Designing integrated teaching project for argumentative texts in 11th grade philology curriculum
DOI:
https://doi.org/10.52296/vje.2020.15-
Downloads
How to Cite
Abstract
In the 2018 high school education program, integrated teaching is defined as an approach of developing curriculum, contents and teaching methods. The construction of integrated teaching themes in the Philology curriculum at high schools needs to fulfill the requirements to organize, connect the learning contents towards reality, creating opportunities for students to conduct practical studies, experience and navigate their future careers as well as to improve their overall capacities. This article illustrates ideas and results for designing integrated teaching themes for augmentative texts in the 11th grade Philology curriculum and the tentative plan for implementation of these themes with project-based learning method and portfolio assessment. This paper, meanwhile, handles multiple educational contents in the current 11th Grade Philology textbook and aims to a new lesson plan design in accordance with the 2018 Philology curriculum.
Downloads
References
Alexia Peyser, François-Marie Gerard, Xavier Roegiers (2006). Implementing a pedagogy of integration: Some thoughts based on a textbook elaboration experience in Vietnam. Planning and Changing, 37(1, 2), 37-55.
Belanoff. Pat (1994). “Portfolio and Literacy: Why?” New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-scale Scoring, ed. Laured Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygall. Portsmouth.
Central Executive Committee (2013). Resolution N29-NQ/TW dated 4th November 2013 on fundamental and comprehensive reform of education and training to meet the requirements of industrialisation and modernisation in the context of socialism-oriented market economy and international integration.
Marianne Bristow Evans (2018). The integration of reading, writing, speaking, and listening skills in the middle school social studies classroom. Utah State University.
Marjorie Y. Lipson, Sheila W. Valencia, Karen K. Wixson, Charles W. Peters (1993). Integration and thematic teaching: integration to improve teaching and learning. Language Arts, 70(4), 252-263.
MOET (2006). General education curriculum in Vietnamese and Literature.
MOET (2018a). General Education Program - Global Program (issued with Resolution No. 32/2018/TT-BGDDT dated 26/12/2018 by Minister of Education and Training).
MOET (2018b). Philology General Education Curriculum (issued with Resolution No. 32/2018/TT-BGDDT dated 26/12/2018 by Minister of Education and Training).
MOET (2020). Literature 11. Vietnam Education Publishing House.
Nguyen Phuoc Bao Khoi, Nguyen Thanh Trung (2018). Some requirements for choosing texts meeting the integration demand to Language Arts and Literature teaching. Journal of science (Ho Chi Minh City University of education), Education Science, 15(10), 169-178.
Trinh Thi Lan (2017). Design and deploy integrated teaching themes of folk-literature in high school. Journal of science of HNUE, Educational Sci, 62(4), 24-32. https://doi.org/10.18173/2354-1075.2017-0025
Downloads
Published
How to Cite
Issue
Section
