The literature exam touched on the sacred love of homeland and country.

According to Ms. Trinh Thu Tuyet, a literature teacher of the HOCMAI Education System, a former teacher of Chu Van An High School for the Gifted (Hanoi), the way the literature exam questions for this year's high school graduation exam are set is the result of the process of innovation in teaching and learning literature in high schools according to the 2018 General Education Program. Through reading comprehension texts in literature textbooks, teachers provide learners with knowledge of genres and Vietnamese, forming reading comprehension, appreciation, discussion, dialogue skills... so that candidates can autonomously solve new problems of literature and life in the exam.

- Ảnh 1. — Hanoi candidates finished the literature exam this morning.

The official exam for literature closely followed the reference exam structure announced by the Ministry of Education and Training. The content of the reading comprehension and writing questions in the exam were all within the scope of knowledge and skills according to the "requirements" of literature, the 2018 General Education Program. Specifically as follows:

Part I. Reading comprehension (4 points) includes 5 questions classified by cognitive levels.

Questions 1 and 2 are both at the recognition level, in which question 1 requires recognition of the narrator in the text, a knowledge of the narrative genre that is very familiar to students; question 2 requires recognition of the two rivers of the hometowns of Le and Son, a detail that is present in the content of the text. These are two questions that help candidates with average learning ability to achieve maximum score.

Classification ability appears mainly in questions 3, 4, 5 at the comprehension and application levels when requiring candidates to have depth of thinking and experience.

Question 3 is a comprehension question, requiring students to analyze the effect of the comparative rhetorical device in a sentence of the passage - this question simultaneously tests the candidate's perception skills, analytical skills and Vietnamese knowledge. Question 4 is also a comprehension question, requiring students to analyze the role of a detail in expressing the content of the text.

This is a question with relatively good classification ability when students have to understand and feel not only the difficult circumstances of life fighting to protect the Fatherland but also feel the camaraderie and solidarity of the soldiers - see the meaning of the details in expressing the theme of the text.

Question 5 is at the application level, requiring students to apply their literary knowledge, knowledge of life, society... to not only choose the direction of the answer, the way of thinking and logical, accurate arguments, but also demonstrate independent thinking and courage, autonomy when analyzing the similarity in meaning in 2 details of 2 texts, seeing the sacred attachment of each person to the lands and skies of the homeland.

"In general, the reading comprehension questions are suitable for students when testing the knowledge and skills required for the literature subject in the 2018 General Education Program, ensuring the correct cognitive levels and having practical significance for their future lifestyle," Ms. Tuyet commented.

Part II - Writing (6.0 points): Ensure correct formatting structure according to the instructions of the Ministry of Education and Training on February 16. With reading comprehension material being literary texts, the social argumentative part is to write an essay and the literary argumentative part is to write a paragraph, specifically as follows:

Question 1 (2.0 points): The literary argumentative question gives specific requirements for candidates to be able to write a paragraph of about 200 words about an aspect of the problem drawn from the excerpt of the reading comprehension section, which is the requirement "Write a paragraph (about 200 words) analyzing Le's feelings for Son in the text in the reading comprehension section".

The requirement in the paragraph writing is also the main content expressed emotionally in the excerpt of the text; through analyzing Le's feelings for Son, the candidate not only feels the content of the excerpt but also performs the skill of analyzing an important aspect of the narrative genre. These are also familiar issues in the program's requirements, hopefully will not be difficult for the candidate.

Question 2 (4.0 points): The question of writing a social argumentative essay requires candidates to apply the results of reading comprehension and knowledge of the country's context to write an argumentative essay on the topic: any homeland's sky is the Fatherland's sky.

Ms. Trinh Thu Tuyet commented: "It can be seen that this is an issue with a traditional and sacred mindset but is very up-to-date with the context of the country's construction and development, especially in the "era of rising up".

Bring more excitement and opportunities to candidates

The issue is therefore both close and practical, touching the very sacred love of the homeland in the soul of every Vietnamese person, especially able to create excitement for students who are preparing to enter a new threshold of life, where they not only cultivate and promote their personal capacity and courage, but also have to always remind themselves to keep their hearts warm with their homeland. The ideas of the essay will also be very suitable for the trend of innovation and integration of the times."

Ms. Tuyet assessed: as the opening exam for the 2025 high school graduation exam, the first exam of the 2018 General Education Program, the literature exam has had fundamental changes in the direction of approaching students' competencies; ensuring compliance with regulations on the structure and format of the 2025 high school graduation exam announced by the Ministry of Education and Training, closely following the requirements for knowledge and skills in literature, the 2018 General Education Program.

From the structure of the test, the content of the materials to the ways of posing problems in the two reading and writing sections, all show innovative efforts, bringing many interests, challenges and opportunities for candidates who are eager to learn, explore , have independent thinking and interpretation on issues in literature as well as social life.

"Of course, generations of teachers, students as well as society in general are still waiting for stronger steps in the journey of innovation, waiting for beautiful literature exams, approaching students' abilities, contributing to forming the necessary abilities and qualities of future generations of Vietnamese people," Ms. Tuyet shared.

Source: https://thanhnien.vn/de-thi-mon-ngu-van-cham-toi-tinh-yeu-que-huong-dat-nuoc-rat-thieng-lieng-185250626104817045.htm