Reason for doing this study
The Vietnamese language holds a crucial role in the primary school curriculum, serving as a foundation for knowledge and skills in other subjects, which is essential for students' success in higher grades By learning Vietnamese, students gain insights into culture, lifestyle, and customs, fostering their language thinking, communication skills, and personal development Mastering Vietnamese boosts students' confidence in participating in educational and social activities, positively impacting their performance in other subjects As a compulsory subject, Vietnamese education focuses on enhancing students' reading, writing, speaking, and listening skills, which are vital for meeting life's basic requirements Therefore, developing these language skills is a top priority in primary education.
Speaking and listening activities are essential forms of audio communication that facilitate effective interaction among individuals in society These skills enable people to perceive and learn about their surroundings, making them crucial for students in both academic and real-life contexts Effective communication involves not only speaking but also active listening, allowing students to absorb ideas from various sources and articulate their own thoughts This duality highlights the importance of speaking and listening skills in education and daily life The General Education Program (GET) 2018 emphasizes the significance of these skills within the Vietnamese curriculum, reinforcing their role in comprehensive learning.
Developing students' listening, speaking, reading, and writing abilities is essential for effective communication in real-life situations Engaging in speaking-listening activities enhances students' capacity to form judgments based on their perceptions while acquiring knowledge about various subjects, including society and good deeds These skills enable students to express their ideas clearly and understand appropriate social behaviors Therefore, it is crucial to cultivate and enhance speaking skills while actively listening to students to foster positive outcomes and mitigate negative behaviors.
In grade 2, students can listen and speak Vietnamese fluently, allowing them to acquire knowledge and express their opinions about objects or events However, their speaking and listening skills in Vietnamese class are still developing, with many students struggling to articulate their thoughts coherently and lacking confidence when speaking in front of others Common issues include incomplete sentences and a limited vocabulary, which hinder their ability to absorb information effectively To enhance their learning experience, it is essential to focus on improving speaking and listening skills for 2nd graders.
The research focuses on enhancing speaking and listening skills for second-grade students through the Vietnamese language, utilizing the "Ket Noi Tri Thuc Voi Cuoc Song" book series.
Research purpose
The purpose of the study is in order to develop effective speaking and listening skills through the Vietnamese language for grade 2, book series “Ket noi tri thuc voi
This article proposes strategies to enhance speaking and listening skills in second-grade students using the Vietnamese language, specifically through the "Ket Noi Tri Thuc Voi Cuoc Song" book series By applying research-based theories, the article outlines effective measures aimed at improving language proficiency and communication abilities among young learners.
Objects and research subjects
Research objects are speaking and listening skills for students through the Vietnamese language for grade 2, book series “Ket noi tri thuc voi cuoc song"
Research subjects are the process of teaching Vietnamese for grade 2 in primary school
Research mission
Starting from the purpose of the research, the study identified tasks as follows:
To effectively understand the topic, it is essential to explore both its theoretical foundations and practical applications, which will provide a comprehensive overview and establish a solid knowledge base for practical implementation.
To enhance speaking and listening skills in second-grade students using the Vietnamese language, particularly through the "Ket noi tri thuc voi cuoc song" textbook series, several effective strategies can be implemented These measures include interactive group discussions, role-playing activities, and storytelling sessions that encourage active participation Additionally, integrating multimedia resources such as audio recordings and videos can provide students with diverse listening experiences Regular feedback and assessments should be incorporated to track progress and motivate students By fostering a supportive learning environment, educators can help students develop essential communication skills that are applicable both in academic settings and real-life situations.
The scope of the study
- The scope of research on content: The speaking and listening skills for students through the Vietnamese language for grade 2, book series “Ket noi tri thuc voi cuoc song"
- The scope of the research object is students in grade 2
- Research space: The speaking and listening skills for students through the
Vietnamese language for grade 2, book series “Ket noi tri thuc voi cuoc song"
Research methods
Theoretical research methods involve gathering information from various sources, such as books, newspapers, and documents, to identify and select fundamental concepts and ideas that form the foundation of a specific theory.
Theoretical research methods systematically evaluate and compile materials, equipping readers with practical skills to enhance speaking and listening abilities in the Vietnamese language for second-grade students, as outlined in the book series.
“Ket noi tri thuc voi cuoc song"
Theoretical research methods are primarily applied in Chapter 1, focusing on the knowledge system related to speaking and listening skills for second-grade students using the Vietnamese language, specifically from the "Ket noi tri thuc voi cuoc song" book series.
The investigative method employs a structured set of questions to gather objective information that uncovers the facts and perspectives of the investigator This article focuses on a survey conducted with 2nd grade students to assess their speaking and listening skills in Vietnamese, specifically utilizing the "Ket Noi Tri Thuc Voi Cuoc Song" book series.
The method of processing information involves collecting and transforming raw data into useful and usable formats, such as charts or reports, which can be done manually or with automated tools This article applies data processing techniques to analyze survey responses from grade 2 students and teachers regarding their speaking and listening skills in a specific book series.
The significance of the study
- Theoretical significance: contributing to the synthesis of the speaking and
11 listening skills for grader 2 knowledge
- Practical significance: offer some development measures of the speaking and listening skills for grader 2
The organization of the study
Besides the introduction, conclusion, recommendations, references, and appendices, the thesis structure includes 2 chapters:
- Chapter 1: Theoretical and practical basis of the topic
- Chapter 2: Some methods to develop listening and speaking skills for students through Vietnamese textbook grade 2, book series “Ket noi tri thuc voi cuoc song”
THEORETICAL AND PRACTICAL BASIS OF THE TOPIC
Literature review
1.1.1 Some research projects on speaking and listening skills in the world
From birth, survival and developmental skills have been integral to human life, particularly the abilities to communicate through speech and to listen effectively In today's rapidly advancing society, strong speaking and listening skills are crucial determinants of individual success Therefore, enhancing these communication skills is of paramount importance in education and personal development.
Recent studies have focused on the language abilities of primary school students globally, particularly in developing listening and speaking skills for early learners Notably, the book "Curriculum Guidance for the Foundation Stage," published by the Qualifications and Curriculum Authority (QCA) and the Department for Education and Employment (DfEE) in May 2000, highlights that the foundation stage curriculum comprises six learning areas, including "communication, language and literacy." This emphasizes the importance of language development and communication skills as central to young children's educational experiences.
In "Teaching Speaking and Listening Skills in Primary School" (Second Edition), the authors Elizabeth Grugeon, Lorraine Hubbard, Carol Smith, and Lyn Dawes (2012) highlight a shift in teaching methods as educators began to question their reliance on a traditional transmission model They discovered that student learning could be significantly enhanced through collaboration in small groups, moving away from a teacher-centered approach where the instructor dictated the content while students passively listened.
