IELTS Reading: Sự Khác Biệt Văn Hóa Trong Phong Cách Nuôi Dạy Con và Giáo Dục – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về sự khác biệt văn hóa trong phong cách nuôi dạy con và giáo dục (Cultural Differences In Parenting Styles And Education) là một trong những đề tài phổ biến và thường xuyên xuất hiện trong IELTS Reading. Với tính chất đa dạng về mặt nội dung – từ tâm lý học, xã hội học đến nhân học văn hóa – chủ đề này thường được khai thác ở nhiều độ khó khác nhau trong kỳ thi thực tế.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với 3 passages được thiết kế theo chuẩn Cambridge IELTS, bao gồm: Passage 1 với độ khó Easy phù hợp cho band 5.0-6.5, Passage 2 ở mức Medium dành cho band 6.0-7.5, và Passage 3 với độ khó Hard cho band 7.0-9.0. Đề thi này không chỉ giúp bạn làm quen với các dạng câu hỏi đa dạng như True/False/Not Given, Matching Headings, Summary Completion, Multiple Choice mà còn cung cấp đáp án chi tiết kèm giải thích, từ vựng quan trọng và các kỹ thuật làm bài thực chiến.

Đề thi này phù hợp cho tất cả học viên từ band 5.0 trở lên, giúp bạn rèn luyện khả năng đọc hiểu, quản lý thời gian và nâng cao vốn từ vựng học thuật một cách hiệu quả nhất.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài trong 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, và tổng số điểm sẽ được quy đổi thành band điểm từ 1-9.

Phân bổ thời gian khuyến nghị:

• Passage 1: 15-17 phút (độ khó thấp, câu hỏi tương đối dễ định vị)
• Passage 2: 18-20 phút (độ khó trung bình, cần kỹ năng paraphrase tốt)
• Passage 3: 23-25 phút (độ khó cao, yêu cầu phân tích và suy luận sâu)

Lưu ý: Không có thời gian chuyển đáp án riêng, vì vậy bạn cần viết đáp án trực tiếp vào Answer Sheet trong 60 phút.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm các dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm
2. True/False/Not Given – Xác định thông tin đúng/sai/không có
3. Yes/No/Not Given – Xác định ý kiến tác giả
4. Matching Headings – Nối tiêu đề với đoạn văn
5. Sentence Completion – Hoàn thành câu
6. Summary Completion – Hoàn thành đoạn tóm tắt
7. Short-answer Questions – Câu hỏi trả lời ngắn

IELTS Reading Practice Test

PASSAGE 1 – The Eastern and Western Divide in Child-Rearing

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The way parents raise their children varies significantly across different cultures, and nowhere is this more evident than in the contrasting approaches between Eastern and Western societies. These differences stem from deeply rooted cultural values, historical traditions, and societal expectations that have evolved over centuries. Understanding these variations not only provides insight into child development but also helps us appreciate the rich diversity of human parenting practices.

In Western cultures, particularly in North America and Western Europe, there is a strong emphasis on fostering independence from an early age. Parents encourage their children to express their opinions, make their own choices, and develop a sense of individual identity. The concept of personal autonomy is highly valued, and children are often given considerable freedom to explore their interests and passions. For instance, it is common for American teenagers to work part-time jobs, make decisions about their extracurricular activities, and even choose their own college majors without significant parental interference. This approach is believed to cultivate self-reliance and prepare children for the challenges of adult life in a competitive society.

Educational practices in Western countries reflect this philosophy of independence. Teachers often use student-centred learning methods, encouraging children to ask questions, challenge ideas, and think critically. Creativity and innovation are praised, and there is generally less emphasis on rote memorization compared to other educational systems. Parents tend to be involved in their children’s education, but this involvement often takes the form of support and encouragement rather than direct control. The parent-teacher relationship is typically collaborative, with both parties working together to support the child’s development.

In contrast, Eastern cultures, particularly in countries like China, Japan, and South Korea, traditionally place greater emphasis on collective values and family harmony. Children are taught to respect authority, prioritize group interests over individual desires, and maintain strong family ties. The concept of filial piety – respect and obedience toward parents and elders – is fundamental in many Asian societies. Parents often take a more directive role in their children’s lives, making important decisions about education, career paths, and even personal relationships. This approach stems from the belief that parents have more life experience and wisdom to guide their children toward success and stability.

Academic achievement is particularly emphasized in Eastern parenting styles. Education is seen not just as a means of personal development but as a way to bring honour to the family and secure socioeconomic advancement. Parents invest heavily in their children’s education, often enrolling them in supplementary classes and tutoring sessions after regular school hours. The Chinese concept of “tiger parenting” exemplifies this intensive approach, where parents push their children to achieve exceptional academic results through strict discipline and high expectations. While this method has been criticized for creating excessive pressure, supporters argue that it instills strong work ethic and prepares children for highly competitive environments.

