Vietnam: What are the 06 sample introductions of an essay on the poem "Đoàn thuyền đánh cá" for excellent students? What are the objectives for Literature at the upper secondary level?

What are the 06 sample introductions of an essay on the poem "Đoàn thuyền đánh cá" for excellent students in Vietnam?

Students can refer to the following 06 sample introductions of an essay on the poem "Đoàn thuyền đánh cá" for excellent students:

Sample 1

Sample 2

Sample 3

Sample 4

Sample 5

Sample 6

*Note: The above 06 sample introductions of an essay on the poem "Đoàn thuyền đánh cá" for excellent students are for reference only./.

What are the 06 sample introductions of an essay on the poem "Đoàn thuyền đánh cá" for excellent students in Vietnam? What are the objectives for Literature at the upper secondary level? (Image from the Internet)

What are the objectives for Literature at the upper secondary level in Vietnam?

Under Section 3 of the general education program for Literature issued with Circular 32/2018/TT-BGDDT, the objectives for Literature at the upper secondary level in Vietnam are as follows:

+ Help students further develop the qualities formed at the secondary level; expand and elevate the requirements for quality development with specific manifestations: possessing courage, personality, ideals, and ambitions, knowing how to preserve and promote Vietnamese cultural values; having an integrating spirit and a sense of global citizenship.

+ Continue developing competencies formed at the secondary level with higher achievement requirements: understanding both the explicit and implicit content of various texts at a higher level of difficulty demonstrated through volume, content, and reading requirements; understanding the development of critical thinking; applying knowledge about linguistic characteristics, literary trends and movements, author style, works, and internal and external text elements to form independent reading skills.

Proficiently write argumentative and comprehensive explanatory texts (combining expression methods and argumentative techniques), following proper procedures, possessing autonomy, ensuring logic, and being persuasive.

Speak and listen flexibly; possess the ability to listen to and evaluate both the content and expression of presentations; participate with autonomy, personality, and a suitable attitude in debates.

Develop literary competencies with the requirements: distinguishing between literary works and other types of artistic works; analyzing and commenting on characteristics of literary language; distinguishing between the expressed and what is being expressed in literature; recognizing and analyzing, appreciating literary works based on literary style characteristics; having a rich imagination, enjoying, receiving and evaluating literature; creating some literary products.

What are the general orientations for the Literature curriculum in Vietnam?

According to Section 6 of the general education program for Literature issued with Circular 32/2018/TT-BGDDT, the general orientations for the Literature program 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, and applying the 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, and 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.