This study highlights the importance of allowing students to formulate their own questions and hypotheses, fostering their critical thinking skills It emphasizes the significant advantages of teamwork in enhancing speaking and listening skills, offering educators an objective perspective on the teaching and learning process The research presented in the book contributes valuable insights into effective methods for teaching speaking and listening.
Storytelling in The Art of Storytelling for Teachers and Students: Using Stories to Develop Literacy in Primary Classrooms, author mentioned that "Speaking and
Listening requirements have been specified, particularly in relation to drama, while the speaking scope encompasses both real and imaginary storytelling, including the presentation of these narratives to others Essential skills such as 'speaking clearly and confidently' and 'listening to, understanding, and responding to others' can be developed through storytelling, emphasizing the importance of precise language, appropriate word choice, and audience consideration (Elizabeth Grugeon, Paul Garder, 2012, p 6) Research highlights the critical need for teaching speaking and listening skills, particularly in storytelling, while providing a theoretical framework for readers on this subject.
Research indicates that the development of speaking and listening skills for foreign students is characterized by diversity, independence, and a lack of integration To enhance these abilities, it's essential to focus on specific content that is relevant, clear, and practical for students.
1.1.2 Some research projects on speaking and listening skills in Vietnam
In Vietnam, the topic of practicing speaking and listening skills for students is mentioned in some of the following documents
To begin with, the topic Some measures to improve the effectiveness of speaking skills for primary school students in Vietnamese, author Tran Thi Hien Luong has
In recent studies, a method for enhancing speaking skills among primary school students has been identified, focusing on their unique characteristics and modern teaching theories to promote increased practice This approach includes developing pronunciation, monologue, and conversational skills, alongside essential language use abilities (Trần Thị Hiền Lương, 2017) Additionally, Nguyen Quang Ninh has addressed the importance of communication-oriented speaking and writing skills in his works, highlighting the significance of conversational practices Furthermore, Phan Phuong Dung and Dang have contributed to this discourse in their book on communication activities related to teaching the Vietnamese language in high schools, underscoring the relevance of effective communication in language education.
Kim Nga has explored various aspects of communication, including its forms, functions, and the factors influencing language and communication activities, as detailed in their 2010 study (Phan Phương Dung, Đặng Kim Nga) In the April 2019 issue of scientific journal No 37, the article "Developing Listening and Speaking Skills for 2nd Grade Students through Communicative Composition" addresses the current state of these skills among students and proposes measures for improvement Although it focuses on the speaking and listening abilities of 2nd graders, the content does not align with the general education curriculum.
2018 (Nguyễn Văn Bản, Phan Thị Bảo Hà, Chu Thị Khánh Hà, 2019)
The research conducted by the aforementioned authors highlights the objectives, content, and strategies for enhancing listening and speaking skills in students However, the existing studies primarily provide a general overview of these issues In practice, the focus on improving students' speaking and listening abilities in Vietnamese language instruction remains limited.
Despite receiving limited attention, enhancing students' listening and speaking skills in Vietnamese education is crucial Existing literature offers various suggestions, yet there is a scarcity of specialized research on this topic This gap highlights the need for comprehensive investigation to elucidate the importance of developing these skills and to identify effective strategies tailored for Vietnamese language learners.
Theoretical basis of the topic
1.2.1.1 The concept of listening and speaking skills
Speaking-listening is a vital component of spoken language activities that facilitates effective audio communication This interactive process enables individuals to engage with and understand their surroundings through conversations, where speakers convey their messages and listeners interpret them Spoken language, characterized by sound, serves as the primary medium for this exchange The dynamic nature of communication allows participants to alternate roles, enhancing the interaction However, speakers may have limited opportunities to refine their messages, while listeners might struggle to think critically and analyze the information presented.
Listening and speaking are interconnected skills that mutually enhance each other, playing equally important roles in effective communication As highlighted by Nguyễn Minh Phượng (2017), these complementary abilities support one another, making them essential for successful interaction.
Speaking skills involve the ability to articulate thoughts, opinions, and ideas through sound, facilitating effective communication and conversation with listeners This exchange of information between the speaker and the listener is essential for meaningful dialogue As highlighted in the Journal of Academia in English Education in 2020, developing strong speaking skills is crucial for successful interactions.
According to Thornbury (2005), speaking is a real-life activity where a speaker conveys ideas to engage with listeners, characterized by spontaneity and context-driven continuity Similarly, Ladouse (2003) defines speaking as the ability to articulate thoughts in specific situations, report accurately, and converse fluently, emphasizing the importance of effective communication skills.
Speaking is an interactive process that involves producing, receiving, and managing information Its meaning and structure depend on various factors, such as the speakers' backgrounds, the context in which the communication occurs, the physical environment, and the intended purpose of the conversation Additionally, speaking is often spontaneous and can evolve over time.
Effective speaking skills in students necessitate linguistic competence, which includes mastery of grammar, pronunciation, and vocabulary Additionally, it requires an awareness of the appropriate contexts for language use.
The oral method emphasizes speaking as a vital skill, which is often more complex than it seems, involving more than mere pronunciation Interactive speaking scenarios, such as face-to-face conversations and phone calls, allow individuals to engage in a dynamic exchange of listening and speaking, with opportunities to seek clarification or adjust the pace of conversation In contrast, speaking to a larger audience introduces partially interactive conditions, where audience engagement can be gauged through non-verbal cues like facial expressions and body language, despite the expectation of minimal interruptions.
Listening skill is an active process of receiving information, the listener
Effective listening skills are essential for understanding a speaker's message and conveying empathy and support Active listening goes beyond passive hearing; it involves focusing attention, remaining unaffected by external distractions, and interpreting the speaker's personality and opinions In the communication process, accurate listening is crucial, as it ensures that messages are understood correctly Without effective listening, misinterpretations can occur, leading to communication breakdowns and potential dissatisfaction for the message sender.
Listening and hearing are distinct processes; hearing is a passive physical act that occurs when sounds enter the ears, while listening requires active mental engagement and concentration To enhance communication, it's essential to develop both speaking and listening skills.
Training listening and speaking skills for second-grade students enhances their language proficiency, serving as essential tools for effective communication and critical thinking This training focuses on engaging students in communication activities that involve receiving, understanding, and producing speech, thereby fostering their basic listening and speaking abilities.
In summary, effective speaking and listening skills are essential for students, enabling them to communicate clearly, comprehend information, and engage in meaningful discussions These skills are crucial for acquiring new knowledge in both educational settings and society at large.
Developing students' speaking and listening skills is crucial for enhancing their decision-making, problem-solving, and hypothesis-forming abilities Engaging in language communication activities fosters self-expression and personal growth, allowing students to effectively share their ideas and collaborate with others.