Educational systems in Eastern countries often reflect these values through their structure and methodology. There is typically a greater focus on standardized testing, memorization of facts, and hierarchical classroom dynamics where the teacher is seen as an authority figure deserving of respect. Students are expected to conform to group norms and work diligently to meet academic standards. The relationship between parents and schools is generally more formal, with parents showing great deference to teachers’ expertise and authority.

However, it is important to note that these are generalizations, and there is considerable variation within both Eastern and Western cultures. Factors such as socioeconomic status, urban versus rural settings, immigration experience, and individual family values can all influence parenting styles significantly. Moreover, with increasing globalization and cross-cultural exchange, many families are adopting hybrid approaches that combine elements from different traditions. For example, some Asian-American families maintain emphasis on academic achievement while also encouraging their children to pursue individual interests and develop independence.

Recent research has also challenged some stereotypes about cultural parenting styles. Studies show that while Eastern parents may appear more controlling, many also demonstrate high levels of warmth and emotional support. Similarly, Western parents who emphasize independence also provide structure and guidance when needed. The most effective parenting approach may not be culturally specific but rather one that adapts to the child’s temperament, developmental needs, and the broader social context in which they are growing up.

Questions 1-5

Do the following statements agree with the information given in Passage 1?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. Western parents typically encourage their children to develop independence from a young age.
2. All American teenagers are required to have part-time jobs during high school.
3. Eastern cultures traditionally value collective interests more than individual desires.
4. Tiger parenting is universally accepted as the best method in Asian countries.
5. Globalization has led some families to combine different cultural parenting approaches.

Questions 6-9

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

6. In Western educational systems, there is less focus on __ compared to other approaches.
7. The concept of __ is fundamental in many Asian societies and involves respect for parents and elders.
8. Eastern parents often enroll their children in __ after regular school hours.
9. Research shows that Eastern parents often demonstrate high levels of warmth and __.

Questions 10-13

Choose the correct letter, A, B, C or D.

10. According to the passage, Western parents’ involvement in their children’s education is characterized by:

• A) Direct control over all decisions
• B) Complete absence from school matters
• C) Support and encouragement
• D) Strict discipline and pressure

11. The author suggests that the most effective parenting style is one that:

• A) Strictly follows Western values
• B) Adheres to traditional Eastern methods
• C) Adapts to the child’s individual needs and context
• D) Combines equal parts of Eastern and Western approaches

12. What is mentioned as a factor that can influence parenting styles within cultures?

• A) The child’s academic performance
• B) Government regulations
• C) Socioeconomic status
• D) School curriculum design

13. The main purpose of this passage is to:

• A) Argue that Western parenting is superior
• B) Explain cultural differences in child-rearing approaches
• C) Criticize tiger parenting methods
• D) Provide parenting advice to new parents

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PASSAGE 2 – The Psychology Behind Cultural Parenting Patterns

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The divergent parenting philosophies observed across cultures are not merely arbitrary choices but are deeply embedded in psychological frameworks that reflect broader societal values and historical trajectories. To comprehend why parents in different cultures adopt particular child-rearing strategies, we must examine the underlying belief systems about child development, the nature of the parent-child relationship, and the ultimate goals that parents envision for their offspring. These belief systems are shaped by a complex interplay of cultural narratives, economic structures, religious traditions, and collective historical experiences.

A Western parenting approaches, particularly those predominant in the United States and Northern Europe, are heavily influenced by developmental psychology theories that emerged in the 20th century. Theorists like Jean Piaget and Erik Erikson emphasized the importance of age-appropriate autonomy and the child’s active role in constructing their own understanding of the world. These theories posit that children develop optimally when they are allowed to explore freely, make mistakes, and learn from direct experience. The concept of self-actualization – the idea that individuals should strive to realize their full potential – became a cornerstone of Western educational philosophy. This perspective views childhood as a critical period for developing individual talents and personal identity, separate from familial or communal expectations.

B Furthermore, Western societies’ emphasis on individualism is reinforced by economic systems that reward personal achievement and innovation. In market-based economies where social mobility is theoretically possible through individual effort, parents prepare their children for a world where they must differentiate themselves from others to succeed. The ability to think independently, articulate one’s own opinions, and demonstrate unique capabilities becomes essential for professional success. Consequently, parents who encourage self-expression and critical thinking believe they are equipping their children with the tools necessary to thrive in competitive environments.

C In contrast, Eastern parenting philosophies are deeply rooted in Confucian principles that have shaped Asian societies for over two millennia. Confucianism emphasizes hierarchical relationships, social harmony, and the subordination of individual desires to collective well-being. Within this framework, the family is viewed as the fundamental unit of society, and individual identity is intrinsically linked to one’s role within the family structure. Children are taught that their actions reflect not only on themselves but on their entire family, creating a sense of shared responsibility and collective pride or shame.

