What is sample argumentative essay on current pressures on young people in Vietnam? What are perspectives on developing the Literature curriculum in Vietnam?

What are sample argumentative essay on current pressures on young people in Vietnam?

Young people today are facing many pressures such as education, career, and family. Students can refer to the following sample argumentative essay on current pressures on young people:

Note: The information is for reference purposes only.

What is sample argumentative essay on current pressures on young people in Vietnam? What are perspectives on developing the Literature curriculum in Vietnam?​ (Image from the Internet)

What are perspectives on developing the Literature curriculum in Vietnam?

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

- The Literature curriculum adheres to the fundamental regulations stated in the overall program while emphasizing several key viewpoints:

- The program is built on a foundation of theory and practice, updated with achievements in education science, psychology, and teaching methods in Literature; research achievements in literature and linguistics; Vietnamese literary achievements over the periods; experiences in constructing the Literature curriculum in Vietnam, especially from the early 21st century to the present, and international trends in curriculum development, particularly the programs of developed nations; social, educational realities, economic conditions, and Vietnam's cultural traditions, especially the diversity of student populations in terms of regions, conditions, and learning capabilities.

- The program focuses on training communication skills (reading, writing, speaking, and listening) as the central theme throughout all three educational levels to meet the requirements of a competency-oriented program and ensure coherent continuity across all levels, grades. Basic foundational knowledge of Vietnamese language and literature is formed through teaching activities of receiving and creating texts; directly serving the requirement of practicing reading, writing, speaking, and listening skills.

- The program is developed in an open direction, expressed by not specifying detailed content of teaching but only the required outcomes in reading, writing, speaking, and listening for each grade; specifying some core, essential knowledge about Vietnamese language, literature, and a number of literary works of national significance, which are compulsory content for students nationwide.

- The program not only meets the requirements of innovation but also focuses on inheriting and promoting the strengths of existing Literature curricula, particularly the current program.

What are the literary competencies required in upper secondary school Literature?

According to the General Education Program in Literature attached to Circular 32/2018/TT-BGDDT, there are specific regulations on literary competencies as follows:

Analyze and evaluate literary texts based on an understanding of artistic styles and literary history. Recognize the characteristics of literary imagery and some differences between literary imagery and other art forms (painting, music, architecture, sculpture);

Analyze and evaluate the ideological content and the way of expressing ideological content in a literary text; recognize and analyze the characteristics of literary language, the story, plot, and storytelling method; recognize and analyze some artistic style characteristics in folk, medieval, and modern literature; the artistic style of some major authors, works.

Outline the general features of the nation's literary history (development process, major themes and topics, major authors, works; some content and form values of national literature) and apply these to reading literary works.

Create several types of literary texts that demonstrate the ability to express emotions and ideas through aesthetic language forms.