Vietnam: How many rhetorical devices are there in the Literature curriculum? What is the educational level at which the Literature curriculum includes rhetorical devices?

How many rhetorical devices are there in the Literature curriculum in Vietnam?

Students can refer to the rhetorical devices in the Literature curriculum in Vietnam listed below:

*Note: Information about rhetorical devices in the Literature subject is for reference only./.

How many rhetorical devices are there in the Literature curriculum in Vietnam? What is the educational level at which the Literature curriculum includes rhetorical devices? (Image from the Internet)

What is the educational level at which the Literature curriculum includes rhetorical devices in Vietnam?

Under Section 4 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the general requirements for Literature in the general education program are as follows:

- Requirements for key qualities and common competencies

The Literature subject contributes to forming and developing in students the key qualities and common competencies according to levels appropriate to the subject and school level as specified in the overall program.

- Requirements for specific competencies

+ Requirements at the primary level

++ Language Competency

Read accurately, fluently, and expressively; understand the main content of the text, primarily explicit content; initially understand implicit content such as themes, lessons learned from the texts read.

At the primary level, reading requirements include technical reading and comprehension skills. For students in the early grades (grades 1 and 2), focus on reading accurately with appropriate speed and understanding simple text content. For students in grades 3, 4, and 5, place more emphasis on understanding specific content, themes, and lessons drawn from the text.

From grades 1 to 3, write accurately in spelling, vocabulary, and grammar; write some sentences and short paragraphs; in grades 4 and 5, begin to write complete short essays, mainly narrative or descriptive essays and simple introductions.

Write narratives of stories read, events witnessed or participated in, and stories imagined by the students; describe familiar objects and phenomena; introduce objects and activities familiar to students' lives. Write paragraphs expressing feelings and thoughts when reading stories, poems, or witnessing events that evoke emotions; give opinions on simple matters in studies and life; write documents like autobiographies, messages, invitations, schedules, petitions, etc.; initially know how to write according to a process; the writing must include an introduction, body, and conclusion.

Express ideas and feelings clearly; begin to use appropriate gestures and expressions when speaking; clearly retell stories read or heard; share and exchange feelings, attitudes, and thoughts about discussed issues; know how to explain a simple object or process.

Listen with appropriate attitudes and grasp the main content; recognize the speaker's emotions; know how to respond to what was heard.

+ Literary Competency

Distinguish between narrative and poetic texts (paragraphs, prose, and lines, verses); recognize the text's content and the writer's attitude and feelings; initially understand the effect of some literary elements (language, characters, plot, rhyme, comparison, and personification). Know how to associate, imagine, and express literary features in writing and speaking.

For students in grades 1 and 2: recognize who or what the text is about; identify characters in stories, and rhymes in poems; distinguish between narrative and poetic texts.

For grades 3, 4, and 5: know how to read literary texts expressively; retell, and summarize main content of stories and poems; comment on characters, events, and the writer's attitudes and feelings in texts; recognize time and place, some types of rhymes, poetic rhythms, beautiful, unique words and images, and the effects of rhetorical devices such as personification and comparison. Understand the meaning or lesson from the text; write stories, and descriptions expressing emotions and the ability to associate, and imagine.

Thus, rhetorical devices are taught at the primary level and may be continued and enhanced at lower and upper secondary levels.

What are the methods of teaching reading skills in the Literature curriculum in Vietnam?

According to subsection 3 of Section 6 of the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the methods of teaching reading skills in the Literature curriculum in Vietnam are regulated as follows:

(1) Teaching general text comprehension:

Require students to read the entire text directly, observe formal elements of the text, form a general impression, and summarize the main content of the text;

Organize activities for students to discover, analyze, and deduce meanings of information, messages, views, attitudes, thoughts, and emotions conveyed in the text; guide students to relate, compare texts, connect texts with historical, cultural, and societal contexts, link texts with personal experiences to understand the text's deeper values and learn to apply and transform these values into beliefs and personal behavior in daily life.

(2) Teaching literary text comprehension: Literary texts are also a type of text, so teaching literary text comprehension should follow the general text comprehension method.

However, literary texts have their distinct characteristics, so teachers should organize student engagement in a process of exploration and decoding according to the specific features of artistic texts.

Students need guidance, practice reading literary works from perceiving verbal texts to exploring the artistic world of imagery and summarizing the content and meaning; skills to find and explain relationships between the whole and parts of the text, and discover the coherence of content and the completed form of literary works.

The reading teaching method must focus on activating positive, creative reading in students.

Guide and motivate students to take initiative, be confident, promote the role of "co-creator" in accepting works; be enthusiastic about generating meaning for texts; know how to compare, contrast, relate extensively, mobilize personal knowledge, and use personal life experiences to comprehend texts, experience literature, discover ethical, cultural, and philosophical values, and apply them to life.

During reading instruction, teachers should help students discover messages and meanings themselves, contributing to filling in the "gaps" in texts. Teachers should provide suggestions but not let their analysis and lectures replace students' thinking; avoid rote learning.

Diverse types of questions at different levels should be used to differentiate teaching and guide students in text comprehension, shaping reading skills.

Depending on the student population at each level, class, and type of literary text, employ appropriate teaching methods, techniques, and forms of comprehension such as:

Expressive reading, role reading, storytelling, acting to resolve situations, drama, use of questions, guided note-taking during a reading with note cards, learning sheets, reading journals, organizing discussions on texts, adapting literary works from one genre to another, drawing, filming, and experiencing the situations that characters have undergone.

Other teaching methods such as dialogue, question-answer, lecture, and problem-solving also need suitable applications to enhance students' competencies.

>> See the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT: Download