Xây dựng hệ thống bài tập bồi dưỡng năng lực phản biện và thảo luận đa chiều trong dạy học viết bài văn nghị luận xã hội cho học sinh lớp 7: Nghiên cứu tại thành phố Ninh Bình

Tóm tắt

In the context of implementing the 2018 General Education Program in Literature, teaching argumentative writing at the lower secondary level aims not only to equip students with structural writing skills but also to foster critical thinking, multi-dimensional discussion, and independent perspective formation. This study focuses on developing a system of exercises to enhance critical thinking and multi-dimensional debate skills in argumentative writing on social issues for Grade 7 students. A practical survey conducted with 5 Literature teachers and 337 Grade 7 students at My Xa Lower Secondary School (Nam Dinh) revealed that while students face significant barriers in developing logical arguments, counter-argumentation, and evidence selection, teachers lack a structured and diverse exercise framework for critical skills. Based on these findings, the article establishes principled requirements, a structured exercise classification, and specific pedagogical methods such as direct debate, the Hot Seat technique, and group counter-argumentation. Pedagogical experimentation showed a significant improvement in the experimental class’s logical reasoning and counter-argumentation skills. These results validate the feasibility and effectiveness of the proposed exercise system in promoting active learning and competency development in Literature education.