Vận dụng mô hình dạy học dự án trong bồi dưỡng học sinh giỏi môn Ngữ văn: nghiên cứu tại ba trường trung học phổ thông chuyên

Tóm tắt

In the context of educational reform, gifted education needs to shift from knowledge transmission toward the development of research competence and real-world problem-solving skills. This study aims to evaluate the effectiveness of project-based learning (PBL) in connecting advanced theoretical knowledge with creative practice for gifted students in Literature. A mixed-methods design was employed, combining quantitative data from competency-based assessments with qualitative data collected through observation forms and product evaluation rubrics. The sample consisted of 30 students selected for the National Excellent Student Team in 2025 from three specialized high schools: Tran Phu High School for the Gifted (Hai Phong), Phan Boi Chau High School for the Gifted (Nghe An), and Hung Vuong High School for the Gifted (Binh Duong). The intervention was implemented through a comprehensive project over an eight-week period (from January 6 to March 2, 2025). The findings indicate that project-based learning significantly enhanced students’ critical thinking skills (with a 56.5% increase after the intervention), collaborative competence, and self-directed learning ability. Students were able to transform theoretical knowledge into innovative and academically valuable products, including video essays, e-magazines, and in-depth research projects. The results confirm that project-based learning is a key approach to innovating gifted education in a sustainable manner. The study not only enriches the methodological foundation of gifted education but also provides an empirical model for shifting educational practices from “test preparation” to “knowledge construction.” Furthermore, it offers evidence-based implications for educational administrators seeking to reform assessment policies and the structure of gifted student examinations toward a competency-based approach. To optimize the implementation of this model, schools should adopt flexible scheduling, strengthen digital learning resources, and develop integrated creative spaces for both teachers and students. Future research should focus on the application of Artificial Intelligence as a tool for personalizing project implementation processes and assessing competencies in gifted Literature education.