Bài báo đưa ra một số đánh giá về chương trình tiếng Việt ở bậc Tiểu học trên khía cạnh thể loại văn bản, đối chiếu so sánh với các thể loại văn bản được dạy ở bậc tiều học tại Australia và từ đó rút kinh nghiệm soạn thảo chương trình cho môn học này tại Việt nam.
76 NG6NNGU;&Ddl S N G S l (243)-2016 [NGON N G C TRONG NHA T R U C N G I GIAO DUC NANG L ^ C GIAO TIEP TRONG MON TIENG VI$T B^C TIEU HQC TAI VIET NAM NHIN TlT GOC DQ LI THUYET VE THELOAITHEO TRU'OnVG PHAI SYDNEY LITERACY EDUCATION IN THE PRIMARY YEARS IN VIETNAM FROM THE SYDNEY-SCHOOL GENRE PERSPECTIVE N G T H | BICH T H U (TS; University of New England, Australia) Abstract: Vietnamese literacy education has been a great concern to tbe whole of Vietnam's society Recently, tbe Vietnam Ministry of Education and Training has been striving to implement the most rigorous education reform in history to the whole education system, including school education and higher education in all subject areas This paper discusses the ranges of genres being taught in the Vietnamese Language Arts subject area in tbe primary schools in Vietnam in comparison with Austi^lian primary schools The paper also puts forward a proposal for tbe inclusion of a range of genres in primary literacy education in response to the current reforms in Ll education in Vietnam Key words: literacy education reform; the prunary years; Tbe Sydney school genre theory; Systemic Functional Linguistics; Vietnam; Austtalia Dan nhgp: Nhu cau phai doi mdi chmmg dugc dgy d bgc tieu hgc tgi Australia vd tft d6 lut trinh day hpc tiing Vift kiiJi nghifm sogn tiido chuong trinh cho mdn hpc Chat lupng gido dye ndi chung va chat lugng ndy tgi Vift Nam.Ca sd If tiiiQ^t cho cdr^ trinh day hpc mfln Tieng Vift vd Ngft Vdn ndiriSngcfta ngjiifin cftu ndy Id If tiiuylt Ngdn ngft hpc Chde ehiing ta dang la moi quan tdm rat Idn ciia toan xd ndng hf thong vd Iitiiuyetvl the logi tbeo tnrdng hfi Tai phiSn hpp Quoc hfi ngdy 20/10/2015, Chii phdi Sydn^ Ddy cung Id nhftng ca sd li t h i ^ tteh Uy ban Trung uong Mgt trgn To quoc Vift dugc dp dyng cho vi?c thilt kl chuong trinh Ngtt Nam, Nguyen Thifn Nhan da phat bilu rdng vdn eiia Australia (The Australian curriculum: "Nbdn ddn chua hdi long vdi chat lugng ^ao dye English; ACARA, 2014) va ngdy cdng cd t ^ finh hifn tgi" (Hodng Thuy, 2015) Nghi Quy6t sl 29- budng sdu rfng d ^ vifc gjdng dgy Ngft vSn vd NQ/TW eiia Ban ehdp hanh Trung Uong Dang Ngdn ngft tgi nhilu cpioc gia tren tbe gjdi nhu /1A,^A x _ 2013) ^ n n ^ da As nhan _ i i manh I nbu L cau _ i ".*i: e; TT i-\ i_ Indonesia, T I !