MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI DUNG EXPERIENTIAL ACTIVITY IN TEACHING LITERARY TEXT READING FOR STUDENTS IN GRADE 2 AND 3 Major:
Trang 1MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN THI DUNG
EXPERIENTIAL ACTIVITY IN TEACHING
LITERARY TEXT READING FOR STUDENTS IN GRADE 2 AND 3
Major: Theory and teaching methods of Literature and Vietnamese Language
Code: 9.14.01.11
SUMMARY DISSERTATION FOR DOCTORATE IN EDUCATIONAL SCIENCE
HANOI - 2025
Trang 2THE PROJECT IS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION
Scientific supervisors:
1 Assoc.Prof.Dr PHAM THI THU HUONG
2 Assoc.Prof.Dr PHAN THI HONG XUAN
Reviewer 1: Professor Doctor Le Phuong Nga
Reviewer 2: Assoc.Prof.Dr Pham Thi Thu Hien
Reviewer 3: Assoc.Prof.Dr Hoang Thanh Mai
The dissertation will be defended before the School-level Dissertation
Evaluation Council meeting at Hanoi National University
of Education at a.m on …… 2025
The dissertation can be found at the library: National Library, Hanoi
or Library of Hanoi National University of Education
Trang 3LIST OF AUTHOR'S RESEARCH WORKS RELATED
TO THE DISSERTATION
1 Nguyen Thi Dung, Pham Thi Phuong Mai, Nguyen Thi Minh Thu, Le Thi Thuy
(2023) Designing experiential learning games in teaching for first-grade students Cconnecting knowledge with life), Journal of HPU, March 2023 issue
2 Nguyen Thi Dung, Dao Thi Thu Ha (2023), Experiential activities in teaching reading the literary text "Burning Summer" for 3rd grade students (Connecting knowledge with life), Education Magazine, July 2023 issue
3 Nguyen Thi Dung, Pham Thi Hong, Hoang Thi Thu Ngan, Pham Le Diem
Quynh (2023), Experiential activities in Hai Phong locality in teaching subjects
at primary schools towards developing the ability to apply knowledge and skills,
Education Magazine, August 2023 issue
4 Le Phuong Nga (editor-in-chief) Le Thi Mai An, Nguyen Thi Dung (2023),
Vietnamese Exercises 4, basic and advanced versions according to the 2018 General Education Program, volume one, reference book, Vietnam Education
Publishing House
5 Le Phuong Nga (editor-in-chief) Le Thi Mai An, Nguyen Thi Dung (2023),
Basic and advanced Vietnamese exercises for grade 4 according to the 2018 General Education Program, volume two, reference book, Vietnam Education
Publishing House
6 Nguyen Thi Dung, Nguyen Thi Hien, Nguyen Duc Do, Dong Thi Thu, Vu
Phuong Nhi (2024), Organizing experiential activities through teaching the lesson "Bright examples" with the theme "When drinking water, remember the source" for grade 4 students in Hai Phong city, Education Magazine, special
issue April 2024
7 Nguyen Thi Dung, Nguyen Thi Hien, Nguyen Duc Do, Dong Thi Thu (2024),
Building a project for experiential activities in teaching reading the text "Cha se luo be be by my side" for grade 3 students, Education Magazine, issue June 2024
8 Le Phuong Nga (editor-in-chief) Le Thi Mai An, Nguyen Thi Dung (2024), Basic and advanced Vietnamese exercises for grade 5 according to the 2018 General Education Program, volume one, reference book, Vietnam Education
Publishing House
9 Le Phuong Nga (editor-in-chief) Le Thi Mai An, Nguyen Thi Dung (2024),
Basic and advanced Vietnamese exercises for grade 5 according to the 2018 General Education Program, volume two, reference book, Vietnam Education
Publishing House
10 Le Phuong Nga (editor-in-chief), Nguyen Thi Dung, Luong Thi Hien (2024),
Reading practice for grade 5 according to the 2018 General Education Program, Hanoi Publishing House
11 Nguyen Thi Dung (2024), Orientation of experiential activities in teaching reading literary texts for students in grades 2 and 3, Hanoi National University
of Education Journal, issue /2024
Trang 4INTRODUCTION
1 Reasons for choosing the topic
1.1 Experiential activities in current educational practice
From the inheritance and development of experiential learning theories of psychologists and educators such as John Dewey (1859-1952); Kurt Levin (1890-1947); Lev Vygotsky (1896-1934); Jean Piaget (1896-1980); and many other scientists, David Kolb proposed that Experiential Activity (EA) is a teaching perspective based on practice The authors' research related to the issue of learning through experience is considered by David Kolb as the scientific basis and foundation for building the theory of EA In 1971, David Kolb's EA theory was officially published for the first time as "a relatively comprehensive theory of the method of cumulative learning and transformation of experience" Since then, the EA has been widely applied in many countries in different fields and the EA has become
an educational philosophy of many countries Entering the 21st century, the EA is considered
an effective learning method aimed at developing students' capacity Many countries have applied the EA in teaching, the application of the EA in education of each country is flexible and different but still must ensure the basic elements of the EA
