Dạy học đọc hiểu văn bản tự sự ở trung học phổ thông theo quan điểm kiến tạo TT TIENG ANH

1 MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION HOANG BACH VIET TEACHING READING COMPREHENSION OF NARRATIVE WORKS IN HIGH SCHOOL UNDER CONSTRUCTIVISM VIEWPOINT Specialty: Theory and Method of teaching literature and Vietnamese Code: 9.14.01.11 A SUMMARY OF PHD DISSERTATION IN EDUCATION SCIENCE Hanoi - 2021 Scientific supervisors: Prof Ph.D Nguyen Thanh Hung Ph.D Nguyen Thi Que Anh Reviewer 1: Assoc Prof Ph.D Nguyen Thi Thu Thuy, HNUE Reviewer Assoc Prof Ph.D Chu Thi Thuy An, Vinh University Reviewer 3: Ph.D Nguyen Thi Tuyet Minh, Hanoi Pedagogical University The dissertation will be defended in front of thesis review council at ….a.m/p/m ……date…… month …….year …… Further information of the dissertation can be found at National Library INTRODUCTION Rationale The issue of renewing teaching methods at high schools has attracted the attention of the whole society Teaching methods renewal has entered the stage of implementing specific steps basing on the guidelines and directions laid down by the Vietnam Communist Party, legal regulations of the State and guidelines of the Ministry of Education and Training it is highlighted in this period that the importance of education and teaching in accordance with the economic, cultural and social development situation in the context of international integration, preserving national identity and educational traditions It is important to form reading comprehension competencies for high school students especially the formation and development of critical reading comprehension which means that having the foundation knowledge to develop thinking and intellectual competencies to discover and master new knowledge Reading comprehension considers the application of diverse and abundant reading actions in reading text, literary works and narrative works a genuine learning by self-studying through reading to understand literature Learning literature is literature reading comprehension It is common sense because with literature reading comprehension, the value of sound is developed and the response has its direct meaning Literacy comprehension is not only about the meaning of the text but the readers also understand the meaning of self-reading, self -listening and self-understanding what they feel and think There has been no scientific work deeply research on teaching reading comprehension of narrative texts at high schools under constructivist point of view up to present Although the narrative works are epic ones, it is quite consistent with the modern way of thinking and living of high school students who are always looking for a balance between their personal life and the new demands of society It is also an advantage for students to express their own personalities and abilities in learning narrative works The acquisition of constructivist teaching perspective emphasizing that learning is the process of student’s self-control, learning according to situations, dealing with difficulties and obstacles in learning is very suitable with the requirements of above mentioned innovative reading comprehension teaching methods The constructivist theory does not only provide the point of view but also shows a specific constructivist learning process based on the interaction between students’ experience and knowledge with new knowledge In the process of problem solving, students pursue the problem responsibly They are not afraid of making mistakes in prediction and experimentation, and adjusting to new knowledge on their own needs and practical requirements From the above reasons, we choose the research topic: "Teaching reading comprehension of narrative works in high school under constructivism viewpoint" Research aims The aim of this thesis is to find out the link between reading comprehension theory, modern narrative theory and constructivist teaching theory to support each other in teaching reading comprehension of narrative works at high schools Thus, building the patterns of teaching reading comprehension of narrative works under the constructivist theory, suggesting and implementing suitable teaching methods so that students can build up the meaning of the narrative works on their own, contributing to enhancement of reading comprehension teaching quality at high schools Research tasks 3.1 Research on the basic contents of reading theory, modern narrative theory and constructivist teaching theory 3.2 Survey and analyze the orientation of the High school Education Program in Literature 2018 and the practice of implementing the textbook grade 11 on teaching reading comprehension of narrative works 3.3 Propose choosing, applying model of teaching reading comprehension of narrative works under constructivist point of view 3.4 Propose measures to teach reading comprehension of narrative works at high schools under a constructivist point of view 3.5 Experiment to verify the feasibility and reliability of the proposed measures 4.Research subjects 4.1 The relation between reading comprehension theory, modern narrative theory and constructivist teaching theory 4.2 Methods of teaching reading comprehension of narrative works at high school under a constructivist point of view Research scope and limit - Narrative works and reading comprehension of modern narrative works in 11th grade according to the General education program in Literature 2018 - Experimental object: We choose the experimental object of the thesis including 11th grade students at two high schools: Thai Nguyen Boarding High School (Thai Nguyen), Hon Gai High School (Quang Ninh) Research methodology 6.1 Material Retrospective method 6.2 Modeling method 6.3 Contrast method 6.4 Practical survey method 6.5 Expert method 6.6 Experimental pedagogy method Scientific hypothesis If the thesis proposes models and methods for teaching reading comprehension of narrative works under constructivist point of view, students themselves will implement the construction activities to build up the meaning of the works, contributing to develop students’ reading comprehension competencies 5 Expected contributions of the thesis 8.1 In theory The results of the thesis contribute to supplementing the research theory of constructivist teaching and applying constructivist views in teaching reading comprehension in high schools 8.2 In practice The thesis reinforces the belief in reading literature, learning knowledge through appropriate reading actions to understand the meaning and value of the works which is the most effective way of studying literature at present; contribute to motivate teachers to bravely apply narrative works reading comprehension teaching under the constructivist views Specific measures to teach narrative works reading comprehension according to constructivist views proposed in the thesis and short stories reading comprehension topics in the period 1930 - 1945 built in the thesis can be useful references for researchers and high school teachers The thesis layout Besides the introduction, Conclusion, References and Appendices, the thesis includes four specific chapters as follows: Chapter Overview of the thesis Chapter Theoretical and practical basis of narrative works reading comprehension teaching under constructivist point of view Chapter Measures to teach reading comprehension of narrative works in high school under constructivist point of view Chapter Pedagogical