IELTS Reading: Ảnh Hưởng Văn Hóa Đến Nhận Thức Về Thành Công Trong Giáo Dục – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về ảnh hưởng văn hóa đến nhận thức về thành công trong giáo dục là một trong những chủ đề phổ biến trong kỳ thi IELTS Reading. Với tần suất xuất hiện ngày càng cao trong các đề thi thực tế, việc nắm vững nội dung và từ vựng liên quan đến lĩnh vực giáo dục học thuật này sẽ giúp bạn tự tin hơn khi bước vào phòng thi.

Bài viết này cung cấp cho bạn một bộ đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard, hoàn toàn giống với cấu trúc đề thi thật. Bạn sẽ được luyện tập với 40 câu hỏi thuộc nhiều dạng khác nhau như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Sau mỗi passage, bài viết cung cấp đáp án chi tiết kèm giải thích rõ ràng về cách xác định đáp án, vị trí thông tin trong bài, và kỹ thuật paraphrase quan trọng.

Ngoài ra, bạn sẽ tích lũy được kho từ vựng học thuật phong phú với hơn 40 từ và cụm từ quan trọng, kèm phiên âm, nghĩa tiếng Việt và ví dụ minh họa. Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với áp lực thời gian và rèn luyện kỹ năng đọc hiểu học thuật một cách bài bản nhất.

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. Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm khi trả lời sai. Để đạt hiệu quả cao nhất, bạn cần phân bổ thời gian hợp lý cho từng passage:

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút
• Passage 2 (Medium): 18-20 phút
• Passage 3 (Hard): 23-25 phút

Lưu ý dành 2-3 phút cuối để chuyển đáp án vào answer sheet. Đừng để mất điểm vì quên bước này!

Các Dạng Câu Hỏi Trong Đề Này

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

• Multiple Choice: Chọn đáp án đúng từ các phương án cho sẵn
• True/False/Not Given: Xác định thông tin đúng, sai hoặc không được đề cập
• Yes/No/Not Given: Xác định ý kiến của tác giả
• Matching Headings: Nối tiêu đề phù hợp với từng đoạn văn
• Summary Completion: Hoàn thành đoạn tóm tắt bằng từ trong bài
• Matching Features: Nối thông tin với đặc điểm tương ứng
• Short-answer Questions: Trả lời câu hỏi ngắn với số từ giới hạn

Tương tự như các chủ đề về cải cách giáo dục có thể thấy trong The impact of education reforms on student performance, đề thi này yêu cầu bạn hiểu sâu về các yếu tố ảnh hưởng đến giáo dục từ góc độ văn hóa xã hội.

IELTS Reading Practice Test

PASSAGE 1 – Cultural Values and Educational Achievement

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

Education systems around the world reflect the cultural values and social priorities of their respective societies. What constitutes success in education varies dramatically from one culture to another, influenced by historical traditions, economic conditions, and philosophical beliefs about the purpose of learning. In Western countries, particularly in the United States and United Kingdom, educational success is often measured through individual achievement, critical thinking skills, and the ability to express original ideas. Students are encouraged to question authority, engage in debates, and develop their unique perspectives on academic subjects.

In contrast, many East Asian educational systems, including those in China, Japan, and South Korea, traditionally emphasize collective harmony, respect for authority, and mastery of established knowledge. Success in these contexts is frequently associated with achieving high scores on standardized examinations, demonstrating diligence and perseverance, and showing respect to teachers and educational institutions. The concept of “ganbaru” in Japan, which roughly translates to “doing one’s best” through persistent effort, exemplifies this cultural approach to educational achievement. Students are expected to work hard not just for personal gain but to fulfill their obligations to family and society.

Parental expectations play a crucial role in shaping children’s perceptions of educational success across different cultures. In many Asian immigrant communities in Western countries, parents often maintain their traditional values while their children navigate educational systems with different priorities. This can create what researchers call “cultural dissonance” – a tension between home values and school expectations. For instance, Asian-American students may feel pressured to pursue practical career paths such as medicine, engineering, or law, which their parents view as markers of success, even when their personal interests lie elsewhere.

The measurement of educational success also differs culturally. Nordic countries like Finland and Sweden have moved away from frequent testing and competition, instead focusing on holistic development, student well-being, and collaborative learning. In these systems, success is defined not merely by academic performance but by the development of life skills, social competence, and emotional intelligence. Finnish schools, for example, have minimal homework, shorter school days, and emphasize play-based learning in early years, yet consistently rank highly in international assessments.

Socioeconomic factors intersect with cultural values to further complicate the picture of educational success. In developing countries, simply completing primary education can be considered a significant achievement, particularly for girls in regions where gender inequality limits access to schooling. Meanwhile, in affluent societies, the definition of success has expanded to include not just academic credentials but also extracurricular achievements, leadership experiences, and community service – elements that demonstrate well-roundedness for university admissions.

