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1.3.4.3. Teaching method of Literature subject based on students' capacity in secondary school
* Group teaching method
Group teaching is also known by other names such as: Cooperative teaching, small group teaching, in which students in a class are divided into small groups, within a limited time, each group independently completes learning tasks based on assignment and cooperation. The results of the group's work are then presented and evaluated in front of the whole class.
Group teaching, if well organized, will promote positivity, responsibility; develop students' collaborative working skills and communication skills. Group teaching is often applied to deepen, practice, and consolidate a learned topic or to learn a new topic.
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To effectively teach group learning, teachers need to pay attention to: Group teaching methods must be appropriate to the content; the number of students in a group must be moderate, from 4 to 6 students; the objects of cognition must be appropriate to the students' level and the conditions of facilities, equipment and teaching aids must ensure group teaching.
* Case study method
A case study is a method of using a real story or a written story based on a real-life situation to illustrate a problem or a set of problems. Sometimes a case study can be done on video or a cassette tape rather than in a written text.
Since the case study is intended to reflect the diversity of real life, it must be relatively complex, with different characters and situations rather than a simple story.
To develop students' competencies, it is important to note that: The case study must be appropriate to the lesson topic, appropriate to the students' level and the time allowed. Depending on each case, the whole class can be organized to study a case study or each group can be assigned to study a different case study.
* Problem solving method
Teaching to discover and solve problems is a teaching method that poses to students cognitive problems containing contradictions between the known and the unknown, transferring students
into problem situations, stimulating them to be self-reliant, proactive and have the desire to solve problems.
To develop students' competencies, when using this method, it is important to note: The problems (situations) presented for students to handle and solve must satisfy the following requirements: they must be appropriate to the lesson topic, appropriate to the students' cognitive level, close to the students' real life, the situations or problems must be of moderate length, the situations or problems must contain conflicts that need to be resolved, suggesting to students many directions of thinking and many ways to solve problems.
* Role playing method
Role-playing is a method of organizing students to practice, “try out” certain behaviors in a scenario-building context from adapting a literary work or building a scenario about the life of an author or author. This is a method to help students think deeply about an issue by focusing on a specific event that they have just performed or observed. Students can both develop their own abilities and understand the lesson more deeply. The “acting” is not the main part of this method, the important thing is the discussion after the performance.
Requirements when using role-playing to help develop students' competencies: Role-playing situations must be appropriate to the lesson topic, age, level of students, and classroom conditions and circumstances; situations should not be too long and complicated, exceeding the allowed time; situations must have many solutions; situations need to be open-ended so that students can find their own solutions and appropriate behaviors; do not give a "script" or dialogue in advance; appropriate time must be given for students to discuss, develop the script, and prepare for role-playing.
* Game method
The game method is a method of organizing students to learn about a problem or experience actions, attitudes, and deeds through a certain game.
This method is effective in developing students' competencies when: The game must be easy to organize and implement, must be suitable for the lesson topic, the characteristics and level of students, the time budget, the circumstances and actual conditions of the classroom, and must not be dangerous for students; students must understand the rules of the game and must respect them; the time and place of play must be clearly defined; must promote students' positivity, initiative and creativity, create conditions for students to participate in organizing and controlling all stages; the game must be rotated and changed appropriately so as not to bore students; after playing, teachers need to let students discuss to realize the educational significance of the game.
* Project-based learning method
Project-based learning is also known as project method, in which students perform a complex learning task, linked to practice, combining theory with practice. This task is performed by learners with high autonomy, from planning to implementation and evaluation of project results. The main form of work is in groups. Project results are action products that can be introduced. For example: drawing from pictures, writing scripts based on the text being studied...
To develop students' competencies, when using the method, it is important to note: Learning projects need to contribute to linking learning in school with real life and society; there is a combination of theoretical research and application of theory to practical activities; project tasks need to contain issues appropriate to the level and ability of students; students are allowed to participate in choosing topics and learning content appropriate to their personal abilities and interests; project content combines knowledge from many different fields or subjects to solve complex problems.
