Phát huy vai trò bạn đọc đồng sáng tạo của học sinh trong dạy học tiếp nhận văn bản: Trường hợp văn bản “Tầng hai” của nhà văn Phong Điệp (Ngữ văn 11)

Tóm tắt

Promoting the role of the co-creative reader in reception theory emphasizes the reader’s active and creative engagement in the process of reading, interpreting, and experiencing a literary work. In other words, the reader is not a passive recipient of meaning but participates in constructing multiple layers of interpretation for the text. Based on a systematization of theoretical issues related to literary reception, the article clarifies two key aspects: (1) literary reception in relation to the reader; and (2) the reader’s role as a cocreator in the meaning-making process of a literary work. From this theoretical foundation, the study proposes several instructional measures aimed at fostering students’ co-creative roles when teaching the short story Tầng hai (The Second Floor) by Phong Điệp (Grade 11 Literature textbook, volume 2, Cánh Diều series). These measures were implemented through a teaching experiment and compared with a control class to evaluate the effectiveness of applying reception theory in the teaching of Literature. The findings indicate that enhancing students’ agency in the reading process improves their comprehension and engagement with the text, aligning with the competency-based approach of the 2018 General Education Curriculum.