D The concept of “guan” in Chinese culture illustrates this distinctive approach to parenting. Often translated as “to govern” or “to care,” guan encompasses the idea that parents demonstrate love through active involvement and strict guidance in their children’s lives. This contrasts sharply with Western notions of love, which emphasize emotional warmth and respecting boundaries. In cultures where guan is practiced, parental authority is rarely questioned, and children are expected to demonstrate gratitude for their parents’ sacrifices and investment in their future. This creates a bidirectional obligation: parents work tirelessly to provide opportunities for their children, while children are expected to honor their parents through obedience and achievement.

E Educational expectations in Eastern cultures also reflect pragmatic considerations related to socioeconomic realities. In countries like China and South Korea, where competition for university admission and prestigious jobs is exceptionally intense, academic excellence becomes not just a personal accomplishment but a family imperative. The gaokao examination in China and the suneung in South Korea are high-stakes tests that largely determine students’ future opportunities, creating immense pressure on families. Parents’ intensive involvement in their children’s education can thus be understood as a rational response to structural conditions rather than simply a cultural preference.

F However, recent psychological research has revealed that the relationship between parenting styles and child outcomes is more nuanced than previously assumed. While early studies suggested that authoritarian parenting – characterized by high demands and low responsiveness – was associated with negative outcomes, these findings were based primarily on Western populations. When researchers examined Asian families, they found that children raised with high parental control often demonstrated excellent academic performance, strong self-discipline, and good psychological adjustment, provided that this control was accompanied by parental warmth and clear communication that the strictness stemmed from care and concern.

G This has led to the concept of “training” parenting, which differs from authoritarian parenting in crucial ways. Training parents have high expectations and exercise considerable control, but they also maintain close emotional bonds with their children and frame their demands within a context of familial devotion and long-term welfare. Children raised in this environment understand that parental strictness is a form of love and investment, not rejection or hostility. This interpretive framework is crucial: the same parenting behavior can have different psychological impacts depending on how children perceive and internalize their parents’ motivations.

H Despite these cultural patterns, it is essential to recognize the dynamic nature of parenting practices in an increasingly interconnected world. Immigration, international education, and global media exposure are creating new forms of cultural hybridity. Second-generation immigrant parents often struggle to balance the values of their heritage culture with those of their adopted country, leading to innovative synthesis of parenting approaches. Some research suggests that children raised with this bicultural parenting may develop unique advantages, including cognitive flexibility, cross-cultural competence, and the ability to navigate diverse social contexts.

Moreover, within both Eastern and Western societies, there is growing recognition that extreme versions of any parenting style can be detrimental. The pressure associated with intensive academic focus in Asian countries has been linked to mental health concerns, including anxiety and depression among students. Conversely, excessive permissiveness in some Western contexts has been criticized for failing to provide children with necessary structure and discipline. Contemporary parenting experts increasingly advocate for approaches that combine the strengths of different traditions: providing both autonomy and guidance, encouraging both individual expression and social responsibility, and maintaining both high expectations and emotional support.

Sự khác biệt về phong cách nuôi dạy con giữa văn hóa phương Đông và phương Tây trong giáo dục IELTS Reading

Questions 14-19

Passage 2 has eight paragraphs, A-H.

Which paragraph contains the following information?

Write the correct letter, A-H.

14. A description of how economic systems influence Western parenting values
15. An explanation of a Chinese concept that reflects parental care through strict guidance
16. A discussion of how immigration creates new parenting approaches
17. The influence of influential psychologists on Western child-rearing methods
18. Information about high-stakes examinations in Asian countries
19. A distinction between two types of controlling parenting styles

Questions 20-23

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Eastern parenting philosophies are influenced by 20) __ principles that have existed for thousands of years. These principles emphasize the importance of 21) __ over individual desires. The Chinese concept of “guan” demonstrates love through 22) __ involvement in children’s lives. Recent research shows that high parental control can produce positive results when combined with parental 23) __ and clear communication.

Questions 24-26

Do the following statements agree with the claims of the writer in Passage 2?

Write:

• YES if the statement agrees with the claims of the writer
• NO if the statement contradicts the claims of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

24. Early psychological research about authoritarian parenting accurately represented all cultural groups.
25. Children who experience bicultural parenting may develop advantages in navigating different social situations.
26. Western countries have completely eliminated the use of discipline in child-rearing.

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PASSAGE 3 – Educational Paradigms and Their Long-term Societal Implications

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The pedagogical frameworks that underpin educational systems across the globe are not merely technical decisions about curriculum design or instructional methodology; they represent fundamental philosophical positions about the nature of knowledge, the purpose of education, and the relationship between the individual and society. These frameworks, deeply intertwined with cultural parenting philosophies, have profound implications for societal development, economic productivity, innovation capacity, and even political structures. As nations grapple with the demands of a rapidly changing global economy characterized by technological disruption and unprecedented interconnectedness, questions about the efficacy and adaptability of different educational paradigms have become increasingly salient.

