Title:
RESEARCH ON THE RELATIONSHIP BETWEEN READING COMPREHENSION QUESTIONS, BLOOM’S TAXONOMY, AND CRITICAL THINKING COMPETENCE TO ADAPT TO THE PRACTICAL NEEDS OF TEACHING READING COMPREHENSION DEVELOPING CRITICAL THINKING: A CASE STUDY OF VIETNAM

Authors:
Nguyen Dieu Thuong and Nguyen Thi Hoang Giang, Vietnam

Abstract:
The General Education Program in Literature (2018) of Vietnam is oriented toward capacity development for learners. Meanwhile, critical thinking is still a new and difficult problem for Vietnamese teachers. According to the survey results, they do not understand or do not know how to comprehensively assess critical thinking, including assessing critical thinking capacity in teaching reading comprehension. Those teachers assess students' cognitive ability mainly through the system of reading comprehension questions according to Bloom's taxonomy. By qualitative research method, the article has determined the correlation between reading comprehension levels and thinking levels (according to Bloom's taxonomy) and the levels of critical thinking competence, the correlation between reading questions comprehension (according to Bloom's taxonomy) ) and the levels of critical thinking competence, the correlation between reading comprehension questions (according to S.Toulmin's model) with Bloom's taxonomy, stages of critical thinking.