Ứng dụng trí tuệ nhân tạo tạo sinh trong dạy học đọc hiểu văn bản nghị luận xã hội ở trung học cơ sở theo hướng phát triển năng lực

Tóm tắt

In the 2018 General Education Curriculum for Literature, social argumentative text reading comprehension is included across all grades at the secondary level. However, in practice, teaching this type of text remains a significant challenge for teachers, while lower secondary students continue to demonstrate considerable limitations in reading comprehension. In this context, generative artificial intelligence (GenAI) tools have shown substantial potential for enhancing the effectiveness of teaching social argumentative text reading comprehension in schools. This study develops a framework for social argumentative text reading comprehension competence and reports the findings of a survey of 515 teachers on the current use of artificial intelligence in teaching this text type. Based on the theoretical framework and empirical data, the study proposes pedagogical principles and suggests ways to integrate selected GenAI tools into instruction to foster students’ reading comprehension competence. The findings highlight the feasibility of applying GenAI to support the development of students’ reading comprehension competence, thereby contributing to improved teaching effectiveness in Literature education at the general education level.