Vận dụng “Lí thuyết vai đọc” trong dạy học đọc hiểu văn bản văn học ở phổ thông

Tóm tắt

The 2018 General Education Curriculum in Vietnam presents numerous opportunities for innovation in teaching and learning activities, particularly in reading comprehension instruction. This article approaches the teaching of literary text comprehension through the lens of reader roles, a concept derived from reading strategies within the “literature circles” model proposed by Daniels and colleagues. Based on a synthesis of theoretical foundations, the article systematizes fundamental reader roles (questioner, connector, explorer, creator, summarizer, etc.) and proposes additional roles aligned with the expected learning outcomes, genre-specific features, and reading comprehension skills outlined in the 2018 curriculum. From this foundation, the author develops a competency-oriented process for designing and applying reader roles. The article also illustrates how reader roles can be integrated with reading comprehension techniques to enhance instructional effectiveness, aiming to help students move beyond reliance on reading worksheets and instead internalize flexible and efficient reading strategies. These suggestions initially contribute to supplementing the treasure trove of methods for teaching Literature in the direction of developing learners' qualities and competences.