What are regulations on the knowledge of Literature for all levels in Vietnam?

What are regulations on the knowledge of Literature for all levels in Vietnam?

Based on Section V of the Appendix of the General Education Curriculum for Literature issued with Circular 32/2018/TT-BGDDT, the knowledge of Literature for all levels in Vietnam is as follows:

- Literary knowledge categories

+ Literary theory: some practical issues related to the interpretation and understanding of literary texts.

+ Literary genres: stories, poetry, drama, prose, and some representative genres.

+ Elements of literary texts: storylines, plots, characters, space, time, narrators, perspectives, rhymes, rhythms, etc.

+ Literary history: some major authors and summaries of the history of Vietnamese literature covered at the end of Lower secondary school and Upper secondary school levels.

- Distribution of literary knowledge categories at each educational level

+ Primary level: some basic understanding of stories and poetry, fictional and non-fictional texts; characters in literary texts, plot, time, space, words, poetic rhymes, poetic rhythms, images, characters' dialogues.

+ Lower secondary school level: students must understand the genres (folk tales, short stories, lyrical poetry, narrative poetry; lyrical prose, narrative prose; novels and Vietnamese narrative poetry, structured poetry and free verse, tragedies and comedies); lyrical protagonist and lyrical character; expressive value, cognitive value of literary work; some formal elements and artistic measures of each literary genre (narrator, first-person narrator, third-person narrator, character, perspective, changes in narrator and perspective, conflict, space and time, narrator's voice and character's voice, lyrical emotions, words, images, rhyme, rhythm, poetic structure); a brief summary of literature history at the end of grade 9.

+ Upper secondary school level: students must understand some less common genres and sub-genres, requiring higher reading skills (myths, epics, traditional operas like chèo or tuồng, modern story and poetry; contemporary novels, postmodern literature); some knowledge of literary history, literary theory that are practically useful for reading and writing literary texts (stories, omniscient narrators, limited narrators, narrators and perspective changes, storytelling methods, poetic themes, characteristics of literary imagery; literary styles; histories of literature and some major authors); some focused study on the periods, trends, and literary creative styles.

What are regulations on the knowledge of Literature for all levels in Vietnam? (Image from Internet)

Which literary works must be included in the curriculum materials at different educational levels in Vietnam?

Based on Section V of the Appendix of the General Education Curriculum for Literature issued with Circular 32/2018/TT-BGDDT:

First, regarding the criteria for selecting curriculum materials:

In the subject of Literature, curriculum materials form an integral part of the educational content, contributing significantly to the formation and development of qualities and competencies in students as stated in the curriculum. The curriculum only directs the types of texts and genres taught at each grade; at the primary level, the document length is also specified.

To meet the requirements of forming and developing qualities and competencies for students, the selected materials must ensure the following criteria:

- Directly serve the development of qualities and competencies according to the program’s goals and requirements.

- Suit the experience, cognitive abilities, and psycho-physiological characteristics of students at each grade and educational level. Words selected for teaching Vietnamese at the primary level should be filtered from a cultural vocabulary within positive meanings, ensuring educational goals in quality, language, and aesthetics suitable for students' psychology.

- Have distinctive value in content and artistic quality, representing standard and creative language usage.

- Reflect achievements in the national ideology, literature, and culture; express patriotism, national independence, awareness of national sovereignty; convey humanity, educate kindness, tolerance, love of truth and beauty, love of nature, international integration spirit, and target universal human values.

* The literary works that must be included in the curriculum materials at different educational levels are as follows:

The curriculum provides an open-ended approach to the selection of materials. However, to ensure core and uniform educational content nationwide, alongside suggested texts for textbook authors and teachers to choose from, the curriculum specifies some mandatory and selectively mandatory texts.

Mandatory texts

- Nam quoc son ha (Ly Dynasty)

- Hich tuong si by Tran Quoc Tuan

- Binh Ngo dai cao by Nguyen Trai

- Truyen Kieu by Nguyen Du

- Van te nghia si Can Giuoc by Nguyen Dinh Chieu

- Declaration of Independence by Ho Chi Minh

** Selectively mandatory texts

- Vietnamese folk literature

+ Select at least 4 works representing 4 genres in the treasury of Vietnamese folk tales: legends, fairy tales, fables, humorous stories

+ Select at least 3 folk songs about the topics: homeland, love, familial affection, human and society (lyrical or satirical)

+ Select at least 1 Vietnamese epic

+ Select at least 1 poetic tale from Vietnam’s ethnic minorities

+ Select at least 1 traditional opera script like chèo or tuồng

- Vietnamese written literature, select at least 1 work of each author below:

+ Nom poetry, essays by Nguyen Trai

+ Chinese-character poetry by Nguyen Du

+ Nom poetry by Ho Xuan Huong

+ Nom poetry by Nguyen Dinh Chieu

+ Nom poetry by Nguyen Khuyen

+ Stories and poetry by Nguyen Ai Quoc - Ho Chi Minh

+ Short stories, novels by Nam Cao

+ Novels, reportages by Vu Trong Phung

+ Poetry by Xuan Dieu before the August Revolution

+ Poetry by To Huu before and after the August Revolution

+ Short stories, prose by Nguyen Tuan

+ Plays by Nguyen Huy Tuong

+ Plays by Luu Quang Vu

- Foreign literature, select at least 1 work for each of the following literatures: English, French, American, Greek, Russian, Japanese, Chinese, and Indian.

What language skills must be acquired when learning literary knowledge in Vietnam?

Based on Section V of the Appendix of the General Education Curriculum for Literature issued with Circular 32/2018/TT-BGDDT, the language skills that must be acquired when learning literary knowledge include:

- Knowing how to utilize knowledge of Vietnamese and context (historical, social, ideological, philosophical, and aesthetic views of different periods) to understand more complex texts (in terms of volume, complexity, and comprehension requirements).

- Knowing how to analyze and evaluate content and distinct features of expression in texts, especially creative explorations in language, writing style, and text types. Students should have their perspective on humans and life; recognize the role and impact of reading on themselves.

- From grades 10 to 12, students must proficiently write argumentative and expository texts on topics linked to life and career orientation; write correctly following the process, combining expressive methods, argumentative types, and artistic elements; express personal viewpoints on social issues.

- Write argumentative and informative texts on relatively complex topics; argumentative texts require analysis, evaluation, comparison of literary work values; discussing issues suitable for adolescents, requiring intricate structure and argumentative styles, evidence from multiple sources; expository texts on scientific issues in the form of a research report adhering to conventions; respecting intellectual property and avoiding plagiarism.

- Written works should express emotions, attitudes, experiences, and ideas about issues raised in texts; demonstrate an individual perspective on life.

- Know how to debate issues with opposing viewpoints; maintain an open-minded attitude and appropriate debate culture; capable of listening to presentations and evaluating content and expression; interest in expressing personal, distinctive opinions in debates; present scientific issues confidently and persuasively. Proficient in speaking and listening; understand methods and procedures for conducting debates.