Vietnam: What are the guidelines for comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa"? What are the orientations in educational methods for the 12th-grade Literature curriculum?

What are the guidelines for comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa"? What are the two main types of texts in Vietnamese knowledge content of the 12th-grade Literature curriculum in Vietnam?

What are the guidelines for comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa"?

The imagery of tears in the two works "Vợ nhặt" by Kim Lan and "Chiếc thuyền ngoài xa" by Nguyen Minh Chau both hold profound meanings, reflecting the content, themes, and emotions of the characters in each work.

The comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa" is studied and practiced in the 12th-grade Literature curriculum.

What are the guidelines for comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa"?

 

1. Tears in "Vợ nhặt" by Kim Lan

Context: "Vợ nhặt" is a work reflecting rural Vietnamese society during the famine of 1945. The main character, Trang, is a poor young man who, in a dire situation of hunger, happens by chance to "pick up" a wife. The tearful scene in this work occurs when Trang and his newly "picked" wife are sharing a meal of bran porridge.

Imagery of tears: In this scene, Trang's wife (Co Vi) sheds tears when looking into the bowl of bran porridge that Trang offers her to eat. These are emotional tears, symbolizing the pain and choking sorrow in the face of poverty and instability.

Meaning:

Tears of empathy and sharing: Vi's tears express her feelings as she realizes the grim circumstances of Trang and her own future. Though the tears represent sorrow, they are also tears of humanity and empathy between two destitute individuals.

Tears of hope: Despite the dire circumstances, these tears also symbolize hope for a brighter future. The poverty and hardship cannot extinguish the faith in life and the potential changes that might occur. This imagery evokes vitality and the aspiration to rise above adversity among the impoverished.

2. Tears in "Chiếc thuyền ngoài xa" by Nguyen Minh Chau

Context: "Chiếc thuyền ngoài xa" is a prominent work by Nguyen Minh Chau, about an artist (character Phung) undertaking a journey to understand people and life. The tearful scene in this work is tied to a haunting discovery of the suffering life of a woman water carrier's family.

Imagery of tears: When Phung witnesses the scene of a woman being beaten by her husband on the boat, she sheds tears due to her helplessness in the face of indescribable pain. Her tears not only signify pain but also acceptance and endurance of life's tragic conditions.

Meaning:

Tears of pain and endurance: Tears in "Chiếc thuyền ngoài xa" are symbols of pain and endurance. The woman sheds tears not to change her situation but because she has become accustomed to suffering and humiliation. Her tears carry helplessness and stagnation.

Tears of understanding and awareness: For Phung, the woman's tears are indicators of the brutal realities of life that he could not have imagined. This moment is one of the pivotal scenes in the work, enabling the character and readers to gain a deeper understanding of social injustice and serving as a sign of Phung's growth in understanding life, art, and humanity.

3. Comparison of tear imagery in the two works

Tears in "Vợ nhặt":

Emotion and hope: Tears in "Vợ nhặt" symbolize compassion and sharing in a dire situation. Although they represent sorrow, they also embody an aspiration for a new future, a desire for change, and upliftment from poverty.

Object of tears: Vi's tears belong to a poor individual's confrontation with poverty and hunger, yet they maintain hope and faith in human kindness.

Tears in "Chiếc thuyền ngoài xa":

Pain and endurance: Tears in "Chiếc thuyền ngoài xa" are associated with profound pain and endurance, as the character has become too accustomed to a life of violence and oppression. These tears are not of hope or aspiration for change, but of acceptance of fate.

Object of tears: The tears of the woman in this work reflect deep helplessness in a violently oppressive family context, indicative of loneliness and isolation in a life filled with suffering.

4. Conclusion

The tear imagery in both works bears different layers of meanings, reflecting the living circumstances and emotional states of the characters:

In "Vợ nhặt," tears symbolize humanity, empathy, sharing, and hope, despite difficult circumstances.

In "Chiếc thuyền ngoài xa," tears hold a deeper meaning of pain, endurance, and helplessness, illustrating suffering and acceptance of a tragic fate.

 

*Note: The above guidelines for comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa"are for reference only./.

Detailed Comparison of Tears in "Vo nhat" and "Chiec thuyen ngoai xa"?

What are the guidelines for comparison of the imagery of tears in "Vợ nhặt" and "Chiếc thuyền ngoài xa"? What are the orientations in educational methods for the 12th-grade Literature curriculum in Vietnam? (Image from the Internet)

What are the two main types of texts in Vietnamese knowledge content of the 12th-grade Literature curriculum in Vietnam?

Under Section 6, Appendix of the General education program in Literature issued with Circular 32/2018/TT-BGDDT, there are two main types of texts in Vietnamese knowledge content of the 12th-grade Literature curriculum in Vietnam as follows:

- Argumentative text: the role of points, arguments, and evidence; the purpose, emotions, and viewpoints of the writer; methods to enhance affirmative and negative aspects in Argumentative texts; argumentation and expressive language; speeches in launching a movement or a social activity; argumentative essays on issues related to the youth; comparative argumentative essays evaluating two literary works of the same or different genre

- Informational text: the value of topics, the main information of the text; types of data and the reliability of data; work exchange letters; reports on project exercises or research results on a natural or social issue

What are the orientations in educational 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 educational 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 educational 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.

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