Vietnam is currently on the path of integration and development from traditional education to modern education, from approaching content to developing capacity, innovation in teaching methods is always an issue that is raised and has made remarkable changes The EA is considered a correct direction in current teaching practice
1.2 EA is one of the activities aimed at developing students' capacity, meeting the requirements of the 2018 General Education Program
Developing students' capacity is the goal of education in general and primary education in particular In particular, the rapid and strong development of knowledge and information technology requires people to have corresponding capabilities, to innovate the education system
in the direction of forming and developing the qualities and capacities of students This awareness
of educators has paved the way for the transition from content education programs to developing the qualities and capacities of learners The goal of innovation is stipulated in Resolution 88/2014/QH13 of the National Assembly: "Innovating general education programs and textbooks
to create fundamental and comprehensive changes in the quality and effectiveness of general education; combining teaching literacy, teaching people and career orientation; contributing to transforming an education that focuses on knowledge transfer to an education that comprehensively develops both qualities and capacities, harmonizing morality, intelligence, physique, aesthetics and best promoting the potential of each student
1.3 EA is applied in schools, in teaching literary text reading for students in grades 2 and 3, but there are still many limitations that need to be further studied
Applying EA in teaching Vietnamese in general, and in teaching literary text reading (TLTR) in particular, has changed and achieved remarkable results Students really live the life of the text, there are activities that break out of the rut of one-way thinking, there are activities that activate students' need to express themselves, pave the way for creativity and critical thinking, bringing to literary texts all life experiences, aesthetic experiences, from which they have the ability to read aesthetically, the ability
to understand themselves, empathize with life, enriching good humanistic spiritual
Trang 5values, towards truth, goodness, and beauty Therefore, reading literature becomes an exciting process, awakening creative potential, developing students' abilities
However, the organization and implementation as well as how to improve the quality of EA in teaching literary text reading are still limited, and there are many issues that need further research: Teachers do not clearly understand the concept of EA, do not distinguish between EA in experiential education activities and apply EA in teaching other subjects Teachers do not know how to build lesson plans and each part according
to the EAs suitable for the content of each lesson and each part of the study; Teachers do not have specific guidance documents, do not have books to guide the design and organization of effective EAs; works, documents, and schools have only researched at a general level, applied to general activities, and have not provided instructions and applications in specific subjects Applying EA in TLTR is a new direction, contributing
to improving the effectiveness of teaching in practice
Based on the above mentioned bases, we chose the research topic "EA in teaching reading literary texts for students in grades 2 and 3" with the desire to contribute our efforts to supplementing theories, concretizing teaching methods and ways in general, and TLTR for students in grades 2 and 3 in particular
2 Research object and and objectives
2.1 Research aim
The research aim is to develop a theoretical framework for teaching methodologies in reading, specifically, and for Vietnamese language teaching methodologies at the primary school level, in general This is achieved by selecting and systematizing essential knowledge regarding experiential activities in teaching literary text reading Based on this foundation, the dissertation proposes principles, constructs a model, and identifies the content and methods for organizing experiential activities for second- and third-grade students in teaching literary text reading These efforts contribute to the formation and development of students’ qualities and competencies, thereby enhancing the quality of Vietnamese language instruction in primary schools
2.2 Research objectives
To achieve the stated purpose, the thesis identifies the following research tasks:
- Overview of research works on experiential learning and Teaching reading literary texts through experience
- Establishing the theoretical and practical basis for organizing experiential activities in Teaching reading literary texts for students in grades 2 and 3
