KÍ HIỆU HỌC NHƯ LÀ MỘT HƯỚNG ĐI KHẢ DỤNG TRONG DẠY HỌC ĐỌC HIỂU VĂN BẢN VĂN HỌC THEO ĐỊNH HƯỚNG PHÁT TRIỂN PHẨM CHẤT VÀ NĂNG LỰC

Abstract

The article explores semiotics as a viable approach to teaching literary reading comprehension at the upper secondary level within a competency-based educational framework. Theoretically, it conceptualizes literary texts as open semiotic fields in which meaning is constructed through reading in relation to cultural dialogue and ideology. Pedagogically, it proposes practical principles and levels of application in school contexts. The study’s novelty lies in repositioning semiotics froma tool of textual analysis to a pedagogical methodology and in demonstrating its alignment with contemporary educational theories. The findings confirm semiotics as a flexible and sustainable approach that fosters students’ critical thinking and creative capacities.