What are the 05 sample 200-word social argumentative essays on the social phenomenon of brain drain in the 12th-grade Literature curriculum in Vietnam? What are the perspectives for developing the 12th-grade Literature curriculum?

What are the 05 sample 200-word social argumentative essays on the social phenomenon of brain drain in the 12th-grade Literature curriculum in Vietnam?

Below are 05 sample 200-word social argumentative essays on the social phenomenon of brain drain in the 12th-grade Literature curriculum in Vietnam:

Sample 1: Losing an important resource

Sample 2: Creating a conducive environment for them to contribute to the nation's development.

Sample 3: Causing many adverse effects on domestic economy and science.

Sample 4: A serious issue requiring attention from society and the state.

Sample 5: Brain drain is a phenomenon of intellectuals

Note: The 05 sample 200-word social argumentative essays on the social phenomenon of brain drain in the 12th-grade Literature curriculum in Vietnam are for reference only!

What are the 05 sample 200-word social argumentative essays on the social phenomenon of brain drain in the 12th-grade Literature curriculum in Vietnam? What are the perspectives for developing the 12th-grade Literature curriculum? (Image from Internet)

What are the perspectives for developing the 12th-grade Literature curriculum in Vietnam?

According to the General education program in Literature issued in conjunction with Circular 32/2018/TT-BGDDT, the perspectives for developing the 12th-grade Literature curriculum in Vietnam are as follows:

The Literature curriculum adheres to the basic regulations stated in the General Program while emphasizing several perspectives:

- The Literature curriculum is developed on theoretical and practical foundations, updates on research achievements in education, psychology, and teaching methodology of Vietnamese literature; achievements in literature and linguistics research; achievements in Vietnamese literature across various periods; experiences in developing Vietnamese literature curricula, particularly from the early 21st century until now, and international trends in curriculum development in general, and the Literature curriculum in particular over recent years, especially from developed countries; societal practice, education, economic conditions, and Vietnamese cultural tradition, especially the diversity of students in terms of regions, conditions, and learning abilities.

- The Literature curriculum focuses on training communication skills (reading, writing, speaking, and listening) as a central theme throughout all three education levels to meet the program's capacity-oriented direction and ensure coherence and continuity across all grades and levels. Fundamental, foundational knowledge about the Vietnamese language and literature is formed through activities in comprehending and creating texts; directly serving the requirement of training in reading, writing, speaking, and listening skills.

- The Literature curriculum is developed with an open approach, reflected in not specifying detailed teaching content but stipulating the outcomes needed in reading, writing, speaking, and listening for each grade; delineating some basic, core knowledge about the Vietnamese language, literature, and some texts with a significant, crucial position in national literature as mandatory content for students nationwide.

- The Literature curriculum meets both the innovation requirements and emphasizes inheriting and enhancing the strengths of existing Vietnamese literature curricula, especially the current one.

What are the orientations in teaching methods for the 12th-grade Literature curriculum in Vietnam?

Under Section 6 in the Appendix to the General Education Program in Literature issued with Circular 32/2018/TT-BGDDT, the orientations in teaching methods for the 12th-grade Literature curriculum in Vietnam are as follows:

The Literature curriculum utilizes education methods oriented toward integrated and differentiated teaching; diversifying teaching methods, means, and organizational forms; promoting active, proactive, and creative learning, applying knowledge and skills of students.

- Based on the program, teachers proactively and flexibly build and organize lessons according to the following orientations:

+ Implement intra-disciplinary integration requirements (both knowledge and skills), interdisciplinary integration, and integrate priority education content (cross-disciplinary); implement differentiated teaching according to student subjects at all levels and differentiation contributing to career orientation in high school education.

+ Train students in methods of reading, writing, speaking, and listening; practice, experience in receiving and applying knowledge of the Vietnamese language and literature through learning activities in and out of the classroom; focus on using teaching means, overcoming the traditional reading and copying teaching style, developing thinking, training skillful use of means for students.

+ Enhance and promote student activeness and self-reliance; allocate ample time for students to study textbooks and learning materials, practice, conduct presentations, discussions, and defend learning results to enable students to read, write, speak, and listen according to varying demands and levels; assess and evaluate student task fulfillment in their learning tasks.