Bài báo Dạy học tạo lập văn bản đa phương thức cho học sinh trung học phổ thông trong môi trường số

Tóm tắt

In the context of the 2018 General Education Program for Literature, which emphasizes the development of students' qualities and competencies, teaching multimodal writing in secondary schools has become essential to meet the demands of the modern digital and media environment. However, in practice, teachers still face many difficulties because the curriculum and textbooks only provide general guidance without outlining a specific and effective teaching process. This paper uses research methods such as observation, document analysis, pedagogical experiments, and statistical analysis to study the teaching of multimodal writing to secondary school students and proposes a four-step teaching process: analyzing sample texts, organizing writing preparation activities, guiding students during the writing process, and conducting post-writing activities. The results show that multimodal writing has been integrated into the Literature curriculum and textbooks in both reading comprehension and writing activities. The pedagogical experiment conducted at Nguyen Khuyen High School showed a significant improvement in the quality of students' writing. This research contributes to enriching the theoretical and practical foundation for teaching multimodal texts in the high school Vietnamese language and literature curriculum using a competency-based approach in the context of current digital transformation.