The Western educational model, particularly as exemplified in progressive education movements that gained traction throughout the 20th century, is predicated on constructivist epistemology – the philosophical position that knowledge is actively constructed by learners rather than passively absorbed. This approach, championed by educational reformers such as John Dewey and later Jerome Bruner, advocates for experiential learning, inquiry-based instruction, and the cultivation of metacognitive skills. The underlying assumption is that in a world characterized by constant change and information overload, the capacity to think critically, adapt to new situations, and engage in lifelong learning is more valuable than the mastery of any particular body of static knowledge. Consequently, Western curricula often emphasize problem-solving competencies, creative synthesis, and the ability to challenge established paradigms.

This educational philosophy aligns seamlessly with the broader Western cultural emphasis on individualism and self-determination. By encouraging students to question authority, develop their own perspectives, and pursue idiosyncratic interests, Western education systems aim to produce citizens capable of autonomous thought and independent action. Proponents argue that this approach has been instrumental in fostering the scientific revolution, technological innovation, and democratic governance that characterize modern Western societies. The emphasis on divergent thinking and tolerance for ambiguity has, according to this view, created intellectual environments conducive to groundbreaking discoveries and paradigm shifts across multiple domains of human endeavor.

However, critics of the Western model point to several inherent limitations and unintended consequences. The emphasis on individual expression and student-centered learning, when taken to extremes, can result in insufficient rigor, knowledge gaps, and a failure to transmit essential cultural literacy. Some scholars argue that the de-emphasis on memorization and foundational knowledge acquisition has left students unprepared for advanced study in fields requiring extensive domain-specific expertise. Furthermore, the focus on process over content may inadvertently privilege students from educationally enriched backgrounds who have access to supplementary resources and cultural capital, thereby exacerbating rather than ameliorating socioeconomic inequalities.

In contrast, Eastern educational systems, particularly those in high-performing jurisdictions like Singapore, Shanghai, South Korea, and Japan, have achieved remarkable results on international assessments through approaches that differ markedly from Western progressive education. These systems typically feature centralized curricula, systematic instruction, frequent assessment, and explicit skill development in foundational disciplines such as mathematics and science. The pedagogical approach emphasizes mastery learning – ensuring that students achieve complete understanding of prerequisite concepts before advancing to more complex material. This sequential and cumulative approach to knowledge acquisition is supported by extensive practice, distributed repetition, and corrective feedback.

The philosophical foundations of Eastern educational systems reflect Confucian educational traditions that view learning as a rigorous discipline requiring sustained effort, respect for expertise, and deference to established knowledge. Rather than emphasizing the construction of personal understanding, this approach prioritizes the transmission of accumulated wisdom from master to student. The role of the teacher is not primarily to facilitate student discovery but to provide explicit instruction, model expert thinking, and hold students to exacting standards. This system assumes that true creativity and innovation emerge not from unstructured exploration but from deep mastery of foundational principles and internalization of established methods, which then serve as a platform for subsequent original contributions.

Data from international comparative studies, particularly the Programme for International Student Assessment (PISA), have consistently shown that students from East Asian educational systems outperform their Western counterparts in mathematics, science, and increasingly in reading comprehension. These results have prompted considerable introspection and reform efforts in Western countries, with some jurisdictions attempting to incorporate elements of Asian educational practice, such as Singapore Math methodologies or increased emphasis on foundational skills. However, attempts to transplant educational practices across cultural contexts have yielded mixed results, suggesting that the effectiveness of particular pedagogical approaches may be context-dependent and intimately connected to broader cultural values and social structures.

Yet, the apparent success of Eastern educational systems as measured by standardized assessments does not address all relevant dimensions of educational quality. Critics argue that the intensive focus on examination performance comes at significant psychosocial costs, including elevated stress levels, reduced leisure time, diminished opportunities for unstructured play and social development, and potentially compromised mental health among students. The emphasis on convergent thinking and mastery of established knowledge may, according to some analysts, inhibit the development of creative thinking, entrepreneurial initiative, and willingness to challenge conventions – qualities increasingly valued in knowledge-based economies characterized by rapid innovation cycles.

Furthermore, the relationship between educational approaches and broader societal outcomes is complex and mediated by numerous factors. While East Asian countries have achieved impressive economic development and technological advancement, it remains contentious whether this success is attributable to their educational systems or to other factors such as cultural work ethic, strategic industrial policy, demographic factors, or historical circumstances. Similarly, Western countries’ leadership in certain domains of innovation and entrepreneurship may reflect not just educational practices but also institutional structures, financial systems, legal frameworks protecting intellectual property, and cultural attitudes toward risk-taking and failure.