- u-._ Odiod -VT XI, -ndm "doi Singapore, Trung Quoc, Hoa i,i kl, A«k Anh, m(M cdn bdn, toan difn gido dye vd dao tao vl myc Brazil, Argentina (Achu^, Schleppegrell, & tieu, ngi dung vd phuong pbap".Mft nhung Oteiza, 2007; Brisk, 2014; CoflRn, 2009; Emilia & nhifm vy ciia cdng cufc c£u each gido dye lan Hamied, 2015; Gebbard, Chen, Graham, & la "Ting kit, danh gia chuong trinh vd sdch gido Gunawan, 2013; Schleppegrell, 2013; Sujatna, khoa hifn bdnh dl xdc djnh r5 nhftng uu diem can 2012) thfta ke, phat huy va ban che bat cap can khdc Khdi nifm dinnig dai v l ndng lyc ^ao phyc" (MOET 2015, tt.2).Ngbi quylt Id kim tilp (literacy) chi nam cho cdc boat dfng nghien cftu danh gjd Trong nhflng tfiito ki qua, khdi nifm "literal' chuong trinh vd dgy hpc ve nang lyc gjao tilp ed nhilu chuyin b i ^ cCmg vdi sy phdt tiiln eda (litaacy) titing mdn Tieng Viet vd N ^ Van t^ kinb tl xd bf i vd c&ig ngjif Tbeo cdch bilu tiuy^ tiudng pbl ttidng Bdi bao ndy se danh gja diuong thing, ndng lyc "fiteracy" Id khd ndng bilt dpc, trinh Tiing Vift tieu bgc tren khia canh till logi bilt v i Ndm 1958, t l chftc Gido dye, Khoa hpc vdn bdn, doi chilu so sanh vdi cac ttie loai van ban vd \ ^ hod cfta Li&i bifp quIc (UNESCO) djiih So (243)-2016 N G O N NGU" & Btfl S6NG 77 n^iia ngudi cd ndng lyc "literacy* Id "ngudi cd hg phdt triin duge cdc kiin thdc, kt ndng vd the dgc bilu vd vilt nhftng cdu don gidn vl phdn xg de diin gidi vd sd dyng ngdn ngit mpt cufc sing tiiudng nhft ciia minh" (UNESCO cdch tv tin cho vipe hpc tgp vd giao tiep 2004, fr.l2) Tbeo nghTa rfng bon, ndng lyc vd ngodi nhd trudng, vd tham gia mpt cdch "literacy" dugc bilu Id ndng lyc gjao tilp ndi hipu qud vdo cdc hogt dpng ngodi xa hpi Ndng ehung, chft khdng chi gidi bgn d ndng lye dgc Ivc giao tiip bao gdm khd ndng nghe dpc xem, vd viet Song gdn day, khdi nifm ndy cdn dugc ndi viit vd tgo Ipp cde logi vdn bdn ndi, in dn, tilp tyc md rfng, md y nghTa dugc tmyIn hinh dnh va dipn tu, vd khd ndng su dyng vd tdi khflng chi qua kenh ngdn ngft ty nhien md diiu chinh ngdn ngft cho cdc myc dich khdc cd tbi dugc b l sung hodc thfm chi thay thi hang logt cde ngit canh khdc bdng cdc k€nb khdc ho$c sy kit bgp cfta ede nhau" kSnh khde nhuam thanh, binh dnh, eft chi Vai trd vd ciing quan ttgng cfta ndng lye difu bf, v.v Do dd, de duge eoi Id ngudi cd giao tilp dii vdi ddi song eiia cde cd nhan vd ndng lyc literacy tbi gidi duong dgi, cfng ding la dilu khdng tbi phii nhfn ngudi cdn phdi cd khd ndng giao tiep vugt (UNESCO 2004, tt.l4) Cd duge mft quan khfli kenh ngdn ngft vilt hay ndi Vi thi, nifm tiln bg ve ndng lyc giao tilp, phdn