* Experiential method
Experiential learning is a method of learning through doing, with the concept that learning is the process of creating new knowledge based on practical experience, based on assessments and analysis of existing experiences and knowledge. This method requires learners to use a combination of senses (hearing, seeing, touching, smelling, etc.) to increase the ability to retain what has been learned longer. The diverse teaching and learning methods of the method can maximize the creativity, dynamism and adaptability of learners; help develop personal capacity and increase confidence. With this method, learning becomes more interesting for learners and teaching becomes more interesting for teachers. However, this method requires more preparation from teachers and may take more time to implement with learners; requires patience and guidance from teachers.
Note, when using measures to develop students' competencies: To teach experiential learning effectively, the role of the teacher is extremely important. Teachers must be friendly and experienced guides and supporters of students. With their abilities, teachers must engage students in learning activities, create learning motivation, and help them learn from experiences in life contexts. Teachers support students in creating personal development plans and provide ways for students to self-assess.
* Differentiated teaching methods
Differentiated instruction is a teaching strategy based on the teacher's awareness of the needs of individual learners.
Differentiated learning strategies require teachers to clarify learning objectives that are rooted in content standards, but are implemented in a way that ensures all students participate and understand the lesson. The essence of differentiated learning is to adjust the content to meet the needs, abilities, and experiences of learners. By skillfully applying differentiated learning, teachers will have many different ways to help learners achieve their goals.
With differentiated instruction, teachers plan and deliver lessons that incorporate as many teaching strategies as possible, recognizing the differences among students in the classroom. Differentiating instruction involves: Adapting content to meet students’ abilities, experiences, and interests; Providing multiple ways to achieve lesson objectives; Allowing students to demonstrate their understanding in meaningful ways; Allowing for diversity in the learning environment based on individual student needs; Not requiring teachers to develop individual lesson plans for each student. Instead, this approach requires teachers to look for patterns of need and then group students with similar needs or interests so that teachers can meet the needs of each group.
* Teaching method integrating interdisciplinary knowledge
Integrated and interdisciplinary teaching comes from the requirements of the goal of teaching students to develop their competencies, requiring increased requirements for students to apply knowledge to solve practical problems.
When solving a problem in practice, including both natural and social, students are required to apply comprehensive knowledge related to many subjects. Therefore, teaching needs to be enhanced in the direction of integration and interdisciplinary in content, knowledge, and subjects.
Integrated teaching means incorporating relevant educational content into the teaching process of subjects such as: integrating education on lifestyle, law education; education on national sovereignty over borders, seas, and islands; education on the use of energy economically and effectively, environmental protection, traffic safety, etc.
Interdisciplinary teaching is to identify knowledge content related to two or more subjects to teach, avoiding students having to re-learn the same knowledge content many times in different subjects. For interdisciplinary knowledge but one subject is dominant, it can be arranged to teach in the program of that subject and not re-taught in other subjects.
More importantly, integrated, interdisciplinary topics help students avoid having to relearn the same knowledge content in different subjects many times, which is both overwhelming and confusing.
download, boring, not having a general understanding as well as the ability to apply general knowledge into practice.
1.3.4.4. Teaching method of Literature subject according to students' capacity orientation in secondary school
Depending on the classification basis, we have different forms of teaching organization. Based on quantity, including the following forms: Individual teaching; group teaching; whole-class teaching. Based on the teaching space, including: In-class teaching; out-of-class teaching; out-of-school teaching.
* Classroom teaching
In the form of classroom teaching, teachers directly lead, organize and control the cognitive activities of students in the whole class, paying attention to the individual characteristics of each student.
Currently, the most popular form of teaching organization is classroom teaching. However, to implement teaching in the direction of PTNL, in addition to organizing teaching in the classroom with all classes, it is necessary to diversify other forms of teaching such as:
* Personal tutoring
It is a form of teaching organization when teachers organize students to work independently or guide them individually. Individual teaching helps promote students' self-reliance, independence and self-study ability; teachers can provide additional support for good students and help weak students.
Individual teaching can be done through: Each student works with a study sheet; conducts self-reliant experiments to learn or compare phenomena; plays scientific games; demonstrates talents and strengths (composing poetry, writing, storytelling, drawing, etc.); other independent activities (collecting authors, creative stages, clips, pictures, etc.).