Recent developments suggest a degree of convergence in educational thinking, with both Eastern and Western systems recognizing limitations in their traditional approaches and seeking to incorporate elements from alternative paradigms. Several high-performing Asian systems have introduced reforms aimed at promoting critical thinking, creativity, and holistic development, recognizing that future economic competitiveness may require capabilities beyond technical proficiency. Conversely, Western systems have increasingly acknowledged the importance of foundational knowledge, systematic skill development, and objective standards for ensuring educational equity and college readiness.

This mutual recognition of complementary strengths has led some educational theorists to propose integrative models that attempt to synthesize the most effective elements of different traditions. Such models might combine explicit instruction in foundational skills with opportunities for creative application, balance teacher guidance with student agency, and integrate assessment for learning with meaningful opportunities for authentic expression. However, implementing such hybrid approaches requires not merely technical adjustments to pedagogical practice but also cultural shifts in beliefs about learning, the purpose of education, and the nature of teacher and student roles.

The ongoing dialogue between different educational paradigms reflects broader questions about cultural values, societal priorities, and the purpose of education in the 21st century. Are we educating for economic productivity, individual fulfillment, citizenship, cultural preservation, or some combination of these goals? How do we balance the need for shared knowledge and social cohesion with respect for individual differences and diverse perspectives? These questions have no simple answers, and different societies, reflecting their unique historical trajectories, value systems, and contemporary challenges, will undoubtedly continue to answer them differently. What remains clear is that in an increasingly interconnected world, the capacity to understand, appreciate, and learn from alternative approaches to education and child-rearing represents a valuable asset for individuals and societies alike.

Questions 27-31

Choose the correct letter, A, B, C or D.

27. According to the passage, Western progressive education is based on the belief that:

• A) Teachers should provide all necessary information to students
• B) Students actively construct their own understanding
• C) Memorization is the most important learning skill
• D) Educational content never changes

28. Critics of the Western educational model suggest that excessive student-centered learning may lead to:

• A) Too much memorization
• B) Insufficient rigor and knowledge gaps
• C) Better performance on international tests
• D) Reduced individual expression

29. The passage indicates that Eastern educational systems emphasize:

• A) Unstructured exploration before learning basics
• B) Individual interpretation over established knowledge
• C) Mastery of prerequisite concepts before advancing
• D) Minimal practice and repetition

30. The author suggests that attempts to transplant educational practices between cultures have been:

• A) Universally successful
• B) Always unsuccessful
• C) Successful only in Western countries
• D) Inconsistently effective

31. According to the passage, the relationship between educational approaches and societal outcomes is:

• A) Simple and directly causal
• B) Complex and influenced by multiple factors
• C) Completely random
• D) Determined solely by cultural work ethic

Questions 32-36

Complete the summary using the list of words, A-L, below.

International assessments like PISA have shown that students from East Asian systems typically 32) __ students from Western countries in subjects like mathematics and science. However, critics worry that the focus on examination performance may lead to significant 33) __ including elevated stress and reduced opportunities for social development. The intensive emphasis on 34) __ thinking might inhibit creativity and innovation. Despite these concerns, the relationship between educational methods and 35) __ is mediated by many factors. Recently, there has been some **36) __ in educational thinking, with both Eastern and Western systems recognizing limitations in their approaches.

A) divergent
B) outperform
C) convergence
D) psychosocial costs
E) underperform
F) economic systems
G) convergent
H) divergence
I) broader societal outcomes
J) psychological benefits
K) creative thinking
L) memorization skills

Questions 37-40

Do the following statements agree with the information given in Passage 3?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

37. Western educational philosophy aligns with the cultural emphasis on individualism and self-determination.
38. All Western countries have successfully implemented Singapore Math methodologies.
39. East Asian countries’ economic success is solely due to their educational systems.
40. Some educational theorists now propose integrative models that combine elements from different educational traditions.

Ảnh hưởng của các phong cách giáo dục khác nhau đến sự phát triển xã hội và kinh tế trong bài thi IELTS Reading

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. TRUE
4. NOT GIVEN
5. TRUE
6. rote memorization
7. filial piety
8. supplementary classes / tutoring sessions
9. emotional support
10. C
11. C
12. C
13. B

PASSAGE 2: Questions 14-26

14. B
15. D
16. H
17. A
18. E
19. G
20. Confucian
21. collective well-being / social harmony
22. active / strict
23. warmth
24. NO
25. YES
26. NOT GIVEN

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. D
31. B
32. B
33. D
34. G
35. I
36. C
37. TRUE
38. NOT GIVEN
39. FALSE
40. TRUE

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western parents, encourage, independence, young age
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Passage nói rõ: “In Western cultures… there is a strong emphasis on fostering independence from an early age.” Đây là paraphrase trực tiếp của câu hỏi, vì vậy đáp án là TRUE.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: All American teenagers, required, part-time jobs
• Vị trí trong bài: Đoạn 2, dòng 6-8
• Giải thích: Passage chỉ nói “it is common for American teenagers to work part-time jobs” (phổ biến), không nói “all” (tất cả) hay “required” (bắt buộc). Đây là sự khác biệt quan trọng, nên đáp án là FALSE.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Eastern cultures, value, collective interests, individual desires
• Vị trí trong bài: Đoạn 4, dòng 1-3
• Giải thích: Passage khẳng định: “Eastern cultures… traditionally place greater emphasis on collective values” và “prioritize group interests over individual desires.” Đây chính xác là thông tin trong câu hỏi.