dnh phuong difn "da phuang thdc " can dugc dua dftng bdn chdt cfta giao tilp vd vai trd cua nd vdo khdi nifm ndng lyc literacy hifn xd hfi hifn dgi la mft dieu vd eung quan (Kalantzis & Cope, 2012) Hon nfta, ti^ng thi trgng dii vdi cdc tdc gid Idm chuong trinh vd gidi todn eau hod, da van bod nbu hifn nay, nhihig ngudi hogch dinh chfnh sdch ve gido ngudi eung can phdi cd khd ndng giao tiep phu dye De Vift Nam cd thi nang tdm ndng lyc hgp vdi cdc ngft ednh xd hfi vd vdn hod (social giao tilp ciia edng ddn minh ed thi sdnh ngang and cultural contexts) khdc Cdc ylu to vdi ede nude phdt trien tbi quan nifm mdi ndy eda ngft ednh xd hfi bao gom de tdi giao tilp vl ndng lyc giao tilp cdn dugc dua vdo chucmg (Field), mli quan hf cua cdc tham tbi trinh gido dye eiia tat ed cdc mfln hpc Bdn dy giao tilp (Tenor), kfinh vd quy cdch giao tilp ttido Chucmg tiinh Giao dye Phi ttiflng ting ttil (Mode) Cdc ylu t l cfta ngft ednh vdn hod gom dugc Bf Gido dye vd Ddo tgo cdng bl thang m\ic dfch xd hfi (social purposes) vd bli ednh ndm 2015 (MOET 2015) dd xdc nhan tdm quan vdn hod (cultural settings) Do dd, khia canh trpng rat Idn cua ndng lyc giao tilp coi dd Id "vSn hod" hogc "sv da dgng eda xd hgi" eung mft nhftng ndng lyc chung cdn dugc phdt cdn duge b l sung vao khdi nifm ndng lyc giao ttiln tdt cd cdc mdn bgc Ddy Id mft bude tilp ttuyen tiling (Kalantzis & Cope, 2012) tiln ddu ti€n rat ddng hoan ngb€nh ciia nhung Vdi bai kbfa canh dugc bo sung tbfim tft thyc ngudi thilt kl chuong trinh Budc tilp tbeo, de tiln ciia sy phdt friln kinh tl xd hfi, cdng nghf hifn tiiyc hod y tudng ndy cdn phdi dua quan vd qud trinh todn edu bod Id sy "da phuong nifm nSng lyc giao tiep hifn dgi vdo vifc phdt thftc" vd sy "da dgng ciia xd hgi", ttiuft ngft triin chuong trinh vd bifin sogn sdch gido khoa "nSng lyc giao tilp" dd ti:d thdnh "da ndng lyc cbo tdt cd cdc mdn hgc Moi mdn hpc deu y6u giao tilp" (multi-literacies) theo nhu kit qud edu ndng lyc giao tilp khdc cde mon nghiSn cftu nghien cftu ciia nhdm New London hpc khdc deu ed nhftng d§e thii ve vdn - mft nhdm n ^ i e n cftu gIm cdc nhd chuySn bdn Vi dy, the logi vdn bdn d$c thu ciia cdc mon nii tiing bdng ddu the gidi vl ITnh vyc mdn khoa hgc ty rtiiiSn Id ttil logi thuylt minh ndng lyc giao tilp d thdnh pbl New London, (report) bo$c gidi thfeh (explanation), kbi Hoa K^ Khdi nifm "da ndng lyc giao tiep" dd ttie logi vdn bdn d§e tbii ciia mfln Lich sft Iai Id dugc tiep ttiu vd dp dyng vdo Chuong trinh tudng ttiudt Ijeh sft (historical recount) vd tiiu QuIc giaAusti^Iia vdi quan nifm nhu sau: sft cd nhan (biographical