Listening and speaking are essential components of verbal communication, involving the processes of encoding and decoding speech through thinking and perception To effectively train primary school students in these skills, it is crucial to draw on established communication theories These theories provide foundational insights that guide the development of effective listening and speaking abilities in young learners.
Verbal communication serves not just to convey information but primarily to influence others Language is dynamic, constantly evolving within communication contexts The success of communication is directly linked to the ability to understand the audience being addressed.
Language communication is fundamentally a social activity that allows individuals to express their thoughts and feelings It involves structured interactions at various levels and requires a specific audience to be effective As individuals engage in communication, they not only convey messages but also influence and transform the subject matter, particularly in the context of language teaching.
Practical basis of the topic
1.3.1 Overview of Vinschool Timescity Primary School T36, Hai Ba Trung, Hanoi
Vinschool Timescity T36 Primary School, founded in 2013, is a prestigious international school situated in the upscale Times City area of Hanoi With exceptional facilities and a focus on quality education, the school prioritizes optimal teaching and learning conditions, along with comprehensive nutritional and healthcare services managed by Vingroup Spanning 20,000 m², Vinschool features a modern design within a spacious, green, clean, and aesthetically pleasing environment.
Vinschool, developed by Vingroup, is a comprehensive education system offering preschool to high school education, with the goal of establishing itself as an international-class Vietnamese school Currently, it boasts 49 prestigious institutions across the country, serving over 42,000 students As a pioneer in curriculum innovation and educational philosophy, Vinschool leads the high school sector in Vietnam and was the first institution authorized by the Ministry of Education to implement an integrated innovation program under Decree 86/2018/ND-CP.
Regarding the curriculum, in addition to Vietnamese under the Education
The Ministry of Education and Training offers a program that allows students to study Math and Science through a Vietnameseized Cambridge curriculum Additionally, students can engage in Global Citizenship Education, Vietnamese Studies, CLISE, Music, and Arts, all crafted by top international and Vietnamese education specialists for Vinschool The institution features both Standard and Cambridge classes to cater to diverse educational needs.
1.3.2 Conducting a survey on the current situation of speaking and listening skills of students in grade 2 at Vinschool Timescity T36 Primary school
Assessment of the current situation of speaking and listening skills of primary school students at Vinschool Timescity T36
From the survey results, measures to organize teaching have been identified to develop speaking and listening skills for students
Teachers in grade 2: 21 teachers in Vinschool Timescity T36 primary school Students in grade 2: 60 students in Vinschool Timescity T36 primary school
Survey on the level of participation in speaking and listening activities of grade 2 students at Vinschool Timescity T36 Primary school
Survey on the liking of the form of organizing activities in speaking and listening lessons of grade 2 students at Vinschool Timescity T36 primary school
Survey on the reasons why 2nd graders prefer or do not prefer speaking and listening activities at Vinschool Timescity T36 primary school
Conducting surveys at Vinschool Timescity T36 primary school
1.3.2.5 Result survey a Survey the status of 2nd graders in Speaking and listening lesson in
* Survey on the level of participation in activities in Speaking and Listening lessons
Through the practice process at two primary schools, surveying some students in grade 2 about their participation in speaking and listening lessons, the results are as follows:
Table 1.3 Survey on the level of participation in activities in Speaking and Listening lessons
1 Show your ability to tell stories in front of the class
2 Listen attentively to those who are presenting
3 Exchange with friends in the group lively
4 Actively answer the teacher's questions
Table 1.3 shows that students' opinions about the level of participation in activities in Speaking and Listening lessons are as follows:
A recent analysis reveals that only 8.2% of students consistently participate in storytelling in class, while 31.1% do so occasionally, 36.1% at a moderate level, and 24.6% never engage at all This indicates a significant lack of expressiveness and enthusiasm among students when it comes to sharing stories publicly The underlying reasons include the necessity for a strong grasp of story content, a rich vocabulary, and the confidence to speak without fear of making mistakes While many students possess solid knowledge and a desire to improve, individual personality traits also play a crucial role Students who are active in group activities tend to be more confident, whereas those who are quieter often develop a timid demeanor that hinders their speaking abilities Therefore, it is essential for teachers to foster a dynamic classroom environment that encourages all students to feel comfortable expressing themselves, while also providing support through simple questions and positive reinforcement to help shy students progress in their learning journey.
A significant 72.2% of students consistently engage in listening to their peers' presentations, indicating a strong appreciation for attentive listening In contrast, 11.5% participate occasionally, while 13.1% do so normally, and 3.3% never listen This high level of engagement is likely due to the classroom dynamic, where students primarily focus on listening to teachers and classmates rather than practicing their own speaking skills To enhance listening abilities and improve content retention, teachers implement strategies such as having students record key phrases during storytelling and take notes during peer presentations, fostering a more interactive learning environment.
Exchange with friends in a lively group : 47.5% of students always participate,
A recent study indicates that 18% of students occasionally participate in group discussions, while 31.1% engage regularly, and 3.3% never take part, suggesting a stable level of student participation in peer exchanges These group discussions provide a valuable opportunity for students to ask questions they may hesitate to raise in larger class settings and to express their thoughts in a more comfortable environment To improve students' speaking skills, it is essential for teachers to enhance group exchanges during class, enabling students to assess each other's abilities and support one another according to established criteria This approach encourages maximum participation in speaking activities among all students.
A significant percentage of students struggle with actively participating in class discussions, with only 26.2% consistently answering teachers' questions The data reveals that 40.9% participate occasionally, while 21.3% never engage at all This lack of participation can be attributed to various factors, including a lack of confidence, insufficient preparation, and fear of making mistakes, which can lead to embarrassment Additionally, the complexity of the questions posed by teachers often discourages students, particularly those who may have slower learning rates To foster a more engaging classroom environment, educators should consider asking shorter, clearer questions and breaking down difficult concepts into manageable sub-questions, guiding students toward the answers and enhancing their overall learning experience.
* Survey of students' interest in learning activities in speaking and listening lessons
Surveying some students in grade 2 about their interest in learning activities in
35 speaking and listening lessons, the results are as follows:
Table 1.4 Survey on students' interest in learning activities
Table 1.4 shows that students' opinions about the level of interest in activities in Speaking and Listening lessons are as follows:
A survey revealed that 11.5% of students strongly preferred personal study and work activities, while 26.2% rated their preference as favorable, 37.7% considered it average, and 24.6% expressed dislike This indicates that the overall preference for personal activities among students is moderate In Speaking and Listening lessons, students engage in individual tasks such as observing pictures and listening to the teacher narrate stories, which they later retell based on visual prompts and questions These activities enhance their listening skills, but some students struggle to grasp detailed narratives, particularly those with multiple events and characters, leading to missed information during storytelling sessions.
