Xây dựng mô hình cấu trúc năng lực viết văn của học sinh lớp 5 theo tiếp cận năng lực

Tóm tắt

Writing competence plays a foundational role in the development of language capacity and higher-order thinking, particularly in Grade 5, a critical transitional stage in primary education. However, the structure of writing competence within a competency-based approach has not been sufficiently systematized in Vietnamese educational research, leading to limitations in instructional design and assessment practices. This study aims to develop and conceptualize a competency-based framework for Grade 5 students’ writing competence. The research adopts a qualitative design, employing a narrative literature review combined with content analysis and modeling, drawing on theoretical perspectives on writing instruction, international assessment frameworks, and the requirements of the 2018 General Education Curriculum. The findings help propose a structural model consisting of five interrelated components: (1) idea generation, (2) organization of content, (3) linguistic expression, (4) grammatical accuracy, and (5) revision competence. The proposed framework contributes to clarifying the multidimensional nature of writing competence in primary education and provides initial implications for designing instructional activities and developing competency-based writing assessment criteria.