- Identifying principles, contents and proposing ways to organize experiential activities
in Teaching reading literary texts for students in grades 2 and 3
- Conducting pedagogical experiments to test and evaluate the feasibility and effectiveness of the proposals in the dessertation
3 Research subjects and scope
Trang 6program; there are specific points that are suitable for the experiential approach in teaching
+ Reading literary texts to create the meaning of the text is a complex cognitive and perceptive process, both objective, ensuring that it is based on the text, and subjective, linked to the life experience, aesthetic experience, etc of the reader Within the scope of the thesis, we chose to study the approach to reading comprehension and teaching reading comprehension from the perspective of the reader's experience
Scope of the affected objects: The thesis chooses the affected objects to be students
in grades 2 and 3 This is the first stage of primary school, students' thinking tends
to be specific reception By grade 3, students' thinking has developed quite a bit, with the ability to move from the concrete to the abstract, general, with the ability to analyze, synthesize, and initially apply knowledge into practice Experiential activities in reading comprehension of literary texts help students in grades 2 and 3
to apply their existing specific thinking advantages At the same time, observation, feedback, and generalization in experiential activities to form new knowledge are also suitable for the level of thinking development of students This is also the stage when students' language develops rapidly in terms of vocabulary and communication skills, creating an internal motivation for learning, making up the characteristics of reading teaching in grades 2 and 3
4 Scientific hypodissertation
If the scientific foundations of organizing experiential activities in teaching literary text reading are applied to develop and implement principles, models, content, and organizational methods aligned with the characteristics of literary text reading instruction and the reception abilities of second- and third-grade students, it will foster students' activeness, productiveness, and creativity This approach enables them to mobilize, appreciate, and express their capacity for comprehending literary texts effectively
5.1 Theoretical research method
We apply the theoretical research method to the process of collecting documents, magazines, scientific articles, research works to analyze and synthesize relevant information to build a theoretical basis for the dissertation
5.2 Investigation and survey method
This is a method used purposefully and planned to collect research data conducted through investigation Investigate and survey the current status of reading teaching of teachers and students, the required conditions, the school's facilities, teaching means, and conditions for organizing EA
Trang 75.3 Pedagogical experiment (PE) method
Pedagogical experiment (PE) is a specific method in educational science research, applied to the development of lesson plans applying EA to teaching practice Experiments clarify the factors affecting teaching practice to confirm the effectiveness and feasibility of the proposals put forward in the dissertation
5.4 Mathematical statistical method
With this method, we collect, summarize observation data, experiments, analyze and draw conclusions to create high reliability The mathematical statistical method evaluates the quality of education, compares the effectiveness of educational methods, analyzes the relationship between educational phenomena, the impact of factors on the educational process, eliminates random factors, and clarifies educational issues
6 Expected contributions of the dissertation
- In terms of theory: The dissertation contributes to enriching the theory of organizing EA in the teaching process in general, the theory of teaching literary texts reading from the perspective of approaching the reader's experience in particular The dissertation studies the content of organization, analyzes the basis, and the ability to apply EA to teaching in general, especially the research results of the dissertation contribute to clarifying the EA in TLTR for students in grades 2 and 3
- In terms of practice: The dissertation contributes to improving, concretizing, clarifying the requirements, building models, and ways to organize EA in teaching literary texts reading for students in grades 2 and 3, making teaching literary texts reading more rich and attractive to students, helping them to be more active, proactive, and creative in acquiring knowledge Through EA, students have interesting study hours, know how to mobilize life capital, background knowledge into lessons and vice versa, know how to apply the knowledge learned into practice
7 Structure of the dissertation
The dissertation consists of 3 parts with the following main contents:
