Vietnam: What are the sample thoughts on the phenomenon of vanity and achievement obsession? What learning outcomes are required for the writing section in the 8th-grade Literature curriculum?

What are the sample thoughts on the phenomenon of vanity and achievement obsession in Vietnam? What learning outcomes are required for the writing section in the 8th-grade Literature curriculum?

What are the sample thoughts on the phenomenon of vanity and achievement obsession in Vietnam?

8th-grade students in Vietnam can refer to the following sample thoughts on the phenomenon of vanity and achievement obsession in Vietnam:

Sample thoughts on the phenomenon of vanity and achievement obsession


The phenomenon of vanity and achievement obsession is becoming prevalent among us students. Everyone desires praise and to stand out among friends. Consequently, many are not hesitant to use various means to achieve this, even resorting to dishonest tactics.

I see this clearly in some classmates. They always try to act superior to others, even if that's not truly the case. Some boast about their possessions, while others criticize and belittle others. Some even resort to cheating in exams to obtain high scores.

I believe the root of this issue is the pressure from family, school, and society. Parents often expect their children to always top the class, and teachers also want their classes to achieve good results. This inadvertently creates significant pressure on students, leading many to focus solely on external achievements rather than genuine learning.

Vanity and achievement obsession not only harm the individuals who possess them but also affect everyone around them. Those who constantly strive to prove themselves often feel lonely and unhappy because they live in constant comparison and competition.

I hope that we students will become more aware of the consequences of this phenomenon. Let's strive for humility, honesty, and continuously work to better ourselves. Only then can we achieve true success and lead meaningful lives.

Achievement Obsession Haunts Schoolchildren

The phenomenon of vanity and achievement obsession has become an alarming social disease, particularly in the educational environment. Pressure from family, school, and society forces many students to race for scores and degrees.

Every exam season, a tense atmosphere pervades schools. Students become like nonstop study machines, all hoping to achieve high results to satisfy parents, teachers, and themselves. To reach these goals, some resort to cheating methods, such as copying, crib notes, or even purchasing ready-made essays.

Achievement obsession leads to severe health consequences and distorts the character of young people. Students who suffer from this condition live in constant comparison and rivalry, feel insecure, and never satisfied with what they have. They lose joy in learning and the true values of life.

I believe to remedy this situation, we must change our mindset. Parents should create a comfortable learning environment, not overly focusing on achievements. Teachers should guide students toward correct learning objectives, helping them develop comprehensively in both knowledge and life skills. Each student also needs to cultivate self-discipline, initiative, and continuous learning to discover their potential abilities.

The Pressure of Achievement in the Digital Age

In the rapidly developing digital age, social media has become an indispensable part of young people's lives. Besides its benefits, social media also brings many negative effects, particularly in comparison and achievement racing.

On social media platforms, images of successful, wealthy, and beautiful young people are widely displayed. This inadvertently creates invisible pressure on others, especially students. Many feel inferior when comparing themselves to those around them. To stand out on social media, some are not afraid to "live a fake life," posting untrue images and videos about their lives.

Achievement obsession becomes more severe as social media facilitates the quick spread of information. Stories about students achieving high results and being admitted to prestigious universities are widely shared, creating a new standard of success. This causes many students to feel anxious and fearful when they cannot meet these expectations.

To cope with this pressure, students need to learn how to use social media healthily. Instead of comparing themselves to others, they should focus on self-development and pursuing their passions. Parents and schools also need to implement appropriate educational measures to help students overcome these challenges.

The Pressure on Young Blossoms

Nowadays, I see many friends around me striving for high achievements to receive praise. Some study diligently to top the class, while others participate in numerous extracurricular activities to build an impressive record. I also feel pressured to always excel, to be better than others.

I believe that aspiring for high achievements is good, but when it becomes an obsession, it leads to many negative consequences. Many forget to enjoy the learning process, becoming stressed and exhausted, even resorting to cheating to achieve their goals.

I remember when my class held a drawing competition. A classmate who was excellent at drawing didn't participate because they feared not winning a high prize. I saw them feeling sad and regretful.

I think achievements are important, but they're not everything. We should learn out of passion and a desire to explore new things, not just for praise. When we put our heart into what we do, success will naturally come to us.

Student Mentality in the Digital Age

I notice many peers around me are obsessed with grades. They spend hours studying, and doing homework, just to achieve high results in tests. Some are even willing to cheat to get the desired scores.

I believe the pressure from achievements causes them to lose the joy of learning. Instead of being curious to discover new things, they solely focus on memorizing knowledge for tests. This makes learning boring and burdensome.

I recall once when my class had an exciting extracurricular session organized by teachers. However, many classmates were worried about upcoming tests and couldn't fully enjoy the fun moments.

I think academic achievements are important, but they're not everything. We need to learn to balance between studying and having fun. Besides studying, we should also spend time on extracurricular activities, sports, and associating with friends… This will help us become more well-rounded and have a happier life.

*Note: The above sample thoughts on the phenomenon of vanity and achievement obsession are for reference only./.

See more: How many days are left until Christmas 2024?

See more: 20 Sample Fun Christmas Statuses

See more: What are the Traditional Dishes for Christmas?

See more: What are the Top 20 Meaningful Christmas Captions?

See more: What are the Best Sample Office Christmas Decorations?

See more: What are the Beautiful Outdoor Christmas Tree Decorations?

My thoughts on the phenomenon of vanity and short-term achievement obsession? What should be achieved in the writing section of grade 8 Literature program?

What are the sample thoughts on the phenomenon of vanity and achievement obsession in Vietnam? What learning outcomes are required for the writing section in the 8th-grade Literature curriculum? (Image from Internet)

What learning outcomes are required for the writing section in the 8th-grade Literature curriculum in Vietnam?