* Group teaching
Group teaching is a form of teaching organization when teachers control and guide learning activities in groups of students.
Group teaching creates opportunities for students to participate more actively in learning activities, to listen to their friends' opinions, to convey their own opinions in the group to form communication skills; to explore knowledge and coordinate work, to learn from other members in the group... to form the ability to cooperate. In addition, group learning also forms in students self-management, self-awareness, and a sense of responsibility for assigned work. It helps shy students to integrate with bold students and become more confident.
* Out-of-class teaching
In this form, teachers organize students' learning activities outside the classroom to facilitate students to expand and master knowledge through diverse activities and relationships from the learning environment. This form can be carried out inside or outside the school campus.
+ Inside the school, this form is implemented in some cases such as: Students practice songs adapted from folk songs, folk songs, adapt stories into plays to perform in front of the class or perform in front of the whole school in thematic activities, book promotion and book learning sessions, art performances, etc.
+ Outside of school, this form of teaching organization is often carried out through activities such as: Cluster-level and city-level art performances with content adapted from literature, sightseeing and studying in areas in Ha Long city, in Quang Ninh province or outside the province to learn about the author's biography and history at the relic; With the current orientation of teaching PTNL, the trend of interdisciplinary integration and organizing teaching outside of school is being interested and implemented in schools.
Teaching outside the classroom compared to teaching in the classroom is a flexible form of teaching organization, creating a diverse learning environment, stimulating students' interest, making the school closer to real life.
Each form of teaching organization has a certain role in the teaching process in secondary schools. The basic form is classroom teaching, besides, it is necessary to actively use other forms of teaching organization to increase students' interest in learning, contributing to the development of students' capacity.
1.3.4.5. Testing and evaluation in teaching Literature subject according to students' capacity orientation in secondary school
According to PTNL perspective, assessment of learning outcomes does not focus on testing the ability to apply learned knowledge. Assessment of learning outcomes based on competence needs to focus on the ability to creatively apply knowledge in different situations.
In essence, assessing learning outcomes based on competence does not contradict with assessing knowledge and skills, but assessing competence is considered a higher step in development than assessing knowledge and skills.
It is necessary to assess different abilities of students: from general abilities to specialized abilities. The assessment must ensure objectivity, fairness, comprehensiveness, transparency, education and development.
Evaluation objectives
Assessment of educational results in Literature aims to provide accurate, timely and valuable information on the level of meeting the requirements of quality, capacity and progress of students during the course of learning the subject, to guide learning activities, adjust teaching activities, manage and develop the program, ensure the progress of each student and improve the quality of education.
Review content
In Literature, teachers evaluate students' qualities, general abilities, specific abilities and progress through speaking, listening, reading and writing activities.
Assessment of reading activities: Focus on requiring students to understand the content, theme of the text, the writer's viewpoint and intention; identify characteristics of the method of expression, especially in terms of text type, genre and language used; answer questions at different levels of thinking; argue and explain their understanding; comment and evaluate the value and impact of the text on themselves; express emotions towards the issues raised in the text; make connections and comparisons between texts and between texts and life.
Assessment of writing activities: Focus on requiring students to create different types of texts: narrative, descriptive, expressive, argumentative, explanatory, daily. Assessment of writing skills should be based on key criteria such as content, structure of writing, ability to express and argue, language form and presentation, etc.
Assessment of speaking and listening activities: Focus on the requirements for students to speak on the correct topic and purpose; the confidence and dynamism of the speaker; knowing how to pay attention to the listener; knowing how to debate and persuade; having appropriate speaking techniques; knowing how to use non-verbal communication means and supporting technology. For listening skills, students are required to grasp the content spoken by others; grasp and evaluate the views and intentions of the speaker; know how to ask questions, raise issues, and discuss to check unclear information; have a positive listening attitude and respect the speaker; know how to listen and respect different opinions.
Assessment of the main qualities and general abilities in Literature focuses on students' behaviors, actions, conduct, expressions of attitudes and emotions when reading, writing, speaking and listening; carried out mainly qualitatively, through observation, recording, comments,...