The introduction presents the basic contents including: Reasons for choosing the topic; Research objects and scope; Research purposes and tasks; Scientific hypodissertation; Research method; Contribution of the dissertation; Structure of the dissertation
The dissertation content includes 4 chapters:
Chapter 1: Overview of research on experiential learning and teaching literary texts reading through experience
Chapter 2: Theoretical and practical basis of experiential activities in teaching literary texts reading for students in grades 2 and 3
Chapter 3: How to organize EA in teaching literary texts reading for students in grades 2 and 3
Chapter 4: Pedagogical experiments
The conclusion summarizes the basic contents and makes recommendations
CHAPTER 1 OVERVIEW OF RESEARCH ON EXPERIENTIAL LEARNING AND TEACHING LITERARY TEXT READING THROUGH EXPERIENCE
1.1 Studies on experiential learning
1.1.1 Concepts of Experiential Learning
In the history of philosophy, experiential education with the idea of combining
Trang 8school with family and society has been the subject of research by many authors for a long time: Khong Tu (551 - 479 BC) proposed the concept of experiential learning At the same time, in the West, the Greek philosopher Socrates (470 - 399 BC) also proposed the view: "People must learn by doing something; with the things you think you know, you will feel uncertain until you do it" [112, p.8] Mac Tu (475 - 309 BC) believed that "the purpose of education must create a class of compassionate people who live by their own labor" V.I Lenin (1870 - 1924) in his work on cognitive theory put forward the view of human cognition: "From vivid intuition to abstract thinking, from abstract thinking about practice, that is the dialectical path of the perception of truth, the perception of objective reality" [69]
In psychology, it can be said that Lev Vygotsky (1896 - 1934) laid the foundation for many studies on cognitive development theory Next, Zadek Kurt Lewin (1890 - 1947) - a social psychologist studied the combination of theory and practice He also believed that family and school have an influence on e xperiential learning, knowledge is necessary to change behavior but real change requires an environment for experience and training
In education and training, experience is the process by which people accumulate knowledge and skills through educational activities by participating in practice: Thomas More (1478 - 1535) "highly appreciated the role of labor for people and society, so human education must combine school education, labor and social activities" [100] J.A Comenius (1592 - 1670) paid special attention to "combining classroom learning and extracurricular activities to escape the form of learning confined within the four walls of the medieval church school system" Robert Owen (1771 - 1858) - an English educator built a complete educational system in factories for workers from childhood to adulthood He advocated
"combining education with production labor, combining education in schools with education in labor and social activities" [50, p.20] John Dewey (1859-1952) proposed the concept of "learning by doing, learning begins with doing", "The best education is learning
in life, people constantly collect knowledge and reform knowledge into experience, so students must learn in social life" David Kolb (born in 1939) is an American scholar, the concept is: "learning is a process in which knowledge is created through the transformation and transformation of experience" [143, pp.39-49]
1.1.2 Experiential learning model
Kurt Lewin's (1890 - 1947) EA model consists of 4 stages:
Figure 1.1 K Lewin's experiential learning model [142]
Concrete experience
Observing and thinking
Abstract concept formation and generalization
Test applying concepts in new situations
Trang 9John Dewey's experiential learning model describes the process by which students construct their own knowledge through observed experiences, including:
Figure 1.2 John Dewey's experiential learning model [142]
Jean Piaget (1896-1980) formed through 4 stages of development with cognitive characteristics:
Figure 1.3 Piaget's model of learning and cognitive development [142, p.39]
Kolb's greatest contribution was to propose a four-stage experiential learning model:
Figure 1.4 D Kolb experiential learning model [143]
Concrete experience
Reflective Observatio n
Abstract Conceptualization
Trang 10From David Kolb's experiential learning model, author Bui Ngoc Diep generalized it into a learning cycle through experience:
Figure 1.5 Experiential learning cycle of Bui Ngoc Diep [28]
From research models on experiential learning in the world, the authors have made specific proposals for education and training in Vietnam These are important contributions to orienting the selection of teaching activities in practice These contributions play an important role in shaping the activities of teachers