To enhance students' listening skills, teachers should assess the listening abilities of their class and implement effective strategies These may include retelling stories two to three times and utilizing simple questions to facilitate easier comprehension, helping students to recall key details and events.
A recent survey revealed that 24.6% of students detest group discussions, highlighting a significant aversion among learners In contrast, only 13.1% expressed a strong preference for this collaborative method, while 21.3% liked it and 14.8% felt neutral The group discussion approach is designed to facilitate information exchange, enhance individual skills, and foster mutual support However, the high percentage of students who dislike it may stem from a lack of engagement, as some participants fail to actively contribute or clash due to differing personalities To improve group dynamics and outcomes, educators should closely monitor group interactions and provide constructive feedback throughout the process.
A significant majority of students, 45.9%, expressed a strong preference for game activities, while 36.1% reported a general preference, indicating that most students enjoy these activities Only 14.8% rated their feelings as neutral, and a mere 3.3% disliked them This preference can be attributed to the psychophysiological characteristics of second-grade students, who tend to favor motor games that generate excitement Consequently, teachers can enhance student engagement by incorporating movement games during warm-ups and lessons, effectively stimulating interest and curiosity before class.
A significant majority of students, with 42.6% expressing an extreme preference and 39.3% indicating a general preference, show a strong interest in group role-playing activities These activities not only enhance students' ability to articulate their thoughts, feelings, and behaviors through character portrayal but also contribute to the development of their speaking skills With only 4.9% of students disliking these activities, it is clear that group role-playing is a favored method of engagement in the learning process.
Enhancing communication skills and expanding vocabulary are essential for students, particularly through role-playing activities These activities allow students to engage in individual or group work, actively assuming roles that showcase their speaking abilities Consequently, teachers should incorporate a variety of role-playing exercises in their speaking and listening lessons Additionally, a survey of the teaching methods used by teachers in grade 2 for listening and speaking skills in Vietnam can provide valuable insights into effective instructional practices.
* Survey on awareness of the goal of training students' speaking and listening skills
Conducting a survey on some teachers' perceptions about the goal of training speaking and listening skills for students in grade 2, the results obtained are as follows:
Table 1.5 Awareness of the goal of practicing speaking and listening skills of students in grade 2
1 Help students form and develop appropriate qualities and skills
2 Give students favorable opportunities to expand relationships and acquire practical knowledge
3 Form personality is baggage to help students succeed in the future
4 Help students confidently and boldly present what they want to say
According to the findings presented in Table 1.5, the objective of assisting students in forming and developing essential qualities and skills is deemed highly necessary, with an impressive 85% rating at the extremely necessary level This underscores the alignment of this goal with the aims of the General Education Program (GET) 2018, emphasizing the importance of fostering appropriate skills and qualities in students.
The second essential goal is to help students build confidence in expressing their thoughts clearly and assertively, achieving an 80% necessity level This allows students to practice their speaking skills, enabling them to present their opinions with clarity and confidence Consequently, the objective of enhancing listening and speaking abilities to empower students to communicate boldly is highly valued.
SOME METHODS TO DEVELOP LISTENING AND SPEAKING
Some principles for practicing speaking and listening skills for 2nd graders from
2.1.1 Principles of language training are associated with thinking training
Language serves as the medium for conveying thoughts and feelings, facilitating effective communication between individuals By enabling the exchange of experiences and emotions, language fosters understanding and collaboration across various fields of activity.
Language serves as the fundamental expression of thought, with every word and sentence conveying meaning It plays a crucial role in shaping the thought process, establishing a close and dynamic relationship between language and thinking As learners engage with language, they not only grasp concepts and rules but also apply them in specific communication contexts, thereby exercising their cognitive abilities and employing various methods of thinking.
The relationship between language and thinking highlights that teaching Vietnamese goes beyond simply imparting knowledge; it also involves guiding students on how to effectively use the language in various contexts The primary goal of Vietnamese education is to cultivate students' communication skills Additionally, fostering students' critical thinking is essential, with a focus on enhancing their cognitive processes through language instruction.
44 thinking qualities, contributing to the formation of students' figurative thinking
Language serves as a tool for logical and rational understanding, making it essential for teachers to foster logical thinking in their students The high levels of generalization and abstraction in linguistic knowledge provide opportunities for students to develop their cognitive skills through lessons on concept formation and application in language-related problem-solving By analyzing language, students can enhance their logical thinking abilities, allowing them to generalize concepts and knowledge effectively This acquired knowledge can then be utilized in verbal communication, reinforcing their logical reasoning skills To effectively train students' logical thinking, educators should focus on identifying and addressing errors in sentence structure that stem from logical inconsistencies, as well as disorganized or unsystematic presentation of ideas in students' writing.
In Vietnamese classes, teachers must not only enhance students' logical thinking but also cultivate their overall thinking qualities This involves creating an environment where students can identify key issues for discussion and express their thoughts through various forms of communication Additionally, educators should encourage students to articulate ideas in multiple ways, adapting their spoken language to fit different contexts Human thinking encompasses various capacities, including speed, accuracy, and persistence, which reflect the quality of one's thought processes Moreover, thinking can be categorized by tendencies, such as figurative versus logical thinking, and involves various manipulations like analyzing, synthesizing, and comparing Therefore, effective language training should be closely linked with thinking development, emphasizing the need for clear and specific educational requirements.
Teaching Vietnamese must be associated with training in thinking methods In
To excel in the learning process, students need to develop both logical and creative thinking skills, which are essential for problem-solving Providing mental training for children lays a solid foundation for their educational journey A key aspect of creative thinking is language competence, and fostering this skill requires regular practice in writing, speaking, and reading By engaging in these activities, children can build a rich vocabulary and learn to use language flexibly, ultimately enhancing their language and communication abilities.
Teaching Vietnamese should be integrated with the development of critical thinking skills This cognitive process involves the learner engaging in various intellectual operations, including analysis, synthesis, abstraction, and generalization.
Teaching Vietnamese should prioritize the development of critical thinking skills These skills encompass depth and breadth of thought, adaptability, flexibility, logical reasoning, rigor, and independence in thinking Fostering these qualities is essential for enhancing students' cognitive abilities and overall learning outcomes.
Teaching Vietnamese should integrate both figurative and logical thinking Logical thinking involves using rational reasoning to effectively brainstorm and solve problems, essential for navigating daily life In contrast, visual thinking enables individuals to interpret their surroundings through imagery, establishing connections between various objects and phenomena.
Teaching Vietnamese should focus on helping students grasp the meanings of linguistic units in relation to the real-world content they represent, while also emphasizing their significance within the Vietnamese language system.
