Một số điều kiện để học sinh trung học phổ thông trở thành chủ thể đối thoại trong dạy học đọc hiểu văn bản truyện

Tóm tắt

Dialogic teaching of narrative texts is a promising approach to teaching reading comprehension, well-aligned with the competence-based orientation of Vietnam's 2018 General Education Curriculum in Literature. However, most existing studies primarily focus on teachers' instructional design, while the question of what conditions enable students to act as dialogic subjects has not been systematically addressed. Drawing on Bakhtin's dialogism, Vygotsky's sociocultural theory, and Rosenblatt's transactional theory of reading, this article proposes a framework of four core conditions for high school students to become dialogic subjects in the teaching of narrative reading comprehension: (1) academic communication skills; (2) independent and reflective thinking;
(3) the ability to negotiate meaning; and (4) a democratic, psychologically safe classroom environment. The framework is illustrated through a lesson plan for Nguyễn Huy Thiệp's short story Muối của rừng (The Salt of the Forest), from the 12th-grade Literature textbook (Kết nối tri thức series). The findings offer an analytical framework for examining dialogic conditions in the literature classroom, in line with the competence-based orientation of the current curriculum. Teacher professional development should shift its focus from question-design techniques to the cultivation of a dialogic classroom culture; lesson design should simultaneously target reading competence for specific texts and students' “subject-conditions” for dialogue; further research could develop measurable indicators for the four conditions and conduct empirical studies with classroom discourse analysis.