1.1.3 Studies on experiential activity in education
1.1.3.1 Studies on experiential activity in teaching
From the early period of the education system of the Democratic Republic of Vietnam, President Ho Chi Minh put forward the educational ideology to train talented and virtuous people: "Learning goes hand in hand with practice, theory is closely linked to practice; Education is combined with production activities; school is closely linked to family and society" [75] The group of authors Nguyen Thi Kim Dung, Nguyen Thi Hang with the article "Some methods of organizing creative experiential activities for high school students" Author Dinh Thi Kim Thoa with the article "Building an EA program in the new general education program" Authors Ngo Thi Tuyen, Ngo Hien Tuyen in the education technology forum presented types of experiences and formed the concept of EA Author Bui Ngoc Diep with the article "Forms of organizing creative experiential activities in general schools" The group of authors Nguyen Thi Lien, Nguyen Thi Hang, Tuong Duy Hai, Dao Thi Ngoc Minh has launched the book: "Organizing creative experiential activities in general schools" Author Nguyen Quoc Vuong (editor-in-chief) has published the book series "Innovative experiential activities" (for primary school students) The book series includes 10 books, each book designs 5 experiential topics for students from grades 1 to 5 to help students explore and feel new and interesting things in the life around them To help teachers, managers and parents organize EA for primary school students, the author has compiled the reference book series "Guide to organizing experiential activities for primary school students" (including 2 volumes) This book series
is compiled based on the theoretical foundation of EA in schools of some advanced
NEW EXPERIENCE
Apply (practice, apply to
planning reality)
Generalize (draw
conclusions, general principles)
Analyze (share, compare,
process, recall, reflect)
Experience (action,
work)
Trang 11educational countries and Vietnamese educational practices
In the 2018 General Education Program: Experiential activities are identified as a compulsory educational activity, along with other educational activities: “EA and education program are compulsory educational activities designed into topics, students can choose topics that suit their wishes and the school's learning conditions” [9]
1.1.3.2 Studies on experiential activities in Teaching Vietnamese
Thus, in addition to being a compulsory subject, EA is also applied to teaching practice in specific subjects Vietnamese subject is both instrumental and aesthetic - humanistic, helping students form and develop general and specific competencies such
as language skills, aesthetic skills to study well other subjects, to live, communicate and work effectively Participating in EA, students are “immersed” in a real communication environment, close to their real life” [90, p.47]
1.2 Research on teaching literary text reading and teaching literary text reading through experience
1.2.1 Research on teaching literary text reading
Reading is considered an interactive process between readers and texts, with themselves and with other readers Smith analyzed and concluded that the meaning of a text
is not available for us to pick up but depends entirely on what we already know and want to know The reader's purpose determines what they will be interested in and read Rosenblatt, based on the characteristics of literary texts compared to other types of texts, emphasized the significance of reading literary texts for the lives of individual students Authors Carter and Long emphasized that literary texts are not like other types of texts, giving us special emotions that if lost, teaching reading literary texts will also lose its basic value This process is always ongoing and reading is truly effective when students are interested, have interest in reading, and feel that reading brings meaning to the reading process
1.2.2 Teaching reading literary texts through experience
Applying EA in TLTR has created a big change, opening up a new approach to TLTR Students are always brought into the reading activity of the text with all their personal selves with background experiences, with penetrating the artistic world of the text, imagining the characters, being in the world of the characters, That is one of the ways of reading texts to make the text closer to life Recent works that discuss this issue more directly are the articles [59], [60] and [61] by researcher Pham Thi Thu Huong In that general direction, the article focuses on the issue of experiential learning in teaching reading comprehension from the perspective of experiencing the content and form of each text that needs to be read and understood by the reader with the whole person Experiencing the process of creating the text by the writer and the process of applying the reading comprehension results to life by the reader It can be said that this is a fairly detailed study
