What are guidelines on analysis of the image of the tiger in the poem "Nhớ rừng" for students in Vietnam? What is the formula for calculating the average score in grade 9 Literature in Vietnam?
What are guidelines on analysis of the image of the tiger in the poem "Nhớ rừng" for students in Vietnam?
The poem "Nhớ rừng" by The Lu is one of the contents that grade 9 students will learn.
Students can refer to the following guidelines on analysis of the image of the tiger in the poem "Nhớ rừng":
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Guidelines on analysis of the image of the tiger in the poem "Nhớ rừng" by The Lu The tiger imagery in "Nhớ rừng" is not merely a captive animal but a profound symbol of the aspirations, pains, and impotence of humans before social realities. |
Note: The information is for reference only.
What are guidelines on analysis of the image of the tiger in the poem "Nhớ rừng" for students in Vietnam? What is the formula for calculating the average score in grade 9 Literature in Vietnam? (Image source: Internet)
What is the formula for calculating the average score in grade 9 Literature in Vietnam?
Based on point b, clause 1, Article 9 of Circular 22/2021/TT-BGDDT, the method for calculating the grade 9 Literature average score is as follows:
Is developing students’ literary analysis and commentary skills on literary language features an objective of the grade 9 Literature subject in Vietnam?
According to Section 3 of the General Education Program for Literature issued together with Circular 32/2018/TT-BGDDT, the teaching objectives in the grade 9 Literature program include:
- Helping students continue to develop qualities formed in secondary education; expanding and enhancing the development of qualities with specific manifestations: having fortitude, individuality, ideals, and ambitions, preserving and promoting Vietnamese cultural values; having a spirit of integration and global citizenship awareness.
- Continuously developing skills formed in secondary education with higher requirements: understanding both explicit and implicit content of different text types with greater difficulty as shown through content, volume, and reading requirements;
- Understanding with an emphasis on developing critical thinking; utilizing knowledge about literary language features, literary trends, author styles, works, internal and external elements of texts to foster independent reading skills.
- Skillfully writing argumentative and comprehensive exposition texts (combining expression methods and argumentative techniques), following the correct process, having a personal stance, ensuring logical flow and persuasiveness. Speaking and listening flexibly; able to listen and assess the content and presentation form of a presentation; capable of participating with a personal stance and personality, having appropriate debate attitudes in discussions.
- Developing literary skills with requirements: distinguishing literary works from other artistic forms; analyzing and commenting on the features of literary language; distinguishing the expressed from that which is expressed in literature;
- Recognizing, analyzing, and appreciating literary works based on literary style features; possessing rich imagination, knowing how to appreciate, receive, and evaluate literature.
Developing students’ literary skills in analyzing and commenting on the features of literary language is indeed an objective of the grade 9 Literature subject.