The globalization of education has begun to blur some of these cultural distinctions. International schools, online learning platforms, and student exchange programs expose learners to diverse definitions of success. The International Baccalaureate program, for instance, attempts to create a cross-cultural educational framework that values both academic rigor and personal development. However, research shows that deeply ingrained cultural schemas continue to influence how students and parents interpret educational goals, even in increasingly internationalized contexts.

Understanding these cultural differences is essential for educators working in multicultural classrooms. Teachers who recognize that students may come from backgrounds with different notions of appropriate classroom behavior, learning styles, and definitions of achievement are better equipped to create inclusive learning environments. For example, while some cultures value vocal participation and debate as signs of engagement, others associate respectful silence with attentiveness and learning.

Questions 1-13

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 education systems typically emphasize individual achievement over collective goals.
2. All East Asian countries use identical methods to measure educational success.
3. The concept of “ganbaru” in Japan relates to making persistent efforts in learning.
4. Asian immigrant parents in Western countries always abandon their traditional educational values.
5. Finnish schools require students to complete extensive homework assignments.

Questions 6-9

Complete the sentences below.

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

6. The tension between home values and school expectations is known as __.
7. Nordic educational systems focus on students’ __ rather than frequent testing.
8. In some developing regions, completing primary education is especially significant for __.
9. The International Baccalaureate program represents a __ that combines academic standards with personal growth.

Questions 10-13

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

10. According to the passage, educational success in East Asian systems is traditionally associated with:
    A. Questioning authority figures
    B. Developing unique personal perspectives
    C. Achieving high examination scores
    D. Engaging in classroom debates

11. Cultural dissonance primarily affects:
    A. Teachers in international schools
    B. Children from immigrant families
    C. Students in Nordic countries
    D. Educational policymakers

12. In affluent societies, educational success now includes:
    A. Only academic qualifications
    B. Completion of primary education
    C. Extracurricular and leadership activities
    D. Mastery of traditional knowledge

13. The passage suggests that globalization’s effect on educational culture is:
    A. Complete elimination of cultural differences
    B. Partial blurring of some distinctions
    C. Strengthening of traditional values
    D. Creation of universal standards

Ảnh hưởng của văn hóa đến nhận thức thành công trong giáo dục toàn cầu

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PASSAGE 2 – The Psychology of Success Across Cultures

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The way individuals conceptualize success in educational contexts is fundamentally shaped by implicit cultural theories that operate largely beneath conscious awareness. Cross-cultural psychologists have identified distinct patterns in how different societies frame achievement, competence, and failure – patterns that profoundly influence student motivation, learning strategies, and responses to academic challenges. These cultural frameworks are not merely superficial preferences but reflect deep-seated beliefs about human nature, the purpose of education, and the relationship between the individual and society.

One of the most influential frameworks for understanding these differences is the distinction between individualistic and collectivistic cultures. In individualistic societies, predominantly found in North America and Western Europe, success is conceptualized as personal accomplishment that reflects an individual’s unique talents, efforts, and abilities. The educational system in these cultures emphasizes self-expression, independent thinking, and the development of one’s distinctive potential. Students are encouraged to “find their passion,” pursue their interests, and differentiate themselves from peers. Academic achievement is seen as evidence of inherent capability and is celebrated as a personal victory.

Collectivistic cultures, more common in Asia, Latin America, and Africa, frame educational success quite differently. Here, achievement is understood within a relational context – success brings honor to one’s family, fulfills filial obligations, and contributes to group harmony. The interdependent self-concept prevalent in these cultures means that educational attainment is not merely about individual advancement but about meeting collective expectations and maintaining social relationships. This cultural orientation produces distinct motivational patterns: while Western students may be driven by intrinsic interest and personal goals, students from collectivistic backgrounds often draw motivation from duty, obligation, and the desire not to disappoint significant others.

The attribution of success and failure – how people explain why they succeed or fail – also varies systematically across cultures. Research by psychologist Harold Stevenson and his colleagues revealed striking differences between American and Asian students’ explanatory styles. When American students succeed academically, they tend to attribute it to their innate ability (“I’m smart at math”); when they fail, they may blame external factors such as test difficulty or teacher bias. This pattern, while potentially protecting self-esteem, can undermine persistence when facing challenges, as students believe their fixed abilities determine outcomes.

In contrast, East Asian students are more likely to attribute both success and failure to effort and perseverance. Success is seen as the result of hard work rather than innate talent, while failure indicates insufficient effort rather than lack of ability. This incremental theory of intelligence – the belief that abilities can be developed through dedication – fosters what psychologist Carol Dweck calls a “growth mindset.” Students with this orientation view challenges as opportunities to improve, persist longer in the face of difficulties, and show greater academic resilience. The cultural emphasis on effort over ability has significant implications: it suggests that anyone can succeed through sufficient dedication, making achievement more democratically accessible.

However, this cultural difference has important nuances. The Asian emphasis on effort can create intense pressure and perfectionism, sometimes leading to anxiety and burnout. The concept of “education fever” in South Korea describes a society-wide obsession with academic credentials that can result in excessive competition, sleep deprivation, and mental health challenges among students. Similarly, the practice of attending “cram schools” or supplementary evening classes, common across East Asia, reflects the cultural belief that more effort always yields better results, but this comes at the cost of childhood leisure and psychological well-being.

Western individualistic approaches also have downsides. The emphasis on innate talent can create fixed mindsets where students avoid challenges that might reveal limitations. The pressure to be authentically passionate can paradoxically cause anxiety for students still exploring their interests. Furthermore, the celebration of individual achievement can foster competitive environments that undermine collaborative learning and create status hierarchies based on perceived ability.

Recent research suggests that the most adaptive approach may integrate elements from both cultural frameworks. Dweck’s interventions teaching growth mindset principles have shown success in Western contexts, essentially importing the Asian emphasis on effort and malleability of intelligence. Conversely, some East Asian educational reformers are advocating for more student-centered learning, creative thinking, and reduced emphasis on examinations – borrowing from Western progressive education traditions. This cross-cultural synthesis recognizes that while cultural values deeply influence educational attitudes, they are not immutable and can be deliberately cultivated to support student success.

The implications for increasingly diverse educational settings are profound. Educators must recognize that students bring culturally-shaped achievement orientations that affect their classroom behavior, help-seeking patterns, and responses to feedback. A teacher’s well-intentioned praise for innate ability (“You’re so smart!”) might reinforce a fixed mindset in students from individualistic backgrounds, while a collectivistic student might feel uncomfortable with public individual recognition that singles them out from peers. Culturally responsive pedagogy requires understanding these differences and creating learning environments that validate diverse pathways to success.

Questions 14-26

Questions 14-18

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

14. According to the passage, implicit cultural theories about success:
    A. Are easily recognized by individuals
    B. Only affect surface-level preferences
    C. Operate largely without conscious awareness
    D. Have no impact on student motivation

15. In individualistic cultures, educational success is primarily seen as:
    A. Evidence of personal talent and effort
    B. A way to honor one’s family
    C. Fulfillment of social obligations
    D. Contribution to group harmony

16. Harold Stevenson’s research focused on differences in:
    A. School curriculum design
    B. Teaching methodologies
    C. Explanations for academic success and failure
    D. Classroom management techniques

17. The term “education fever” in South Korea refers to:
    A. A new teaching method
    B. An intense focus on academic credentials
    C. A type of school illness
    D. A student exchange program

18. According to the passage, the most effective educational approach might:
    A. Completely adopt Western methods
    B. Strictly follow Asian traditions
    C. Avoid all cultural influences
    D. Combine elements from different cultural frameworks

Questions 19-23

Complete the summary below.

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

Students from collectivistic cultures often understand their educational achievements within a 19. __ rather than as purely personal accomplishments. Their motivation frequently comes from 20. __ and the desire to meet family expectations. These students tend to believe in an 21. __ – the idea that abilities can improve through dedication. However, the strong emphasis on effort can sometimes lead to 22. __ and mental health issues. In Western contexts, teaching 23. __ principles has shown positive results by encouraging students to view challenges as opportunities for development.

Questions 24-26

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

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

24. The Western emphasis on innate talent always produces better educational outcomes than the Asian focus on effort.
25. Cultural values regarding education can be modified through deliberate intervention.
26. Teachers should ignore cultural differences when providing feedback to students.

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PASSAGE 3 – Reconceptualizing Educational Success in a Globalized World

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The contemporary discourse surrounding educational success has become increasingly problematized by scholars who argue that traditional metrics – standardized test scores, university admissions, and credentialing – represent an impoverished conception of human development and learning. This critique has gained urgency in an era of globalization, where diverse cultural epistemologies encounter one another with unprecedented frequency, revealing the contingent nature of what societies valorize as educational achievement. The challenge facing educators, policymakers, and researchers is not merely to acknowledge cultural diversity in success definitions but to fundamentally interrogate the power dynamics and historical trajectories that have privileged certain forms of knowledge and achievement over others.

Postcolonial theorists in education have highlighted how contemporary global educational standards often reflect Western Enlightenment values – rational individualism, scientific empiricism, and meritocratic competition – which became hegemonic through processes of colonization and continue to be perpetuated through international assessments like PISA (Programme for International Student Assessment). These evaluations, while ostensibly culturally neutral, encode particular assumptions about what knowledge matters and how it should be demonstrated. The epistemological violence inherent in devaluing indigenous knowledge systems, oral traditions, and holistic forms of learning in favor of decontextualized analytical skills represents a continuation of colonial educational projects that sought to replace local cultures with European models.

The commodification of education under neoliberal globalization has further complicated the cultural landscape of educational success. As education becomes increasingly positioned as human capital investment and economic instrumentality, success metrics narrow to employability and economic productivity. This utilitarian orientation marginalizes educational purposes historically valued in various cultures – character formation, spiritual development, aesthetic appreciation, and civic responsibility. The homogenizing pressure of global educational markets, exemplified by international school rankings and the global competition for “world-class universities,” threatens to erode culturally specific educational traditions, even as superficial gestures toward multiculturalism proliferate.

However, this deterministic narrative of cultural convergence and Western dominance requires nuance. Scholars employing hybridization theory argue that cultural globalization produces not homogeneity but new syncretic forms where global and local elements combine in unexpected ways. The concept of “glocalization” – the particularization of the universal – captures how educational systems selectively appropriate global trends while maintaining cultural distinctiveness. Singapore’s education system exemplifies this dynamic: it has embraced progressive pedagogies like inquiry-based learning and creativity cultivation associated with Western education, while retaining Confucian-influenced emphases on moral education, examination excellence, and teacher authority. This synthesis represents not merely a transitional phase toward Western models but a deliberate cultural strategy of selective modernization.

The rise of alternative educational philosophies that transcend traditional East-West dichotomies further complicates simplistic cultural narratives. Indigenous education movements in regions like New Zealand, Canada, and Latin America are reclaiming traditional pedagogies that emphasize place-based learning, intergenerational knowledge transmission, and spiritual dimensions of education. The Māori concept of “ako” – where teaching and learning are reciprocal processes and everyone is both teacher and learner – challenges hierarchical transmission models common in both Western and Confucian educational traditions. Similarly, the African philosophy of Ubuntu (“I am because we are”) offers an alternative framework for understanding educational success as fundamentally relational and communal rather than individual.

Capability theorist Amartya Sen and philosopher Martha Nussbaum have proposed frameworks for evaluating educational success that attempt to bridge cultural differences while respecting diversity. Their capabilities approach defines educational success not as achievement of predetermined outcomes but as expansion of individuals’ substantive freedoms – their real opportunities to achieve functionings they have reason to value. This framework avoids both cultural imperialism (imposing one culture’s success definitions on others) and radical relativism (accepting any cultural practice without critical evaluation) by focusing on whether education enhances people’s agency and authentic choices. From this perspective, educational success in any culture should be evaluated by whether it enables individuals to live lives they genuinely value, participate meaningfully in their communities, and contribute to collective flourishing.

Neuroscientific research on learning adds another dimension to these debates, suggesting both universal cognitive principles and culturally-shaped neural development. While basic learning mechanisms are species-wide, the neural pruning and synaptic strengthening that occur through experience mean that cultural practices literally shape brain development. Studies show that individuals from collectivistic cultures show different neural activation patterns when processing social information compared to those from individualistic cultures. These findings suggest that culture doesn’t merely influence educational values superficially but fundamentally shapes cognitive processing itself, making the search for culture-free educational standards neurobiologically implausible.

Moving forward, educational scholars advocate for what might be termed “critical cosmopolitanism” – an orientation that values cross-cultural learning and universal principles while remaining vigilant about power imbalances and resistant to cultural erasure. This approach requires epistemic humility: recognition that one’s own cultural framework represents merely one valid perspective among many. It demands what philosopher Hans-Georg Gadamer called “fusion of horizons” – genuine dialogue where different cultural perspectives transform one another rather than one simply absorbing or dominating others. In practical terms, this means creating educational spaces where multiple success definitions can coexist, where students develop both cultural rootedness and intercultural competence, and where assessment systems capture diverse forms of excellence.

The implications extend beyond classroom practice to fundamental questions about educational measurement and accountability systems. If success is culturally plural, can we have meaningful international comparisons? Should we abandon the quest for universal educational standards? These questions resist simple answers but point toward assessment approaches that employ multiple indicators, recognize contextual factors, include qualitative dimensions, and make space for community-defined outcomes alongside standardized metrics. The goal is not to eliminate comparison or accountability but to make evaluation systems sophisticated enough to honor educational complexity and cultural diversity rather than reducing them to misleading simplifications.

Những điểm tương đồng về ảnh hưởng yếu tố xã hội trong giáo dục cũng được thể hiện rõ trong Social impacts of aging populations, khi mà các thế hệ khác nhau mang đến những quan điểm văn hóa riêng biệt về giá trị giáo dục. Tương tự, cách chúng ta thiết kế môi trường học tập cũng phản ánh các giá trị văn hóa, điều này có thể so sánh với Green spaces in urban planning roles trong việc tạo ra không gian phù hợp với nhu cầu cộng đồng.

Questions 27-40

Questions 27-31

Complete the sentences below.

