Dạy học truyện cổ tích Việt Nam trong môn Tiếng Việt ở tiểu học theo hướng ngôn ngữ học văn hóa

Tóm tắt

In the Vietnamese language curriculum at the primary level, Vietnamese fairy tales play an important role in developing students’ language competence and fostering cultural understanding. This article approaches the teaching of Vietnamese fairy tales in primary Vietnamese language education from the perspective of Cultural Linguistics, viewing folk narratives as a system encoding knowledge, values, and cultural conceptualizations. Employing conceptual analysis and discourse analysis as research methods, the study indicates that this approach contributes to broadening the depth of textual interpretation while supporting students in developing linguistic-cultural thinking competencies, thereby meeting the demands of contemporary education. On this basis, the article proposes several pedagogical suggestions for teaching Vietnamese fairy tales through the integration of cultural schema reconstruction into reading and storytelling instruction, as well as through the exploration of cognitive models and value logic embedded in Vietnamese fairy tales. This approach is expected not only to enhance the effectiveness of fairy tale instruction but also to open up possibilities for strengthening national cultural education in primary Vietnamese language education.