recount) D ^ dilm ngdn ngft cdc vdn bdn khoa bgc yeu cdu "Trong Chuong trinh eda Australia, hpe sy cd dgng vd tinh khdeh quan vl vdn phong, sinh trd thdnh ngudi ed khd ndng giao tiip Idii 78 NGON N G C & Bta cde vdn bdn Hch sft eho phep sy ddnh gid mang tinh cd nhdn ciia ngudi tao lgp vdn ban Dfl chi Id mft vf dy rat co bdn ciia sy khdc vl ddc dilm ngdn ngft ciia vdn bdn thufc edc chuyen ngdnh khac Vi thi, dl bgc sinh ed the thdnh cdng ede mdn hgc khdc d tmdng pbl thdng cting nbu ddi sing bdng ngdy thi vifc dgy da dgng cdc ttil logi vdn bdn Id mft nbu cdu tdt ylu Ddy chfnh Id nhu edu gidng dgy ndng lye giao tilp ey thi ngft ednh ciia ede mdn hgc cy tbe Ap dyng li thuydt ve the logi theo tnrdng phdi S y d n ^ de hieu ve gido dye ndng lyc giao tiep tgi Vift Nam Bk tim hieu vd ddnh gid ve tinh binh gidng dgy nang lyc giao tiep d bfc tiiu bgc tgi Vift Nam, ti thuyet Ngdn ngft hgc chftc ndng bf thong (SFL) vd Ii thuylt v l thi logi theo tmdng phai Sydney dd duge dp dyng SFL Id If thuyet vl ngdn ngft vugt khdi sy mi6u ta vl ngft phdp don thudn Tbeo SFL, ngfln ngft Id mft nguon tgo nghTa hon Id nhung bg cdng thfte nhu edch bilu cfta ngft phdp tmyIn thing Mft vdi dilm nii bft cfta SFL dd Id khdi nifm vl sieu chftc ndng dugc hifn thftc bod qua tdt cd cdc tang ngdn ngft vd mli liSn hf eb$t ebS gifta ngdn ngft vd ngft cdnh.Quan dilm ndy duge tbi hifn hlnh Hinh 1: Cde tang ngon ngit vd edc sieu chuc ndng eda ngon ngit (Rose & Martin, 2012) Sy tuong tdc giiia ngdn ngft vd ngft ednh xd hfi (field; tenor; mode) duge till hifn d tdng ttftu tugng nhdt Id thi logi vdn bdn (TLVB) nhu S6NG S& (243)-2016 tixmg Hinb TLVB, tbeo quan nifm cfta trudng phdi Sydney^ Id "mft qud tiinh xd hfi phdi trdi qua edc giai dogn vd budng tdi mft myc dfch" (a staged goal-orientation process; Rose & Martin, 2012, tt.l) Ndi cdch khdc, TLVB dugc thue ddy bdi mft myc dfch xd hfi (vf dy nhu gidi thich, thdng tin, tu£mg thugt, gidi tri, thuylt phyc, ddnh gid, ), phdi ttdi qua mpt qud ttliib ed tftng giai dogn dl dat duge myc dfch xd hfi dd vd bi chi phii bdi nhung quy udc cua mft bli ednh vdn hod ey till TLVB cdn cd till dugc hiiu Id "nhftng qud trinh x3 hfi dl dgt dugc cdc myc dfch mft bli ednh vdn hod" (Christie & Derewianka, 2010, tt.7) Tgi Austtalia, ttdi qua hdng thgp k!, cdc nha nghien cftu dd Ifp dugc so dl cdc TLVB md hgc sinh cdn phdi hgc tft tiiu hpc din trung hpc p b l thdng frong tdt cd cdc mon hpe vd dde dilm ngdn ngft ciia CM TLVB d6 (Christie & Derewianka, 2010; Derewianka & Jones, 2012; Martin & Rose, 2008; Rose & Martin, 2012) Bk cd tbi chudn bj cho hpc