What are the sample argumentative paragraphs on rote learning and cramming phenomenon in Vietnam? What are the requirements for the form of assessment of 9th-grade Literature?
What are the sample argumentative paragraphs on rote learning and cramming phenomenon in Vietnam?
The rote learning and cramming phenomenon has long been a problem in the educational environment. Instead of actively exploring and understanding the knowledge, many students choose to memorize mechanically, focusing only on parts believed to appear in tests. This not only affects the quality of learning but also limits the comprehensive development of individuals.
Rote learning is memorizing knowledge mechanically without deeply understanding the nature of the problem. Those who practice rote learning often remember only temporarily and easily forget after the exam. Cramming is even worse, where learners focus only on a small part of the knowledge they deem important, neglecting the rest. This method carries a high degree of risk and seldom yields lasting effectiveness.
Writing argumentative paragraphs on the rote learning and cramming phenomenon is practiced by students in the 9th-grade Literature curriculum.
Students can refer to the best argumentative paragraphs on the rote learning and cramming phenomenon below:
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Top argumentative paragraphs on the rote learning and cramming phenomenon
Paragraph 1:
In the current educational context, the "rote learning" and "cramming" phenomena are becoming common during exams. "Rote learning" refers to memorizing without understanding the essence, while "cramming" involves studying only a portion of the knowledge and skipping the rest. Although these studying methods help students achieve high scores in exams, they do not facilitate the development of critical thinking, creativity, and problem-solving skills. A clear example is when students only focus on learning the parts of knowledge likely to appear in the exam, neglecting other areas, making learning formalistic. This leads to a lack of fundamental knowledge and practical application skills. Students do not have a strong connection between different pieces of knowledge, making learning dull and lacking creativity. Furthermore, this style of learning diminishes long-term motivation as students merely aim for scores without caring about deeply understanding the knowledge.
Paragraph 2:
One of the main causes of the "rote learning" and "cramming" phenomena is the pressure in education. From a young age, students are bound by rigorous examinations and strict score-based evaluation standards. These exams do not assess creative thinking or problem-solving abilities but only focus on memorizing knowledge. Moreover, many parents and teachers also emphasize exam results, viewing scores as the sole measure of success. Consequently, students feel that merely memorizing the testable knowledge is sufficient, with in-depth exploration and knowledge expansion deemed unnecessary. This forms a vicious cycle in the education system, where students only focus on what will appear in tests, bypassing long-term learning skills like critical thinking or creativity.
Paragraph 3:
The "rote learning" and "cramming" phenomena does not only exist in theoretically demanding subjects but also in others like mathematics, physics, and chemistry. Although these subjects require students to grasp basic knowledge, studying mechanically without understanding the nature of the problem prevents students from applying knowledge in practice. For example, in mathematics, if students only memorize formulas without understanding the principles, they will struggle to solve unfamiliar problems. Meanwhile, students with analytical skills and knowledge application can easily find solutions to complex issues. Therefore, "rote learning" and "cramming" not only diminish creativity but also reduce practical knowledge application capabilities, a significant limitation in developing students' thinking, causing difficulty in learning advanced subjects.
Paragraph 4:
To resolve the issues of "rote learning" and "cramming," changes are necessary from both the educational system and related parties. Firstly, teaching methods should shift from one-way knowledge transmission to methods stimulating creative thinking, encouraging students to question and discuss. Teachers need to help students understand the essence of the knowledge, see connections between subjects and real-life applications. Meanwhile, exams should be designed not only to test memory capabilities but also to assess the application and creative thinking skills of students. Applying assessment forms such as oral exams, presentations, or group projects will help students develop more comprehensively. Finally, families and society should have a proper perspective on education, encouraging learning not just for grades but to develop oneself and establish a solid foundation for the future.
Paragraph 5:
One of the serious consequences of "rote learning" and "cramming" is the lack of soft skills and self-learning ability among students. When students only memorize without understanding, they face difficulties in solving practical problems, whereas problem-solving, communication, and teamwork skills are crucial in jobs and life. This also implies that students do not develop self-learning abilities, a vital factor in lifelong learning. Students depend on teachers and books without the ability to seek and exploit information from various sources. If this phenomenon persists, students will face significant challenges in adapting to societal and technological changes. Therefore, changing learning methods and guiding students to develop independent thinking is essential to produce creative and problem-solving citizens in the modern environment.
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*Note: The above sample argumentative paragraphs on the rote learning and cramming phenomenon are for reference only./.
What are the sample argumentative paragraphs on rote learning and cramming phenomenon in Vietnam? What are the requirements for the form of assessment of 9th-grade Literature? (Image from Internet)
What are the requirements for the form of assessment of 9th-grade Literature in Vietnam?
Under clause 3 Article 5 Circular 22/2021/TT-BGDDT, the requirements for the form of assessment of 9th-grade Literature are stipulated as follows:
Forms of assessment
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3. Assessment methods for subjects
a) Conduct assessment for: Physical education (PE), Art, Music, Fine Arts, local education subjects, experience learning activities, and career counseling; learning results of subjects shall be categorized as “Đạt” (Qualified) or “Chưa đạt” (Unqualified).
b) Conduct assessment based on both feedback and scores for subjects in formal education program, except for those under Point a of this Clause; subject-based learning results shall be given in a total of 10 scores, any other form of scores must be converted to 10-score model. Assessment score must be an integer or a decimal number rounded to the nearest tenths.
Under the above regulation, 9th-grade Literature belongs to the General Education Program and is assessed based on both feedback and scores for subjects.
Furthermore, the learning results of Literature will be assessed by a score on a 10-point scale, and any other scale must be converted to the 10-point scale.
When must 9th-grade students in Vietnam undergo training during summer break?
According to Article 13 Circular 22/2021/TT-BGDDT, training during summer break is implemented as follows:
Training during summer break
1. A student with Unqualified training results for the whole school year must undergo training during summer break.
2. Forms of training during summer break shall be decided by principals.
3. Based on forms of training during summer break, class advisors shall assign summer training tasks to students and inform students’ parents. At the end of the summer, if training tasks are considered completed by class advisors (reports on training progress and results must be produced and bear signatures of students' parents), class advisors shall request principals to conduct re-assessment of training results of the entire school year of students. Re-assessment results shall be used in place of training results of the entire school year which are used for considering grade advancement under Article 12 hereof.
Thus, 9th-grade students with Unqualified training results for the whole school year must undergo training during summer break.