Under Section 5 of the Appendix to the General Education Program in Literature issued alongside Circular 32/2018/TT-BGDDT, the required literary capabilities after completing the 8th-grade Literature curriculum are as follows:

WRITING

Writing process

Know how to write an essay ensuring steps: preparing before writing (determining the topic, purpose, audience, form, collecting information, documents); finding ideas and outlining; writing the essay; reviewing and revising, drawing experiences.

Writing practice

- Be able to write an essay recounting a trip or a social activity that left deep thoughts and emotions, using elements of description or emotion, or both in the text.

- Initially be able to write a free verse poem (six, seven syllables). Write a paragraph recording feelings about a free verse poem.

- Be able to write an argumentative essay on a life issue, clearly presenting the problem and the writer's opinion (agree or disagree) on that issue; providing compelling reasoning and evidence.

- Be able to write an analytical essay on a literary work: stating the topic; outlining and analyzing the effects of several artistic features used in the work.

- Be able to write explanatory essays explaining a natural phenomenon or introducing a book; stating important information; presenting coherently and convincingly.

- Be able to write a petition about a life matter.

What learning outcomes are required for 8th-grade Literature in Vietnam?

Under Section 4 of the Appendix to the General Education Program in Literature issued alongside Circular 32/2018/TT-BGDDT, the required literary capabilities after completing the 8th-grade Literature curriculum are as follows:

REQUIRED LEARNING OUTCOMES 

1. Required learning outcomes in Key Qualities and General Competencies

The Literature contributes to the formation and development of essential qualities and general competencies in students according to the levels suitable for the subject and grade as specified in the overall program.

2. Required learning outcomes in specific competencies

...

2.2. Required learning outcomes in the lower secondary school

a) Language Competence

Know how to apply Vietnamese language knowledge together with personal experiences and reasoning abilities to understand texts; know how to read texts according to type; understand both the explicit and implied content of texts.

Recognize and initially know how to analyze, evaluate the content and prominent features of expression in texts; know how to compare one text with another, relate to personal life experiences; thereby having personal views, thoughts, and feelings about life, enriching one's spiritual life.

In Grade 6 and 7: write narrative, descriptive, and expressive essays; initially know how to write argumentative, explanatory, and practical essays. In Grade 8 and 9: write complete narrative, argumentative, and explanatory essays, following the correct steps and incorporating combined expression methods.

Write narrative texts focusing on creatively recounting stories read, witnessed, participated in; imagined stories incorporating descriptive, expressive elements; descriptive texts with a focus on describing activities; expressive texts about scenes, people, and expressing feelings about literary works; know how to write poems, mainly to recognize the characteristics of some familiar poetic forms; write argumentative essays on matters requiring expression of thoughts and personal viewpoints, demanding relatively simple argumentation operations, with easily findable evidence; write explanatory texts on issues familiar to students' lives and knowledge using conventional structures; fill out some sample forms, compile some practical texts like work memos, emails, reports, advertising, and interviews. Write correctly following the process, know how to gather materials to meet the writing requirements; understand intellectual property rights and know how to cite documents.

Present ideas and emotions clearly; have confidence when speaking in front of many people; use appropriate language, gestures when speaking; recount coherently stories heard, read; share personal feelings, attitudes, experiences, ideas about spoken subjects; discuss opinions on issues read or heard; explain a subject or process; know how to speak appropriately with purpose, audience, and context; know how to use images, symbols, charts,... to present issues effectively.

Listen understandingly and summarizing content; recognize and initially evaluate the arguments and evidence used by the speaker; recognize the speaker's emotions; know how to respond effectively to what has been heard.

Thus, according to the above regulations, learning outcomes required for 8th-grade Literature in Vietnam include writing complete narrative, argumentative, and expository essays by following proper steps and combining expressive methods.

Related Posts
LawNet
Vietnam: What are the sample thoughts on the phenomenon of vanity and achievement obsession? What learning outcomes are required for the writing section in the 8th-grade Literature curriculum?
LawNet
What are the exercises to identify particles and interjections with answers for 8th-grade students? What Vietnamese knowledge do 8th-grade students learn?
LawNet
Vietnam: What are the sample petitions for organizing extracurricular activities for 8th-grade students? What learning outcomes are required for 8th-grade students regarding information texts?
LawNet
Vietnam: What are the sample argumentative paragraphs on a life matter? What is the text corpus on argumentative writing used in the 8th-grade Literature curriculum?
LawNet
Vietnam: What are the 06 argumentation operations in writing argumentative essays? What are argumentation operations? What is the grade whose Language curriculum includes learning outcomes required for argumentation operations?
LawNet
Vietnam: What are the guidelines for preparing for the lesson "Thi nói khoác" in the 8th-grade Literature curriculum? What literary knowledge will 8th-grade students learn in Literature?
LawNet
What are samples of analysis essay on the poem "Lễ xướng danh khoa Đinh Dậu" for grade 8 students in Vietnam? When do students in Vietnam learn about satirical poetry?
LawNet
Vietnam: What are the sample argumentative essays on climate change for 8th-grade students? What are the criteria for assessing the training results of 8th-grade students?
LawNet
Vietnam: What are the guidelines for preparing the outline of a social argumentative essay on life phenomena? What levels does general education include?
LawNet
Vietnam: What is the sample presentation on the criticized character trait of bragging? What are the elective subjects of 8th-grade students?
Lượt xem: 25

Đăng ký tài khoản Lawnet

Đơn vị chủ quản: Công ty THƯ VIỆN PHÁP LUẬT.
Chịu trách nhiệm chính: Ông Bùi Tường Vũ - Số điện thoại liên hệ: 028 3935 2079
P.702A , Centre Point, 106 Nguyễn Văn Trỗi, P.8, Q. Phú Nhuận, TP. HCM;