Not using textbook material to create essay questions: What do teachers say about the feasibility?

The same thing happens in private schools as well.

Ms. Duong Thanh Thuy shared that, right from the implementation of the 2018 General Education Program, MVLomonosov Secondary and High School has not used any texts from the three current textbooks to create periodic tests for the Literature subject.

"To achieve this, we had students practice and apply their reading comprehension skills to texts outside of textbooks immediately after learning each genre."

In addition, the department also focuses on the content of extracurricular programs and clubs to encourage students to develop a habit of extensive reading and build a reading culture within the school.

Teachers receive training to understand the requirements and appropriate teaching methods, clearly define the learning objectives for the Vietnamese language subject, and ensure that students acquire reading, writing, speaking, and listening skills.

"In particular, when teaching reading, we emphasize the requirement to teach reading according to genre characteristics," Ms. Thuy shared.

Put an end to rote learning and teaching by example.

The teachers consulted emphasized the benefit of ending rote learning and memorization by eliminating the practice of students studying only the works they are tested on, as had been the case for decades.

According to Ms. Duong Thanh Thuy, this regulation will thoroughly address the long-standing problem of rote learning and teaching that has hindered students and teachers alike from being proactive and creative.

With the implementation of this new regulation, teachers and students will learn and read more independently, thereby better developing their abilities.

Furthermore, during the exam process, question setters are no longer limited by the scope of the available materials, and the content of the questions can be more diverse.

Examiners will be more objective when they are not influenced by preconceived conclusions about works found in textbooks.

Ms. NTH, a literature teacher in Quang Ninh , added: "This regulation not only impacts students' learning but, first and foremost, affects teachers' teaching methods. The practice of rote learning will no longer exist, nor will the practice of teaching by example. Teachers must also improve their professional skills to guide students to develop their active and proactive approach to literary works."

Ms. Duong Thanh Thuy added: "There's no need to worry that not using textbook materials for testing will cause students to lose the habit of reading deeply and thoroughly understanding literary works."

In fact, to meet the requirements of a periodic test, students must effectively apply reading comprehension skills in both the content and form of the text.

With the question system presented in the test, students are required to read the text carefully in order to answer.

Previously, students were accustomed to reading comprehension based on the knowledge provided. Now, however, they are encouraged to actively engage in reading comprehension using various reading strategies, allowing them to freely explore the text and thus build a foundation for deeper understanding and genuine appreciation.

The risks are real.

From another perspective, Ms. NTH believes there are reasons for parents to be worried about changes in the way the Vietnamese language subject is assessed and tested.

According to Ms. H., there has been a situation where inappropriate materials outside of textbooks have been selected for literature exams, such as materials that are too long, making it difficult for average students to access and understand. Meanwhile, even good and excellent students cannot do well on the exam due to insufficient time.

The selection of substandard or unverified source materials has also occurred.

"There are works taken from the internet, with only the author's name listed. It's unknown who the author is, whether they are the actual author of the work, or the circumstances surrounding its creation. All information is missing."

This is something I consider a cardinal sin in teaching literature. Teachers have the autonomy and creativity to choose their materials, but they can't just pick any material they like.

The selected materials must ensure aesthetic appeal, literary value, clear origin, and full citations.

Many literary works can only be appreciated when the reader understands the author and the context in which the work was created.

"Not to mention the average student, the essay section on literary appreciation outside the curriculum will pose difficulties for both teachers and students if the information on the source material is too limited," Ms. H. said.

According to Ms. H., the new program doesn't emphasize knowledge but focuses on skills, therefore the assessment places a strong emphasis on methodology.

This requires teachers to effectively teach the specific characteristics of each genre so that students are not confused by materials they have never read before.

"If teachers don't teach vocabulary and sentence structure, and rhetorical devices in detail, students will have difficulty recognizing them when encountering new texts."

Furthermore, there are some knowledge units where the three textbooks are inconsistent. For example, the "Connecting" literature textbook has 4 separate components, while the "Kite" textbook has 5.

"Teachers are required to read all the current textbooks in order to provide a comprehensive approach for students," Ms. H. stated.

Recently, the Ministry of Education and Training issued a document guiding the implementation of secondary education tasks for the 2024-2025 school year.

Accordingly, in conducting assessments of secondary and high school students in the Vietnamese language subject, the Ministry requires that the use of texts and excerpts from textbooks as materials for assessing reading comprehension and writing skills in periodic tests in this subject should be avoided.

This requirement was introduced to address the problem of students merely memorizing lessons or copying content from available materials.

The Ministry of Education and Training also requested provincial Departments of Education and Training to strengthen the development of question banks and test matrices to prepare 9th and 12th grade students to familiarize themselves with the new exam orientation according to the 2018 General Education Program, including two important exams: the 2025 10th grade entrance exam and the 2025 high school graduation exam.

From 2025 onwards, the Vietnamese language exam for admission to grade 10 and the high school graduation exam will no longer use materials from textbooks, in accordance with the guidelines of the 2018 General Education Program.