Phát triển năng lực đọc hiểu văn bản văn học cho học sinh lớp 3 qua ngữ liệu đa phương thức trong bối cảnh chuyển đổi số: Một nghiên cứu tại tỉnh Tuyên Quang

Tóm tắt

In the context of educational digital transformation, developing literary text reading comprehension competence for primary school students has become an urgent task aimed at fostering language ability, aesthetic thinking, and humanistic emotions. This study focuses on conducting interviews and questionnaire surveys administered via Google Forms, involving 9 teachers and 89 students at Phuc Ung Primary School, Son Duong Commune, Tuyen Quang Province. The results indicate that the application of multimodal resources helps increase students’ reading interest, deepen their understanding of content and artistic imagery, and simultaneously develop their ability to express emotions and language. Teachers also become more proactive and creative in organizing learning activities and guiding students to explore literary texts through multiple information channels. However, the study also identifies several limitations, such as the uneven use of multimodal resources, inadequate facilities, and teachers’ limited technological competence, which affect the effectiveness of implementation in practice. Based on the survey results, the article proposes several solutions to enhance the effectiveness of using multimodal resources in teaching literary text reading comprehension for third-grade students, contributing to the achievement of competency-based education goals under the 2018 General Education Curriculum. The research findings aim to enhance the effectiveness of literary text reading comprehension instruction from a competency-based perspective and provide a practical foundation for innovating primary-level Vietnamese language teaching in the context of digital transformation.