Must prepare well the content of topics for speaking exercises, closely related to
To effectively meet educational requirements, teachers must develop a comprehensive system of inquiry questions, including orientation questions, alongside well-structured skill-training and linked speech-training exercises This approach helps students recognize the value of language units within the Vietnamese language system and comprehend their meanings Additionally, educators should prioritize the development of students' critical thinking skills throughout the Vietnamese teaching process.
Pay attention to practice the manipulations and thinking qualities during language lessons for students
Must make students understand the meaning of language units
Must create conditions for students to grasp the content of the issues to be said and to be able to express this content by means of language
2.1.2 Principles in the direction of communication activities
Language is the primary means of communication in human society, surpassing all other forms in effectiveness While there are various methods of communication, none can match the significance of language Consequently, the teaching of Vietnamese in schools must focus on two essential objectives.
To impart scientific knowledge about Vietnamese, namely concepts, formulas, rules, and other knowledge about a subject of Vietnamese, on the basis of science
To enhance language skills, it's essential to apply theoretical knowledge in communication practices Linguistic understanding plays a crucial role in cognitive development, and Vietnamese education systems should integrate the relationship between speech and thought The primary responsibility of educators is to ensure that students comprehend fundamental concepts effectively.
To build a strong educational foundation, students must first acquire essential knowledge, allowing them to articulate their thoughts and ideas effectively Teachers play a crucial role in facilitating this process by encouraging regular practice that enables students to express their opinions Additionally, educators should instruct students on the proper use of the Vietnamese language, including the correct application of words in various contexts Effective communication is influenced by multiple factors such as age, gender, emotions, and context, making it vital for teachers to utilize language appropriately for specific purposes and situations.
In a classroom setting, a student must navigate the dual roles of familial and educational relationships when addressing their mother, who is also their homeroom teacher At home, the student would refer to her as "Mẹ" and themselves as "con," reflecting their family bond However, in school, the dynamic shifts to a formal teacher-student relationship, requiring the student to address her as "Cô" and continue using "con." This distinction is crucial, as using familial terms like "Thưa mẹ, con xin trả lời câu hỏi" in a school context is inappropriate, just as employing school-related phrases like "Em mời cô ăn cơm" is unsuitable in a family setting.
Organizing activities to teach listening and speaking lessons
2.2.1 Organizing teaching activities for differentiate students levels
To ensure lessons are effective for all students, teachers must tailor their approach for each group based on the lesson content By providing clear guidance on speaking practices and formulating questions, educators help students articulate their thoughts in alignment with the lesson's themes.
To promote natural and engaging speech, teachers should prepare a variety of questions for each topic, beginning with general inquiries and gradually introducing more specific ones This approach helps guide children, making it easier for them to practice speaking, especially when they feel confused.
For example, when teaching lesson 17, Speaking and Listening “Lớp học viết thư”, teachers build a system of questions for the following subjects:
"What does the picture draw?" (The picture draws about the sparrows and animals) – for average – weak students
“What does the sparrow instruct the animals to send to the wind? (The sparrow teaches the animals how to send letters to the wind) – for average – weak students
“When you go home, what did the teacher get?” (Teacher received letters sent to them by students) – for above-average – good students
The teacher expressed gratitude to her above-average and good students by sending each of them a personalized letter The letter prominently features the message: "Dear students! Thank you very much! Teacher will share."
Engaging students in speaking practice fosters active participation and enthusiasm When children provide correct answers but fail to construct complete sentences, the teacher promptly addresses this by guiding them to rephrase their responses This immediate feedback helps reinforce their learning and develop essential speaking skills.
To foster a vibrant classroom atmosphere, particularly in conversation-based lessons, teachers must exemplify effective speaking skills and express ideas clearly Each lesson requires patience and dedication, avoiding haste or negative reactions towards students By maintaining a polite and encouraging demeanor, educators can cultivate a joyful and enthusiastic learning environment.
Creating a comfortable atmosphere is essential for encouraging speaking activities among grade 2 students Teachers should focus on the unique psychophysiological characteristics of these young learners, who are quick to absorb colorful images but may struggle with self-restraint and exhibit innocent personalities Understanding the challenges faced by students in the classroom allows teachers to empathize and motivate them to speak more confidently By starting with simple tasks and gradually increasing the difficulty, educators can foster a supportive environment that enhances students' speaking skills.
2.2.2 Organize activities to teach speaking and listening skills suitable for each type of exercise
Traditional storytelling teaching methods often left teachers with limited time to engage students in storytelling, as they spent much of the lesson narrating samples and discussing story content In contrast, a new student-centered approach emphasizes the development of listening and speaking skills through a variety of exercises, such as using pictures, prompts, and summaries to encourage students to retell stories, add details, and explore different beginnings and endings This method enhances critical skills, including observation, analysis, synthesis, comparison, simulation, and imagination, which are essential for effective storytelling and overall academic success Implementing specific measures to practice these speaking and listening skills can significantly improve student engagement and learning outcomes.
2.2.2.1 Organize activities practice the skill of telling each paragraph and the whole story according to pictures a Target
Practicing storytelling through illustrations enhances students' narrative skills by allowing them to interpret and convey the story visually Additionally, activities that involve rearranging illustrations help students develop a deeper understanding of story structure and sequencing.
The illustrations in the story serve as key visual elements that highlight specific actions, events, or scenes related to the characters These visuals act as a catalyst for children to remember and recount the content of each story segment, effectively connecting them to the overall narrative By utilizing these engaging images, children can better grasp the story's development and enhance their storytelling skills.
To enhance storytelling skills through visual aids, teachers should effectively utilize textbook illustrations and enlarged images By encouraging students to closely observe these visuals and guiding them with targeted questions, teachers can help students connect the images to the text, facilitating their recall of the story's content Once students grasp the narrative depicted in the pictures, teachers can invite skilled students to demonstrate storytelling, serving as examples for their peers Group activities should be organized, allowing students to practice telling stories based on the illustrations, with mixed-level groupings to foster collaboration, where advanced students support their average peers Additionally, teachers should circulate to assist those who may struggle and emphasize the importance of conveying the main ideas rather than memorizing the text verbatim, ultimately promoting vocabulary expansion and enhancing students' speaking skills.
In group discussions, teachers encourage students to speak at an appropriate volume to ensure clarity without disturbing others, allowing for effective listening and feedback During class presentations, students are trained to articulate their thoughts clearly and audibly, inviting class engagement and commentary To captivate their audience, students must exhibit confidence, utilize varied intonation, and maintain eye contact while narrating their stories.