Câu 6: rote memorization

• Dạng câu hỏi: Sentence Completion
• Từ khóa: Western educational systems, less focus
• Vị trí trong bài: Đoạn 3, dòng 4-5
• Giải thích: “there is generally less emphasis on rote memorization compared to other educational systems” – đây chính xác là thông tin cần điền.

Câu 10: C (Support and encouragement)

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Western parents’ involvement, children’s education
• Vị trí trong bài: Đoạn 3, dòng 6-8
• Giải thích: Passage nói rõ: “this involvement often takes the form of support and encouragement rather than direct control.” Đáp án C chính xác phản ánh thông tin này. Đáp án A (direct control) bị loại vì passage nói “rather than direct control”.

Câu 11: C (Adapts to the child’s individual needs and context)

• Dạng câu hỏi: Multiple Choice
• Từ khóa: most effective parenting style
• Vị trí trong bài: Đoạn cuối, dòng 6-8
• Giải thích: “The most effective parenting approach may not be culturally specific but rather one that adapts to the child’s temperament, developmental needs, and the broader social context.” Đây là paraphrase của đáp án C.

Passage 2 – Giải Thích

Câu 14: B

• Dạng câu hỏi: Matching Information
• Từ khóa: economic systems, influence, Western parenting values
• Vị trí trong bài: Paragraph B
• Giải thích: Paragraph B thảo luận rõ ràng về “economic systems that reward personal achievement” và cách chúng “reinforce” giá trị cá nhân trong xã hội phương Tây.

Câu 15: D

• Dạng câu hỏi: Matching Information
• Từ khóa: Chinese concept, parental care, strict guidance
• Vị trí trong bài: Paragraph D
• Giải thích: Paragraph D giới thiệu khái niệm “guan” trong văn hóa Trung Quốc, giải thích nó là “to govern” or “to care” và “parents demonstrate love through active involvement and strict guidance.”

Câu 20: Confucian

• Dạng câu hỏi: Summary Completion
• Từ khóa: principles, thousands of years
• Vị trí trong bài: Paragraph C, dòng 1
• Giải thích: “Eastern parenting philosophies are deeply rooted in Confucian principles that have shaped Asian societies for over two millennia” – “two millennia” = thousands of years.

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Early psychological research, authoritarian parenting, accurately represented all cultural groups
• Vị trí trong bài: Paragraph F, dòng 2-4
• Giải thích: Passage nói rõ: “While early studies suggested that authoritarian parenting… was associated with negative outcomes, these findings were based primarily on Western populations.” Điều này có nghĩa early research KHÔNG accurately represent tất cả các nhóm văn hóa, vì vậy đáp án là NO.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: bicultural parenting, advantages, navigating different social situations
• Vị trí trong bài: Paragraph H, dòng 4-6
• Giải thích: “Some research suggests that children raised with this bicultural parenting may develop unique advantages, including… the ability to navigate diverse social contexts.” Đây chính xác là ý kiến của tác giả được support bởi research.

Passage 3 – Giải Thích

Câu 27: B (Students actively construct their own understanding)

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Western progressive education, based on belief
• Vị trí trong bài: Đoạn 2, dòng 1-2
• Giải thích: “The Western educational model… is predicated on constructivist epistemology – the philosophical position that knowledge is actively constructed by learners rather than passively absorbed.” Đáp án B là paraphrase chính xác.

Câu 28: B (Insufficient rigor and knowledge gaps)

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Critics, Western model, excessive student-centered learning
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: “The emphasis on individual expression and student-centered learning, when taken to extremes, can result in insufficient rigor, knowledge gaps…” Đây chính xác là thông tin cần tìm.

Câu 32: B (outperform)

• Dạng câu hỏi: Summary Completion
• Từ khóa: PISA, East Asian students, Western countries
• Vị trí trong bài: Đoạn 7, dòng 1-3
• Giải thích: “Data from international comparative studies… have consistently shown that students from East Asian educational systems outperform their Western counterparts…” Từ “outperform” xuất hiện trực tiếp trong passage.

Câu 37: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western educational philosophy, aligns, individualism, self-determination
• Vị trí trong bài: Đoạn 3, dòng 1-2
• Giải thích: “This educational philosophy aligns seamlessly with the broader Western cultural emphasis on individualism and self-determination.” Đây là thông tin trực tiếp từ passage.

