Xây dựng và sử dụng học liệu trải nghiệm số trong dạy học đọc hiểu văn bản tự sự ở trung học cơ sở

Tóm tắt

This article conceptualizes digital experiential learning materials for teaching narrative reading comprehension and proposes ways to develop and use them in lower secondary schools. Based on a theoretical analysis and synthesis of studies on digital learning resources, experiential learning, and literary reading, the article defines these materials as multimodal digital resources linked to reading tasks that enable students to experience the narrative world, reflect on textual evidence, construct or revise interpretations, and apply reading outcomes. The materials are classified into three functional groups: visual, interactive-dialogic, and co-creative experiential materials. The article also specifies design and use requirements and proposes a four-step process anchored in narrative elements and evidence-based reading tasks. An illustration using the narrative text “The Octopus” demonstrates the application of the proposed process. The proposals provide a theoretical and procedural foundation for subsequent empirical investigation.