2005), Đánh giá kết quả học tập ở tiểu học, NXB Giáo dục, Hà Nội.

[8] Lê Thị Mỹ Hà, (2009), Xây dựng quy trình đánh giá kết quả học tập của học sinh trung học cơ sở, Luận án Tiến sĩ, Đại học Quốc gia Hà Nội.

Journal: 
No. 01, January 2022

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DESIGNING READING COMPREHENSION NOTEBOOKS FOR TEACHING READING LYRIC POETRY AT THE HIGH SCHOOL LEVEL WITHIN THE FRAMEWORK OF THE 2018 LITERATURE CURRICULUM
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DEVELOPING A SCHOOL CULTURE TO PROVIDE THE BEST ENVIRONMENT FOR EDUCATING HIGH SCHOOL STUDENTS ON CULTURAL VALUES
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