Thiết kế kế hoạch bài dạy Ngữ văn theo chủ đề tích hợp trong dạy học Ngữ văn 6

Tóm tắt

In the context of implementing the 2018 General Education Curriculum, shifting from knowledge-based teaching to developing specific competencies requires a fundamental change in lesson planning. However, in practice, Reading, Writing, Speaking, and Listening skills are often taught in isolation, failing to create a systematic transformation of students' competencies. This study employs a mixed-methods design, focusing on a case study combined with pedagogical experimentation on 79 sixth-grade students at Trung Vuong Secondary School (Thai Nguyen). Data were collected through teaching journals and student artifacts, then analyzed using descriptive statistics. The study established a four-step process for designing organically integrated lesson plans, using Reading activities as the linguistic foundation for Writing and Speaking-Listening. Experimental results showed that the experimental group achieved a significantly higher average competency score (7.85) compared to the control group (6.48), particularly in applying genre knowledge to text creation. These findings confirm the feasibility of the integrated model in optimizing instructional time and enhancing the quality of Literature education for grade 6. The study suggests that teachers should prioritize natural connections between learning tasks to avoid forced integration and opens up research directions for applying this model to other units in the curriculum.