Một số hướng vận dụng lí thuyết độc giả-phản hồi vào dạy học đọc hiểu văn bản văn học theo chương trình ngữ văn 2018

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Tác giả: Huệ Mai Châu, Minh Nhật Nam Nguyễn, Thị Ngọc Thúy Nguyễn, Phát Đạt Trần

Ngôn ngữ: vie

Ký hiệu phân loại: 372.47 Reading comprehension strategies

Thông tin xuất bản: Tạp chí Khoa học - Đại học Sư phạm TP Hồ Chí Minh, 2021

Mô tả vật lý: 853-865

Bộ sưu tập: Metadata

ID: 673891

Thêm vào giỏ

Lí
thuyết
tiếp nhận là
một
trong những cơ sở xây dựng định hướng
Chương trình Ngữ
văn
(CTNV)
2018 của Việt Nam
về dạy đọc hiểu văn bản văn học
do đó,
lí thuyết này
cần
được
vận dụng vào thực
tiễn
dạy học
đọc hiểu văn bản văn học ở trường phổ thông
một cách đúng đắn.
Độc giả-phản hồi (ĐG-PH), một nhánh của lí thuyết tiếp nhận, cho
đến nay đã được vận dụng sâu rộng vào việc
dạy học đọc hiểu ở trường phổ thông của
nhiều nước trên thế giới. Bài
viết nghiên cứu các nguyên tắc
và biện pháp
vận dụng lí thuyết ĐG-PH vào việc khai thác và phát huy phản hồi văn học của học sinh
(HS)
trong giờ học đọc hiểu văn bản văn học
theo CTNV 2018.
Phương pháp nghiên cứu được sử dụng là phân tích và tổng hợp lí thuyết, nhằm làm rõ nội hàm
khái niệm
“sự tương tạo thẩm mĩ” (Louise Rosenblatt)
và
“cộng đồng diễn giải” (Stanley Fish)
trong lí thuyết ĐG-PH, phân tích định hướng của CTNV 2018 về dạy học đọc hiểu văn bản văn học, tổng hợp các cơ sở lí luận để đề xuất các nguyên tắc và biện pháp dạy học cụ thể cho giáo viên
(GV)
phổ thông.Reception theory is one of the foundations shaping the Vietnam 2018 Literature Curriculum in teaching reading comprehension
therefore, it must be precisely applied to teaching reading comprehension of literary texts in secondary and high schools. Reader-response theory, one branch of the reception theory, thus far has been widely administered in teaching reading comprehension of literary texts at secondary and high schools in many countries in the world. This article aims to study the principles and strategies to apply reader-response theory to elicite and develop student’s response to literature in literary reading classes in line with the 2018 Literature Curriculum. The methods of this study are theory analysis and synthesis which are used to clarify the intensions of the two concepts, “aesthetic transaction” (Louise Rosenblatt) and “interpretive community” (Stanley Fish) in reader-response theory, analysis of the 2018 Literature Curriculum’s orientation of teaching literary reading comprehension, and synthesis of theoretical foundations in order to propose particular teaching principles and measures for secondary and high school teachers.

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