(4). Application of teaching skills. The model requires that “when designing classroom teaching, teachers must think carefully about which teaching method should be applied in a specific teaching situation to ensure the achievement of teaching objectives”. (p. 62)
(5). Teaching media need to be prepared
(6). Time distribution: The two authors believe that the planned time for each stage of teaching in class "should be allocated reasonably and must be recorded in the lesson plan". (p.62)
Comment:
Looking at the content of activities of teachers and students in the "whole process of teaching Literature in class" in the document Class organization skills, transformation skills in teaching , the model that the two authors put forward focused on the step of preparing the lesson of the teacher with the activities: researching teaching objectives, focusing on the activities of teachers such as preparing the lesson. The step of organizing activities for students in class in the section "e. The art of teaching" "with high-level requirements on the behavior of teachers in class such as: Paying attention to improvisation in teaching in class, focusing on the nuances of teaching language", predicting the behavior of students, ...". In addition to focusing on the two steps of teacher activities as mentioned, the model of teacher activities to practice skills for students (in this document) pays attention to teaching aids and allocating teaching time in class.
1.2.) GA Literature lesson
To specifically visualize the teacher's activities in the Literature class, LA quotes the first part of the lesson: "Mr. Dang Da" (Cited document, p. 62).
Teaching objectives
1. Feeling Lu Xun's strong and uncontrollable patriotism,... 2. Learn how to write concisely, coherently, clearly, “the form is scattered, the spirit is not scattered” of this essay. 3. Learn how to grasp characteristics, choose typical examples, and apply them. description,… | ||||
(I) Teachers' classroom teaching behavior (teaching content, raising problems) subject) | (II) Applied teaching skills and techniques | (III) Student learning behavior (expected answers) | (IV) Necessary teaching aids and media | (V) Time distribution |
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Comment:
"New model of skill practice" proposed by two authors Su Khiet Doanh and Trau Tu Man (shown through GA), the teacher's activities focus on teaching behavior in class, skills, and teaching techniques of the teacher. However, with the characteristics of teaching activities, the interaction between teachers and students is directed towards teaching goals, in this model, the proactiveness of students has not been shown. Students passively receive the teacher's activities, shown in column (III): "Students' learning behavior (expected answers)", there are no student activities such as discussions between individuals, learning groups, and the product of the activities is the qualities and abilities that need to be formed for students.
From the survey of the "New model of skill practice" proposed by two authors Su Khiet Doanh and Trau Tu Man, the researcher can refer to the steps of teachers' activities in class to build a model of teachers' activities in teaching vocabulary in high school.
2). Structure of English Language Teaching in the United States
In the United States, the curriculum design, teaching and learning, and assessment activities are guided by the national curriculum standards. What to teach and how to teach are designed by teachers, meaning that the national curriculum does not specify the key knowledge and skills that need to be taught and guided to achieve knowledge and skills, etc. Below is the case of Louisiana, in the subject of English Language, grade 9 (document source Louisiana Department of Education (2014) High School ELA Guidebook. Retrieved from http://www . Louisianabelieves. Com/ docs/default– source/teacher-toolbox-resources/2014-ela-high-school-curriculum-guidebook-(draft- 4-4-14).pdf?sfvrsn=18)(Reference from the article: Nguyen Thi Hong Nam – Vo Huy Binh, “Standards of competency, program, teaching methods and assessment of English Language in the United States - Lessons for Vietnam” (printed document).
– The English Language program consists of 5 lessons (Unit). Each lesson consists of 2 types:
VB:
+ The main document can be a literary document or an informational document.
+ Other related documents: include many diverse types of documents such as literary documents,
Informational documents (including documents on history/social studies, science and technology topics); printed and non-printed documents (such as films, videos, music, paintings, graphics, etc.). Documents used for teaching are full-text documents.
The requirement for students when studying selected documents is that they do not only read the documents they have studied separately but also read related documents (as mentioned above). Each lesson has coordinated activities, with specific requirements for organization and guidance for students to read and present their understanding of the documents.
– Each lesson (Unit) has many sections (Lesson). The lesson structure consists of 3 parts:
+ Lesson focus
+ Assessments and summaries in the lesson (through writing exercises)
+ Regular exercises of each lesson under the guidance of the teacher help students practice and demonstrate their understanding of the text.
(This process is repeated in the lessons).
For example: teaching the work Jomeo and Juliet (a play with 5 acts). Lessons from 1 to 6, the teacher guides students to read from act 1 to act 4, combined with reading related documents. The two main activities in these 6 lessons are reading and understanding the text and expressing understanding of the text with the support of the teacher. Lesson 7, students read act 5 of the play with the two main activities (as carried out in the first 6 lessons), but the teacher's guiding role gradually decreases, the level of independent reading of students increases. The remaining two lessons, lessons 8 and 9, students read independently.
Comment:
– Looking at the structure of the English Language subject of Louisiana state (through the university lesson of Romeo and Juliet ), we can see that the orientation of training English Language Learners is focused on the following points:
+ Students learn deeply about a main document and read related documents.
