Schedule for the Trạng Nguyên Tiếng Việt (Vietnamese Poinsettia Contest) in 2024 - 2025 of all rounds

Schedule for the Trạng Nguyên Tiếng Việt (Vietnamese Poinsettia Contest) in 2024 - 2025 of all rounds

The shedule for the Vietnamese Poinsettia Contest in 2024 - 2025 of all rounds is as follows:

Purposes of the Vietnamese Poinsettia Contest in 2024:

(1). Promote the application of information technology, implement digital transformation in teaching and learning in primary schools nationwide. Students are allowed to use the Internet as a popular method for studying, practicing, self-testing, self-assessment, measuring, personalizing their learning and training path to adjust methods accordingly.

(2). Create an online playground specialized in Vietnamese for students to study, practice, develop language thinking, and love Vietnamese and their homeland more. Understand geography, history, culture, and elevate the awareness of preserving and promoting national cultural identity.

(3). Students will improve their intelligence (IQ), develop emotions (EQ), train perseverance (AQ), and technology skills (DQ). Students will develop five qualities and ten competencies according to the general education program and digital citizenship skills to be autonomous in international integration.

(4). Innovate teaching and learning methods, learn through play, poetry, song, and rhymes. Students will develop artistic thinking in STEAM subjects.

Schedule for the Trạng Nguyên Tiếng Việt (Vietnamese Poinsettia Contest) in 2024 - 2025 of all rounds (Image from the Internet)

What are methods of teaching reading for Vietnamese Language in primary schools in Vietnam?

Based on Subsection 3, Section 6, General Education Program for Literature, issued together with Circular 32/2018/TT-BGDDT, the method of teaching reading for primary students when learning Vietnamese is as follows:

(1) Teaching Reading Comprehension of Texts in General:

Students are required to directly read the entire text, pay attention to the formal aspects of the text, thereby getting a general impression and summarizing the main content of the text.

Encourage students to search, discover, analyze, infer the meanings of information, messages, viewpoints, attitudes, thoughts, feelings, emotions, etc., conveyed in the text; guide students to make connections, comparisons between texts, connect the text with historical, cultural, social contexts, and personal experiences to deeply understand the value of the text and apply these values into their daily behavior.

(2) Teaching Reading Comprehension of Literary Texts:

A literary text is a type of text, so teaching reading comprehension of literary texts should also follow general reading comprehension principles. However, literary texts have unique characteristics, hence teachers should organize for students to understand and decode literary texts using an appropriate process specific to artistic texts.

Students should be guided and practiced in reading literary works from recognizing the textual features to discovering the artistic world within and searching for summarized content meaning; skills in finding and explaining relationships between the “whole” and detailed "parts" of the text, discovering the integrity and unity of content and form of the literary work.

The method of teaching reading should focus on activating positive and creative reading participation.

Guide and encourage students to be proactive, confident, and play a “co-creator” role in interpreting works; showing enthusiasm in meaning creation for the text; knowing how to compare, contrast, make extensive connections, harness personal knowledge, and use their life experiences to understand and experience literature, discovering moral, cultural values, and human philosophies, and then apply and transform them into life values.

When teaching reading comprehension, teachers should help students independently discover messages and meanings to fill the “gaps” in the text. Teachers may give hints but should avoid replacing student thinking with their analysis or commentary. Avoid dictation and rote learning.

Using a variety of questions at different levels to implement differentiated teaching and guide students in reading comprehension, forming reading skills.

Depending on the students' learning level, grade, and the type of literary text, apply suitable teaching methods, techniques, and forms for reading comprehension, such as:

Expressive reading, role-reading, storytelling, role-playing to solve a situation, drama acting, using questions, guiding note-taking during reading with note cards, study cards, reading journals, organizing student discussions on the text, adapting literary works from one genre to another, drawing, filmmaking, experiencing situations characters have gone through, etc.

Other teaching methods like dialogue, questioning, lecturing, problem-posing, etc., should also be appropriately applied to meet the requirements of student competency development.

What are specific goals of the Vietnamese Language education program for primary students in Vietnam?

According to Section 3, General Education Program for Literature, issued together with Circular 32/2018/TT-BGDDT, the specific goals of the Vietnamese language education program for primary students are as follows:

- Help students form and develop essential qualities with specific expressions such as: love for nature, family, and homeland; awareness of roots; appreciation for beauty and goodness combined with healthy emotions; interest in studying, enthusiasm for labor; honesty and straightforwardness in learning and life; awareness of fulfilling responsibilities toward themselves, family, society, and the environment.

- Aid students in initially forming general capabilities, developing language proficiency in all basic skills: reading, writing, speaking, and listening: accurate, fluent reading; understanding main content and information of texts; making external connections and comparisons of texts; correct spelling and grammar; writing a number of sentences, paragraphs, short essays (primarily narrative and descriptive essays); clear speaking; understanding spoken ideas.

- Develop literary competency with the requirement of distinguishing between poetry and stories, knowing how to read poems and stories; recognizing the beauty of artistic language; having imagination, understanding, and feeling moved by the beauty and goodness of humans and the world as depicted in literary texts.