We know that the school principal has been very proactive in following the directives of the Ministry, Department, and Division of Education and Training, so he has promptly implemented teaching activities for literature according to the new general education program.
Contents that achieved average evaluation scores: content 4 "Intonation content includes: Stories and prose; Poetry and rhyme; Drama; Memoir; Argumentative text; Informational text"; content 5 "Reading and reading comprehension skills", content 6 "Writing skills, how to write sentences, paragraphs, and texts"; content 7 "Speaking skills", content 8 "Speaking skills" (with scores 
= 2.31; 
= 2.21; 
= 2.32; 
= 2.06; 
= 2.33 respectively). When investigating the cause from the Principal, through talking with teachers, we learned that " Teaching content in the direction of interdisciplinary, integrated, and interwoven is only secondary content, so there is little investment, besides that there is a fear of newness and fear of being wrong " (Ms. Dao Thuy M, Hai Tien Secondary School).
To survey students' opinions on the effectiveness of teaching Literature, we continue to use question number 1 (appendix 3), the results are in table 2.4:
Table 2.4: Students' self-assessment of their level of interest in the content of Literature according to the new general education program
STT
Content | Very interested | Interest | Not interested | Total score |
| Rating | ||||
Number quantity | % | Number quantity | % | Number quantity | % | |||||
1 | General knowledge about Literature | 103 | 64.38 | 40 | 25.00 | 17 | 10.63 | 406 | 2.54 | 1 |
2 | Integrated knowledge from related subjects | 100 | 62.50 | 32 | 20.00 | 28 | 17.50 | 392 | 2.45 | 2 |
3 | Specific content on Phonetics and writing; Vocabulary; Grammar; Communication activities; Language development and language variations | 96 | 60.00 | 32 | 20.00 | 32 | 20.00 | 384 | 2.40 | 3 |
4 | Contents of Intonation include: Stories and prose; Poetry and rhyme; Drama; Memoir; Argumentative text; Informational text | 85 | 53.13 | 40 | 25.00 | 35 | 21.88 | 370 | 2.31 | 5 |
5 | Technical skills read, read comprehension | 80 | 50.00 | 32 | 20.00 | 48 | 30.00 | 352 | 2.20 | 7 |
6 | Skills in writing techniques, sentence writing, paragraph, text | 83 | 51.88 | 32 | 20.00 | 45 | 28.13 | 358 | 2.24 | 6 |
7 | Speaking skills | 81 | 50.63 | 24 | 15.00 | 55 | 34.38 | 346 | 2.16 | 8 |
8 | Listening skills | 86 | 53.75 | 40 | 25.00 | 34 | 21.25 | 372 | 2.33 | 4 |
| 2.33 | |||||||||
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Comments on Table 2.4: Table 2.4 shows:
- Students' self-assessment of the content in the entire table is average.
= 2.33), this shows that students are not very interested in literature subject in school.
- However, for specific content, the evaluation score for each different content is different:
The contents with high evaluation scores: content 1 "General knowledge of literature"; content 2 "Integrated knowledge from related subjects", content 3 "Specific content on Phonetics and writing; Vocabulary; Grammar; Communication activities; Language development and language variations" (with respectively 
= 2.54; 
= 2.45; 
= 2.40) this content is assessed as very interesting, through practical surveys we see that, in these contents, teachers are very interested in the issue of innovation in methods, using many teaching aids to stimulate students' positivity, so students feel satisfied and interested.
The contents that achieved an average score: content 4 "Intonation content includes: Stories and prose; Poetry and rhyme; Drama; Memoir; Argumentative text; Informational text"; content 5 "Reading and reading comprehension skills", content 6 "Writing skills, how to write sentences, paragraphs, and texts"; content 7 "Speaking skills", content 8 "Speaking skills" (with scores 
= 2.31; 
= 2.20; 
= 2.24; 
= 2.16; 
= 2.33 respectively). Through practical surveys, we found that the reason these contents were only rated at an average level was because through investigating the reasons for students' lack of interest in learning literature, we learned more when interviewing teacher Tran Thu H (Ka Long Secondary School) who said, "Some 6th grade students from primary school have just integrated into school,
The new way of learning sometimes makes students unfamiliar, teachers have to focus more on knowledge, skills later, older students like 8, 9 have developed quite comprehensively, so in the process of teaching literature, teachers will orient priority skills. Through observation, we found that in some lessons, students did not pay attention to studying, and still did their own work in class. With such evaluation results, the Principal needs to divide students into groups and grades so that students are oriented in both knowledge and skills when learning literature.
Thus, through the evaluation results of managers, teachers and students, we see that teaching in general and teaching Literature in particular to promote students' abilities and creativity from perception to action still has a certain gap. Therefore, the Principal needs to closely follow, strengthen supervision, direct and manage more closely the teaching content of Literature according to the new general education program.
