Mô hình hoạt động của giáo viên trong dạy đọc hiểu văn bản ở trung học phổ thông TT TIENG ANH

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: 14 01 11 SUMARY OF DOCTORAL DISSERTATION HANOI - 2021 The dissertation has been completed at Vietnam Institute of Educational Sciences Scientific supervisors: Assoc Prof Dr Nguyen Thanh Thi Assoc Prof Dr Nguyen Thi Hanh Examiner 1: Examiner 2: Examiner 3: This dissertation will be defended at Institute-lever Board of Examiners at ……………………………………………………………………… ………………………… at………………… on………………… This dotoral dissertation can be found at - National Library of Vietnam - Library of Vietnam Institute of Educational Sciences INTRODUCTION 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 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 and 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 research on the topic: Model activity in teaching reading comprehension at high school 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: Firstly, publications showed that the characteristics of teaching activities are interactive activities: "the process of objectifying the subject" and "the process of subjecting the object" (A Leontiev) In teaching activities, teachers and students work towards the same goal, in which the teacher's role is considered 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 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 research 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 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 2.3.2 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 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 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 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 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; - Professional solution In addition, while conducting research, the dissertation also applies statistical and classification methods, comparison and contrast methods when necessary Scientific hypothesis Teaching reading comprehension has become an important requirement in the current Literature curriculum (before and after 2000) However, teachers are still confused and inconsistent in organizing activities in teaching reading comprehension to achieve the goal of developing students' competence If there 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 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 Dissertation’s outline This dissertation includes the Introduction, the main content including 03 chapters, and Conclusion  Chapter Theoretical and practical basis of proposing the operating model of teachers in teaching reading comprehension at high schools  Chapter Model activity in teaching reading comprehension under the competence development orientation at high schools  Chapter Empirical pedagogy CONTENT Chapter 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 developing competence orientation ensures to be the "foundation" of the competence-oriented education program 1.1.2 Competence-oriented teaching is the training of students' reading comprehension competence Referring to international and domestic sources on teaching Literature in developing competence orientation shows that: Teaching Literature in developing competence orientation is to train students' reading competence It is 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 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) The 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 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 "understanding" Secondly, Reading comprehension is a highly individualized activity that demonstrates the interpretation of text, from grasping the type of a text in order to properly analyze the specific characteristics of text to experiencing and criticizing and applying 1.2.2 The basis of reading comprehension activities towards competence development 1.2.2.1 The definition of “teaching activities” 10 According to the applied behaviorism theory in teaching, teaching activities are interactive activities with specific characteristics: teaching activities are "together activities of teachers and students" Teachers and students work towards the same goal It is special because, firstly, teaching activity is in the chain of human activities, but it is professional activity, not common activity Secondly, teaching activities are interactive activities Teachers influence students, students develop, teachers base on changes in students to adjust teaching activities Teachers' competence and the learning competence of students are reflected through achieving the goals of education program Therefore, teaching activity is effective when it works in the same direction as learning activity Thirdly, teaching activity from the teacher's perspective in interacting with the student's learning activity is to guide, organize and control the learning activity for students Thus, in teaching activities, teachers' activities play an important role Although teaching and learning activities share the same goal, each activity has its own requirements and characteristics Therefore, teaching activities of teachers and learning activities of students are relatively independent The way to understand the concept of teaching activities as mentioned above is a tool for the dissertation to build a teaching operating model of reading comprehension at high schools 1.2.2.2 Reading Comprehension and Reading Comprehension Structure Through the opinions of some researchers, referring to the definition of PISA, the dissertation summarizes reading comprehension competence in two aspects: having knowledge of text; and reading comprehension competence In order to clarify reading comprehension competence, the dissertation pays attention to the characteristics of reading comprehension competence that PISA has presented [Ministry of Education and Training, PISA, 2014] The three characteristics of PISA's reading comprehension competence have been presented in the factors related to reading comprehension competence Firstly, requirements in terms of