+ Use knowledge of related texts (literary texts, informational texts, printed texts, unprinted texts) to understand and evaluate main texts; reading related texts helps students develop the ability to evaluate texts at higher levels such as analysis, comparison, evaluation, and self-relation to avoid imposing or one-sided views (thanks to the expansion of understanding when reading related texts).
+ Regular exercises are applied to each lesson.
+ Lesson structure is directed towards students performing reading tasks with increasing level of independence.
set up
+ Assessment activities are conducted regularly, closely linked to teaching activities based on required standards.
- Comparing with the current way of teaching university lessons in Literature in Vietnam (CT 2006), we can see:
+ Lessons still exist independently, students know each lesson. This makes it difficult for students to understand the lesson because they lack related background knowledge.
+ The teacher's reading comprehension lessons focus on core knowledge while the reading skill requirements are still neglected. All reading comprehension lessons are almost the same (analyzing narrative texts by genre, lyrical texts, etc. by genre in general.
– Regarding the “activity framework” of teachers according to the curriculum, the structure of the English Language subject of Louisiana shows that the activities of teachers in teaching the content of the text include classroom activities (per lesson) linked to the content of the lesson, readings of related texts, regular exercises, assessment activities closely linked to teaching and learning activities, etc. Teachers must have a working process from lesson preparation, to class, practice, testing - assessment, covering before class, during class, after class and outside of class.
The information about the structure of university teaching in the United States as presented above helps the researcher to refer to and build the teacher's activity model in teaching university literature in high school in the LA topic.
Articles and research works in the country:
The authors Le Van Hong (Editor-in-Chief), Le Ngoc Lan, Nguyen Van Thanh [72] in the book Age Psychology and Pedagogical Psychology (Document for Pedagogical Universities and Pedagogical Colleges, Hanoi, 1995) gave a definition of teaching activities. The definition clearly stated the subject, object and teaching activities of the teacher in the aspect of "organizing and controlling children's activities". Due to the research direction of the authors of the work on pedagogical psychology, the teaching activities of the teacher are only considered from the requirements of the research direction, not mentioning the activities of teachers in teaching DHVB.
Nguyen Huu Chau in his work Basic issues on curriculum and teaching process (Education Publishing House, 2005) emphasized the decisive role of teachers in teaching activities including: teaching models, approaches and teaching methods, teaching techniques, forms and measures of teaching organization. Teachers with
No matter how profound and comprehensive professional knowledge, teaching skills and professional qualities are, they cannot be without appropriate teaching strategies. Teaching strategies are specified in the design of teaching activities in a specific and tight manner, according to Nguyen Huu Chau: understanding students, preparing lectures, organizing learning processes for students, selecting and using teaching aids or evaluating students' progress, etc.
In the document Innovation in teaching methods, programs and textbooks (Hanoi Pedagogical University Publishing House, 2007), Tran Ba Hoanh [65] discussed the issue of teachers' teaching organization in innovating teaching methods. The document mentioned teaching methods in the direction of focusing on students and also emphasized the important role of teachers: "Active methods do not reduce the role of teachers. On the contrary, it requires teachers to have professional qualifications, creativity, and originality to play the role of initiator, motivator, catalyst, assistant, guide, and advisor". According to Tran Ba Hoanh, no matter which method teachers apply, "the change in the proportion of teachers' and students' roles (teachers should be more active or students should be more active) is only the formal aspect of teaching activities in class". Tran Ba Hoanh concluded: "The application of each method must be suitable to the goals, objects and teaching conditions. We should not idealize or absolutize the teaching effect of a certain method, but should guide and coordinate the appropriate use of different methods. Teachers must be guides, advisors, referees, initiators, motivators, catalysts, and assistants in students' learning activities so that students can develop optimally in terms of qualities and abilities. Focusing on the role of teachers in the teaching and learning process, Tran Ba Hoanh's document has not yet clearly defined the activities of teachers in realizing teaching and learning objectives. Determining the specific work of teachers and the basic activities that teachers must perform to demonstrate the role of leaders, guides, and assistants for students has not yet been clearly visualized in this document.
In the work Vietnamese Teaching Methods from Primary School (Vietnam Education Publishing House, Hanoi, 2012), the two authors Hoang Hoa Binh and Nguyen Minh Thuyet [8] mentioned teaching activities according to the method of "Organizing activities". Organizing activities of teachers in teaching, according to the two authors, is "teachers do not impart knowledge but are the ones who organize students' activities" (p.30). Because the direction of the work is to present teaching methods
Learning from the perspective of general teaching methods for subjects, the issue of teachers' activities in teaching is not mentioned fully and systematically.