2.3.3. Current status of teaching methods of Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province
To study the current situation of teaching methods of Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province, we used question number 3 (appendix 1,2), the results are shown in table 2.5:
Table 2.5: Survey respondents' assessment of the teaching method of Literature according to the new general education program in secondary schools
STT
Criteria | Very effective | Effective | Inefficient | Total score |
| Rating | ||||
Quantity | % | Quantity | % | Quantity | % | |||||
1 | Present | 101 | 65.16 | 54 | 35.00 | 19 | 12.26 | 431 | 2.78 | 1 |
2 | State the problem | 93 | 60.00 | 62 | 40.00 | 22 | 14.19 | 425 | 2.74 | 2 |
3 | Q&A | 100 | 64.52 | 39 | 25.00 | 30 | 19.35 | 408 | 2.63 | 3 |
4 | Discuss | 32 | 20.65 | 54 | 35.00 | 88 | 56.77 | 293 | 1.89 | 10 |
5 | Game | 33 | 21.29 | 62 | 40.00 | 82 | 52.90 | 305 | 1.97 | 11 |
6 | Role play | 32 | 20.65 | 78 | 50.00 | 73 | 47.10 | 324 | 2.09 | 8 |
7 | Situational teaching | 93 | 60.00 | 47 | 30.00 | 32 | 20.65 | 404 | 2.61 | 4 |
8 | Experiential activities | 27 | 17.42 | 70 | 45.00 | 83 | 53.55 | 304 | 1.96 | 12 |
9 | Practice | 40 | 25.81 | 93 | 60.00 | 55 | 35.48 | 361 | 2.33 | 6 |
10 | Review | 35 | 22.58 | 96 | 61.94 | 58 | 37.46 | 355 | 2.29 | 7 |
11 | Brain power | 30 | 19.35 | 78 | 50.00 | 75 | 48.39 | 320 | 2.06 | 9 |
12 | Individualized teaching | 73 | 47.10 | 70 | 45.00 | 37 | 23.87 | 396 | 2.55 | 5 |
| 2.32 | |||||||||
Comments on table 2.5:
Table 2.5 shows: According to the assessment of managers and teachers on the effectiveness of using methods in teaching Literature according to the new general education program in secondary schools, the effectiveness level reached an average rating of 
2.32, which shows that the methods used by teachers are not really effective. However, different contents in the table have different rating scores:
- The methods with high evaluation scores include: methods 1,2,3,7,12 (with scores 
= 2.78; 
= 2.74; 
= 2.63; 
= 2.61; 
= 2.55 respectively). The reason for such high results is because: The strength of the presentation method is to convey a large amount of knowledge to many people in a short time. By tone, intensity
With appropriate tone combined with body language, Literature teachers can easily convey the feelings and emotions of characters and literary works to students through the presentation method, so this method is rated number 1. Therefore, presentation is the teaching method most frequently used by Literature teachers. The principal is aware of the importance of Literature in the new general education program, and wants students to be taught using many methods to avoid boredom and stimulate students' creativity.
- Methods with average evaluation scores include: methods 4,5,6,8,9,10,11 (with 
= 1.89; 
= 1.97; 
= 2.09; 
= 1.96; respectively).
= 2.33; 
= 2.29; 
= 2.06). When investigating the cause, we learned that it was due to the Effect
The principal has not yet arranged funding, places for field trips, arranged teachers and other forces to organize with the school. This method is rarely used because according to the program distribution, it is difficult to arrange time for Literature subject for students to go on field trips regularly, and in the classroom it is not possible to regularly divide into groups so that students can control their own groups to acquire, explore and discover knowledge by other methods.
Thus, methods such as presentation, problem posing, and question and answer are the main methods used in the process of teachers teaching literature in the school.
The forms are quite dependent on the characteristics of the class, the general academic ability of the classes, the ability to receive students, and the classification of students by the teachers, so that teachers can flexibly use them. This shows that school principals need to focus on guiding teachers to the main method based on the majority of students receiving the subject, and should not see the diverse methods and mechanically apply them in practice.
2.3.4. Current status of teaching Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province
To find out the current situation of teaching and learning Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province, we used question number 4 (appendix 1,2), the evaluation results are as follows:
Table 2.6: Evaluation of the survey subjects on the form of teaching Literature subject according to the new general education program in secondary schools
STT
Content | Very suitable | Fit | Are not Fit | Total score |
| Rating | ||||
Number quantity | % | Number quantity | % | Number quantity | % | |||||
1 | Whole class teaching | 101 | 65.16 | 24 | 15.48 | 30 | 19.35 | 381 | 2.46 | 1 |
2 | Group teaching | 70 | 45.16 | 70 | 45.16 | 15 | 9.68 | 365 | 2.35 | 3 |
3 | Teaching in the environment assumption (E-learning) | 47 | 30.32 | 93 | 60.00 | 15 | 9.68 | 342 | 2.21 | 4 |
4 | Teaching in the classroom Department | 54 | 34.84 | 78 | 50.32 | 23 | 14.84 | 341 | 2.20 | 5 |
5 | Integrated teaching | 78 | 50.32 | 62 | 40.00 | 15 | 9.68 | 373 | 2.41 | 2 |
| 2.33 | |||||||||
Comments on table 2.6:
Table 2.6 shows: According to the assessment of managers and teachers, the suitability of the forms of teaching literature according to the new general education program in secondary schools in Mong Cai City, Quang Ninh Province, the average assessment level is 
= 2.33). However, different contents in the table have different assessment scores:
The methods that are rated at a high level of use include: Whole-class teaching; Integrated teaching; Group teaching (with scores of 
2.46; 
2.41= 2.35 points, ranked 3rd). When interviewed, the teacher said, " We mainly use the form of lesson to ensure knowledge and skills for students in a way that is effective."
equally; besides, we want students to express their views in studying by working in groups, this is very meaningful for students in reviewing lessons, reviewing lessons and expressing opinions to each other" (Ms. Hoang Thuy M, teacher at Van Ninh Secondary School).
