Dạy học phân hóa trong dạy học đọc hiểu văn bản theo hướng phát triển năng lực ở tiểu học.

Differentiated Instruction for Teaching the Text Nguoi lam do choi in Grade 3 Vietnamese Language Education to Develop Student Competencies

Tóm tắt

In the context of implementing the 2018 General Education Program, teaching reading comprehension in primary schools is oriented towards developing students' competencies and focusing on ensuring learning opportunities appropriate to the differences of each student. This article studies teaching the text “The Toy Maker” (Người làm đồ chơi) in Vietnamese Language 3 according to the competency-based approach through differentiated instruction. The research clarifies the elements that can be differentiated in teaching reading comprehension and the requirements for organizing reading activities according to different competency levels. A practical survey of 25 primary school teachers showed that, although teachers have a positive awareness of the role of differentiated instruction, its application in designing reading objectives and tasks, organizing activities, and evaluating is still infrequent and lacks a systematic approach. Based on this, the article proposes principled requirements and a lesson plan for teaching the text “The Toy Maker” using a differentiated approach, focusing on tiering objectives, designing reading comprehension tasks according to cognitive levels, organizing flexible activities, and promoting the active role of students. The research results contribute to concretizing differentiated teaching in reading comprehension instruction, and provide practical evidence for implementing Vietnamese language teaching in grade 3 according to the competency-based approach in the 2018 General Education Program.