Vận dụng lí thuyết sơ đồ nhận thức trong dạy đọc hiểu văn bản văn học ở nhà trường phổ thông

Tóm tắt

Developing students’ literary competence in accordance with the requirements of the 2018 General Education Curriculum for Literature necessitates further exploration of the interactive and meaning-making process between student readers and texts. Employing theoretical research methods, this paper focuses on elucidating the potential and proposing pedagogical methods for applying schema theory in teaching literary reading comprehension in general education. The study outlines the fundamental principles of schema theory. In the realm of literary reading comprehension, several specific schemas can be established: genre, literary language, life experience, cultural background, and intertextuality. Schemas can be creatively integrated into teaching literary reading comprehension by guiding students to utilize these schemas across various stages: orienting the reading activity, constructing textual meaning, and responding to as well as regulating the reading comprehension process. The research findings contribute to enhancing the effectiveness of teaching reading comprehension in general education, progressively fostering students to become independent and proactive readers capable of utilizing and developing their cognitive schemas.