What are general analysis of "Song thất lục bát" poems in Vietnam? What are requirements for grade 9 Literature curriculum in Vietnam?
What are general analysis of "Song thất lục bát" poems in Vietnam?
The "Song thất lục bát" is a traditional Vietnamese poetic form. This form consists of a pair of seven-syllable lines (song that) and a pair of lục bát lines (one six-syllable line and one eight-syllable line). It is often used in literary works to express emotions in a lyrical and profound manner.
Below is a general analysis of "Song thất lục bát" poems:
| 1. Introduction: - Introduce the "Song thất lục bát" poetic form: - Define the "Song thất lục bát" form. - Origins and significance of the form in Vietnamese literature. - Introduce the specific poem and author (e.g., "Cung oán ngâm khúc" by Nguyen Gia Thieu): - Briefly describe the author. - Provide a short overview of the content and theme of the poem. 2. Body: - Analyze the structure of the poem: + Seven-syllable lines (song thất): ++ How the first and second lines contrast or align with each other. ++ How the author uses words to create rhythm. + "Lục bát" lines: ++ The connection between the lục line and the bát line. ++ The effect of the lục bát lines in conveying emotions and ideas. - Main content of the poem: + Specific situation or event in the poem. + Mood and emotions of the characters (if any). + Development of the story or situation. - Artistic use of language: + Literary devices (metaphors, similes, repetition...): ++ How the author uses metaphors and similes to create imagery. ++ The effect of repetition in emphasizing meaning. + Imagery and emotive language: ++ Beautiful, vivid images in the poem. ++ How the author conveys emotions through words. - Meaning and message of the poem: + Lessons or humanistic values the poem conveys: + Messages about love, sacrifice, compassion... - Relevance and value of the poem in cultural and social contexts: + The importance of the poem to contemporary and current society. + The poem's influence on literature and life. 3. Conclusion: - Reaffirm the artistic and content value of the poem: Summarize the highlights in artistry and content. - Personal reflections on the poem and the "Song thất lục bát" form, writer's thoughts and feelings about the poem. - The significance of preserving and developing this poetic form in the future. |
Note: The above information is for reference only!
What are general analysis of "Song thất lục bát" poems in Vietnam? What are requirements for grade 9 Literature curriculum in Vietnam? (Image from the Internet)
What are requirements for grade 9 Literature curriculum in Vietnam?
According to Article 31 of the Education Law 2019, the grade 9 Literature program must meet the following requirements:
- Reflect the objectives of general education;
- Specify the requirements for the qualities and competencies students need to achieve after each grade level, the required educational content for all students nationwide;
- Regulate methods, forms of organizing educational activities, and evaluation of educational outcomes for each subject at each class and grade level in general education;
- Be uniform nationwide and flexibly implemented in accordance with the local conditions and general education institutions;
- Gather broad input from organizations and individuals, be experimentally tested before issuance, and publicly announced after issuance.
Who has the authority to select the grade 9 Literature textbook for use in the area in Vietnam?
Clause 1, Article 32 of the Education Law 2019 specifies as follows:
General Education Textbook
- General education textbooks are stipulated as follows:
a) Textbooks implement the general education program, specifying the requirements of the general education program regarding objectives, educational content, requirements for students' qualities and competencies; guidelines on teaching methods and assessment of educational quality; content and format must not harbor ethnic, religious, professional, gender, age, and social status bias; textbooks are available in print, Braille, and electronic formats;
b) Each subject may have one or several textbooks; private investment in textbook compilation is implemented; textbook publication follows legal regulations;
c) Provincial People's Committees decide on the selection of textbooks for stable use in general education institutions in their areas based on the Ministry of Education and Training's regulations;
d) Local educational materials compiled by provincial People's Committees meet the needs and fit the characteristics of the locality and are appraised by the provincial appraisal council and approved by the Minister of Education and Training.
....
The provincial People's Committee decides on the selection of the Grade 9 Literature textbook for stable use in general education institutions in their area.
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