Câu 39: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: East Asian countries’ economic success, solely due, educational systems
• Vị trí trong bài: Đoạn 9, dòng 1-4
• Giải thích: Passage nói rõ: “it remains contentious whether this success is attributable to their educational systems or to other factors such as cultural work ethic, strategic industrial policy…” Từ “or to other factors” cho thấy không phải “solely” (chỉ) do educational systems, vì vậy đáp án là FALSE.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
foster	v	/ˈfɒstə(r)/	thúc đẩy, nuôi dưỡng	fostering independence from an early age	foster independence, foster development
autonomy	n	/ɔːˈtɒnəmi/	quyền tự chủ, tự trị	The concept of personal autonomy is highly valued	personal autonomy, individual autonomy
filial piety	n	/ˈfɪliəl ˈpaɪəti/	lòng hiếu thảo	The concept of filial piety is fundamental	practice filial piety, emphasize filial piety
directive	adj	/dəˈrektɪv/	mang tính chỉ đạo	Parents take a more directive role	directive approach, directive style
supplementary	adj	/ˌsʌplɪˈmentri/	bổ sung, phụ thêm	enrolling them in supplementary classes	supplementary classes, supplementary materials
rote memorization	n	/rəʊt ˌmeməraɪˈzeɪʃn/	học vẹt, học thuộc lòng	less emphasis on rote memorization	rely on rote memorization, avoid rote memorization
extracurricular	adj	/ˌekstrəkəˈrɪkjələ(r)/	ngoại khóa	make decisions about their extracurricular activities	extracurricular activities, extracurricular programs
cultivate	v	/ˈkʌltɪveɪt/	trau dồi, phát triển	cultivate self-reliance	cultivate skills, cultivate talents
hierarchical	adj	/ˌhaɪəˈrɑːkɪkl/	có tính phân cấp	hierarchical classroom dynamics	hierarchical structure, hierarchical relationships
socioeconomic	adj	/ˌsəʊsiəʊˌiːkəˈnɒmɪk/	thuộc kinh tế-xã hội	secure socioeconomic advancement	socioeconomic status, socioeconomic factors
temperament	n	/ˈtemprəmənt/	tính khí, tính cách	adapts to the child’s temperament	individual temperament, child’s temperament
deference	n	/ˈdefərəns/	sự tôn trọng, kính trọng	showing great deference to teachers	show deference, with deference to

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
divergent	adj	/daɪˈvɜːdʒənt/	khác biệt, phân kỳ	The divergent parenting philosophies	divergent approaches, divergent thinking
embedded	adj	/ɪmˈbedɪd/	được nhúng vào, gắn bó	deeply embedded in psychological frameworks	embedded in culture, deeply embedded
trajectory	n	/trəˈdʒektəri/	quỹ đạo, lộ trình phát triển	historical trajectories	developmental trajectory, career trajectory
predominant	adj	/prɪˈdɒmɪnənt/	chiếm ưu thế, chủ đạo	particularly those predominant in the US	predominant approach, predominant view
self-actualization	n	/self ˌæktʃuəlaɪˈzeɪʃn/	sự tự thực hiện bản thân	The concept of self-actualization	achieve self-actualization, pursue self-actualization
subordination	n	/səˌbɔːdɪˈneɪʃn/	sự phục t種, đặt dưới	subordination of individual desires	subordination to authority, subordination of interests
intrinsically	adv	/ɪnˈtrɪnsɪkli/	về bản chất, vốn có	individual identity is intrinsically linked	intrinsically linked, intrinsically motivated
bidirectional	adj	/ˌbaɪdəˈrekʃənl/	hai chiều	This creates a bidirectional obligation	bidirectional relationship, bidirectional communication
pragmatic	adj	/præɡˈmætɪk/	thực dụng, thực tế	pragmatic considerations	pragmatic approach, pragmatic solution
nuanced	adj	/ˈnjuːɑːnst/	tinh tế, nhiều sắc thái	more nuanced than previously assumed	nuanced understanding, nuanced view
authoritarian	adj	/ɔːˌθɒrɪˈteəriən/	độc đoán, chuyên quyền	authoritarian parenting	authoritarian style, authoritarian approach
interpretive	adj	/ɪnˈtɜːprətɪv/	mang tính diễn giải	This interpretive framework is crucial	interpretive framework, interpretive approach
hybridity	n	/haɪˈbrɪdəti/	tính lai ghép, hỗn hợp	new forms of cultural hybridity	cultural hybridity, linguistic hybridity
bicultural	adj	/baɪˈkʌltʃərəl/	song văn hóa	children raised with bicultural parenting	bicultural identity, bicultural experience
detrimental	adj	/ˌdetrɪˈmentl/	có hại, bất lợi	can be detrimental	detrimental effects, detrimental to health

