Ba chương trình tiếng Anh giao tiếp thí điểm dành cho các trường phổ thông ở Việt Nam của Bộ Giáo dục và Đào tạo: Căn cứ thiết kế, cách thiết kế và triển khai thực hiện=Moet’s three pilot English language communication curricula for schools in Vietnam: Rationale, design and implementation

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Tác giả: Văn Vân Hoàng

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: TC Nghiên cứu nước ngoài – Đại học Quốc gia Hà Nội, 2018

Mô tả vật lý: tr.45682

Bộ sưu tập: Metadata

ID: 474501

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In this paper(1), Ministry of Education and Training (MoET)’s three pilot English language communicational curricula for schools in Vietnam will be discussed. In doing so, we will organize the article into four main parts. Part 1 states the reason for the choice of the topic. Part 2 examines the rationale for the development of MoET’s three pilot English language communicational curricula for schools in Vietnam. Part 3 is the focus of the article. In this part, we will first provide an overview of Common European Framework of Reference for Languages Teaching, Teaching, Assessment (CEFR) and Threshold Level English – two important studies that have laid theoretical grounds for the development of the three pilot English language communicational curricula for schools in Vietnam. Then we will describe in some detail the design of MoET’s three pilot English language communicational curricula for schools in Vietnam and discuss their trial implementation, highlighting the achievements and the problems encountered during the implementation process. In the final section, after summarizing the contents discussed, we will recommend the integration of MoET’s three pilot English language communicational curricula for schools in Vietnam into a single text presumably called English Curriculum for Schools in Vietnam and propose some recommendations on what should be done to overcome the problems before putting the Curriculum into use throughout Vietnam.Trong bài viết này, chúng tôi sẽ thảo luận ba chương trình tiếng Anh giao tiếp thí điểm dành cho các trường phổ thông ở Việt Nam của Bộ Giáo dục và Đào tạo. Để làm việc này, chúng tôi sẽ tổ chức bài viết thành bốn phần chính. Phần 1 nêu lí do chọn đề tài. Phần 2 trình bày các căn cứ để phát triển ba chương trình tiếng Anh giao tiếp thí điểm dành cho các trường phổ thông ở Việt Nam của Bộ Giáo dục và đào tạo. Phần 3 là trọng tâm của bài báo. Trong phần này, trước hết chúng tôi sẽ trình bày tổng quát nội dung của Khung Tham chiếu chung châu Âu đối với Ngôn ngữ Học tập, Giảng dạy, Đánh giá (CEFR) và Tiếng Anh bậc cơ sở (Threshold Level English) - hai công trình nghiên cứu quan trọng đặt nền tảng lí luận cho việc phát triển ba chương trình tiếng Anh thí điểm dành cho các trường phổ thông ở Việt Nam của Bộ Giáo dục và Đào tạo. Sau đó, chúng tôi sẽ mô tả chi tiết cách thiết kế của ba chương trình tiếng Anh thí điểm dành cho các trường phổ thông ở Việt Nam của Bộ Giáo dục và Đào tạo và thảo luận về quá trình triển khai thực hiện dạy và học thí điểm ba chương trình này, nêu bật những thành tựu đạt được và những vấn đề gặp phải trong quá trình triển khai thực hiện thí điểm. Trong phần cuối cùng, sau khi tóm tắt lại những nội dung đã thảo luận, chúng tôi sẽ khuyến nghị tích hợp ba chương trình tiếng Anh giao tiếp thí điểm thành một chương trình thống nhất có thể được gọi là Chương trình giáo dục phổ thông môn tiếng Anh và đề xuất một số kiến nghị về những việc nên làm để khắc phục những tồn tại trước khi đưa Chương trình giáo dục phổ thông môn tiếng Anh vào sử dụng trên phạm vi cả nước.

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