experiment CONTENT CHAPTER OVERVIEW OF THESIS 1.1 Studies on literacy reading comprehension 1.1.1 Abroad Reading comprehension and teaching reading comprehension have been interested from an early age Since the 70s of the twentieth century, there have been many works, articles on reading comprehension with inconsistent scientific connotations due to different approaches of researchers Reading comprehension is a process that is consistent with literary perception This process involves information processing, commenting, judging and choosing the appropriate content with the meaning of the work 1.1.2 In Vietnam Since 2000, the issue of reading comprehension has been introduced into the general education literature curriculum and textbooks In general, studies of text reading comprehension and literary reading comprehension have highlighted the diverse meaning of theoretical concepts and their application methods Reading comprehension from a general point of view is an active and creative cognitive process of the reader It is also a process of connecting, interacting, negotiating the meaning between the readers with the work, between the readers and the community of the interpretation of the work over time and with the readers themselves Reading comprehension is the process of finding and using appropriate reading actions including effective and critical reading strategies and skills to actively decode art and find adequate meaning for work text and value for the readers themselves 1.1.3 Research achievements on reading comprehension In general, reading comprehension theory of literary works and how to apply them at schools are not only limited to reading actions, reading levels, reading strategies to understand the meaning and value of the reading text but also help students broaden knowledge about the characteristics of literary works, about the openness to self-complete and efficiency of knowing how to read by the public The interaction between artistic symbols and reading comprehension creates that effect With a work that seems to have a simple meaning to a sustainable structure, readers - students will conquer it with a lot of connected points that are properly explained and referenced to the appropriate meaning without losing the stable value of works and open values to readers It is possible to temporarily find the field of meaning on the expression of words Meaning is the interference between what the writer wants to express and the aesthetic effect of the artistic text In other words, it can also be understood as the meaning from the figurative structure of the work The meaning of the work is the source of doubts to negate mistakes in simple and naive perception of life The final one is the gratitude with the empathetic effect of the soul deeply rooted in purifying via the outburst of mixed emotions to create new satisfaction with joy in the readers 1.2 Research on narration 1.2.1 Abroad The key concepts of narration with structuralism become instrumental theory to effectively analyze and comprehend prose Reading to find out the meaning of the narrative works is influenced by the reader's ability and narrative context, the intellectual context of the reading culture which is mostly presented studies by Rimon and Kenen, Todorov, Barthes and of Hamburger on "narrative fiction", "dialogue system" or about "creator - author" with the capacity of the hidden narrator in the narrative works 1.2.2 In Vietnam In our opinion, the theory and a part of application of narrative theory are generally researched in the literary dictionaries by Lai Nguyen An, Le Ba Han, Nguyen Khac Phi, Tran Dinh Su and the new dictionaries by Do Duc Hieu, Phung Van Tuu, Tran Huu Ta, and Nguyen Hue Chi Collective work with a variety of aspects of narrative in the works "narration and some theoretical and historical issues" edited by Tran Dinh Su is a useful reference for the thesis 1.2.3 Research achievements on narration Modern narrative works also use descriptive techniques but it is for different purpose The description doesn't overwhelm the narration or telling about what it is The real world cognitive content must reach the accuracy and depth of what is being told independent from the narrator and the reader Thus, the new description can participate in revealing the narrative work's content objectively and become a core element of the story being told The new and interesting thing in the description is to create an objective position of the narrator to ensure that what belongs to this world is valuable to humans, having real value perceived via many intellectual thoughts rather than falling into the melodiousness of emotions Indeed, the art and techniques of description in modern autographic works have splendidly renewed the narrative and is the source of the uncommon Though narrative prose is a literary genre born more slowly than lyrical and dramatic poetry, it is a large genre with the capability of expanding into the field of cultural and social discourse The narrative work is the reference of many theoretical approaches, which will not avoid the scattering view that can blur the narrative's object In return, the modern narrative works still absorbs the poetry of life and poetry in literature as well as the conflicts and actions in events from the two genres of lyrical poetry and drama 1.3 Research on teaching reading comprehension of narrative works 1.3.1 Abroad To teachers, the author of the above textbook proposes methods to create reading contexts for students to read independently focusing on structured poetry combined with predicting the content and perspective of characters, respond to work such as presenting thoughts on the work by reading aloud, sharing reading, literary roundtable, and exploring different points of view on an issue or topic of the work In addition, the above textbook also guides students to use reading diaries, recording the opening, ending details or unexpected actions of the characters according to their thinking 1.3.2 In Vietnam The issue of teaching reading comprehension in Vietnam can include rare works such as "The problem of teaching literary works by genres" (1968) by Tran Thanh Dam, Huynh Ly, Phan Si Tan, Dam Gia Can , Hoang Nhu Mai Its main content is to make students feel deeply, properly assess the characters in the work and make students feel and understand the intentions of the author or storyteller In "Teaching methods of literature works by genre" (2003), Nguyen Viet Chu introduced the theory of each teaching method and method for teaching reading comprehension of folk tales and authored stories In his treatise "Literature Reading comprehension Skills" (2011), Nguyen Thanh Hung introduced the reading comprehension model of narrative works with three specific instructions: First, guide students to master materials in artistic ... comprehension theory, modern narrative theory and constructivist teaching theory to support each other in teaching reading comprehension of narrative works at high schools Thus, building the patterns... schools Research tasks 3.1 Research on the basic contents of reading theory, modern narrative theory and constructivist teaching theory 3.2 Survey and analyze the orientation of the High school Education... 4.Research subjects 4.1 The relation between reading comprehension theory, modern narrative theory and constructivist teaching theory 4.2 Methods of teaching reading comprehension of narrative