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc sư phạm	The pedagogical frameworks	pedagogical approach, pedagogical methods
paradigm	n	/ˈpærədaɪm/	mô hình, khuôn mẫu	challenge established paradigms	educational paradigm, paradigm shift
efficacy	n	/ˈefɪkəsi/	hiệu quả, hiệu lực	questions about the efficacy	demonstrate efficacy, prove efficacy
salient	adj	/ˈseɪliənt/	nổi bật, đáng chú ý	increasingly salient	salient features, salient points
constructivist	adj	/kənˈstrʌktɪvɪst/	theo chủ nghĩa kiến tạo	constructivist epistemology	constructivist approach, constructivist theory
epistemology	n	/ɪˌpɪstəˈmɒlədʒi/	nhận thức luận	predicated on constructivist epistemology	epistemology of knowledge, social epistemology
metacognitive	adj	/ˌmetəˈkɒɡnətɪv/	siêu nhận thức	cultivation of metacognitive skills	metacognitive skills, metacognitive strategies
idiosyncratic	adj	/ˌɪdiəsɪŋˈkrætɪk/	đặc thù cá nhân	pursue idiosyncratic interests	idiosyncratic approach, idiosyncratic behavior
divergent thinking	n	/daɪˈvɜːdʒənt ˈθɪŋkɪŋ/	tư duy phân kỳ	The emphasis on divergent thinking	promote divergent thinking, encourage divergent thinking
exacerbate	v	/ɪɡˈzæsəbeɪt/	làm trầm trọng thêm	exacerbating socioeconomic inequalities	exacerbate problems, exacerbate tensions
prerequisite	n	/priːˈrekwəzɪt/	điều kiện tiên quyết	complete understanding of prerequisite concepts	prerequisite knowledge, meet prerequisites
deference	n	/ˈdefərəns/	sự tôn trọng	deference to established knowledge	show deference, with deference to
introspection	n	/ˌɪntrəˈspekʃn/	sự tự xem xét, nội tâm	prompted considerable introspection	self-introspection, engage in introspection
psychosocial	adj	/ˌsaɪkəʊˈsəʊʃl/	thuộc tâm lý-xã hội	significant psychosocial costs	psychosocial development, psychosocial factors
convergent thinking	n	/kənˈvɜːdʒənt ˈθɪŋkɪŋ/	tư duy hội tụ	The emphasis on convergent thinking	promote convergent thinking, convergent thinking skills
contentious	adj	/kənˈtenʃəs/	gây tranh cãi	it remains contentious	contentious issue, contentious debate
holistic	adj	/həʊˈlɪstɪk/	toàn diện	promoting holistic development	holistic approach, holistic view

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Kết Bài

Chủ đề về sự khác biệt văn hóa trong phong cách nuôi dạy con và giáo dục không chỉ là một nội dung học thuật hấp dẫn mà còn phản ánh những giá trị cốt lõi và triết lý giáo dục khác nhau giữa các nền văn hóa trên thế giới. Qua đề thi mẫu này, bạn đã được trải nghiệm ba passages với độ khó tăng dần từ Easy đến Hard, đầy đủ các dạng câu hỏi phổ biến trong IELTS Reading thực tế.

Passage 1 giới thiệu những khác biệt cơ bản giữa phương Đông và phương Tây trong cách nuôi dạy con. Passage 2 đi sâu vào các nền tảng tâm lý học đằng sau những phong cách nuôi dạy này, yêu cầu khả năng phân tích và suy luận cao hơn. Passage 3 mang tính học thuật mạnh mẽ nhất, thảo luận về các mô hình giáo dục và tác động dài hạn của chúng đối với xã hội, thách thức người đọc ở mức độ vocabulary và comprehension cao nhất.

Phần đáp án chi tiết không chỉ cung cấp answers mà còn giải thích rõ ràng về vị trí thông tin, cách paraphrase và lý do tại sao đáp án đó đúng. Điều này giúp bạn hiểu sâu hơn về cách tiếp cận từng dạng câu hỏi và phát triển kỹ năng tự đánh giá. Bảng từ vựng được tổ chức theo từng passage cung cấp hơn 40 từ và cụm từ quan trọng kèm phiên âm, nghĩa, ví dụ và collocations, giúp bạn xây dựng vốn từ vựng học thuật một cách có hệ thống.

Hãy sử dụng đề thi này như một công cụ luyện tập thực chiến, tuân thủ đúng thời gian quy định cho mỗi passage và tự đánh giá kết quả một cách khách quan. Việc làm đi làm lại các đề thi mẫu chất lượng cao như thế này sẽ giúp bạn làm quen với format thi, cải thiện tốc độ đọc và nâng cao khả năng xử lý các dạng câu hỏi khác nhau – tất cả những yếu tố then chốt để đạt band điểm mong muốn trong IELTS Reading.