Nhằm giúp quý thầy cô giáo-cán bộ các trường mầm non, tiểu học, THCS và THPT thể hiện những sáng tạo, những ý tưởng có giá trị thành một sáng kiến kinh nghiệm hoặc tham khảo những kinh nghiệm quý báu, chúng tôi xin giới thiệu bộ sưu tập SKKN hiệu quả của việc sử dụng các truyện ngắn nhằm giúp phát triển kỹ năng đọc hiểu của học sinh THPT. Bao gồm những đề tài sáng kiến kinh nghiệm mẫu, những đề tài sáng kiến kinh nghiệm có giá trị nhằm giúp thầy cô giáo, quý phụ huynh và các cán bộ nhà trường nâng cao kiến thức và kinh nghiệm trong việc quản lý, giáo dục học sinh.
Tóm tắt SKKN hiệu quả của việc sử dụng các truyện ngắn nhằm giúp phát triển kỹ năng đọc hiểu của học sinh THPT
Chúng tôi xin trích dẫn một phần đề tài sáng kiến kinh nghiệm đầu tiên trong bộ sưu tập SKKN hiệu quả của việc sử dụng các truyện ngắn nhằm giúp phát triển kỹ năng đọc hiểu của học sinh THPT dưới đây:
Part 1: Introduction
1. Reason for choosing the topic.
It is assumed that the more students read, the better readers they become. Therefore, establishing students’ habits of reading is very necessary, especially in second language learning.
Being aware of the importance of learning reading skill, authors of new English 10 have chosen interesting topics for reading lessons with the aim to promote students in reading and improve their reading comprehension. However some of them are not familiar with students' genre and reading in the text book only is not enough to enhance students' interest in reading and reading comprehension. Thonis, (1970) suggested:
Comprehension skills depend upon two major factors: the background of experiences, from which concepts have been acquired, and the speed, accuracy, and richness of meanings which students bring to word recognition. The advancement of skill in understanding what is read receives major emphasis during the intermediate and high school years. As students become more efficient readers, the written language which they meet in books becomes a source for larger vocabularies, for increased knowledge, and for deeper comprehension of themselves and the world around them.
Thus beside the reading texts in the text book students need to read more outside class room to enrich their vocabulary as well as their background knowledge. That means students must read extensively.
So many studies and researches have been conducted to find out ways to improve reading effectiveness. Recently, there have been a lot of researches about the effect of extensive reading in improving students’ reading comprehension. Colin Davis (1995:335) suggested that any classroom will be the poorer for the lack of an extensive reading program and will be “unable to promote its students’ language development in all aspects as effectively as if such a program were present”. He also claimed that such a program will make students more positive about reading, improve their overall comprehension skills, and give them a wider passive and active vocabulary. Myuskens (1983) affirmed that "with students at the beginning and intermediate levels, instructors can use literacy text for language practice, reading comprehension and possible aesthetic appreciation”. Strong (1996) also stated that “extensive reading of literature can encourage students to develop positive attitudes toward reading”.
However, At My Hao high school, the teaching and learning reading are mostly based on text book. Therefore, the students seem not to be interested in reading lessons. Most of them feel reading is difficult and boring even they are afraid of reading. Thus, after reading a text they often don’t understand much about its content or they misunderstand author’s ideas. When studying in a reading lesson, students often experience the lack of background knowledge as well as vocabulary about the topics they are reading. Other important reasons are their lack of motivation and time. In the word of foreign language, the most popular expression might be “practice makes perfect”. That is the reason why the teachers have to find ways to enhance students read more and to improve their reading comprehension.
From the point of view: students only read what they are interested in, the researcher come to the study of using short story in teaching reading. Because among literature materials, short story seems to be the most suitable with high school students of all. Students at this age are curious and they like reading short stories. Collie and Slater (1991: 196) list the advantages of using short stories for language teachers: short stories are practical as their length is long enough to cover entirely in one or two class sessions; they are not complicated for students to work with on their own; they have a variety of choice for different interests and tastes; and they can be used with all levels (beginner to advanced), all ages (young learners to adults) and all classes (summer courses to evening classes). Moreover short stories don’t take much time. Students can read them at the break, before going to bed, on the bus or when they are waiting for someone.
With the above reasons I decided to do an action reaseach on using short stories as a sort of extra reading materials with the aim to motivate students in reading and improving their reading ability.
Quý thầy cô giáo và các cán bộ quản lý có thể tham khảo đầy đủ đề tài sáng kiến kinh nghiệm này và xem thêm các đề tài khác trong bộ sưu tập SKKN hiệu quả của việc sử dụng các truyện ngắn nhằm giúp phát triển kỹ năng đọc hiểu của học sinh THPT
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