Yêu cầu cần đạt về đọc hiểu trong Chương trình Giáo dục phổ thông môn Ngữ văn 2018 cấp trung học cơ sở từ góc nhìn khung năng lực đọc hiểu của PISA

Tóm tắt

The 2018 General Education Curriculum for Vietnamese Language Arts is currently under review after eight years of implementation. Besides evaluating its practical feasibility and rationality, examining the curriculum’s international alignment is essential. To assess the international alignment of the expected learning outcomes for reading comprehension, this study employs theoretical research methods, utilizing the OECD’s Programme for International Student Assessment (PISA) framework as a reference. The study reveals that the expected learning outcomes for reading comprehension at the lower secondary level exhibit a certain degree of compatibility with the PISA 2018 framework concerning reading materials, manifestations, and proficiency levels. However, certain gaps remain that necessitate further consideration and adjustment to comprehensively develop students’ reading skills in the context of modern society. The findings contribute to confirming the curriculum’s international alignment, while also identifying areas that warrant further investigation and consideration. In addition, the results indicate the potential applicability of the PISA reading framework to the teaching and assessment of reading comprehension in secondary education.