The interaction between teachers and students in teaching activities needs to be clarified to see more clearly the two sides of this activity from the perspective of pedagogical activities. Le Nhu Binh [12] has an article: "Defining the activities of teachers and students in reading comprehension hours in high schools" ( Education Magazine No. 301 (issue 1-1/2013). In section 2 of the article, the author talks about the teacher's teaching activities: "The teacher's responsibility is to organize reading comprehension activities of students" (p.35). Although the teacher's activities are mentioned in terms of organizing reading activities of students, the article does not go into depth and cover the teacher's activities in reading comprehension hours.
Two authors: Do The Hung and Nguyen Thi Kim Hoa [85] in the article: "Teaching model according to learning theory approach" (Journal of Educational Science , No. 100, January 2014) examined the concept of teaching model through the system of learning theory associated with activities that have been "typified" in the system structure of the teaching and learning process to clarify its superiority in teaching activities. The author defines "Teaching model is the typification of activities, interactive relationships between elements in the system structure of the teaching and learning process at an educational institution. It is a design, an idea of the designer after fully researching and analyzing the basic factors: current status, actual needs, feasible and effective conditions... is the basis of the process of bringing experiments into reality...". According to the author of the article, building learning models based on learning theories such as behavioral theory, cognitive theory, constructivism, and connectionism aims to change learners according to specific goals. Moreover, in addition to increasing the effectiveness of knowledge acquisition in learners, teaching models also focus on the ability to explore, solve problems, experience situations, cooperate and connect networks in a virtual environment. The author's point of view is a very useful suggestion on the theoretical basis for organizing the teaching and learning process and improving teaching methods based on the science of applying teaching theories into current practice.
From the perspective of activity theory, through a number of foreign and domestic research works related to teaching activities and teaching activities models, the following points are shown:
Firstly, research documents show that the characteristics of teaching activities are interactive activities : " the process of objectifying the subject" and "the process of subjectifying the object" (A. Leontiev). In teaching activities, teachers and students work towards the same goal, in which the teacher's activity is "machine
the "thing" that makes the product (Carl Rogers).
Second, teachers' activities are associated with techniques to enhance teaching effectiveness (J. Stronge), teaching methods and teachers' professional qualifications (Tran Ba Hoanh),...
Third, teaching activities must be studied on the scientific basis of learning theory: "Teaching models are typical of activities and interactive relationships between elements in the system structure of the teaching and learning process at an educational institution" (Do The Hung - Nguyen Thi Kim Hoa).
The research results in the above documents, notably the viewpoints originating from the theory of activities and the characteristics of teaching activities, on teaching models according to the approach of learning theories, help us apply them as a scientific basis for research on teachers' activities in teaching reading comprehension in high schools.
2.2. Research works related to reading comprehension and developing students' capacity in teaching reading comprehension in general schools
2.2.1. Research works related to reading comprehension in high schools
At the end of the 20th century, in countries with developed education, especially Germany, England, France, America, Korea, Singapore, ... research projects on reading comprehension have been conducted and achieved many encouraging successes. According to the research results of Nguyen Thanh Hung [80], since the 70s of the 20th century, the issue of reading comprehension has been discussed by researchers in Germany. Authors A. Brown, A. Pugh, M. Adams, K. Goodman, ... discussed the reading comprehension activities of literature, the method of expressive reading of literature and the psychological reactions of people in the process of reading literature. By the 80s, many research projects on reading comprehension appeared to address the relationship between literature and the reformed Literature Program, finding the best solutions to change the appearance and quality of teaching Literature in high schools. In 2002 - 2003, the research project on
The University of prestigious authors such as Erich Schon, Ursula Christmann, Norbert Groeben,... is published.
In the former Soviet Union, the issue of reading comprehension in teaching Literature has received attention from researchers with remarkable achievements. In the work Methods of teaching literature in high schools (Vietnamese translation, 2 volumes, Education Publishing House, 1978), A. Nhi Konxki
[123] is very interested in students' reading activities and devotes most of the pages to summarizing Russian school concepts on reading.
In the US, the issue of university in high schools has been studied extensively and quite comprehensively. Miriam Alfassi based on the survey and analysis of statistical data at Midwest high schools published the research results in the article Reading to Learn - the effects of strategic instruction on connecting high school students published in The Journal of Educational Research, Bloomington (2004). The author emphasized: to participate in a literate and literate society today, students must know how to learn from reading to understand the meaning of the text, know how to objectively evaluate information and remember the content, know how to apply knowledge flexibly, students need to rely on their own ability to understand a text and continue to use meaningful information received from the work [80].
In the thesis: Comparing the problem of reading comprehension in the general education program of Literature in Vietnam and some countries in the world , according to author Pham Thi Thu Hien [58], in general schools in the world today, research works all attach importance to the role of the university. In the US, the university theory has entered schools from kindergarten to high school. Research works in this country "all focus on proposing solutions to improve students' reading ability and finding measures to form creative attitudes and activities to actively and dynamically acquire literary works. In which, they emphasize the leading role of teachers in finding ways to create conditions for students to dialogue and debate enthusiastically with the characters presented in the work, creating a connection between students and the text, promoting imagination and rich feelings when reading the work, being able to express what they have received with all the strength of their soul and intellect".