Xây dựng học phần "văn học thiếu nhi" trong chương trình đào tạo cho sinh viên ngành sư phạm ngữ văn

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Tác giả: Lê Nhật Ký

Ngôn ngữ: Vie

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Thông tin xuất bản: Tạp chí Giáo dục 2023

Mô tả vật lý: 29-33

Bộ sưu tập: Metadata

ID: 399967

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Chủ đề

Nâng cao năng lực nghề nghiệp cho sinh viên sư phạm luôn được các cơ sở đào tạo giáo viên ưu tiên đáp ứng yêu cầu đổi mới trong bối cảnh giáo dục hiện nay. Theo đó, một số chương trình đào tạo - trong đó có Chương trình dạy học Ngữ văn - đã được điều chỉnh để đáp ứng yêu cầu của Chương trình giáo dục phổ thông năm 2018. Văn học thiếu nhi là một bộ phận cấu thành của tổng thể văn học, tuy nhiên trong chương trình đào tạo sinh viên sư phạm hiện nay, thể loại này chưa được quan tâm đúng mức. Bài viết đề xuất thiết kế bổ sung học phần "Văn học thiếu nhi" vào chương trình, nội dung bao gồm những lý luận về văn học thiếu nhi, đặc điểm của các thể loại như truyện dân gian, truyện cổ sửa lại, truyện phiêu lưu - du ký... với lịch sử văn học thiếu nhi Việt Nam và văn học thiếu nhi nước ngoài tại Việt Nam. Nghiên cứu góp phần cung cấp những định hướng có ý nghĩa cho các cơ sở giáo dục đại học, cán bộ quản lý, giảng viên,... hướng tới mục tiêu nâng cao chất lượng đào tạo giảng viên sinh viên ngành ngữ văn., Tóm tắt tiếng anh, Improving professional competencies for pedagogical students is always the priority of teacher training institutions to meet the requirements for innovation in the current educational context. Accordingly, a number of training curricula - including the Philology Teaching Syllabus - have been adjusted to meet the requirements of the 2018 General Education Curriculum. Children's literature is an integral part of the overall literature, however, in the current pedagogical student training program, this genre has not been given due attention. The article proposes the additional design of the "Children's Literature" module into the program, the content of which involves theories of children's literature, characteristics of different genres such as folk tales, revised old stories, and adventure - travel stories, etc., together with the history of Vietnamese children's literature and foreign children's literature in Vietnam. The study contributes to providing meaningful guidance for higher education institutions, administrators, lecturers, etc., towards the goal of improving the training quality for philology student teachers.

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