The forms that are assessed to have an average level of suitability include: Teaching in a simulated environment (E-learning) 
= 2.21 points, ranked 4th); Teaching in subject classrooms ( 
= 2.20 points, ranked 5th). The reason these forms have a low level is due to the limited facilities such as computer rooms with internet connection, chairs, and operating conditions in a limited network environment; subject meeting rooms are limited in area, teachers only implement them for groups of students to review for excellent students, and cannot be applied to large classes and general grades.
Thus, it can be seen that the forms in teaching literature have an average level of suitability, and the principals of schools only implement them unevenly. In the coming time, principals need to implement them in parallel, interweaving the forms to enrich the teaching activities for teachers.
2.4. Current status of management of teaching and learning of Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province
2.4.1. Current status of managing teaching objectives of Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province
To evaluate the current status of managing the teaching objectives of Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province, we used question number 5 (appendix 1,2), the results are as follows:
Table 2.7: Assessment of the survey subjects on the management of the objectives of teaching Literature according to the new general education program in secondary schools
STT
Content | Frequent | Sometimes | Not implemented | Total score |
| Rating | ||||
Quantity | % | Quantity | % | Quantity | % | |||||
1 | The principal has a firm grasp of the training program and objectives, thoroughly understands and directs the professional team and teachers to strictly comply. Teaching objectives | 93 | 60.00 | 23 | 14.84 | 39 | 25.16 | 364 | 2.35 | 3 |
2 | Directing the implementation, monitoring and evaluating the results of teaching and learning activities in Literature to ensure the achievement of goals. Subject | 86 | 55.48 | 54 | 34.84 | 15 | 9.68 | 381 | 2.46 | 2 |
3 | Control the implementation of goals through course outlines, in-class and out-of-class activities. class of teachers and students | 101 | 65.16 | 39 | 25.16 | 15 | 9.68 | 396 | 2.55 | 1 |
4 | Monitor and learn from experience in evaluating student learning outcomes Course Objectives | 78 | 50.32 | 31 | 20.00 | 46 | 29.68 | 342 | 2.21 | 4 |
| 2.39 | |||||||||
Comments on table 2.7:
Table 2.7 shows: According to the assessment of managers and teachers on the current status of managing the objectives of teaching and learning Literature according to the new general education program in secondary schools in Mong Cai City, Quang Ninh Province, the level is high 
= 2.39 points). However, different contents in the table have different assessment scores:
The contents that are rated as having a high level of use include: Content 1 "The principal has a firm grasp of the training program and objectives, thoroughly understands and directs the organization".
professional, teachers strictly adhere to teaching objectives"; content 2 "Directing the implementation and monitoring, evaluating the results of teaching activities in Literature to ensure the achievement of subject objectives"; content 3 "Controlling the implementation of objectives through subject outlines, in-class and out-of-class activities of teachers and students" (with 
= 2.35; 
= 2.46= 2.55 respectively). The reason for such high results is that the Principal implemented measures to control objectives through monitoring class observations, out-of-class activities in teaching Literature by teachers, in addition, controlling through the head of the professional group, monthly reporting on the situation of the department when implementing teaching Literature according to the new program.
The content that is rated at an average level of use is content 4 "Monitoring and drawing experience from assessing student learning outcomes according to subject objectives" (with 
= 2.21). Through surveys and conversations with teachers, we learned more information: " Currently, the assessment of outcomes according to subject objectives is still taking place, but the organization of monitoring is limited, because the school has not yet established a monitoring and inspection team, the assessment results to draw experience for the next period are not implemented, teachers have no basis for adjustment " (Ms. Phan Thi Bich H, Ka Long Secondary School).
In general, the implementation of measures to manage the objectives of teaching and learning Literature according to the new general education program in secondary schools in Mong Cai City, Quang Ninh Province has been paid attention to and focused on. It can be said that the Principal has been proactive, closely following and always adhering to the policies of educational innovation to be able to do this activity well. However, there are still some opinions that the level of implementation is average because the school has not arranged personnel to control and supervise, so the results of students according to the objectives have not been implemented evenly.
2.4.2. Current status of content management and teaching plan of Literature subject according to the new general education program at secondary schools in Mong Cai city, Quang Ninh province
To evaluate the current status of content management and teaching plan for Literature subject according to the new general education program in secondary schools in Mong Cai city, Quang Ninh province, we used question number 6 (appendix 1,2), the results are as follows: