IELTS Reading: Di Sản Văn Hóa Ảnh Hưởng Đến Giáo Dục Hiện Đại – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về ảnh hưởng của di sản văn hóa đến giáo dục hiện đại (How Cultural Heritage Influences Modern Education) là một trong những topic phổ biến trong IELTS Reading, thường xuất hiện ở cả ba mức độ từ Easy đến Hard. Đây là chủ đề giao thoa giữa lịch sử, xã hội học và giáo dục, đòi hỏi người học không chỉ có kỹ năng đọc hiểu tốt mà còn cần hiểu về bối cảnh văn hóa và cách thức di sản được truyền tải qua các hệ thống giáo dục.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với:

• Ba passages tăng dần độ khó từ Easy (Band 5.0-6.5) đến Hard (Band 7.0-9.0)
• 40 câu hỏi đa dạng theo đúng format thi thật
• Đáp án chi tiết kèm giải thích cụ thể về vị trí thông tin và cách paraphrase
• Từ vựng quan trọng được phân loại theo từng passage với collocation và ví dụ thực tế
• Các chiến lược làm bài hiệu quả dựa trên kinh nghiệm giảng dạy 20 năm

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với cấu trúc đề thi thực tế và nâng cao khả năng đọc hiểu học thuật.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Điểm đặc biệt là bạn không có thêm thời gian để chuyển đáp án sang Answer Sheet, vì vậy quản lý thời gian là yếu tố sống còn.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút – Đây là bài dễ nhất, tận dụng để ghi điểm tối đa
• Passage 2 (Medium): 18-20 phút – Độ khó trung bình, cần đọc kỹ hơn
• Passage 3 (Hard): 23-25 phút – Dành thời gian nhiều nhất vì độ phức tạp cao

Lưu ý quan trọng: Luôn dành 2-3 phút cuối để kiểm tra và chuyển đáp án cẩn thận lên Answer Sheet.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 8 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Chọn đáp án đúng nhất từ các lựa chọn A, B, C, D
2. True/False/Not Given – Xác định thông tin đúng, sai hoặc không được đề cập
3. Matching Information – Nối thông tin với đoạn văn tương ứng
4. Matching Headings – Chọn tiêu đề phù hợp cho từng đoạn
5. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
6. Sentence Completion – Hoàn thành câu với từ trong bài
7. Matching Features – Nối đặc điểm với người/tổ chức/địa điểm
8. Short-answer Questions – Trả lời câu hỏi ngắn với số từ giới hạn

2. IELTS Reading Practice Test

PASSAGE 1 – Traditional Knowledge Systems in Contemporary Classrooms

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Education systems around the world are increasingly recognizing the value of incorporating traditional knowledge and cultural heritage into modern curricula. This shift represents a significant departure from the colonial-era educational models that dominated many countries for decades, which often dismissed indigenous knowledge systems as primitive or irrelevant to contemporary learning.

In countries such as New Zealand, Australia, and Canada, educators have begun to integrate indigenous perspectives into mainstream education. The Māori concept of “ako”, which recognizes that teachers and students can learn from each other in a reciprocal relationship, has influenced teaching methodologies in New Zealand schools. This approach contrasts sharply with the traditional Western model where the teacher is seen as the sole authority and knowledge flows in only one direction. By incorporating cultural values such as respect for elders, connection to land, and collective responsibility, these educational systems are creating more inclusive learning environments that validate students’ cultural identities.

Research conducted by educational anthropologists has demonstrated that students who see their cultural heritage reflected in their education tend to perform better academically and show higher levels of engagement and self-esteem. A study in Canadian First Nations communities found that schools which incorporated traditional storytelling methods, land-based learning, and indigenous languages into their programs saw attendance rates increase by 23% and graduation rates improve by 17% over a five-year period. These findings suggest that cultural relevance in education is not merely a matter of social justice but also has tangible academic benefits.

Museums and cultural institutions are playing an increasingly important role in this educational transformation. Many have developed partnership programs with schools to provide students with hands-on experiences with historical artifacts and cultural practices. The National Museum of the American Indian in Washington, D.C., for example, offers immersive educational programs where students can learn traditional crafts, hear stories from tribal elders, and explore the continuity between past and present indigenous cultures. Such programs help students understand that cultural heritage is not something frozen in time but a living, evolving tradition that continues to shape contemporary society.

However, the integration of cultural heritage into modern education faces several challenges. One significant obstacle is the shortage of trained educators who possess both pedagogical expertise and deep knowledge of traditional cultural practices. Another challenge involves the commodification and oversimplification of complex cultural traditions when they are adapted for classroom use. Critics argue that reducing rich cultural practices to brief lessons or activities can result in superficial understanding and may even perpetuate stereotypes rather than dispel them.

Despite these challenges, the movement toward culturally responsive education continues to gain momentum. International organizations such as UNESCO have developed frameworks to help countries preserve and transmit cultural heritage through education. The organization’s 2003 Convention for the Safeguarding of Intangible Cultural Heritage emphasizes the role of education in maintaining traditional knowledge, practices, and expressions. More than 180 countries have ratified this convention, committing to integrate cultural heritage education into their national educational policies.

Technology is also opening new possibilities for cultural heritage education. Digital archives, virtual reality experiences, and online platforms are making it possible for students to access cultural resources that would have been geographically or financially inaccessible in the past. Students in urban areas can now take virtual tours of remote archaeological sites, examine high-resolution images of ancient manuscripts, and participate in online exchanges with cultural practitioners from around the world. These technological tools are particularly valuable for diaspora communities seeking to maintain connections to their ancestral cultures while living far from their homelands.

The benefits of integrating cultural heritage into education extend beyond individual student outcomes to contribute to broader social goals. Education that includes diverse cultural perspectives helps develop cultural competency and cross-cultural understanding in students, skills that are increasingly valuable in our globalized world. By learning about different cultural traditions, students develop empathy, critical thinking skills, and an appreciation for human diversity. This type of education also helps preserve endangered languages and cultural practices that might otherwise be lost as older generations pass away.

Questions 1-5: Multiple Choice

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

1. According to the passage, the Māori concept of “ako” emphasizes:
   A. The teacher’s absolute authority in the classroom
   B. A two-way learning process between teachers and students
   C. The importance of written examinations
   D. Traditional discipline methods

2. The study in Canadian First Nations communities showed that culturally relevant education:
   A. Had no impact on student performance
   B. Only improved students’ cultural knowledge
   C. Increased both attendance and graduation rates
   D. Was too expensive to implement widely

3. The National Museum of the American Indian offers programs that help students understand:
   A. That indigenous cultures no longer exist
   B. Only historical aspects of indigenous life
   C. The ongoing nature of indigenous cultural traditions
   D. Museum management techniques

4. According to the passage, one challenge in integrating cultural heritage into education is:
   A. Student resistance to learning about culture
   B. A lack of educators with both teaching skills and cultural knowledge
   C. Government opposition to cultural programs
   D. Excessive funding for cultural education

5. Technology’s role in cultural heritage education includes:
   A. Replacing traditional learning methods entirely
   B. Making cultural resources more accessible to students
   C. Eliminating the need for cultural practitioners
   D. Preventing diaspora communities from maintaining cultural connections

Questions 6-9: True/False/Not Given

Do the following statements agree with the information in the passage?

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

6. Colonial-era educational models valued indigenous knowledge systems highly.
7. Students who see their cultural heritage in education demonstrate improved academic performance.
8. All countries have successfully implemented UNESCO’s cultural heritage framework.
9. Digital archives allow students to access cultural resources regardless of location.

Questions 10-13: Sentence Completion

Complete the sentences below.

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

10. Educational systems that incorporate cultural values create more __ that recognize students’ cultural identities.

11. Critics worry that adapting cultural traditions for classrooms may lead to __ rather than genuine understanding.

12. UNESCO’s 2003 Convention focuses on protecting __ such as traditional knowledge and practices.

13. Learning about diverse cultures helps students develop __ necessary for functioning in a globalized society.

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PASSAGE 2 – The Architectural Heritage and Spatial Learning Theory

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The physical spaces where education occurs are far from neutral containers for learning activities. Contemporary research in environmental psychology and educational neuroscience has revealed that the architectural heritage of educational institutions profoundly influences cognitive development, social interactions, and learning outcomes. This relationship between built environment and pedagogy has led to a growing field of study examining how historical architectural traditions continue to shape modern educational experiences, often in ways that remain invisible to casual observers.

Traditional educational architecture across different cultures embodies distinct philosophical assumptions about the nature of knowledge and the learning process. Classical Chinese academies, with their enclosed courtyards and hierarchical spatial arrangements, reflected Confucian values emphasizing contemplation, respect for authority, and the interconnection between natural and scholarly pursuits. Students would progress through increasingly restricted spaces as they advanced in their studies, a spatial metaphor for the journey from ignorance to enlightenment. Similarly, medieval European universities adopted cloistered designs borrowed from monastic architecture, creating spaces that physically separated scholarly life from the secular world and reinforced the idea that advanced learning required removal from everyday distractions.

Kiến trúc truyền thống của học viện Trung Quốc với sân vườn khép kín thể hiện giá trị Nho giáo trong giáo dục

Modern educational research has begun to quantify how these inherited spatial configurations affect contemporary learning. A comprehensive study conducted across 153 primary schools in seven European countries found that classroom ceiling height significantly influenced students’ performance on different types of cognitive tasks. Rooms with higher ceilings (above 3 meters) were associated with improved performance on creative thinking exercises and abstract reasoning tasks, while spaces with lower ceilings correlated with better outcomes in detail-oriented and memory-based activities. This finding suggests that the volumetric qualities of traditional architecture may unconsciously prime students’ cognitive processes, making certain types of thinking more or less accessible depending on the spatial envelope surrounding them.

The concept of threshold spaces provides another lens for understanding cultural heritage’s influence on modern education. Many traditional educational buildings feature elaborate transitional zones – entrance halls, porticos, vestibules – that mark the passage from public to educational space. These architectural elements serve a psychological function, creating what environmental psychologists call a “cognitive shift” that prepares individuals for the focused attention required for learning. Contemporary educational facilities that have eliminated such transitions in favor of direct access may be inadvertently reducing students’ mental preparation for academic engagement. Research at the University of Salford found that students in schools with well-defined entrance sequences showed 21% better concentration in first-period classes compared to those in buildings with minimal transitional spaces.

The acoustical properties of traditional educational spaces represent another dimension of architectural heritage that continues to influence modern learning, though often problematically. Historical lecture halls were designed in an era before electronic amplification, necessitating acoustic engineering that allowed unamplified voices to carry to large audiences. The reverberation times and sound reflection patterns of these spaces were carefully calculated, creating what acousticians call “sympathetic resonance” that enhances vocal intelligibility. However, these same acoustic characteristics can prove detrimental in contemporary educational contexts where collaborative learning, group discussions, and multimedia presentations are prevalent. The hard surfaces and high volumes that served traditional lecture-based pedagogy can create cacophonous environments when multiple simultaneous conversations occur, as is common in modern active learning classrooms.

Lighting represents yet another area where architectural heritage exerts ongoing influence on educational experiences. Traditional educational buildings relied exclusively on natural illumination, typically featuring large windows positioned to provide consistent daylight while minimizing glare and direct sunlight on working surfaces. Research in chronobiology has revealed that exposure to natural light patterns plays a crucial role in regulating circadian rhythms, which in turn affect alertness, mood, and cognitive performance. A longitudinal study tracking 2,000 students across three academic years found that those educated in classrooms with abundant natural light and views of nature demonstrated 7-18% faster progression in reading proficiency and 20-26% better performance in mathematics compared to peers in artificially lit classrooms. This finding has prompted a reevaluation of mid-20th century educational architecture, which often minimized windows to reduce construction costs and maintenance requirements.

The cultural symbolism embedded in educational architecture also continues to shape how students understand their place in knowledge traditions. Many historic universities feature libraries or assembly halls designed to awe and inspire, with soaring spaces, ornate decoration, and monumental proportions. These designs communicate that education is a prestigious and consequential endeavor, potentially enhancing students’ academic motivation and self-concept as scholars. However, such imposing architecture can also create feelings of intimidation or exclusion among students from non-traditional backgrounds who may not feel entitled to occupy such elevated spaces. Contemporary architectural interventions in historic educational buildings increasingly seek to balance preserving heritage value with creating welcoming environments that signal inclusion rather than exclusivity.

Understanding how architectural heritage influences modern education requires recognizing that buildings are not merely passive backdrops to learning but active participants in pedagogical processes. The spaces we have inherited from previous educational eras continue to structure our movements, channel our attention, and subtly communicate values about the nature of knowledge and who has the authority to pursue it. As educational institutions grapple with rapid pedagogical changes – from traditional lectures to active learning, from print-based to digital resources, from individual study to collaborative projects – the question of how to adapt or move beyond inherited architectural frameworks becomes increasingly pressing.

Questions 14-18: Yes/No/Not Given

Do the following statements agree with the views of the writer in the passage?

Write:

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

14. The architectural design of educational buildings has no significant impact on how students learn.
15. Traditional Chinese academies used physical space to represent students’ intellectual progression.
16. All modern schools should be designed with lower ceilings to improve student performance.
17. Historic lecture halls’ acoustic properties are always beneficial for contemporary teaching methods.
18. Natural lighting in classrooms can positively affect students’ academic development.

Questions 19-23: Matching Information

Match the following statements with the correct paragraph (A-H).

You may use any letter more than once.

19. A study showing the relationship between natural light and academic progress
20. An explanation of how entrance spaces affect students’ mental state
21. A description of how different cultures’ values were reflected in school architecture
22. Research findings about ceiling height and cognitive performance
23. A discussion of the symbolic meaning of university buildings

Questions 24-26: Summary Completion

Complete the summary below.

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

Traditional educational buildings often included elaborate 24. __ that helped students transition mentally from public areas to learning spaces. Research has shown that schools with these architectural features have students who demonstrate better 25. __ during their first classes. The physical environment of schools acts as more than just a backdrop but as an 26. __ in the educational process.

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PASSAGE 3 – Intergenerational Knowledge Transfer and Contemporary Curriculum Design

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The epistemological tensions between codified academic knowledge and experiential cultural wisdom represent one of the most intractable challenges facing contemporary curriculum designers who seek to honor cultural heritage while preparing students for participation in globalized knowledge economies. This dialectical relationship between tradition and innovation is not merely a matter of pedagogical technique but touches upon fundamental questions about the nature of knowledge itself, the legitimacy of different ways of knowing, and the role of educational institutions in either preserving or disrupting existing power structures that privilege certain forms of knowledge over others.

Anthropological linguistics has revealed that many indigenous knowledge systems employ fundamentally different epistemological frameworks than those underlying Western academic traditions. While formal education typically emphasizes propositional knowledge – facts and concepts that can be explicitly stated, tested, and verified through established methodologies – many traditional knowledge systems center on procedural and situated knowledge that is deeply embedded in specific ecological contexts, social relationships, and temporal rhythms. The knowledge of when to plant, what the subtle shifts in animal behavior signify about coming weather, or how to navigate by stars cannot be adequately captured through textbook descriptions or classroom lectures; it requires extended immersion in the practical activity itself, typically under the guidance of experienced practitioners who can highlight salient features that novices would not independently notice.

This epistemological incommensurability poses significant challenges for curriculum integration. Educational scholar Barnhardt has documented numerous cases where well-intentioned efforts to incorporate indigenous knowledge into formal schooling have resulted in what he terms “museumification” – the transformation of living knowledge traditions into static cultural artifacts that can be observed and appreciated but not genuinely practiced or embodied. When traditional ecological knowledge about plant uses is reduced to a list of species names and applications to be memorized, or when complex ceremonial practices are condensed into brief cultural presentations, the knowledge loses its essential character as a way of engaging with the world and becomes merely information about certain practices. The ontological transformation from knowing how to knowing that represents not just a simplification but a fundamental alteration in the nature of what is known.

Truyền đạt kiến thức truyền thống từ thế hệ ông bà đến trẻ em trong bối cảnh giáo dục hiện đại

Several innovative pedagogical models have emerged that attempt to navigate these challenges by creating hybrid educational spaces that draw on both traditional knowledge transmission methods and contemporary educational research. The Kamehameha Early Education Project in Hawaii developed a literacy program that incorporated Hawaiian talk-story traditions, where narrative competence develops through collaborative, improvisational storytelling rather than the individual composition emphasized in standard literacy instruction. Research comparing Hawaiian children in this culturally responsive program with those in conventional reading instruction found that the culturally grounded approach produced significantly better outcomes not only in cultural knowledge and identity formation but also in standardized literacy assessments. This suggests that the dichotomy between cultural education and academic achievement may be false, and that pedagogical approaches that resonate with students’ cultural frameworks may actually enhance rather than compromise academic skill development.

The temporal structures of traditional knowledge transmission present another area of profound incompatibility with contemporary educational systems. Many cultural practices have inherent developmental timelines that span years or even decades, with knowledge and responsibilities being gradually transferred as individuals mature and demonstrate readiness through their conduct and character rather than by achieving predetermined learning objectives on fixed schedules. A Navajo student learning traditional weaving might spend two years merely observing before touching the loom, then several more years mastering basic techniques before being entrusted with ceremonially significant patterns. This extended apprenticeship model, with its patience and attention to holistic development, stands in stark contrast to the compressed timeframes and age-graded progression of formal schooling, where curriculum standards specify what should be learned in defined units of weeks or semesters.

Cognitive scientists studying expertise development have found that the deliberate practice required to achieve true mastery in any domain typically requires thousands of hours distributed over many years, with the most effective learning occurring through cycles of attempted performance, feedback from skilled mentors, and refined subsequent attempts. This research validates aspects of traditional apprenticeship models that contemporary education has largely abandoned in favor of faster-paced, information-transmission approaches. However, economic pressures and societal expectations for credential acquisition create institutional constraints that make it extremely difficult to implement genuinely long-term developmental programs within formal educational systems.

The question of assessment represents another critical juncture where cultural knowledge systems and academic requirements frequently collide. Traditional knowledge is typically validated through demonstrated competence in authentic contexts – the ability to actually heal with plants, successfully navigate, or create functional and beautiful objects. The master in a traditional system may never explicitly articulate the criteria for evaluation; they simply recognize when a student has achieved sufficient skill to work independently. Formal education, by contrast, requires explicit learning outcomes, standardized assessment instruments, and quantifiable measures of achievement that can be documented and compared. When cultural knowledge is subjected to these evaluation frameworks, it often becomes distorted – reduced to its most easily testable components while its holistic, contextual, and performative dimensions remain unassessed.

Despite these formidable challenges, some educational systems have achieved notable success in creating authentic integration of cultural heritage and contemporary academic preparation. The Saami University of Applied Sciences in Norway has developed degree programs in traditional livelihoods including reindeer husbandry, combining scientific courses in animal science, business management, and environmental studies with extended field placements learning from traditional practitioners. Graduates receive internationally recognized credentials while also being accepted as competent participants in traditional Saami culture. This model demonstrates that with sufficient institutional commitment and creative program design, it is possible to honor both knowledge traditions without subordinating one to the other.

The broader implications of successfully integrating cultural heritage into modern education extend beyond individual student outcomes to questions of cultural survival and societal wellbeing. As anthropologists and ecologists have increasingly recognized, traditional knowledge systems – particularly traditional ecological knowledge – contain sophisticated understandings of local ecosystems, sustainable resource management, and long-term environmental stewardship that have been developed through millennia of careful observation and adaptation. The loss of these knowledge systems through failed intergenerational transmission represents not merely cultural impoverishment but the disappearance of intellectual resources that may prove crucial for addressing contemporary challenges including climate change, biodiversity loss, and sustainable development. Education systems that successfully bridge traditional wisdom and contemporary knowledge may thus serve not only the particular cultural communities they were designed for but also contribute valuable alternative frameworks for thinking about humanity’s relationship with the natural world and each other.

Questions 27-31: Multiple Choice

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

27. According to the passage, “museumification” of traditional knowledge refers to:
    A. Displaying cultural artifacts in museums
    B. Converting living practices into static information
    C. Building museums in indigenous communities
    D. Teaching museum studies in schools

28. The Kamehameha Early Education Project in Hawaii demonstrated that:
    A. Cultural education prevents academic achievement
    B. Traditional methods are superior to modern teaching
    C. Culturally aligned teaching can enhance academic performance
    D. Hawaiian students cannot succeed in standard education

29. The passage suggests that traditional apprenticeship timelines:
    A. Are faster than modern educational programs
    B. Are incompatible with age-graded school systems
    C. Have been proven ineffective by research
    D. Should replace all formal education

30. Assessment of traditional knowledge is problematic in formal education because:
    A. Traditional knowledge has no standards
    B. Students refuse to take tests
    C. Traditional competence is demonstrated in authentic practice, not standardized tests
    D. Teachers lack training in assessment

31. The Saami University of Applied Sciences demonstrates:
    A. That traditional knowledge is more valuable than academic knowledge
    B. The impossibility of combining different knowledge systems
    C. That successful integration of traditional and academic knowledge is achievable
    D. That only indigenous people can learn traditional knowledge

Questions 32-36: Matching Features

Match each characteristic (32-36) with the correct knowledge system (A, B, or C).

You may use any letter more than once.

A. Western academic knowledge
B. Traditional indigenous knowledge
C. Both knowledge systems

32. Emphasizes propositional knowledge that can be explicitly stated
33. Requires extended immersion in practical activity
34. Is deeply embedded in specific ecological contexts
35. Can be documented and compared through standardized measures
36. Has value for addressing contemporary environmental challenges

Questions 37-40: Short-answer Questions

Answer the questions below.

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

37. What type of competence develops through collaborative storytelling in Hawaiian talk-story traditions?

38. How long does a Navajo weaving student typically spend observing before beginning to practice?

39. What do cognitive scientists say is required to achieve true mastery in any field?

40. What type of knowledge about ecosystems have traditional systems developed over millennia?

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3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. B
5. B
6. FALSE
7. TRUE
8. NOT GIVEN
9. TRUE
10. inclusive learning environments
11. superficial understanding
12. intangible cultural heritage
13. cultural competency / cross-cultural understanding

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. NOT GIVEN
17. NO
18. YES
19. Paragraph F
20. Paragraph D
21. Paragraph B
22. Paragraph C
23. Paragraph G
24. transitional zones / threshold spaces
25. concentration
26. active participant

PASSAGE 3: Questions 27-40

27. B
28. C
29. B
30. C
31. C
32. A
33. B
34. B
35. A
36. C
37. narrative competence
38. two years
39. deliberate practice / thousands of hours
40. traditional ecological knowledge

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4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Māori concept, “ako”, emphasizes
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài viết nói rõ “The Māori concept of ‘ako’, which recognizes that teachers and students can learn from each other in a reciprocal relationship”. Từ “reciprocal relationship” được paraphrase thành “two-way learning process” trong đáp án B. Đáp án A sai vì trái ngược với ý trong bài.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Canadian First Nations, study, culturally relevant education
• Vị trí trong bài: Đoạn 3, dòng 4-7
• Giải thích: Bài đọc cung cấp số liệu cụ thể: “attendance rates increase by 23% and graduation rates improve by 17%”. Đáp án C là duy nhất phản ánh chính xác cả hai kết quả này.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Colonial-era educational models, valued, indigenous knowledge systems
• Vị trí trong bài: Đoạn 1, dòng 2-4
• Giải thích: Bài viết nói “colonial-era educational models…often dismissed indigenous knowledge systems as primitive or irrelevant”. Từ “dismissed as primitive” hoàn toàn trái ngược với “valued highly” trong câu hỏi, do đó đáp án là FALSE.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: cultural heritage reflected, education, perform better academically
• Vị trí trong bài: Đoạn 3, dòng 1-3
• Giải thích: “Students who see their cultural heritage reflected in their education tend to perform better academically and show higher levels of engagement and self-esteem” khớp hoàn toàn với statement trong câu hỏi.

Câu 10: inclusive learning environments

• Dạng câu hỏi: Sentence Completion
• Từ khóa: cultural values, create
• Vị trí trong bài: Đoạn 2, dòng cuối
• Giải thích: Bài viết nói “creating more inclusive learning environments that validate students’ cultural identities”. Đây là cụm từ chính xác xuất hiện trong bài, giới hạn trong TWO WORDS.

Câu 13: cultural competency / cross-cultural understanding

• Dạng câu hỏi: Sentence Completion
• Từ khóa: diverse cultures, develop, globalized society
• Vị trí trong bài: Đoạn 8, dòng 2-4
• Giải thích: “Education that includes diverse cultural perspectives helps develop cultural competency and cross-cultural understanding in students”. Cả hai cụm từ đều chấp nhận được vì xuất hiện cùng nhau trong câu.

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: architectural design, no significant impact, learning
• Vị trí trong bài: Đoạn 1, dòng 1-3
• Giải thích: Tác giả khẳng định rõ ràng “architectural heritage…profoundly influences cognitive development, social interactions, and learning outcomes”, hoàn toàn mâu thuẫn với “no significant impact”.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: Chinese academies, physical space, intellectual progression
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Bài viết nói “Students would progress through increasingly restricted spaces as they advanced in their studies, a spatial metaphor for the journey from ignorance to enlightenment”. Đây chính xác là việc dùng không gian vật lý để thể hiện sự tiến bộ về mặt trí tuệ.

Câu 19: Paragraph F

• Dạng câu hỏi: Matching Information
• Từ khóa: natural light, academic progress, study
• Vị trí trong bài: Đoạn F
• Giải thích: Đoạn F có nghiên cứu theo dõi 2,000 học sinh trong ba năm học, cho thấy mối liên hệ giữa ánh sáng tự nhiên và kết quả học tập tốt hơn trong đọc và toán.

Câu 24: transitional zones / threshold spaces

• Dạng câu hỏi: Summary Completion
• Từ khóa: elaborate, transition, public areas, learning spaces
• Vị trí trong bài: Đoạn D, dòng 2-3
• Giải thích: “Many traditional educational buildings feature elaborate transitional zones – entrance halls, porticos, vestibules”. Cả “transitional zones” và “threshold spaces” đều được đề cập trong đoạn này.

Ánh sáng tự nhiên trong lớp học ảnh hưởng tích cực đến kết quả học tập của học sinh

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: museumification, traditional knowledge
• Vị trí trong bài: Đoạn 3, dòng 3-6
• Giải thích: Barnhardt định nghĩa “museumification” là “the transformation of living knowledge traditions into static cultural artifacts that can be observed and appreciated but not genuinely practiced or embodied”. Đáp án B paraphrase chính xác ý này.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Kamehameha Early Education Project, demonstrated
• Vị trí trong bài: Đoạn 4, dòng 5-9
• Giải thích: Nghiên cứu cho thấy “the culturally grounded approach produced significantly better outcomes not only in cultural knowledge…but also in standardized literacy assessments”, chứng minh rằng phương pháp phù hợp văn hóa có thể nâng cao cả hiệu quả học tập.

Câu 32: A

• Dạng câu hỏi: Matching Features
• Từ khóa: propositional knowledge, explicitly stated
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài viết nói “formal education typically emphasizes propositional knowledge – facts and concepts that can be explicitly stated”. Đây là đặc điểm của Western academic knowledge.

Câu 37: narrative competence

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: Hawaiian talk-story, collaborative storytelling, develops
• Vị trí trong bài: Đoạn 4, dòng 2-3
• Giải thích: “incorporated Hawaiian talk-story traditions, where narrative competence develops through collaborative, improvisational storytelling”. Đáp án chính xác trong THREE WORDS.

Câu 40: traditional ecological knowledge

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: ecosystems, traditional systems, developed, millennia
• Vị trí trong bài: Đoạn 8, dòng 4-6
• Giải thích: “traditional knowledge systems – particularly traditional ecological knowledge – contain sophisticated understandings of local ecosystems…developed through millennia”. Cụm từ chính xác trong THREE WORDS.

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5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
incorporating	v	/ɪnˈkɔːpəreɪtɪŋ/	kết hợp, hợp nhất	incorporating traditional knowledge into modern curricula	incorporate into, incorporate with
dismissed	v	/dɪsˈmɪst/	bác bỏ, coi thường	dismissed indigenous knowledge systems as primitive	dismiss as, dismiss from
reciprocal	adj	/rɪˈsɪprəkəl/	có tính đối ứng, qua lại	reciprocal relationship between teachers and students	reciprocal relationship, reciprocal agreement
engagement	n	/ɪnˈɡeɪdʒmənt/	sự tham gia tích cực	higher levels of engagement and self-esteem	student engagement, civic engagement
tangible	adj	/ˈtændʒəbl/	hữu hình, rõ ràng	tangible academic benefits	tangible benefits, tangible results
immersive	adj	/ɪˈmɜːsɪv/	nhập vai, đắm chìm	immersive educational programs	immersive experience, immersive learning
commodification	n	/kəˌmɒdɪfɪˈkeɪʃn/	sự thương mại hóa	commodification of complex cultural traditions	commodification of culture, resist commodification
superficial	adj	/ˌsuːpəˈfɪʃl/	hời hợt, nông cạn	superficial understanding of traditions	superficial knowledge, superficial treatment
intangible	adj	/ɪnˈtændʒəbl/	phi vật thể, vô hình	intangible cultural heritage	intangible heritage, intangible assets
diaspora	n	/daɪˈæspərə/	cộng đồng người di cư	diaspora communities maintaining cultural connections	diaspora community, Jewish diaspora
competency	n	/ˈkɒmpɪtənsi/	năng lực, khả năng	develop cultural competency	cultural competency, core competency
endangered	adj	/ɪnˈdeɪndʒəd/	bị đe dọa, có nguy cơ tuyệt chủng	endangered languages and cultural practices	endangered species, endangered heritage

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
embodied	v	/ɪmˈbɒdid/	thể hiện, hiện thân	embodied distinct philosophical assumptions	embody values, embody principles
contemplation	n	/ˌkɒntəmˈpleɪʃn/	sự chiêm nghiệm, trầm tư	Confucian values emphasizing contemplation	deep contemplation, quiet contemplation
hierarchical	adj	/ˌhaɪəˈrɑːkɪkl/	có tính thứ bậc	hierarchical spatial arrangements	hierarchical structure, hierarchical system
metaphor	n	/ˈmetəfə(r)/	ẩn dụ, phép ẩn dụ	spatial metaphor for the journey from ignorance to enlightenment	visual metaphor, use as metaphor
cloistered	adj	/ˈklɔɪstəd/	ẩn dật, tách biệt	cloistered designs borrowed from monastic architecture	cloistered life, cloistered atmosphere
volumetric	adj	/ˌvɒljuˈmetrɪk/	thuộc về thể tích	volumetric qualities of traditional architecture	volumetric design, volumetric analysis
unconsciously	adv	/ʌnˈkɒnʃəsli/	một cách vô thức	unconsciously prime students’ cognitive processes	unconsciously influence, unconsciously react
threshold	n	/ˈθreʃhəʊld/	ngưỡng cửa, ranh giới	threshold spaces provide transition	threshold space, cross the threshold
porticos	n	/ˈpɔːtɪkəʊz/	mái hiên có cột	entrance halls, porticos, vestibules	decorative porticos, grand porticos
reverberation	n	/rɪˌvɜːbəˈreɪʃn/	sự vang dội, phản hồi âm thanh	reverberation times and sound reflection patterns	acoustic reverberation, reverberation effect
cacophonous	adj	/kəˈkɒfənəs/	ồn ào, chói tai	cacophonous environments in active learning classrooms	cacophonous noise, cacophonous sound
chronobiology	n	/ˌkrɒnəʊbaɪˈɒlədʒi/	sinh học về nhịp sinh học	research in chronobiology	chronobiology research, chronobiology studies
circadian	adj	/sɜːˈkeɪdiən/	thuộc về nhịp sinh học 24 giờ	regulating circadian rhythms	circadian rhythm, circadian clock
imposing	adj	/ɪmˈpəʊzɪŋ/	hùng vĩ, uy nghiêm	imposing architecture can create intimidation	imposing building, imposing presence
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	active participants in pedagogical processes	pedagogical approach, pedagogical method

