Vận dụng tiếp cận trải nghiệm trong dạy học đọc hiểu văn bản tự sự ở trung học cơ sở

Tóm tắt

In education in general, and in the teaching of Literature at the secondary school level in particular, the fundamental goal is to develop students’ qualities and competencies in accordance with the requirements of the 2018 General Education Curriculum. In the context of competency-based educational reform, the experiential approach is regarded as an appropriate orientation for promoting learners’ activeness, autonomy, and creativity. This article focuses on the application of the experiential approach to teaching narrative text reading comprehension at lower secondary schools by proposing several ways of organizing learning activities associated with students’ experiences. These approaches enable learners to draw on their life experiences, connect their personal experiences with the artistic world of the text, and actively engage in the process of meaning construction. At the same time, they provide opportunities to foster essential competencies such as critical thinking, communication, collaboration, and self-directed learning, thereby contributing to the improvement of Literature teaching quality and meeting the current requirements of educational innovation.