What are the guidelines for analysis of the poem "Chế học trò ngủ gật" for 8th-grade students? What are the responsibilities of principals in assessing lower secondary school students in Vietnam?
What are the guidelines for analysis of the poem "Chế học trò ngủ gật" for 8th-grade students in Vietnam?
The poem "Chế học trò ngủ gật" by Nguyen Khuyen is a work rich in satire, humor, yet full of subtlety, reflecting a lively picture of the societal reality and school life of that time.
Students can refer to the following sample analysis of the poem "Chế học trò ngủ gật":
| Nguyen Khuyen's poetry, with its gentle tone, nonetheless conceals criticisms and ridicule. The poem “Chế học trò ngủ gật” brings laughter to readers through witty and humorous verses. It is a quintessential work that showcases Nguyen Khuyen’s writing style. The poem aims to discuss a lazy student dozing off while studying next to the teacher. It is a humorous depiction of school life during the feudal era, introducing new colors to his poetic style. The poem begins with a vivid description of a cheerful classroom scene, as the teacher lectures: “Trò trẹt chi bay học cạnh thầy, Gật gà gật gưỡng nực cười thay!” It portrays a lively classroom using the familiar traditional six-eight meter, bringing a closer, more understandable atmosphere of the classroom. However, amidst that serious atmosphere, a student is falling asleep. Nguyen Khuyen uses exceedingly humorous words and images to depict this scenario. “Gật gà gật gưỡng” refers to the drowsy state, and inattentiveness of the little student. It's a usage of compounded words, a kind of abbreviation for “dozing off.” Nguyen Khuyen uses humorous language to bring gleeful smiles to readers. “Giọng khê nồng nặc không ra tiếng, Mắt lại lim dim nhấp đã cay. Đồng nổi đâu đây la liệt đảo, Ma men chi đấy tít mù say.” The teacher discovers the sleeping student in the classroom and tries every way to wake him up. However, the student does not wake up and instead falls into an even deeper sleep. The use of alliterative words “nồng nặc”, “lim dim”, “la liệt” describes the ridiculous sleeping state of the student. These words and images create a distinct description of the student’s fatigue and drowsiness. Nguyen Khuyen employs hyperbole in the above verses, enhancing the evocative and rhythmic nature of the poem. It makes the poem humorous, as per Nguyen Khuyen’s writing style. “Dễ thương bắt chước Chu Y đó, Quyển có câu thần vậy gật ngay.” Finally, the teacher has to seek the class's help to awaken the dozing student. Nguyen Khuyen uses humorous words and images to create an effect and bring laughter to readers. He references the student imitating Chu Y, a character from a folk tale who used to avoid studying. The words “imitate” and “incantation” clearly express this. The student is trying to pretend to study to deceive the teacher. Here, Nguyen Khuyen also showcases the satire and humor of the poem. While other teachers might be annoyed, angry when their students sleep and don’t listen to their lectures, Tam Nguyen Yen Do Nguyen Khuyen does quite the opposite. Although he is not pleased with the student’s learning attitude, he does not punish the student. The poet uses his way, humorously teasing the student to help him realize his mistake. It is a subtle, gentle reminder. The poem is a gentle satire, a reminder pointing out the dozing state in class and students' study habits of that period.With the use of humorous language, flexible and close images, along with unique rhetorical devices, Nguyen Khuyen brings humorous laughter to readers. The poem criticizes the laziness and avoidance of studying among students. It is also a reminder of the importance and significance of concentration and diligence during the learning process. |
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What are the guidelines for analysis of the poem "Chế học trò ngủ gật" for 8th-grade students in Vietnam? What are the responsibilities of principals in assessing lower secondary school students in Vietnam? (Image from the Internet)
What are the responsibilities of principals in assessing lower secondary school students in Vietnam?
Under Article 18 of Circular 22/2021/TT-BGDDT, the responsibilities of principals in assessing lower secondary school students in Vietnam are as follows:
- Manage and instruct teachers, staff, and students on how to implement and inform students’ parents about Circular 22/2021/TT-BGDDT.
- Organize student assessment as per Circular 22/2021/TT-BGDDT in education institutions; direct, examine, and supervise regular assessment and periodic assessment implemented by teachers; on a monthly basis, record feedback and countersign in student monitor and assessment records (by classes).
- Examine and assess recording of results into student monitor and assessment records (by classes), student monitor and assessment records (of teachers), and Education records of subject teachers, class advisors; allow subject teachers to revise score and/or assessment after obtaining verification of class advisors.
- Organize re-examination and re-assessment of subjects according to Article 14 of Circular 22/2021/TT-BGDDT; approve and publicize list of students eligible for class advancement once re-examination and re-assessment results of subjects during summer break are available.
- Approve lists of students: eligible for class advancement, re-assessment in each subject, training during summer break, class retention, and commendations. Approve student assessment results in student monitor and assessment records (by classes) and Education record once all subject teachers and class advisors have filled in relevant contents.
- Explain and deal with difficulties and propositions regarding student assessment within rights and powers of principals. Request competent authority to take actions against violating agencies, organizations, and individuals; issue commendation decisions within their competence, request competent authority to commend agencies, organizations, and individuals with merits in implementation of Circular 22/2021/TT-BGDDT.
What are the standards of the principal for a lower secondary school in Vietnam?
According to clause 3, Article 11 of the lower secondary school, upper secondary school and multi-level school charter issued together with Circular 32/2020/TT-BGDDT, the standards of the principal for a lower secondary school in Vietnam are as follows:
- Regarding qualifications and years of experience: meet the qualification standards of teachers provided for in the Education Law applicable to the in charged education level or to the highest education level of the multi-level school and have at least 05 years of teaching experience (or 04 years for mountainous areas, islands, remote and isolated areas, areas where ethnic minorities reside and areas with exceptional socio-economic difficulties) in the in charged education level.
- Meet the standards provided for in the standards for principals of lower secondary schools, upper secondary schools and multi-level schools, which are in compliance with standards for principals of general education institutions promulgated by the Minister of Education and Training.
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