sinh trd thdnh nhftng ngudi bgc thdnh cdng ttong tdt cd edc mdn hgc vd d nhung bge bgc cao bon, gido vien edn dgy hgc sinh dpc bilu v^ tgo Ifp dugc cdc TLVB md chucmg trinh hpc ySu cdu Mft s l TLVB chii ylu d cap tiiu hpc eiia Australia cd till dugc phdn ehia thdnh ba nhdm khdi qudt, Id: 1/Nbdm nhiing vfin b ^ cd myc dfch ldi cuon khdn gid/df c gid (ggi tdt Id loi cudn); 2/Nbdm nhftng vdn bdn cd myc dfch thdng tin eho khdn gid/dfc gid (gpi tdt Id thdng tin); 3/Nhdm nhftng vdn bdn efl myc dfch ddnh gid (ggi tdt Id ddnh gid) (Rose & Martm, 2012, fr.56) Cdc TLVB cd m$t tdt cd cdc mdn hgc chuong frinh pbl thdng tgi Australia nhu mfln Tieng Anh, Lieh sft, vd cde mdn Khoa hgc, Bdng frinh bdy thdng tin v l e ^ nhdm cdc thi logi dugc dgy d bgc tieu hgc tgi Australia (phdng theo Christie, 2005; Christie & Derewianka, 2010; Humphrey, Droga, & Feez, 2012; Rose & Martin, 2012) ^Tni6ng phdi nfty bat ngudn tft 1(tiiuyltNg6n ngtt b^c churc nang bf tiling, dagc phAt tiiia bdi Gito su Jim Martin vd ding ngbifp tgi tnitaig DH Sydney So (243)-2016 NG6NNGC*&DdlS6NG ? 1: M^sd thi logi vdn ban chuih^rgc dgy dc^ thi T h i'' logi ' Mi^cdkh Tuimg tfiu$t van hpc 79 diu hpc ^Australia Giai dogn £)S k l lgi mgt cbuSi cdc sy I d ^ fliudt^ ]k mang tinh cdnhSn M i ^ t^ van £}| mi6u td c ^ < ^ d i ^ eda mft n h ^ v$l, dd hpc v$t h c ^ noi ch^ tbiibng Ifi v6i sy taidng tir6ng Tysy £)l g i ^ trf l ^ each sdng t^o mft chuSi cdc sy I d ^ v l cdc nhSn v ^ kfem flieo vi§c gjai quylt mlu ihuin va fliudng tgo la c a bf i dl phan anh vl cdc gia trj xahQi Giai b ^ cam E)l gjai b ^ cdm xiic mft cau d i u y ^ ma xiic k b & i g k ^ theo mSu t h u ^ hay giai quy^mSu (Anecdote) fliuSn Tiiu su: dia bdn didn h c ^ nguflildidc Tudng thu§t lich sft Bdo cdo thuylt minh (report) Gidiflifch Q i ^ trinh D l tudng fliu§t v l cdc s\r k i ^ cufc s ^ cOamftcanhSn D I ghi c h ^ l^ii mft chuSi nbOng svr ki$n ho$c mft ^ d o ^ nii bgt ljcb sii vd ddnh ^ tim quan trpng ciia cdc s y k i ^ (16 De mi6u td b c ^ ididn k)^ mQt b i ^ tupng h o ^ cdc logi h i ^ tirpng bo9c cdc bf iA§n mft D l gjdi flildi m$t dm trinh ho$c cdc n g i Q ^ nbdn h ^ quy cdch md mft hi|n tupng xu& hi$n D I hudng din cdch hodn didnb mgt n h i ^ vg Djnbhiidng QniSicdcsgki^ Sjnhhudngljd x a c dljnb dii tucmg m i ^ t d Mieutd Djnh hudng N^tiuiSn Ddnh gid Giaiqi^mflufliuSn Djnh budng Mft sy I d ^ ddng chii ^ Phdn (ingOOic cdm Djnh hudng Cdcsyki^ Ddnh gid cdc s\iki|n Bli ednh ljch sii ChuSicdcsyki^ jdcdcsyki^ Phdn logi Migu ta (hi$n tupng, cdc kilu ho$c cdc b$ phgn) Xdc djnh h i ^ tupng Gidi thlcb (chu trinh, nguy€n n MVIC dfch Cfing