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

27. Postcolonial theorists argue that international assessments like PISA encode assumptions that reflect __ values.
28. The concept of __ describes how educational systems adapt global trends while maintaining local characteristics.
29. The Māori concept of “ako” presents teaching and learning as __ rather than one-directional transmission.
30. According to the capabilities approach, educational success should expand individuals’ __ to achieve what they value.
31. Studies indicate that cultural practices can influence __ itself through neural development processes.

Questions 32-36

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

32. International educational assessments are completely culturally neutral in their design.
33. Singapore’s education system combines Western progressive methods with Confucian values.
34. The Ubuntu philosophy emphasizes communal aspects of educational success.
35. Neuroscientific research proves that all learning processes are identical across cultures.
36. Critical cosmopolitanism advocates for abandoning all universal educational principles.

Questions 37-40

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

37. According to the passage, the commodification of education under neoliberalism primarily emphasizes:
    A. Character formation and spiritual development
    B. Economic productivity and employability
    C. Aesthetic appreciation and civic duty
    D. Oral traditions and indigenous knowledge

38. The capabilities approach proposed by Sen and Nussbaum aims to:
    A. Impose Western values on all cultures
    B. Accept all cultural practices without criticism
    C. Bridge cultural differences while respecting diversity
    D. Eliminate all cultural differences in education

39. The passage suggests that neural activation patterns differ between cultures in relation to:
    A. Mathematical problem-solving
    B. Language acquisition only
    C. Processing social information
    D. Physical motor skills

40. “Fusion of horizons” refers to:
    A. Eliminating all cultural differences
    B. One culture dominating another
    C. Genuine dialogue that transforms perspectives
    D. Maintaining completely separate cultural views

Đánh giá thành công giáo dục trong bối cảnh đa văn hóa hiện đại

Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. FALSE
6. cultural dissonance
7. holistic development / student well-being
8. girls
9. cross-cultural educational framework
10. C
11. B
12. C
13. B

PASSAGE 2: Questions 14-26

14. C
15. A
16. C
17. B
18. D
19. relational context
20. duty / obligation
21. incremental theory
22. perfectionism / anxiety / burnout
23. growth mindset
24. NO
25. YES
26. NO

PASSAGE 3: Questions 27-40

27. Western Enlightenment
28. glocalization
29. reciprocal processes
30. substantive freedoms
31. brain development / cognitive processing
32. FALSE
33. TRUE
34. TRUE
35. FALSE
36. FALSE
37. B
38. C
39. C
40. C

Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western education systems, individual achievement, collective goals
• Vị trí trong bài: Đoạn 1, dòng 3-5
• Giải thích: Câu trong bài nói rõ “In Western countries… educational success is often measured through individual achievement”, khẳng định phương Tây nhấn mạnh thành tích cá nhân. Câu hỏi paraphrase “emphasize” với “measured through”.

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: All East Asian countries, identical methods
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Bài văn chỉ nói “many East Asian educational systems” có những điểm tương đồng, không nói “all” và “identical”. Từ “all” và “identical” làm câu này sai vì quá tuyệt đối.

Câu 3: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: ganbaru, persistent efforts
• Vị trí trong bài: Đoạn 2, dòng 6-7
• Giải thích: Bài viết định nghĩa “ganbaru” là “doing one’s best through persistent effort”, khớp hoàn toàn với “persistent efforts in learning” trong câu hỏi.

Câu 5: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Finnish schools, extensive homework
• Vị trí trong bài: Đoạn 4, dòng cuối
• Giải thích: Bài văn nói rõ “Finnish schools… have minimal homework”, trái ngược hoàn toàn với “extensive homework assignments”.

Câu 6: cultural dissonance

• Dạng câu hỏi: Sentence Completion
• Từ khóa: tension, home values, school expectations
• Vị trí trong bài: Đoạn 3, dòng 3-4
• Giải thích: Thuật ngữ “cultural dissonance” được định nghĩa chính xác là “a tension between home values and school expectations”.

Câu 10: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: East Asian systems, traditionally associated
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Bài văn liệt kê các yếu tố mà thành công được liên kết với, bao gồm “achieving high scores on standardized examinations”, tương ứng với đáp án C.

Câu 13: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: globalization’s effect, educational culture
• Vị trí trong bài: Đoạn 6, dòng 1-2
• Giải thích: Câu “has begun to blur some of these cultural distinctions” cho thấy ảnh hưởng là làm mờ nhạt một phần (partial blurring), không phải loại bỏ hoàn toàn.

Passage 2 – Giải Thích

Câu 14: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: implicit cultural theories
• Vị trí trong bài: Đoạn 1, dòng 1-2
• Giải thích: Bài viết mở đầu bằng “implicit cultural theories that operate largely beneath conscious awareness”, tương đương với “without conscious awareness” ở đáp án C.

Câu 16: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Harold Stevenson’s research
• Vị trí trong bài: Đoạn 4, dòng 1-3
• Giải thích: Nghiên cứu của Stevenson “revealed striking differences between American and Asian students’ explanatory styles” – cách họ giải thích thành công và thất bại, khớp với đáp án C.