text: text is a whole subject (capable of standing alone) related to a specific task for the readers; secondly, reading comprehension competence is reflected in the understanding of the situation (context) and the purpose of the text; thirdly: aspects (Aspect) of exploiting text that readers need to when interacting with the text, including: identifying and selecting information according to the requirements set forth for learners when approaching text (accessing and retrieving); connecting different pieces of information (inside and out of the text) to turn into meaningful information (integrating), clarifying the meaning of information in the text (interpreting); evaluating the content and form of the text 11 The characteristics of the reading comprehension competence that PISA has presented in combination with the analysis of the reading comprehension competence structure in a number of publications help us to have an obviously view on the reading comprehension competence which is established based on the behavioral indicators in reading comprehension according to competence approach 1.2.2.3 Theories applying for teaching reading comprehension In order to ensure that the orientation of students' competence development meets the requirements of the Literature curriculum 2006 (with reference to the curriculum 2018), teaching reading comprehension at high schools need to apply the following theories: Applying the understanding of the approaching competence theory: "Accessing competence is based on the philosophy that learners are the center", "Quality is related to the aspect of teaching goals: Teaching objectives are described through the competencies that are formed” [Ministry of Education and Training, 2014], accordingly, in teaching reading comprehension, the goal of both teachers and students is to toward the development of reading competence This is the core point of teaching reading comprehension according to the teaching theory based on competence Behaviorism theory (Behaviorism) According to behaviorism theory, "The accumulation of responses to different stimuli will create a behaviorism system of a person making him able to adapt to the surrounding environment" [Le Van Hong (Editor), 1995]; Constructivism "focuses on actively creating (or "building") experience and knowledge of students themselves, independently or through interaction with those around them" J.Dewey emphasized the active and proactive role of students in acquiring knowledge; school is not separate from reality According to L.Vygotsky, students' learning activities take place through social interactions with a qualified advisor and then transfer that information inwards, using it to guide or adjust their activities in a practical context 1.3 The current situation of teaching reading comprehension activities and requirements on teaching reading comprehension at high schools 1.3.1 The current situation of teaching reading comprehension activities at high schools Two aspects that are considered in this dissertation are the current Literature textbooks and the teaching and learning activities of teachers and high school students Survey of curriculum and textbooks (grade 11 of current Literature curriculum) shows that the requirements of reading comprehension competence for students 12 have not been divided into reading comprehension levels such as: analysis, evaluation, association, and comparison suitable for the reading comprehension level of high school students Teaching and learning activities of high school teachers and students through looking at the lesson plan of a number of Literature teachers in some high schools, we come to the conclusion: in fact, either teaching activities not follow the methodical model, or the models, if any, are not the model of teaching reading comprehension that towards developing competence for high school students This fact needs an appropriate lesson plan form The results of the survey using a questionnaire on students about the teaching reading comprehension in two high schools show that: students need the guidance of teachers to be able to read texts themselves at home, and are guided to organize reading comprehension in class In order to have a quality reading comprehension lesson, teachers need to increase interaction in activities of teachers and students, between groups and individual students; enhance practising, applying, testing - assessing in reading class 1.3.2 Professional standards and requirements on teaching competence of Literature teachers It is necessary to set requirements on professional standards and teachers' competence in teaching reading comprehension according to the curriculum oriented to competence development in the renewal of teaching reading comprehension based on the scientific basis To clarify this issue, it is first necessary to define teaching as a profession Teachers have to be professional and qualified that meet professional standards Accordingly, chapter has presented professional standards and requirements for teachers' teaching competence that are universal in professional standards Thus, the dissertation proposes requirements on teachers' competence in teaching reading comprehension The four requirements for teachers' competence in teaching reading comprehension at high schools are presented as follows: The teacher is an expert on reading comprehension with a solid competence; Teachers have the capacity of designing and developing formats and contents of reading comprehension suitable for the students and teaching environment; Teachers have the capacity of orienting, organizing activities for students in teaching reading comprehension and teachers are the "arbiter" to prombly, fairly and accurately evaluate students' reading competence to control effectively and enjoyably the reading comprehension activities of teachers and students Finally, an essential requirement is the personality and dedication of the teachers aiming to match the work of the "lighter" in teaching reading comprehension 13 1.4 Requirements of building a teacher's