For example, when teaching lesson: Em có xinh không? (Vietnamese Textbook
2, episode 1, book series Ket noi tri thuc voi cuoc song, page 26)
In Exercise 1, the teacher guides students to tell the following:
The teacher encourages students to engage with lesson 1 by observing a picture and naming the characters and events depicted Following this, the teacher guides students through four illustrations in the textbook and enlarged images on the board, using prompting questions to elicit responses that help students recall the content of each story passage.
Question 1: What does the first picture draw? (Picture a picture of a younger sister elephant and an older brother elephant, the sister elephant asks " Am I pretty?" The brother elephant answers: "You're very pretty.")
Question 2: What does the sister elephant do in picture 2? (The sister elephant asked the deer: " Am I pretty?", the deer said, "Not pretty because you do not have horns prefer me."
Question 3: What does the sister elephant do in picture 3? (The sister elephant asked the goat, " Am I pretty?", the goat said, "No, because you do not have a beard prefer me."
Question 4: What does the brother elephant talk to her in picture 4? (The elder elephant said: "It's bad" and the sister elephant took off its horns and beard.)
After students describe the content of each picture, the teacher selects gifted students to present a sample based on the first image These students are instructed to stand in front of the class and effectively combine relevant illustrations Since each picture represents a single episode in a story, the narrator can only incorporate details that align with the depicted image, ensuring a cohesive storytelling experience.
Method of teaching Speaking – listening, book series "Ket noi tri thuc voi cuoc song"
2.4.1 Methods of conversation according to pictures a Purpose
The pictures method in conversation aims to assist children in understanding new challenges, enhancing their critical thinking, and reinforcing existing knowledge Through dialogue, teachers engage students to elicit their insights and facilitate thoughtful conclusions based on their learning experiences This approach fosters a positive learning environment, encouraging cognitive independence, igniting students' interest in learning, and nurturing their desire to seek out and solve problems.
Following the content system, the picture-based conversation method is used in all Speaking and Listening lessons with 2 sets of Ket noi tri thuc voi cuoc song textbooks
In practice listening and speaking activities, each image serves as a guide for students to engage in meaningful discussions To encourage full sentence responses based on the depicted content, teachers should employ prompting questions that steer students' thoughts while preserving their creativity Since each picture can evoke a range of emotions, including conflicting ones, it is essential for educators to foster students' unique perspectives rather than impose their own Teachers should ensure that discussions remain closely tied to the image, allowing students to express their genuine ideas and feelings.
Effective listening and storytelling involve not only hearing stories but also retelling them, whether from memory or from reading This practice demands advanced skills, as students must articulate multiple sentences, connect these sentences into cohesive paragraphs, and weave paragraphs into a comprehensive narrative Additionally, the stories should convey a clear ideological message.
62 content and meaning; The story must have characters, actions, events to create a coherent and logical plot
This lesson type focuses on storytelling through images, categorized into two methods: narrating pictures in their correct sequence and rearranging a disordered set of images before retelling the story.
Example 1: Based on pictures and prompting questions, guess the content of each picture (Vietnamese Textbook grade 2, episode 1, page 125)
Example 2: Lesson 2 Arrange the pictures according to the sequence of the story The Light of Love (Vietnamese Textbook grade 2, episode 1, page 132) c Some notes when using picture-based conversation method
When utilizing the picture-based conversation method in speaking and listening lessons, teachers should focus on several key aspects Firstly, it is essential to clearly define the lesson's objectives and formulate a structured system of main and sub-questions to facilitate meaningful dialogue between the teacher and students Questions should be relevant and designed to promote engagement, ensuring they are short, clear, and easily understood, tailored to the students' comprehension levels Additionally, these questions should encourage positive and independent thinking, fostering students' cognitive interest and enhancing their learning experience.
Teachers should maintain a calm demeanor when students present their stories, especially when they provide incorrect answers It is crucial to avoid impatience and refrain from interrupting students unnecessarily Educators should focus not only on the accuracy of students' responses but also on how they express their thoughts By correcting errors in expression, teachers help students articulate their ideas more clearly and logically, facilitating their progress with each lesson.
63 know how to motivate and encourage students to answer, practice the habit of answering fully, correctly, creatively, avoiding stereotyped, mechanical, incomplete and inadequate sentence d Implementation process
The method of conversation based on pictures consists of 3 steps
Step 1: Prepare The preparation step includes: form of dialogue between teachers
- students and between students - students; the purpose of the conversation; select the content and questions of the lesson; expected case may happen
Step 2: Start the conversation The steps include: introducing the conversation problem, guiding the students to talk, the teacher and the students conducting the conversation
Step 3: Conclusion The conclusion step includes: Students give their conclusions and the teacher summarizes and makes conclusions
Example: Speaking and listening lesson: Hai anh em (Vietnamese textbook grade
2, episode 1, book series Ket noi tri thuc voi cuoc song, page 111)
Format: form of dialogue between teachers and students
Purpose of the conversation: help students clarify the content of the story Hai anh em: Brothers must love and care for each other
In the lesson, the teacher engaged students by prompting them to analyze a picture, asking questions such as: What does the picture illustrate? Who are the individuals depicted? What activities are taking place? What events are being represented in the images?
After the teacher summarizes the story and discusses each paragraph, they prepare questions to engage the students, including: How did the two brothers initially divide the rice? What were the younger brother's thoughts and his method of division? What were the older brother's thoughts and how did he approach the division? Lastly, what emotional moments arise between the two brothers?
In situations where students are inattentive or have not memorized the visual content, the teacher may call on other students to respond If multiple students are unable to answer, the teacher will play the story again to help reinforce their understanding and retention of the material.
The teacher showed a picture of two brothers in the field and led them into the lesson
Teachers organize for students to observe each picture and discuss according to the questions the teacher has prepared in advance
In a classroom conversation, teachers often begin by engaging weaker or quieter students with initial questions After each response, it is essential for teachers to provide encouragement, fostering confidence and boldness in their students To conclude the discussion, the teacher invites a few more advanced students to articulate the meaning of the story "Hai anh em," challenging them to demonstrate their understanding and analytical skills.
Step 3: Conclusion Students give their conclusions and the teacher summarizes and gives conclusions
The textbook effectively guides teachers with a structured system of prompting questions, making it easy for them to conduct story sessions This approach empowers students to independently narrate stories by utilizing the provided questions.
So the method of conversation by picture has brought into play its effect, which is to practice speaking skills for students
To effectively teach this form of exercise, educators should avoid displaying all pictures simultaneously Instead, they should focus on revealing one picture at a time to capture the children's attention By strategically hanging images that represent key parts of the story, teachers can enhance engagement and understanding, rather than overwhelming students with the entire narrative at once This method reinforces learning and maintains the children's interest throughout the lesson.