Câu 17: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: education fever, South Korea
• Vị trí trong bài: Đoạn 6, dòng 2-3
• Giải thích: Thuật ngữ được giải thích là “a society-wide obsession with academic credentials”, paraphrase của “intense focus on academic credentials”.

Câu 19: relational context

• Dạng câu hỏi: Summary Completion
• Từ khóa: collectivistic cultures, achievements
• Vị trí trong bài: Đoạn 3, dòng 2-3
• Giải thích: Cụm “achievement is understood within a relational context” xuất hiện nguyên văn trong bài.

Câu 23: growth mindset

• Dạng câu hỏi: Summary Completion
• Từ khóa: Western contexts, teaching, principles
• Vị trí trong bài: Đoạn 8, dòng 2-3
• Giải thích: Bài văn nói “Dweck’s interventions teaching growth mindset principles have shown success in Western contexts”.

Câu 24: NO

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 7-8
• Giải thích: Tác giả chỉ ra cả hai cách tiếp cận đều có ưu và nhược điểm, không khẳng định cách nào tốt hơn. Đoạn 8 đề xuất kết hợp cả hai.

Câu 25: YES

• Dạng câu hỏi: Yes/No/Not Given
• Vị trí trong bài: Đoạn 8, dòng cuối
• Giải thích: Câu “cultural values… are not immutable and can be deliberately cultivated” rõ ràng ủng hộ quan điểm này.

Passage 3 – Giải Thích

Câu 27: Western Enlightenment

• Dạng câu hỏi: Sentence Completion
• Từ khóa: international assessments, PISA, reflect values
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Bài văn nói rõ “global educational standards often reflect Western Enlightenment values” và PISA được nêu như ví dụ.

Câu 28: glocalization

• Dạng câu hỏi: Sentence Completion
• Từ khóa: educational systems, adapt global trends, local characteristics
• Vị trí trong bài: Đoạn 4, dòng 3-4
• Giải thích: Thuật ngữ “glocalization” được định nghĩa là “the particularization of the universal” – việc điều chỉnh các xu hướng toàn cầu cho bối cảnh địa phương.

Câu 32: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: international assessments, culturally neutral
• Vị trí trong bài: Đoạn 2, dòng 3-4
• Giải thích: Bài viết nói “These evaluations, while ostensibly culturally neutral, encode particular assumptions”, ngụ ý chúng không thực sự trung lập văn hóa.

Câu 35: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: neuroscientific research, learning processes identical
• Vị trí trong bài: Đoạn 7, dòng 1-4
• Giải thích: Bài văn nói “both universal cognitive principles and culturally-shaped neural development”, chỉ ra có cả yếu tố phổ quát và khác biệt văn hóa, không phải identical.

Câu 38: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: capabilities approach, Sen and Nussbaum
• Vị trí trong bài: Đoạn 6, dòng 3-6
• Giải thích: Bài văn nói approach này “avoids both cultural imperialism… and radical relativism”, nhằm “bridge cultural differences while respecting diversity”.

Câu 40: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: fusion of horizons
• Vị trí trong bài: Đoạn 8, dòng 4-5
• Giải thích: Khái niệm được giải thích là “genuine dialogue where different cultural perspectives transform one another”, khớp với đáp án C.

Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
cultural values	n	/ˈkʌltʃərəl ˈvæljuːz/	giá trị văn hóa	Education systems reflect the cultural values of their societies	reflect/embody cultural values
individual achievement	n	/ˌɪndɪˈvɪdʒuəl əˈtʃiːvmənt/	thành tích cá nhân	Western countries measure success through individual achievement	emphasize individual achievement
standardized examinations	n	/ˈstændədaɪzd ɪɡˌzæmɪˈneɪʃənz/	kỳ thi chuẩn hóa	Success is associated with high scores on standardized examinations	take/pass standardized examinations
cultural dissonance	n	/ˈkʌltʃərəl ˈdɪsənəns/	sự bất hòa văn hóa	This creates cultural dissonance between home and school	experience cultural dissonance
parental expectations	n	/pəˈrentl ˌekspekˈteɪʃənz/	kỳ vọng của cha mẹ	Parental expectations shape children’s perceptions of success	meet/fulfill parental expectations
holistic development	n	/həʊˈlɪstɪk dɪˈveləpmənt/	sự phát triển toàn diện	Nordic countries focus on holistic development	promote holistic development
collaborative learning	n	/kəˈlæbərətɪv ˈlɜːnɪŋ/	học tập hợp tác	These systems emphasize collaborative learning	engage in collaborative learning
socioeconomic factors	n	/ˌsəʊsiəʊˌiːkəˈnɒmɪk ˈfæktəz/	các yếu tố kinh tế xã hội	Socioeconomic factors complicate the picture of success	influenced by socioeconomic factors
gender inequality	n	/ˈdʒendə ˌɪnɪˈkwɒləti/	sự bất bình đẳng giới	Gender inequality limits access to schooling	address gender inequality
multicultural classrooms	n	/ˌmʌltiˈkʌltʃərəl ˈklɑːsruːmz/	lớp học đa văn hóa	Teachers working in multicultural classrooms need understanding	manage multicultural classrooms
inclusive learning environments	n	/ɪnˈkluːsɪv ˈlɜːnɪŋ ɪnˈvaɪrənmənts/	môi trường học tập hòa nhập	Teachers create inclusive learning environments	foster inclusive learning environments
cross-cultural framework	n	/krɒs-ˈkʌltʃərəl ˈfreɪmwɜːk/	khung văn hóa xuyên quốc gia	The IB program represents a cross-cultural framework	develop cross-cultural framework