operating model in teaching reading comprehension in developing competence orientation for high school students From the results of theoretical and practical research of teaching reading comprehension, the dissertation identifies the concept of teaching operating model The concept of "operating model" which is applied and deployed in the dissertation is understood as core and systematic activities, forming the "framework" of teaching activities, and requiring all teachers to respect and apply in order to ensure the interaction between teachers and students in teaching reading comprehension, which towards the goal of developing reading competence for high school students Requirements of building operating models in teaching reading comprehension in developing competence orientation for high school students 1/ The teacher's operating model in teaching reading comprehension is made up of the organization of teaching reading comprehension in order to train students' ability of reading comprehension according to types of texts, which meets the requirements of the curriculum's objectives in developing competence orientation 2/ In order to keep the role of a teacher as a subject, an advisor, the operating model needs to focus on proper activities of the teacher who is the "designer" from the step of preparing lesson to the "constructing" step: teaching reading comprehension in class, through "supervising" practical activities by testing - assessing, ensuring the effectiveness of developing reading comprehension competence through each specific lesson, towarding the goals set out from the requirements of each class at high school level 3/ The teacher's operating model has to be concretized into a work plan i.e the teacher's lesson plan in a specific reading comprehension lesson 1.5 The problem of teaching reading comprehension by genre and type of text From the requirements of the construction of a teacher's operating model to meet the goal of developing reading competence for high school students, the teacher's activities in teaching reading comprehension by type must ensure the two following requirements: 1) Corresponding to each type of text (form), teachers need to pay attention to what points are suitable for the characteristics of each type of text in teaching reading comprehension according to developing competence orientation 2) Requirements for high school students in reading comprehension by type according to the provisions of the General Education Program in Literature of the Ministry of Education and Training (Literature curriculum 2006 with reference to Literature curriculum 2018) 14 As mentioned, teaching reading comprehension needs to pay attention to the characteristics of the text genre In this regard, the Literature curriculum of the Ministry of Education and Training (2006 and 2018) is designed according to the series of genres Therefore, the characteristics of genres such as: poetry, stories, plays, characters and elements that make up literary texts such as rhymes, rhythms, images, verses, stanzas, (lyric genre); plot, characters, narrator (narrative); context, plot, dialogue, (drama), students learn from lower grades According to the curriculum structure, in higher grades and higher education, the curriculum is enhanced That means, when the difficulty increases, higher grade students are required to read more difficult text From the perception of teaching reading comprehension by genre for high school students as mentioned, it is necessary to shape the activities of teachers in teaching reading comprehension by genre Accordingly, the last part of chapter (section.5) presents a number of genre features that need to be paid attention to and applied in the teaching reading comprehension by teachers with 04 categories of literary texts (poetry, stories, literary scripts, autographs) and argumentative text Chapter Model activity in teaching reading comprehension under the competence development orientation at high school 2.1 Overview of the organizing activity process in teaching reading comprehension under the competence development orientation at High School On the basis of theory and practice of building the model activity in teaching reading comprehension at High School which the dissertation presented in chapter 1, the dissertation focuses on presenting the model activity in teaching reading comprehension in chapter In fact, these are the most specific and essential tasks to create the “framework” of activity in the reading comprehension class that every teacher teaching reading comprehension cannot ignore or simplify As we defined in the first part, teaching reading comprehension is understood in a broad sense, including the entire process of organizing teaching reading comprehension This process can be generalized into three levels: steps, activities, and tasks - Step: equivalent to stage, as a stage including i) prepare to read (before reading); ii) teachers organize activities for students to read in class; iii) consolidate reading outcome (after reading); iiii) teachers conduct testing - assessment activities - Activity: each step has different activities (to imagine the specific activities in each step (the stage of the teaching process in reading comprehension) Depending on the content of each activity, there are 15 activities we divide into small steps and name them as “step 1, step 2, ” in the order in which we conduct those activities + Preparing reading comprehension lesson includes activities: a) determine the objective and requirement of the lesson; b) Study the selected text in the lesson; c) Instruct students to read the text themselves and prepare the lesson + Organizing activities for students to read in class includes activities: a) Warmup activities; b) Instruct students to skim and learn about the text in general; c) Instruct students to read carefully, find out the meaning, value of content and form of the text; d) Organize students to evaluate, compare, and develop the text; đ) Summarize and instruct students to draw their own way of reading text by type (genre) + Instructions for practice and application (consolidate the reading outcome) includes activities: a) Instruct students to practice reading skill “experience with the text”; b) Instruct students to apply the reading outcome + Testing - assessing the students’ competence in reading comprehension includes activities: a) Determine the purpose and requirements of testing and assessment; b) Determine the assessment criteria; c) Design assessment tools; d) Organize the assessment; đ) Process, analyze, and evaluate the results - Tasks: In each activity, there are specific tasks to execute the goal and requirement of the core activities However, it can be generalized into three tasks in an activity: i) Teachers assign tasks; ii) Teachers organize for students to work (in group or individually); iii) Teachers organize for students to exchange, discuss, and draw conclusions; iv) Teachers give comments, adjust, remind, and supplement with their own opinions 2.2 Specific activities in teaching reading comprehension 2.2.1 Preparing the reading comprehension lesson As an instructor to support students to read the text themselves, the preparation activities help students to determine the direction for the process in reading comprehension Students must have an understanding of the subjects in the text: from the number of texts to text genres, requirements when reading text, Students are considered as a passer-by imagining their “routes”, they will be proactive in arranging their itinerary to know how to get to the destination Teachers need to carefully the following tasks in preparing the reading lesson: 1/ Determine the requirements of the lesson; 2/ Research the selected text in the lesson; 3/ Design the teaching activities for the lesson plan; 4/ Instruct students to read the text themselves and prepare lessons at home 2.2.2 Organizing activities for students to read in class 16 Unlike the preparation activities: teachers research the text and instruct students to prepare and study lessons themselves, reading comprehension activities in class take place with direct interaction between teachers and students The feature of this activity is through interaction during the lesson and based on the requirements determined in preparing the lesson, from that teachers can take action, follow-up, and support students to practice reading skills that are suitable for the subject Teachers teaching reading comprehension at this step need to comply with the following requirements: - Firstly, teachers must ensure that students can practice reading comprehension texts that are suitable for the characteristics of the genre Secondly, teachers are the ones who design and organize teaching time to ensure interactivity Reading time must ensure that students can promote their individual ability when communicating with other individuals, groups, and classes (know how to present their understanding in front of the group through reading and writing; know how to listen, how to debate; know how to adjust their behavior and attitudes in communication, etc.); the teacher plays a role as an “umpire” to “hold the balance” to assess the students’ understanding and skills of absorbing texts, helping students to promptly adjust their behavior and attitudes, and encouraging the striving and training spirit of students according to the requirements set out from the lesson Thirdly, teachers need to pay attention to the situation that arises in the process of reading the text If the teacher does not actively anticipate the situation, the teacher may be confused or harshly criticize the students’ mistake, making the class lose vitality, students lose confidence and interest in searching and discovering the text The teaching time in reading comprehension ensures the above requirements helping teachers be active in the content of the activities, but they also demand flexibility to satisfy the requirements set out from the lesson, achieving high efficiency in training students’ competence Content of the step of organizing activities for students to read in class is divided into activities as follows: Activity1 Pre-reading This is an activity to attract students to pay attention to the text that will be deployed in class Therefore, in this activity, teachers need to have a flexible way to create a reading attitude for students Activity2 Instruct students to skim and learn about the text in general Teachers conducting this activity have two main tasks First is to check the reading texts at home and in class, including instruct students to read 17 expressively; Second is to organize for students to learn about the text in general, including learn about the words, images, historical and classic references, symbols, etc in the text; learn about the author, genre characteristics and circumstances of the text; learn about the outline of the text This activity helps students to have a general impression and comment on the overview content of the text; grasp the details and elements of the mode of expression and their relation in the coherence of the text Through the direct interaction between teachers and students while reading the text, students are organized and instructed in class to practice some “experiential” reading skills: Predicting, Tracking, Inferring, and the next activity: learn about the meaning and value of the details and elements of the text Activity3 Instruct students to read carefully and learn about the meaning and value of the text This is the most important activity in the process of instructing reading comprehension by genre With this activity, teachers need to pay attention to two requirements: Draw students' attention to learn about the outstanding details and elements that express the aesthetic characteristics of the text type (genre) in the coherence of the text Procedure: Based on the guiding questions of the textbook and the understanding and research of each teacher, they can organize for students to “decode” the text in a way from general impression to the details and then summarize it, which is Generalize - Analyze - Summarize Task 1: Organize for students to identify the general impression of the text; Task 2: Organize for students to analyze the detail, content, and meaning of the text; Task 3: Instruct students to evaluate, compare, and develop the text Along with the above activities, teachers may create situations, observe, and control the discussion: create the interaction between teachers and students, between individuals and groups of students to achieve effective reading comprehension in terms of form and content of the text (explore the core value of the text) Activity4 Summarize and instruct students on reading comprehension with the type of text they have learned The requirement for this activity is for teachers to instruct students not only to review their knowledge in each text, but also practice reading text by genre Therefore, teachers should draw students’ attention to form a reading method based on their experience in reading texts 2.2.3 Instructing for practice and application 18 2.2.3.1 Teachers instruct students to practice reading comprehension To have the competence in reading comprehension, students not only practice reading texts in reading comprehension class, but also need to practice reading more similar texts Students must know how to apply the reading skills and knowledge they have learned to read new texts in new situations, to practice reading skills such as: Skimming, Predicting, Tracking, Visualizing, Imaging, Inferring, Linking, Creative Reading, etc 2.2.3.2 Teachers instruct students to apply reading outcome Teachers instruct students to apply through the reading comprehension exercises (in textbooks) The requirements in Vietnamese Language Arts and Literature Curriculum 2006 (LALC) also focus on practicing writing skills with writing paragraph and essay exercises To avoid perfunctory manner and pursuing achievements in teaching Literature, teachers should encourage students to “get involved” in community and social life Along with instructing students to write paper-based essays in class, with the Internet has “covered” all over the country, students can apply information technology in learning Teachers may assist students to exercises via Email, Facebook, Personal Blog, Google Classroom, etc 2.2.4 Testing - assessment This activity helps teachers adjust the teaching in reading comprehension to match target students and the content and implementation plan of the curriculum Accordingly, teachers may adjust teaching methods and related pedagogical activities The testing - assessment step has the following activities: Determine the purpose of the testing - assessment - Determine the criteria and standards for the assessment in competence of reading comprehension - Design assessment tools - Organize assessment on all students to collect and analyze the assessment results Finding the causes and solutions from the results of the assessment for teachers and students so that the testing - assessment activity could be effective in the combination of teaching activities in reading comprehension that teachers have applied The model activity in teaching reading comprehension presented above is made up from the teaching activities in reading comprehension at high school with four steps: preparing the reading comprehension lesson, organizing activities for students to read in class, instructing for practice and application, and testing - assessment These steps ensure the interactive relationship among the elements in the system structure of the teaching process in reading 19 comprehension to achieve the aim of teaching reading comprehension with competence-oriented While presenting these steps, the dissertation also presents the general model of the application on the model activity of teaching according to the characteristics of specific type of texts, including 04 types of literary texts (poetry (lyric), story, scripts,) and argument texts; the model is presented in a diagram with instructions for use The model activity in teaching reading comprehension not only ensures the principle of developing students’ reading comprehension competence, but also demands creativity for teachers so that they can apply to specific students and teaching conditions in their locality Chapter Empirical pedagogy The empirical work was conducted as defined in the research methodology of this dissertation: the empirical pedagogy is to verify the feasibility of the research results Accordingly, we chose two high schools: EaH'leo High School (DakLak Department of Education and Training) and Le Thanh Ton High School (Ho Chi Minh City Department of Education and Training) to teach with lesson plans which are designed according to the model activity in teaching reading comprehension in classes of grade 11 of the two schools mentioned above We chose lyrical texts as the type of text for empirical teaching The text chosen was the poem “Vội vàng” by Xuan Dieu (printed in the Literature 11 textbook, Education Publishing House, 2016) From the empirical results, the dissertation have some comments on the application of research method to bring efficiency to the model activity in teaching reading comprehension as follows: 1) Regarding the application of theoretical approaches and research methods: Thanks to the division of activities, for example, in the step of preparing the reading comprehension lesson, there are activities that teachers prepare carefully to interact with students such as: instructing students to read text by themselves, preparing a set of questions associated with requirements to train students, reading skills Students in study groups are instructed and assigned tasks with specific content in each question to practice reading comprehension skills associated with the characteristics of the selected text genre By applying appropriate teaching theory, combined with activities, techniques and teaching aids (projectors, video clips, tapes, discs, etc.), these activities have stimulated and promoted thinking ability, and effectively trained students' reading comprehension skills 2) Regarding