of the theory of experiential learning with valuable scientific application proposals that need
to be further considered and have value in guiding the thesis to further research
Summary of Chapter 1
We summarize the research on experiential learning in two main directions: Research achievements on experiential learning; Research on TLTR and TLTR through experience
Trang 12CHAPTER 2 THE THEORETICAL AND PRACTICAL BASIS OF EXPERIENTIAL ACTIVITIES IN TEACHING LITERARY TEXT READING
FOR STUDENTS IN GRADE 2 AND 3
2.1 Theoretical basis
2.1.1 Experiential activities - concepts, advantages and things to note
2.1.1.1 Concepts of activities and experiential activities
a) Concepts
To determine the concept of EA, it is necessary to start from the understanding of
the issue of activities and experiences From there, we conceive of EA: EA are
educational activities in which the student subject takes over the learning object by the method of penetrating, immersing, experiencing, tasting, thereby transforming it into knowledge, forming and developing the qualities and abilities of the learner
b) Characteristics of experiential activities
- EA are educational activities
- In experiential activities, "experience" is a specific method, determining the nature and type of the activity, helping to distinguish experiential activities from non-experiential activities
- To consider whether an activity is experiential or non-experiential, it is necessary to look at the subject-object relationship and the subject's method of capturing the object
2.1.1.2 Advantages and things to note about experiential activities
Advantages: EA help learners learn from rich and vivid practice, ensuring the motto of learning goes hand in hand with practice EA also makes learners' learning more convenient and profound EA connects different educational subjects, opening the door to education beyond the campus of general schools The new trend of education today is to create people who develop comprehensively, maximize their abilities, apply knowledge to life Assessment in the training activities is also very diverse, collecting information for assessment from many channels, using many different assessment tools
Things to note: EA require a lot of time, equipment and necessary facilities to organize (establish relationships with many educational forces, coordinate with families, schools and society with forces working together to organize EA) EA has trial and error, the experience gained from EA can be messy, have a large amount of "noise" due to the influence of many factors, if not calculated and monitored to limit this "noise"
2.1.2 Literary text - concept and characteristics
2.1.2.1 Concept of literary text
A literary text is “a meaningful whole, an organized unified block of constituent elements, a message that the author (sender) sends to the reader, viewer (receiver) The text performs three main functions: transmitting information, processing new information, preserving information (memorizing) At the highest level, literary text performs a creative function, it is a “generator” of new information” [5, p.475]
2.1.2.2 Characteristics of literary text
Studying the characteristics of literary text from the genre perspective, we study
Trang 13how the author recreates the world, structures and organizes the system of images, and uses the artistic techniques of each type of text Characteristics of literary genres: narrative, lyric, drama and memoir have penetration, transformation, combination, impact, interference, mutual influence and interaction In the 2028 General Education Program, primary school level literary texts include: story texts, descriptive texts, poetry texts, drama texts To help students understand literary texts, teachers need to clearly understand the characteristics of literary texts, guide students on how to receive them appropriately, and find the key to "open the door" to the text
2.1.3 Reading texts and experiences in reading literary texts
EA so that students can participate, engage, experience, negotiate, respond There is a connection between the reader and the text with a certain context and situation
2.1.3.2 Experience in reading literary texts
a) Experience is one of the ways for readers to construct the meaning of the text + The meaning of a text is the result of an interactive and immersive process between the reader, the textual elements, and the reading context, as visually represented
in the following diagram:
Diagram 2.1 Experiential Learning as a Method for Readers to Construct Textual Meaning
+ In the process of reading, the reader constructs the meaning of a text through the integration, synthesis, and "synchronization" of the following approaches:
• Utilizing knowledge of the author and the creative process to interpret the text's meaning