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
conceptualize	v	/kənˈseptʃuəlaɪz/	khái niệm hóa	How individuals conceptualize success varies by culture	conceptualize a problem/issue
cross-cultural psychologists	n	/krɒs-ˈkʌltʃərəl saɪˈkɒlədʒɪsts/	nhà tâm lý học xuyên văn hóa	Cross-cultural psychologists have identified distinct patterns	research by cross-cultural psychologists
individualistic cultures	n	/ˌɪndɪˌvɪdʒuəˈlɪstɪk ˈkʌltʃəz/	các nền văn hóa cá nhân	Individualistic cultures emphasize personal accomplishment	characteristics of individualistic cultures
collectivistic cultures	n	/kəˌlektɪˈvɪstɪk ˈkʌltʃəz/	các nền văn hóa tập thể	Collectivistic cultures frame success within relationships	values in collectivistic cultures
filial obligations	n	/ˈfɪliəl ˌɒblɪˈɡeɪʃənz/	nghĩa vụ hiếu thảo	Success fulfills filial obligations in Asian cultures	meet/fulfill filial obligations
intrinsic interest	n	/ɪnˈtrɪnsɪk ˈɪntrəst/	hứng thú nội tại	Western students are driven by intrinsic interest	motivated by intrinsic interest
attribution of success	n	/ˌætrɪˈbjuːʃən əv səkˈses/	cách giải thích thành công	The attribution of success varies across cultures	patterns of attribution of success
innate ability	n	/ɪˈneɪt əˈbɪləti/	khả năng bẩm sinh	Americans attribute success to innate ability	possess innate ability
growth mindset	n	/ɡrəʊθ ˈmaɪndset/	tư duy phát triển	This fosters what Dweck calls a growth mindset	develop/cultivate a growth mindset
academic resilience	n	/ˌækəˈdemɪk rɪˈzɪliəns/	khả năng phục hồi học tập	Students show greater academic resilience	demonstrate academic resilience
perfectionism	n	/pəˈfekʃənɪzəm/	chủ nghĩa hoàn hảo	The emphasis on effort can create perfectionism	tendency toward perfectionism
fixed mindsets	n	/fɪkst ˈmaɪndsets/	tư duy cố định	Western emphasis can create fixed mindsets	overcome fixed mindsets
culturally responsive pedagogy	n	/ˈkʌltʃərəli rɪˈspɒnsɪv ˈpedəɡɒdʒi/	phương pháp giảng dạy đáp ứng văn hóa	Educators need culturally responsive pedagogy	implement culturally responsive pedagogy
help-seeking patterns	n	/help-ˈsiːkɪŋ ˈpætənz/	các kiểu tìm kiếm sự giúp đỡ	Culture affects students’ help-seeking patterns	different help-seeking patterns
achievement orientations	n	/əˈtʃiːvmənt ˌɔːriənˈteɪʃənz/	các định hướng thành tích	Students bring culturally-shaped achievement orientations	varying achievement orientations