the model activity of Literature teachers in teaching reading comprehension at high school as the dissertation presented, teachers can easily visualize the content of their work in the process of teaching reading comprehension by identifying "core" activities such as: preparing reading 20 comprehension lessons; organizing activities for students in class; instructing practice and application; testing - assessment The model activity with each step is linked together as a process Therefore, teachers focus on each activity in connection with other activities, these activities are presented and deployed in the pre-reading period, within the classroom, after and outside school hours 3) With the requirement to practice reading comprehension skills according to the standards of knowledge and skills specified in the LALC 2006 (with reference to the LALC 2018), in the case of teaching a specific text, the teacher deploy activities to not only follow to the requirements set out in the program, but also organize and maintain reading time, ensuring the particularity of artistic perception for specific genre of literary works The empirical results are the evidence to affirm that in the model activity in teaching reading comprehension under the competence-based education, the teacher must be an "expert" in reading comprehension, as well as the organizer, designer, and umpire to “hold the balance" in monitoring and assessing students' competence, promptly adjusting and improving the competence to receive and create text from learners The model activity has been verified through empirical pedagogy This proves that the model activity in teaching reading comprehension at high school that the dissertation proposed is valuable, reliable, and feasible CONCLUSION With the basic and comprehensive education reform under the competence development orientation, Literature in high schools is a tool subject that plays a crucial role in training students’ competence - the abundant human resources of the country To meet this requirement, LA chooses a research topic: Model activity in teaching reading comprehension at high school Through the survey on the teaching activities in reading comprehension of the Literature teachers in some high schools, we came to the conclusion that: in fact, the teacher's activities in teaching either not follow the methodical model, or the models, if any, are not or not yet the model activity in teaching reading comprehension under the competence development orientation Therefore, it is necessary to have an effective model activity in teaching reading comprehension to achieve the goal of teaching reading comprehension under the competence development orientation for high school students To meet this requirement, the research has a scientific basis, in the light of modern teaching theory, especially the theory of approach to education based on competence, behavioral theory, constructivist theory in order to study the model activity in teaching reading comprehension, the dissertation has systematized the theories of the Literature teachers’ activities in teaching 21 reading comprehension to meet the requirements of reading comprehension associated with genre characteristics , contributing to building methods of teaching reading comprehension at high school By proposing the model activity in teaching reading comprehension associated with genre characteristics, we hope this dissertation contributes a solution to improve the teaching methods of reading comprehension at high school in the context of current education reform 22 REFERENCES Nguyen Thi Thu Hien (2016), Promoting students' individual capacities in teaching reading comprehension activities, Scientific Journal of Saigon University, October 2016 issue Nguyen Thi Thu Hien (2016), Observation activities of teachers in teaching reading comprehension, Education Journal, November 2016 issue Nguyen Thi Thu Hien (2016), The notion of "teaching activities" in modern educational innovation, Scientific Journal of Saigon University, December 2016 issue Nguyen Thi Thu Hien (2017), Basic points in the purpose of teaching reading comprehension in high schools in modern educational innovation, Scientific Journal of Saigon University, March 2017 issue Nguyen Thi Thu Hien (2017), Teaching situation and requirements on high school teachers' ability to read and understand texts according to the competency development orientation program, Proceedings of international conferences, Training, fostering high school teachers, managers of general education institutions, and pedagogical lecturers, December 2017 issue, Ho Chi Minh City University of Education Publishing House, HCMC Nguyen Thi Thu Hien (2019), Teaching reading comprehension by genre in a high school literary program aimed at capacity building Printed in Van Hien University - University of Social Sciences and Humanities - Vietnam National University, Ho Chi Minh City - Ho Chi Minh City Literature Research and Teaching Association, Proceedings of the National Scientific Conference, Research and Teaching Literature and Prof Hoang Nhu Mai, May 2019 issue, Ho Chi Minh City National University Publishing House, Ho Chi Minh City Nguyen Thi Thu Hien (2019), A perspective on a teacher's educational conception in the context of educational innovation, Ministry of Education and Training, Ho Chi Minh City School of Education Administration, Proceedings of a scientific conference National Studies, Teacher Ethics in the Current Context, May 2019 issue, Hue University Press Nguyen Thi Thu Hien (2020), Reading orientation activities in teaching reading comprehension in high schools under the Competency-Oriented Education Program, Vietnam Educational Science Journal, December issue 2020, Hanoi 23 ... an activity to attract students to pay attention to the text that will be deployed in class Therefore, in this activity, teachers need to have a flexible way to create a reading attitude for students... 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... 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