Tổng quan nghiên cứu về tri thức nền trong dạy học đọc hiểu văn bản văn học
Tóm tắt
In the context of educational reform under the 2018 General Education Curriculum, developing students’ reading comprehension competence for literary texts has become a central task of Literature education. This study aims to systematize theoretical and practical perspectives on the role of background knowledge in literary reading comprehension instruction. Employing literature review, document analysis, and synthesis methods on relevant international and Vietnamese theoretical works, the research reveals that the global trend in literature instruction has undergone a significant shift: it has transitioned from viewing the text as an autonomous object to establishing the central role of the reader through reader-response theory and schema theory. In Vietnam, the research trajectory has shifted from the traditional literature-lecturing model towards emphasizing students’ receptive role and subjective agency. Accordingly, the types of background knowledge emphasized in literary reading comprehension instruction include genre knowledge, authorial knowledge, and instrumental knowledge. The research findings affirm that background knowledge is a prerequisite for students to fill in textual gaps and effectively engage in meaning-making activities. However, further studies are needed to elucidate the specialized system of background knowledge-specifically, philological knowledge—and the pedagogical model of teaching this as instrumental knowledge in literary reading comprehension instruction to develop students’ competencies.
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