An innovation seen from the literature exam

Candidates prepare to take the literature exam at the 2024 high school graduation exam - A 3nh: DUYEN PHAN

The high school graduation exam and university and college entrance exams were then considered a "breakthrough" to promote change in the general education system, which was facing heavy inertia.

Especially since 2015, the literature exam has had clear changes to meet the "dual-purpose" exam (graduation exam, university and college entrance exam).

The reading comprehension section uses materials outside the textbook, so it is difficult for candidates to predict. The way to do well on the test is not to learn by rote or memorize, but to learn to master real skills. This also significantly changes the way of teaching, even partly changing the current situation of "lazy reading" of students.

Along with the introduction of reading comprehension and changing the way of asking questions at different levels, the literature exam after the "merging of two exams" or the current multi-purpose graduation exam also has plus points from social argumentation questions.

It makes the essay topics more appealing to candidates as well as those who approach them because they have a lot of "breath" of life, even current events. Many issues and values ​​are raised for candidates to think about and express. Positive changes from the exam also affect changes in teaching and learning literature.

However, the minus points of the literature exam - seen over the past decade - still outweigh the plus points. Every year, the authorities have to deal with rumors of leaked essay questions.

The questions may not be revealed, but candidates can still guess the works in the exam. Because the exam committee does not dare to "cross the line" in the literary discussion section to use materials outside the textbook. The program has more than a dozen works, plowing through them over and over again will make it easy to guess.

In addition to the limited language, the way the exam questions are asked has not changed much over the years, basically maintaining safety and familiarity. This makes schools not choose creative teaching methods.

Another point that many teachers have mentioned is "students' right to speak the truth".

For many years, the reading comprehension and social discussion sections of the exam have had open-ended questions but "closed" answers. The examiners' opinions are not consistent but still affect the exam results.

The Ministry has marking guidelines, and the boards always have to discuss marking directions carefully, but these directions often go in one direction. No one dares to guarantee that opposing opinions in candidates' papers can be accepted.

A teacher in Hanoi said that this year's exam asked about "respecting individuality" but she was worried that the answer would be difficult to "respect individuality" of students. The question asked to present "your thoughts/feelings" but the answer was "teachers' thoughts/feelings".

"We can only dream," wrote a literature teacher. But why can we only dream when schools do not change? And the first necessary condition for truly innovative and creative national exams is a roadmap for teachers and students to change from the teaching and learning process.

Many people believe that next year, when the exam follows the new curriculum, the essay questions may have some breakthroughs. But that is not certain if the real innovation journey in schools is still just "old wine in new bottles".

Source: https://tuoitre.vn/mot-cuoc-doi-moi-nhin-tu-de-thi-van-20240629081803669.htm