Research on method of teaching direction information texts for primary students through vietnamese learning textbook 1 chân trời sáng tạo

HA NOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION NGUYỄN LÊ HẢI TRANG RESEARCH ON METHOD OF TEACHING DIRECTION INFORMATION TEXTS FOR PRIMARY STUDENTS THROUGH VIETNAMESE LEARNING TEXTBOOK - "CHÂN TRỜI SÁNG TẠO” THESIS OF GRADUATION Branch: Primary education Ha Noi, 2023 HA NOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION NGUYỄN LÊ HẢI TRANG RESEARCH ON METHOD OF TEACHING DIRECTION INFORMATION TEXTS FOR PRIMARY STUDENTS THROUGH VIETNAMESE LEARNING TEXTBOOK - "CHÂN TRỜI SÁNG TẠO” THESIS OF GRADUATION Branch: Primary education SUPERVISOR: NGO THI KIM HOAN Teacher signed Ha Noi, 2023 ACKNOWLEDGEMENT First of all, I would like to express my sincerest thanks to the Board of Directors of Hanoi Metropolitan University, the Board of Directors of the Faculty of Education, the teachers in the Pedagogical Department of the Faculty of Education for creating favorable conditions for the students So that I can access and learn about the innovations taking place in high schools and cultivate my own valuable experiences through the topic of Research on method of teaching direction information texts for primary students through Vietnamese learning textbook "Chan troi sang tao” To complete this thesis, it was not only my personal efforts, efforts and cooperation, but also the enthusiastic support from teachers, family and friends In particular, I would like to express deeply to Ms Ngo Thi Kim Hoan - who directly guided and encouraged me to complete this thesis With the enthusiastic guidance and help, Ms Ngo Thi Kim Hoan gave me directions to well, provided useful materials for me to complete this research I would like to thank my family and relatives for creating all favorable conditions for me to complete my study and research tasks This is the first time I have had the opportunity to a thesis, so errors and omissions cannot be avoided I look forward to receiving suggestions from teachers and friends so that we can learn from experience and have the opportunity to learn more Sincerely, Ha Noi, November, 2023 DECLARATION OF AUTHORSHIP I hereby declare that this thesis is the result of my own research The results of this study not coincide with any existing work If wrong, we take full responsibility Ha Noi, November, 2023 AUTHOR (Signed) Nguyen Le Hai Trang LIST OF TABLES Table 1: Information text readings in the "Chân trời sáng tạo" book series, volume 33 Table 2: Information text readings in the "Chân trời sáng tạo" book series, volume 33 Table 3: Types of reading comprehension exercises of information text in Vietnamese textbook grade 1, book series "Chân trời sáng tạo" 35 Table 4: The reality of teaching reading information texts for grade students 37 Table 5: The reality of learning to read information texts for grade students in the direction of capacity development 39 CONTENTS ACKNOWLEDGEMENT DECLARATION OF AUTHORSHIP LIST OF TABLES INTRODUCTION The reason for undertaking this study The aim of the study 10 Research objects and subjects 11 Research mission 11 The scope of the study 11 Research methods 11 6.1 Theoretical research methods 11 6.2 Practical research methods 12 6.3 Data processing method 12 The significance of the study 13 The organization of the study 14 CHAPTER 1: THEORETICAL BASIS AND PRACTICAL BASIS 15 OF THE THESIS 15 1.1 Literature review 15 1.2 Some basic concepts 18 1.3 Psychological characteristics of grade students in the process of learning to read information texts 21 1.4 Scientific basis of teaching reading information texts to grade students 24 1.5 The position and role of teaching reading information texts for grade students 29 1.5.1 Requirements for students to read information texts in grade 30 1.5.2 Teaching content to read information texts for grade students in the book series "Chân trời sáng tạo" 32 1.5.3 The reality of teaching reading information texts for grade students 36 1.5.4 The reality of learning to read information texts for grade students in the direction of capacity development 38 CONCLUSION OF CHAPTER 43 CHAPTER 2: METHODS FOR DEVELOPING THE LEARNING CAPACITY INFORMATION FOR GRADE STUDENTS VIETNAMESE BOOK SET “CHÂN TRỜI SÁNG TẠO” 44 2.1 Principles of organizing teaching reading information texts for grade students 44 2.1.1 Promote student positivity 44 2.1.2 Diversify the forms, methods and means of teaching 45 2.1.3 Integrated and differentiated teaching 45 2.2 Methods of teaching reading comprehension information text for students in grade Vietnamese book series “Chân trời sáng tạo” 46 2.2.1 The visual method 46 2.2.2 Conversational method 48 2.2.3 Practice method 52 2.2.4 Problem-based teaching method 54 2.2.5 Group discussion method 56 2.2.6 Learning game method 58 2.3 Organize teaching reading information text for students in grade 61 2.3.1 Preparing for the lesson 61 2.3.2 Developing lesson plans 62 2.3.3 Steps to class in teaching reading information texts in grade 62 CONCLUSION OF CHAPTER 66 CONCLUSION AND RECOMMENDATION 67 Conclusion 67 Recommendation 68 REFERENCES 69 APPENDICES 71 Survey sheet “The reality of teaching reading information texts for grade students” 71 Survey sheet “The reality of learning to read information texts for grade students in the direction of capacity development” 72 Designing lesson plans, worksheets for