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
problematized	v	/ˈprɒbləmətaɪzd/	vấn đề hóa, đặt câu hỏi	The discourse has become increasingly problematized by scholars	problematize assumptions
impoverished conception	n	/ɪmˈpɒvərɪʃt kənˈsepʃən/	quan niệm nghèo nàn	Traditional metrics represent an impoverished conception	challenge impoverished conception
epistemologies	n	/ɪˌpɪstɪˈmɒlədʒiz/	các hệ thống nhận thức luận	Diverse cultural epistemologies encounter one another	different epistemologies
contingent nature	n	/kənˈtɪndʒənt ˈneɪtʃə/	bản chất ngẫu nhiên	Revealing the contingent nature of success definitions	recognize contingent nature
postcolonial theorists	n	/ˌpəʊstkəˈləʊniəl ˈθɪərɪsts/	các nhà lý thuyết hậu thuộc địa	Postcolonial theorists highlight power dynamics	perspectives of postcolonial theorists
hegemonic	adj	/ˌheɡɪˈmɒnɪk/	thống trị, bá quyền	Western values became hegemonic through colonization	hegemonic power/discourse
epistemological violence	n	/ɪˌpɪstɪməˈlɒdʒɪkəl ˈvaɪələns/	bạo lực nhận thức luận	The epistemological violence of devaluing indigenous knowledge	perpetuate epistemological violence
commodification	n	/kəˌmɒdɪfɪˈkeɪʃən/	sự hàng hóa hóa	The commodification of education under neoliberalism	resist commodification
utilitarian orientation	n	/ˌjuːtɪlɪˈteəriən ˌɔːriənˈteɪʃən/	định hướng thực dụng	This utilitarian orientation marginalizes other purposes	adopt utilitarian orientation
syncretic forms	n	/sɪnˈkretɪk fɔːmz/	các hình thức kết hợp	Globalization produces new syncretic forms	create syncretic forms
glocalization	n	/ˌɡləʊkəlaɪˈzeɪʃən/	toàn cầu hóa địa phương	The concept of glocalization captures this dynamic	process of glocalization
indigenous education	n	/ɪnˈdɪdʒənəs ˌedjuˈkeɪʃən/	giáo dục bản địa	Indigenous education movements reclaim traditional pedagogies	promote indigenous education
intergenerational knowledge	n	/ˌɪntəˌdʒenəˈreɪʃənəl ˈnɒlɪdʒ/	kiến thức liên thế hệ	Traditional pedagogies emphasize intergenerational knowledge	transmit intergenerational knowledge
capabilities approach	n	/ˌkeɪpəˈbɪlətiz əˈprəʊtʃ/	cách tiếp cận năng lực	Sen’s capabilities approach bridges cultural differences	adopt capabilities approach
substantive freedoms	n	/səbˈstæntɪv ˈfriːdəmz/	các quyền tự do thực chất	Education should expand substantive freedoms	enhance substantive freedoms
radical relativism	n	/ˈrædɪkəl ˈrelətɪvɪzəm/	chủ nghĩa tương đối triệt để	The framework avoids radical relativism	reject radical relativism
epistemic humility	n	/ɪpɪˈstiːmɪk hjuːˈmɪləti/	sự khiêm tốn nhận thức	This requires epistemic humility	practice epistemic humility
fusion of horizons	n	/ˈfjuːʒən əv həˈraɪzənz/	sự kết hợp các chân trời	Gadamer called this fusion of horizons	achieve fusion of horizons

Từ vựng học thuật IELTS Reading về văn hóa và giáo dục

Kết Bài

Chủ đề về ảnh hưởng văn hóa đến nhận thức về thành công trong giáo dục không chỉ là một nội dung học thuật quan trọng mà còn phản ánh thực tế đa dạng văn hóa trong thế giới giáo dục toàn cầu hiện nay. Qua ba passages với độ khó tăng dần, bạn đã được trải nghiệm một bài thi IELTS Reading hoàn chỉnh với đầy đủ các dạng câu hỏi từ cơ bản đến nâng cao.

Passage 1 giúp bạn làm quen với các khái niệm cơ bản về sự khác biệt văn hóa trong giáo dục, Passage 2 đi sâu vào các lý thuyết tâm lý học xuyên văn hóa, và Passage 3 thách thức bạn với những quan điểm học thuật phức tạp về hậu thuộc địa và toàn cầu hóa giáo dục. Việc luyện tập với đề thi này không chỉ nâng cao kỹ năng đọc hiểu mà còn mở rộng kiến thức của bạn về một chủ đề có tính ứng dụng cao.

Đáp án chi tiết kèm giải thích đã chỉ ra cách xác định thông tin trong bài, nhận biết paraphrase và áp dụng các kỹ thuật làm bài hiệu quả. Hãy xem lại những câu bạn làm sai để hiểu rõ lỗi và cải thiện chiến lược làm bài. Bảng từ vựng với hơn 40 từ và cụm từ quan trọng sẽ là tài liệu quý giá để bạn ôn tập và sử dụng trong cả phần Writing và Speaking.

Nhìn vào cách mà How to reduce waste in education institutions đề cập đến các giải pháp bền vững trong giáo dục, chúng ta thấy rằng giáo dục hiện đại không chỉ về văn hóa mà còn về trách nhiệm xã hội. Tương tự, Design thinking in entrepreneurship education cho thấy cách các phương pháp sư phạm đổi mới có thể vượt qua ranh giới văn hóa để tạo ra trải nghiệm học tập có ý nghĩa.

Hãy luyện tập thường xuyên với các đề thi mẫu như thế này, đặt mục tiêu hoàn thành trong đúng thời gian quy định và phân tích kỹ càng từng câu trả lời. Thành công trong IELTS Reading đến từ sự kết hợp giữa kỹ năng đọc hiểu, quản lý thời gian và vốn từ vựng phong phú. Chúc bạn đạt band điểm mong muốn trong kỳ thi sắp tới!