What are the 02 best sample argumentative essays on the academic pressure on students today? What are the objectives of the Literature curricula at the upper secondary level in Vietnam?

What are the 02 best sample argumentative essays on the academic pressure on students today?

An essay on the academic pressure on students today is a type of writing that analyzes, evaluates, and discusses the issue of academic pressure that students face. This essay often delves into the causes of pressure and the impacts of pressure on students and proposes solutions to alleviate it.

Students can refer to the following 02 best sample argumentative essays on the academic pressure on students today:

*Note: Information is for reference only./.

What are the 02 best sample argumentative essays on the academic pressure on students today? What are the objectives of the Literature curricula at the upper secondary level in Vietnam? (Image from the Internet)

What are the perspectives on developing the Literature curricula at the upper secondary level in Vietnam?

According to the General Education Program for Literature attached to Circular 32/2018/TT-BGDDT:

- The Literature curriculum complies with the basic regulations outlined in the overall program and emphasizes the following perspectives:

[1] The curriculum is developed on theoretical and practical foundations, updating research achievements in education, psychology, and teaching methods for Literature; research achievements in literature and linguistics; achievements in Vietnamese literature across eras; the experience of developing the Vietnamese Literature curriculum, especially from the early 21st century to the present and international trends in curriculum development in general and Literature curriculum in particular in recent years, especially programs in developed countries; the social, educational, economic conditions, and cultural traditions of Vietnam, particularly the diversity of students in terms of region, conditions, and learning abilities.

[2] The curriculum focuses on training communication skills (reading, writing, speaking, and listening) as the main thread throughout all three educational levels to meet competency-oriented program requirements and ensure consistency across all educational levels and classes.

Basic, foundational knowledge about Vietnamese language and literature is formed through activities of receiving and creating texts; directly serving the requirement to train reading, writing, speaking, and listening skills.

[3] The curriculum is developed with an open approach, reflected in the lack of detailed regulations on teaching content but only specifying the required achievements in reading, writing, speaking, and listening for each class; stipulating some basic, core knowledge about Vietnamese, literature and some literary texts with significant importance for all students nationwide.

[4] The curriculum not only meets the requirements for innovation but also focuses on inheriting and promoting the strengths of the existing Literature curriculum, especially the current one.

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

Under Section 3, Appendix of the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT, the objectives of the Literature curricula at the upper secondary level in Vietnam include:

- Helping students continue to develop the qualities formed at the lower secondary level; expand and enhance the requirements for quality development with specific manifestations: having courage, personality, ideals, and aspirations, knowing how to preserve and promote Vietnamese cultural values; having a spirit of integration and a global citizenship awareness.

- Continuously developing the competencies formed at the lower secondary level with higher required capabilities: understanding both explicit and implicit content in more challenging texts, demonstrated through scope, content, and reading requirements;

Comprehending development with critical thinking; applying understanding of the characteristics of literary language, literary movements, author styles, works, internal and external text elements to form independent reading ability. Proficiently writing argumentative and synthetic explanatory texts (combining expression methods and argumentative techniques), following the process, having a viewpoint, ensuring logic, and being persuasive. Speaking and listening flexibly;

Having the ability to listen to and evaluate the content and expression form of a presentation; knowing how to participate and have viewpoints, personality, and an appropriate debate attitude in discussions.

Developing literary competence with requirements: distinguishing literary works from other types of art forms; analyzing and commenting on the characteristics of literary language; differentiating between the signified and the signifier in literature; recognizing and analyzing, appreciating literary works based on literary style characteristics; possessing a rich imagination, knowing how to appreciate, receive and evaluate literature; creating some literary products.