reading exercises "Bi ển báo" (The book series “Chân trời sáng tạo”, Vietnamese textbook 1, volume 2) 73 Designing lesson plans, worksheets for reading exercises "Mũ bảo hiểm" (The book series “Chân trời sáng tạo”, Vietnamese textbook 1, volume 2) 82 Designing lesson plans, worksheets for reading exercises "LÀNG GỐM BÁT TRÀNG" (The book series “Chân trời sáng tạo”, Vietnamese textbook 1, volume 2) 90 Designing lesson plans, worksheets for reading exercises "NHỮNG ĐIỀU CẦN BIẾT VỀ BÚT CHÌ" (The book series “Chân trời sáng tạo”, Vietnamese textbook 1, volume 2) 100 INTRODUCTION The reason for undertaking this study Information texts are considered one of the important and necessary documents in the life and study of students in many countries around the world in general and especially in Vietnam in particular In particular, primary education is the initial compulsory education level to train the young generation to develop comprehensively so that they have enough knowledge and skills to help the country develop with the great historical mission of the nation Therefore, the curriculum at the primary level is an extremely important foundation for students because this is the foundation level of the national education system, which has the task of building and developing all activities of students to improve their quality of life, thereby forming the initial foundations for the comprehensive development of the socialist Vietnamese human personality In the primary education system, Vietnamese is considered a central subject, a subject throughout the grade Primary school, and occupies a large capacity in the corpus system as well as being specified into specific requirements in the output standards at each grade level and class Equipping students with knowledge of Vietnamese, and forging students' skills in using Vietnamese in the process of thinking and communicating, including skills of listening, speaking, reading, and writing is an urgent task for Vietnamese subjects Vietnamese is one of the main subjects in primary school, which is the path that leads children to the treasure of knowledge and science of mankind The task helps students form language competence - the basic ability of every human being when they go to school Not only that, when students master language ability, it is also a tool to help them learn other subjects From reading, students can read and understand the beauty, and recognize the beauty of the Vietnamese language Besides, it also fosters healthy emotions in students, and at the same time forms and develops in them good abilities and qualities With the Vietnamese language curriculum 2018 (Ministry of Education and Training, 2018), students will have access to information and informationtexts Although information texts only account for a small amount in the corpus system, the effective teaching methods of teachers also contribute to training students' reading comprehension skills, which are specific requirements that need to be met in the primary school output standards The first stage of primary school plays a particularly important role in the education system in general and in primary school in particular From kindergarten to primary school is a turning point for every student In the transition of the main activity from fun playing in kindergarten to learning in primary school, children must participate in a new life, environment, requirements, etc Currently, every year in our country, more than one million students go to grade - the first grade of primary school and attract the attention of parents as well as parents of society However, they still have difficulties in Vietnamese, especially in absorbing new knowledge such as accessing information texts - one of the most frequently used texts in daily life Therefore, teaching methods of teaching information texts to students are extremely important and necessary because it helps students perceive and grasp information related to science and daily life Recognizing the importance of information texts in teaching and learning methods for primary school students, within the framework of this topic, the study focuses on researching the issue: Research on method of teaching direction information texts for primary students through Vietnamese learning textbook - “Chân trời sáng tạo” to clarify issues and offer some methods of teaching information texts to guide students' cognitive process to dominate and create meaning of text actively, and proactively The aim of the study The study aims to research and find out how to organize the teaching of information texts for primary students through Vietnamese learning textbook - " Chân trời sáng tạo” to guide students' cognitive process to dominate and create the meaning of the text positively and actively Through this, students formed and developed skills in using Vietnamese (listening, speaking, reading, and writing) 10 Time Content work - Teacher's activities Students’ activities Teacher lets students - Students observe observe pictures on page 94 and ask students to answer the question: name two or three types of pens that you know - Teacher calls students to - Students answer comment on their answers and supplement (if any) - Teacher comments Introduce a new lesson (things you need to know about pencils) and ask students to repeat the title of the lesson - Teacher asks students to - Students listen tell what they know