cy cac budc tiln bdnh Tudng fliugt D l tudng ttiugt lgi m$t cddi chfnh xdc cdc myc Mycdfdi quy trinh dfdi, cdc budc vd k ^ lugn eda mft dif n ^ ^ cac budc tiln lidnh khoa hpc Klthign TbiQ^ldiyc D l Q-anh hign cho mft >^ k i ^ loigndilm Thuylt phyc Lugn cii ift chilu N h ^ m g n b lgi lugn dilm llii^'lt phyc D I Oido lugn hai ho$c nhilu bon bai y k i ^ Trinh bdy cac v ^ d l Thdo l u ^ hai Trinh t % cac quan dilm khdc chilu vl cdc v ^ dl d6 Dira hirdng gjdi qiQ^ HiSblnh D l trinh bdy cdm xiic ca nhdn v l m ^ tac | d i ^ Bli ednh Phdt bilu cdm Mtgu td bao qudt tdc phlm n^cdnbdn Tiinh b ^ cdm x6cvl tdc phlm Pbebbib Bli ednh Binh lugn MiSu td bao qudt tdc phlm Ddnh gdvl tdc phlm Khong phdi tat cd cdc A ^ ban md hpc sinh tiiu ttie ttiay doi d mgt mftc df nao dd.^ Chdng bgn, hpc duge hgc sS cd cdc giai dogn ttieo trinh ty mf t vdn bfin ty sy cd tbi bdt ^ bdng giai dogn dftng nbu bdng trSn Cdc giai dogn cua vfin bdn ed Affiu/fei,^ chft khdng ^ ddu bdng giai dogn D/n/i N G N N G ' & Ddi S6NG s l (243)-2016 hudng dk tdng hifu ftng ldi cuon ngu6i dpc tft sy bdn ve myc dieh xd hf i vd cdc giai dogn ciia edc sdng tgo, phd each cdu tnic bdi vfin Mgt vdn ttil logi.NbQng the logi vdn bdn khdng dil cfl bdn Thdngtin ed thi Id sy kit hgp cua van bdn Bdo ni$t mdn Tieng Anh md edn xudt hifn cdo Thuyit mmh vk Gidi thich nhu mft so cde mfln hpe khdc nhu Ljch sft, Khoa hgc ty nhi6n sdch ^ko Idioa ve Khoa hpc Dgng vdn ban ting vd N ^ f ttii^ Bdng dii diilu sg gilng va khac bgp ndy dugc Martin vd Rose (2008) gpi Id "vfin ^fta cdc till logi vdn ban md cdc Idp dudi (tii bdn tong bgp" (macro-genre) Ti^ nhien, nhihig gJ 6-8 tiioi) vd cdc ldp tren (tft 9-12 tuoi) duge hpe d dupe trinh }xiy Bdng Id nhting thdng tin co bfc tiiu bgc t^ Australia Bang 2: Mgt so thi logi vdn ban chinh cdc mon hgc khdc d bgc diu hoc Th^lofi Mfinhgc Ldrpdir6i Ci OS C6 C6 Qi Kh&lg Qi LiiptrSn (»-12hi$i) Qi Ol OS Qi Oi Qi Oi Qi Qi Qi Qi Oi OS OS OS (Mtofii) Ttrtmg lhu|t vSn hpc Migut&vSnhgc TVsv GiS b ^ tiDh cdm (Anecdote) T i ^ sur cua b ^ tfaSn h c ^ ngii6i k h ^ l^lfnigthu^tlichsi^ B ^ c ^ thuyk mmh (report) Tiing Anh Ljch sii HChoahgctvnhiln Oiii thich Oi:y tiinh Tu6nKliiu|tC|uytltoh TTiuyetphyc Tliiiyet phyc m$t chilu TTluyStphuc T h k i l u ^ hai ehieu Phe binh PhAt bilu c ^ nghl cd nh&i Pheblnh Blnhluln Tieng Anh QS Ti&igAnh/ N ^ l lhu$t (MJI thu§t,Amnh^) Nhu dd ttiiy d Bdng 2, nhftng ttil IOM vdn bdn dupe hgc d cdc ldp dudi vin dugc tiqi tyc hpc d cde ldp tren Trong mdn Ngft vdn tting Anh, tdt cdc cdc the log! via bdn ttiufc nhdm \ ^ bdn cd myc dich Ldi cuon deu duge hgc tft nhthig l