Teachers should first allow students to observe during class before inviting them to the board This approach encourages students to narrate stories using pictures solely as a tool to enhance their storytelling, rather than relying on them entirely Specifically, students will return to class and indicate where they need the picture, pointing to it as they share their narratives.
2.3.2 Role-playing method a Purpose of method
The role-playing method aims to engage students in resolving real-life learning scenarios through unscripted, improvised actions, fostering their imagination and creative thinking This approach encourages active participation and enhances problem-solving skills by allowing students to navigate situations organically, without prior rehearsal.
Role play activities can be categorized based on preparation time into two types: direct role play, where the script is created and performed during the lesson, and pre-prepared role play, which involves students preparing at home according to guidelines provided at the end of the previous class, to be executed in the following session.
Conclusion
In the context of Vietnam's deep integration and the challenges posed by the 4.0 technology era, there is an increasing demand for students to possess essential life skills and qualities that align with societal needs In response, the Ministry of Education and Training introduced the General Education Program 2018, aimed at enhancing educational outcomes to better prepare students for these challenges.
The Ministry of Education and Training (2018) emphasizes the importance of helping learners master general knowledge and effectively apply it to life, fostering self-study and career orientation The policy aims to develop well-rounded individuals who can build harmonious social relationships, possess rich personalities, and lead meaningful lives while contributing positively to society The focus is on enhancing intellectual and physical development, instilling citizenship qualities, discovering and nurturing talents, and improving the overall quality of education This includes promoting cultural traditions, ethics, practical skills, and lifelong learning, while encouraging creativity and the application of knowledge in real-world contexts.
To effectively achieve the objectives of the 2018 National Education Program, it is crucial to prioritize speaking and listening skills within the educational framework By innovating teaching goals and methods, schools can actively foster these essential skills in students, contributing to their overall life skills development and helping to meet established educational targets.
The article addresses key theoretical foundations regarding students' speaking and listening skills in the Vietnamese language course, defining essential concepts such as speaking skills, listening skills, and language communication activities It examines the physiological characteristics of second-grade students and outlines the content of speaking and listening skills as presented in the Grade 2 Vietnamese textbook from the "Ket noi tri thuc voi cuoc song" series, in alignment with the 2018 General Education program.
This article analyzes the speaking and listening skills of grade 2 students at Vinschool Timescity T36 primary school, focusing on the Vietnamese textbook series "Ket noi tri thuc voi cuoc song." It evaluates student participation and interest in classroom activities while exploring their preferences regarding speaking and listening lessons.
To enhance students' speaking and listening skills, the Vietnamese Textbook for grade 2 from the "Ket noi tri thuc voi cuoc song" series emphasizes innovative teaching methods and active learning strategies in the classroom.
Recommendations
To effectively enhance students' listening and speaking skills, teachers must possess a thorough understanding of these skills, as well as the psychophysiological traits of their students It is essential for educators to motivate quieter students to engage in games and collective activities, fostering a collaborative environment During lessons, teachers should assess each student's speaking and listening abilities to implement tailored strategies, such as peer support within groups and timely recognition of academic achievements, ultimately building students' confidence in their communication skills.
88 when presenting their ideas clearly and coherently and practice listening skills to remember the main ideas
Teachers can enhance the learning process by incorporating active teaching methods such as group discussions, mind maps, role-playing, and games, allowing students to absorb information more effectively Additionally, practicing speech etiquette helps students develop a strong sense of language and cultural standards, enabling them to communicate correctly in real-life situations.
Collaborating with teachers to enhance students' listening and speaking skills in everyday situations fosters a supportive environment that boosts their language abilities for effective communication Parents play a crucial role by actively engaging with their children, encouraging speaking practice through questions about daily classroom activities and sharing stories about their day.
Parents play a crucial role in motivating students by recognizing their progress during the training process For instance, when children effectively narrate stories with clarity and detail, parents often offer praise and small rewards to foster a love for learning Additionally, involving students in presentation clubs can significantly enhance their public speaking abilities.
Students can enhance their speaking and listening skills in everyday life by encouraging their parents to join presentation clubs, which fosters public speaking abilities Actively participating in school activities allows for interaction with peers, further improving these essential skills through real-life experiences This engagement not only boosts personal confidence but also contributes to the development of vital communication and life skills.
Besides, students could actively prepare speaking and listening lessons at home
Following the teacher's guidance, students can quickly understand the main lesson content, confidently respond to questions, and eventually tell stories fluently in front of the class This process helps students build their vocabulary and enhances their speaking and listening skills, ultimately contributing to their personal development.
1 Bộ Giáo dục và Đào tạo (2021) Tài liệu bồi dưỡng giáo viên tiếng việt lớp 2 bộ sách Kết nối tri thức với cuộc sống Nhà Xuất Bản Giáo Dục Việt Nam
2 Đại học Sư phạm Hà Nội 2 (2017) Sách tâm lý học sinh tiểu học Hà Nội
3 Lê Thị Lan Anh (2017) Thiết kế trò chơi học tập trong dạy học Tiếng Việt lớp 2 Tạp chí giáo dục
4 Luyện kỹ năng nghe nói cho học sinh lớp 1, 2 (n.d.) Retrieved 3 21, 2023 from https://doc.edu.vn/tai-lieu/chuyen-de-luyen-ky-nang-nghe-noi-cho-hoc- sinh-lop-1-2-104467/
5 Nguyễn Lăng Bình (2017) Dạy và học tích cực một số phương pháp và kĩ thuật dạy học Nhà xuất bản giáo dục
6 Nguyễn Minh Phượng (2017) Biện pháp phát triển kĩ năng nghe - nói cho trẻ khiếm thính trong trường mầm non hòa nhập Tạp chí giáo dục
7 Nguyên tắc rèn luyện kĩ năng lắng nghe hiệu quả (n.d.) Retrieved 2 8, 2023 from https://elearning.lacviet.vn/bai-viet/7-nguyen-tac-ren-luyen-k-nang-lang- nghe-hieu-qua-32
8 Nguyễn Văn Bản, Phan Thị Bảo Hà, Chu Thị Khánh Hà (2019) Phát triển kỹ năng nghe nói cho học sinh lớp 2 qua phân môn Tập làm văn giao tiếp Tạp chí giáo dục
9 Phan Phương Dung, Đặng Kim Nga (2010) Hoạt động giao tiếp với dạy học tiếng việt ở tiểu học Đại học Sư phạm
10 Phương pháp dạy học theo nhóm ở tiểu học (n.d.) (edulive) Retrieved 9
29, 2021 from https://edulive.net/phuong-phap-day-hoc-theo-nhom-o-tieu-hoc
11 Trần Thị Hiền Lương (2017) Biện pháp nâng cao hiệu quả rèn luyện kĩ năng nói cho học sinh tiểu học trong môn Tiếng Việt Tạp chí giáo dục
12 Trần Thu Hiền (2019) Vận dụng kết hợp kỹ thuật sơ đồ tư duy với phương pháp dạy học theo nhóm trong dạy học ở trường Cao đẳng Sư phạm Bà Rịa - Vũng Tàu Tạp chí giáo dục, 458
13 vinschool (n.d.) (vingroup) From https://vinschool.edu.vn/
1 Elizabeth Grugeon, Lorraine Hubbard, Carol Smith, Lyn Dawes (2012)
Teaching speaking and listening skills in primary school (Second edition)
2.Elizabeth Grugeon, Paul Garder (2012) Storytelling in The Art of Storytelling for Teachers and Students: Using Stories to Develop Literacy in Primary
3 Qualifications and Curriculum Authority (QCA), the Department for
Education and Employment (DfEE) (2000) Curriculum Guidance for the
4 State Institute for Islamic Studies (IAIN) Langsa (2020) Journal of
Academia in English Education, Volume 2 No 1, Month 2020 Indonesia
INTERVIEW QUESTIONNAIRE (For teachers teaching Vietnamese grade 2 )
The survey aims to assess the effectiveness of teaching speaking and listening skills among second-grade students Participants are requested to indicate their responses by marking (X) next to their chosen answers.