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
epistemological	adj	/ɪˌpɪstɪməˈlɒdʒɪkl/	nhận thức luận	epistemological tensions between knowledge systems	epistemological framework, epistemological question
codified	adj	/ˈkəʊdɪfaɪd/	được hệ thống hóa	codified academic knowledge	codified law, codified rules
intractable	adj	/ɪnˈtræktəbl/	khó giải quyết	intractable challenges facing curriculum designers	intractable problem, intractable conflict
dialectical	adj	/ˌdaɪəˈlektɪkl/	thuộc biện chứng	dialectical relationship between tradition and innovation	dialectical approach, dialectical thinking
propositional	adj	/ˌprɒpəˈzɪʃənl/	thuộc mệnh đề	propositional knowledge can be explicitly stated	propositional logic, propositional content
situated	adj	/ˈsɪtʃueɪtɪd/	gắn liền với hoàn cảnh	situated knowledge deeply embedded in contexts	situated learning, situated practice
salient	adj	/ˈseɪliənt/	nổi bật, đáng chú ý	highlight salient features for novices	salient point, salient feature
incommensurability	n	/ɪnkəˌmenʃərəˈbɪləti/	tính không thể so sánh được	epistemological incommensurability poses challenges	incommensurability of theories, cultural incommensurability
museumification	n	/mjuːˌziːəmɪfɪˈkeɪʃn/	sự bảo tàng hóa (thuật ngữ của tác giả)	well-intentioned efforts resulted in museumification	avoid museumification, process of museumification
embodied	v	/ɪmˈbɒdid/	thể hiện, hóa thân	knowledge practiced and embodied	embodied knowledge, embodied experience
ontological	adj	/ˌɒntəˈlɒdʒɪkl/	thuộc bản thể luận	ontological transformation of knowledge	ontological question, ontological status
apprenticeship	n	/əˈprentɪsʃɪp/	học nghề, thời kỳ tập sự	extended apprenticeship model	apprenticeship system, apprenticeship program
holistic	adj	/həʊˈlɪstɪk/	toàn diện, tổng thể	attention to holistic development	holistic approach, holistic view
deliberate	adj	/dɪˈlɪbərət/	có chủ ý, có kế hoạch	deliberate practice required for mastery	deliberate practice, deliberate effort
credential	n	/krɪˈdenʃl/	bằng cấp, chứng chỉ	societal expectations for credential acquisition	academic credential, professional credential
subordinating	v	/səˈbɔːdɪneɪtɪŋ/	làm phụ thuộc, đặt dưới quyền	without subordinating one to the other	subordinate to, subordinate clause
stewardship	n	/ˈstjuːədʃɪp/	sự quản lý, trông coi	long-term environmental stewardship	environmental stewardship, responsible stewardship
impoverishment	n	/ɪmˈpɒvərɪʃmənt/	sự nghèo nàn, suy thoái	cultural impoverishment from knowledge loss	cultural impoverishment, intellectual impoverishment

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Kết Bài

Chủ đề “How cultural heritage influences modern education” không chỉ thường xuyên xuất hiện trong IELTS Reading mà còn phản ánh những vấn đề thực tế mà các hệ thống giáo dục trên toàn cầu đang phải đối mặt. Qua ba passages với độ khó tăng dần, bạn đã được trải nghiệm một đề thi hoàn chỉnh với đầy đủ các dạng câu hỏi phổ biến nhất.

Ba passages đã cung cấp góc nhìn đa chiều về chủ đề: từ việc tích hợp kiến thức truyền thống vào lớp học đương đại (Passage 1), ảnh hưởng của kiến trúc di sản đến trải nghiệm học tập (Passage 2), cho đến những thách thức nhận thức luận sâu sắc trong việc kết hợp các hệ thống tri thức khác nhau (Passage 3). Mỗi passage không chỉ kiểm tra kỹ năng đọc hiểu mà còn mở rộng hiểu biết về văn hóa và giáo dục của bạn.

Đáp án chi tiết với giải thích cụ thể về vị trí thông tin, cách paraphrase và lý do chọn đáp án sẽ giúp bạn tự đánh giá năng lực hiện tại và nhận ra những điểm cần cải thiện. Đặc biệt, phần từ vựng được tổ chức theo bảng với đầy đủ phiên âm, nghĩa, ví dụ và collocation sẽ là tài liệu quý giá để bạn nâng cao vốn từ học thuật.

Hãy nhớ rằng, IELTS Reading không chỉ là việc tìm đáp án đúng mà còn là quá trình rèn luyện tư duy phản biện, khả năng phân tích và kỹ năng quản lý thời gian. Nếu bạn quan tâm đến các chủ đề tương tự về ảnh hưởng văn hóa trong xã hội hiện đại, bạn có thể tìm hiểu thêm về Cultural impacts of global trade để thấy được mối liên hệ giữa thương mại và văn hóa. Đồng thời, Cultural influence of social media cũng là một chủ đề thú vị cho thấy cách công nghệ định hình lại các giá trị văn hóa đương đại.

Chúc bạn luyện tập hiệu quả và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới. Hãy kiên trì thực hành với các đề thi mẫu chất lượng và luôn phân tích kỹ lưỡng những lỗi sai để không lặp lại trong tương lai.