Lược khảo quá trình hình thành, phát triển và vận dụng lí thuyết hồi ứng trải nghiệm ở Hoa Kỳ và một số quốc gia nói tiếng Anh

Tóm tắt

Innovating the teaching of Literature in general education toward developing students’ qualities and competencies has become an imperative of the contemporary era. Within this orientation, an experiential approach to reading comprehension offers learners opportunities to “immerse themselves” in the “models of life” constructed in each literary work, thereby transforming knowledge into competence. This paper reviews and systematizes theoretical foundations to elucidate the emergence and development of experiential response theory, clarifying the conceptual scope of “experiential response” as well as the essential features of this perspective in literary reading. The review also highlights international practices in applying experiential response to the teaching of Literature in schools. The analysis draws primarily on the foundational work of Louise Michelle Rosenblatt and subsequent studies by Beach, Marshall, Probst, Langer, and others. The findings contribute to orienting future research on the potential of integrating experiential response into competency-based Literature instruction.