about pencils (shape, material, shell, core, color) 10 minutes Activity 3: Practice a) Practice reading reading language, words *) Target: - Teacher read the sample - Students listen - The entire text is once, ask students to listen read in a loud and clear and look at the book voice, important information Emphasize - Teacher gives difficult or - Students read signage easily misread words, read samples or ask students who read well to read samples and correct mistakes for 102 Time Content work Teacher's activities students who not read Students’ activities well: type, write, draw, core, smudge, indent, - Teacher guides students to analyze and re-read difficult words - Teacher points to any - Students listen difficult words out of order b) Practice reading passages - Teacher and students divide the passage for the - Lesson divided into paragraph reading - Teacher guides to pause each sentence and paragraph + Paragraph 1: From the beginning to “lõi mềm” + Paragraph 2: Continue to “có chữ HB” - Teacher organizes for students to read each passage in groups - Teacher calls on students + Paragraph 3: Remaining - Students read in group to read each paragraph - Teacher calls groups to read in front of the class and make comments 103 - Student read Time Content work Teacher's activities - Teacher guides students to Students’ activities comment on readers - Teacher guides students to - Students explain learn keywords - Teacher the key word explains the keyword - Students read difficult - Students read words: imprints, cores, difficult word smudging, - Teacher explains words - Students listen that students not understand (if any) 10 minutes Activity 4: Reading - Teacher lets students read - Students read in comprehension the lesson again *) Target: - Teacher allows students to - Students rhymes the textbook identify discuss in groups of to through answer the questions: activities of finding How many types of sounds in the lesson pencil cores are there in the - Students answer and words outside the lesson? lesson containing What symbol does the rhyming words pen have, the core of the pen - Answer a simple is softer? question about the Name two or three content; know how to pencils that you know - Teacher gives student - Students listen contact yourself comments and teacher comments 104 Time Content work - Teacher's activities Students’ activities Teacher evaluates - Students read the students, students evaluate whole article each other - Students discuss in the group of - Students answer minutes Activity 5: Practice - Teacher asks students to re-reading read the whole article *) Target: - Students comment - Students read - Students listen Review the difficult - Teacher comment rhymes you have learned minute Activity 6: Summary - Do you know the content *)Target: - State the content and meaning of the lesson - Students answer of leson - Teacher comments on - Students listen class time and rewards * Summary of lessons - Teacher comments on class time: + Advising students + Listen and observe 105 106 107 108 109 110 111 112 113 TRƯỜNG ĐH THỦ ĐƠ HÀ NỘI CỘNG HỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc BẢN XÁC NHẬN CHỈNH SỬA KHÓA LUẬN TỐT NGHIỆP Họ tên sinh viên: Nguyễn Lê Hải Trang Mã sinh viên: 219202342 Lớp: GDTH D2019 Tiếng Anh khóa học: 2019-2023 khoa: Sư Phạm Số điện thoại liên hệ: 0904786658 Tên đề tài KLTN: Research on method of teaching direction information texts for primary students through vietnamese learning textbook - "Chân trời sáng tạo” Chuyên ngành: Giáo dục Tiểu học Tác giả chỉnh sửa sau góp ý Hội đồng đánh giá Khóa luận Tốt nghiệp sau: STT Góp ý sửa Hội đồng Chỉnh sửa tác giả - Tiếp thu (Sửa cụ thể nào) - Bảo lưu (khơng sửa, lí cụ thể) I Phản biện 1 Xem lại phần lịch sử nghiên cứu vấn đề - Tiếp thu: Đã chỉnh sửa lại phần lịch sử nghiên cứu vấn đề theo trọng tâm phát triển văn thơng tin bổ sung trích dẫn văn thông tin Xem lại phần thực nghiệm - Tiếp thu: Bỏ phần thực nghiệm phần thực nghiệm hai lớp đối chứng lớp thực nghiệm chưa hướng đề tài II Phản biện Các câu hỏi nghiên cứu cần xem lại - Tiếp thu: Chỉnh sửa lại câu hỏi đưa câu hỏi xác nghiên cứu theo cấu trúc câu hỏi bảng khảo sát dạy học văn nghiên cứu thông tin giáo viên học sinh 114 Cần xem lại thuật ngữ tiếng anh - Tiêp thu: Chỉnh sửa lại tất lỗi chuyên ngành chương thuật ngữ “information texts” chỉnh sửa lỗi ngữ pháp tiếng anh Tiểu kết chương dài lan - Tiếp thu: Đã chỉnh sửa lại tiểu kết để man trọng tâm với chương Mục lục tham khảo lộn xộn - Tiếp thu: Sắp xếp lại mục lục tham khảo theo thứ tự III Các ý kiến khác Hội đồng Các số liệu khảo sát cần cụ thể, - Tiếp thu: Chỉnh sửa lại số liệu cụ thể địa điểm cần rõ ràng khảo sát bổ sung cụ thể trường mà khảo trường địa bàn sát địa bàn Không thiết phải nghiên cứu - Tiếp thu: Đã chỉnh sửa phần nghiên văn văn học đề tài nghiên cứu văn thông tin bỏ phần nghiên cứu chủ đề văn thông tin cứu văn văn học khơng trọng tâm với đề tài IV Tác giả tự hoàn thiện thêm: (1) Chỉnh sửa lại phần mục lục bảng biểu theo cấu trúc văn (2) Chỉnh sửa lại phương pháp nghiên cứu, bỏ phần phương pháp quan sát chưa sử dụng phương pháp nghiên cứu Bổ sung chỉnh sửa lại phương pháp phân tích số liệu: xây dựng bảng excel,… (3) Sửa lại giáo án theo thuật ngữ chuyên ngành: sửa “Requirement” thành “Objectives” Hà Nội, ngày 27 tháng năm 2023 HỘI ĐỒNG KHOA SƯ PHẠM Xác nhận GVHD Sinh viên (Kí, ghi rõ họ tên) (Kí, ghi rõ họ tên) TS Trần Thị Hà Giang 115 116