Thiết kế và tổ chức dạy học phân hóa trong dạy học kĩ năng đọc (môn Tiếng Việt) cho học sinh tiểu học người dân tộc thiểu số

Tóm tắt

The diversity in Vietnamese language proficiency among ethnic minority primary students poses a significant challenge to traditional one-size-fits-all teaching methods. Grounded in the Theory of the Zone of Proximal Development and the current situation of Vietnamese language education in disadvantaged areas, this study employs theoretical research combined with pedagogical observation and experimentation to optimize reading skill training processes for this demographic. The research results propose a fourstep process for designing and organizing differentiated instruction: (1) surveying and categorizing students; (2) defining lesson objectives and specific differentiated goals for each group; (3) designing and organizing instruction; and (4) assessing learning outcomes through a differentiated lens and making necessary adjustments. Through a practical illustration using the Grade 1 reading lesson "The Echo of the Mountain" (Tiếng vọng của núi), the study confirms that differentiated instruction not only significantly improves reading efficiency but also fosters confidence and a positive learning attitude among students. These findings play a crucial role in innovating Vietnamese language teaching methods in socio-economically disadvantaged areas, aiming toward the goal of educational equity. Furthermore, the study opens new avenues for developing stratified digital learning materials to support teachers in optimizing differentiated instruction in the future.