Question 1: What are your perceptions about the goal of practicing speaking and listening skills for students?
1 Extremely necessary, 2 Necessary, 3 Normal, 4 Not necessary
1 Help students form and develop appropriate qualities and skills
2 Give students favorable opportunities to expand relationships and acquire practical knowledge
3 Forming personality, which is baggage to help students succeed in the future
4 Help students confidently and boldly present what they want to say
Question 2: Could you give your opinion on the actual situation of factors affecting the speaking and listening skills of 2nd graders in class?
1 Totally agree, 2 Agree, 3 Neutral, 4 Disagree
1 Due to the student's language ability
(Arrange words when speaking, the vocabulary of students)
2 Due to the personality of each student
3 Due to the topic in the lesson
4 Due to the student's ability to concentrate
5 Due to the speed at which students absorb new information
TRƯỜNG ĐH THỦ ĐÔ HÀ NỘI CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc
BẢN XÁC NHẬN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP
Họ và tên sinh viên: Đào Hà Ánh Dương Mã sinh viên:219202309 Lớp: GDTH D2019TA Khoa: Sư phạm Khóa học: 2022 - 2023
Số điện thoại liên hệ: 0357622310
The thesis topic focuses on enhancing speaking and listening skills in second-grade students through the Vietnamese language, utilizing the "Ket noi tri thuc voi cuoc song" book series This approach aims to improve students' communication abilities by integrating engaging activities and practical applications of the language in real-life contexts By fostering these essential skills, the program seeks to create a more interactive and effective learning environment for young learners.
Chuyên ngành: Giáo dục tiểu học
Tác giả đã chỉnh sửa sau góp ý của Hội đồng đánh giá Khóa luận Tốt nghiệp như sau:
STT Góp ý sửa của Hội đồng Chỉnh sửa của tác giả
- Tiếp thu (Sửa cụ thể như thế nào)
- Bảo lưu (không sửa, lí do cụ thể)
1 Bổ sung thêm tài liệu dạy nói và nghe cho học sinh lớp 2 ở Việt
Bổ sung trích dẫn từ tài liệu Phát triển kỹ năng nghe nói cho học sinh lớp 2 qua phân môn Tập làm văn qua giao tiếp
2 Chương 1 sắp xếp lại các mục còn lại theo cơ sở lí luận và cơ sở thực tiễn
Sắp xếp theo hai mục lớn, cơ sở lí luận và cơ sở thực tiễn
3 Mục 1.6.2 Phương pháp dạy học kĩ năng nói và nghe cho xuống chương 2
Cho mục 1.6.2 ở chương 1 thành mục 2.3 ở chương 2
5 Chỉnh nội dung chỉ chọn rèn kĩ năng nói và nghe cho học sinh theo
Quan điểm giao tiếp là một yếu tố quan trọng trong việc xây dựng mối quan hệ và phát triển bản thân Giao tiếp hiệu quả giúp truyền đạt ý tưởng, cảm xúc và thông tin một cách rõ ràng, tạo điều kiện cho sự hiểu biết lẫn nhau Việc cải thiện kỹ năng giao tiếp không chỉ nâng cao khả năng tương tác xã hội mà còn góp phần vào sự thành công trong công việc và cuộc sống Hơn nữa, một phong cách giao tiếp tích cực có thể tạo ra môi trường làm việc thân thiện và khuyến khích sự hợp tác giữa các thành viên trong nhóm.
6 Chương 2 mục 2.1 Nguyên tắc phát triển kĩ năng nói và nghe cần làm dày dặn hơn
Bổ sung thêm phân tích và dẫn chứng ở mục 2.1 Nguyên tắc phát triển kĩ năng nói và nghe
7 Bỏ mục 2.2 Rèn kĩ năng nói và nghe cho học sinh qua đổi mới nội dung dạy học
Bỏ mục 2.2 Rèn kĩ năng nói và nghe cho học sinh qua đổi mới nội dung dạy học
Mục 2.2.2 Tổ chức hoạt động nói và nghe cho học sinh lớp 2 cần được triển khai theo từng dạng bài cụ thể, nhằm tạo ra một môi trường học tập hiệu quả và hấp dẫn cho các em Việc phân tách các hoạt động này sẽ giúp giáo viên dễ dàng hơn trong việc hướng dẫn và đánh giá khả năng giao tiếp của học sinh.
1 Bỏ mục Rèn luyện kĩ năng nói và nghe kết hợp rèn kĩ năng sống cho học sinh
Bỏ mục Rèn luyện kĩ năng nói và nghe kết hợp rèn kĩ năng sống cho học sinh
2 Sửa lại nội dung phần tiểu kết chương 2
Sửa lại về nội dung, từ ngữ ở tiểu kết chương 2
III Các ý kiến khác của Hội đồng
1 Mục 2.3 sửa biện pháp thành phương pháp Đặt tên mục 2.3 Phương pháp dạy học kĩ năng nói và nghe, bộ sách Kết nối tri thức với cuộc sống
IV Tác giả tự hoàn thiện thêm:
(1) Tài liệu tham khảo sửa theo fomat
(2) Bổ sung trích dẫn ở mục 1.2.1 Các khái niệm liên quan
Hà Nội, ngày…tháng… năm 2023
HỘI ĐỒNG KHOA SƯ PHẠM
TS Trần Thị Hà Giang
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