skkn chất 2020 the effect of using mind mapping technique on enhancing nguyen huu canh high school studentsreading skills

1 TRƯỜNG THPT NGUYỄN HỮU CẢNH Mã số: SÁNG KIẾN THE EFFECT OF USING MIND-MAPPING TECHNIQUE ON ENHANCING NGUYEN HUU CANH HIGH SCHOOL STUDENTS’ READING SKILLS Người thực hiện: Nguyen Phan Van Anh Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp giáo dục  - Phương pháp dạy học môn: Tiếng Anh ☒ - Lĩnh vực khác:  Có đính kèm:  Mơ hình  Đĩa CD (DVD)  Phim ảnh  Hiện vật khác Năm học:2019-2020 download by : skknchat@gmail.com TRƯỜNG THPT NGUYỄN HỮU CẢNH Mã số: SÁNG KIẾN THE EFFECT OF USING MIND-MAPPING TECHNIQUE ON ENHANCING NGUYEN HUU CANH HIGH SCHOOL STUDENTS’ READING SKILLS Người thực hiện: Nguyen Phan Van Anh Lĩnh vực nghiên cứu: - Quản lý giáo dục  - Phương pháp giáo dục  - Phương pháp dạy học môn: Tiếng Anh ☒ - Lĩnh vực khác:  Có đính kèm:  Mơ hình  Đĩa CD (DVD)  Phim ảnh  Hiện vật khác Năm học:2019-2020 download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills CONTENTS Introduction Literature review 2.1 Definitions of mind-mapping 2.2 Characteristics of mind-mapping Methodology 3.1 Research context 3.2 Participants 3.3 Research instruments Some basic types of mind maps Stages of using mind map in teaching reading 11 Results 13 Discussion and Recommendation 15 Evaluation 16 8.1 The novelty of the research 16 8.2 The effectiveness of using mind-mapping technique on enhancing students’ reading skill 16 8.3 The applicable practices of the research 17 Conclusion 18 Appendices 19 References 20 download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills THÔNG TIN CHUNG VỀ SÁNG KIẾN Tên sáng kiến: THE EFFECT OF USING MIND-MAPPING TECHNIQUE ONENHANCINGNGUYENHUUCANHHIGHSCHOOL STUDENTS’READING SKILLS Lĩnh vực áp dụng sáng kiến: Ngoại ngữ Tác giả: - Họ tên: Nguyễn Phan Vân Anh Nam (nữ): Nữ - Trình độ chun mơn: Cử nhân - Chức vụ, đơn vị công tác: Giáo viên Tiếng Anh-Trường THPT Nguyễn Hữu Cảnh - Điện thoại: 0933095858 Email: vananh@nhc.edu.vn Tỷ lệ đóng góp tạo sáng kiến (%): 100% download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills THE EFFECT OF USING MIND-MAPPING TECHNIQUE ON ENHANCING NGUYEN HUU CANH HIGH SCHOOL STUDENTS’ READING SKILLS INTRODUCTION According to Barnett (1989), reading comprehension is considered as an essential part of the teaching and learning process in second language acquisition Not only does it serve the important purposes in after the students’ completion language study at school, it also promotes the literacy skills later Moreover, the ability to analyze and interpret written materials is an integral element of success at tertiary level (Ntereke & Ramoroka, 2017) Nevertheless, in high school’s context, study about reading comprehension suggests most students find it hard when dealing with reading texts They almost not understand the texts and cannot complete the tasks due to their ineffective and inefficient strategies (Wood, et al., 1998) L2 research also shows that one effective comprehension strategy is the use of mind-mapping (Liu, Chen & Chang, 2010) Generalizing the main ideas of the reading passage and vocabulary acquisition are somehow struggling for high school students Teachers, conventionally, ask students to highlight new vocabulary and they will explain the meaning of the words, make students learn by heart The students have to memorize new words immediately and follow the reading text, simultaneously Therefore, I have thought of a new way to help students to not only memorize new words in context but have a thorough understanding of the reading text This study investigated whether mind-map is an effective learning tool to Nguyen Huu Canh High school students’ reading skills and their perception towards the use of mind-map Research objectives The study is conducted to examine the effectiveness of mind-mapping on Nguyen Huu Canh High school students (Grade 12)’ reading skills, following are the two research questions: download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills Does mind-mapping have an effect on students of Grade 12’s reading skills? What’s students’ attitude towards the use of mind-mapping on reading skills? LITERATURE REVIEW 2.1 Definitions of mind-mapping Mind-mapping refers to a cognitive tool which can be used to organize or summarize information while people are learning (Hillar, 2012) The fathers of mind-mapping, Buzan and Buzan, (1995) defined the Mind Map as an expression of Radiant Thinking and is therefore a natural function of the human mind They claim that mind map is an influential graphic technique which can provide people with a unique key to unlocking the potential of the human brain (Buzan & Buzan, 1995) In general, those definitions consider mind mapping to be the application of graphic or visual images to help our brains capture knowledge effectively Mind map’s rules are based on the fact that human beings can memorize the graphic or visual information much more easily than the information presented in the form of words or numbers 2.2 Characteristics of mind-mapping Buzan and Buzan (1995) described mind-mapping to be a powerful graphic technique which provides a universal key to unlocking the potential of human brain Moreover, they also have emphasized that the Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance According to Buzan and Buzan (1995), mind-mapping has four important features Firstly, the subject of attention is crystallized in a central image This image concisely reflects the theme of the whole mind map Secondly, the main subject matters radiate from the central picture like tree branches Thirdly, on these branches or associated lines grow various phrases carrying information directly relating to the central image Information of lesser importance will be presented on branches radiating from highlevel ones The Buzan brothers also noted that mind maps’ liveliness and beauty can be enhanced by adding pictures, signs or colors, download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills 17 “Well, I think the texts are quite short and the information is easy to understand, so there is no need to use mind-map For short simple texts, I think I have been used to the traditional method and I can learn better this way I think mind-mapping is more suitable for longer and more condensed information-packed texts.” In addition, one student (low-level) said that: “I think mind map is useful but I found it difficult to identify keywords and which information I should note I need more training on using mind-map.” A few expressed that they did learn new vocabulary from their peers One student (lower-level) said that: “When I don’t understand the words, I ask my classmate for help My friend also helps me how to make mind-map.” On the other hand, most of the students raised concern about the idea of pairwork/group-work in mind-mapping One student (higher-level) stated that: “I think it requires all the members to know how to work in groups Otherwise, this is not effective - only one student does all the work while others are not involved.” Similarly, one student (middle-level) expressed that: “I think I work alone better than in group I can look up words on the internet if I want to know the meanings If the text is difficult, I will ask my friends for help.” 8.3 The applicable practices of the research Mind-mapping technique can be applied for every field as well as every subject Moreover, learners not need any modern facilities but at least paper and pen After applying this technique for Grade 12 in Nguyen Huu Canh High School, I find it effective for my students They could memorize the reading easier and longer, which helps them better in tests download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills 18 CONCLUSION In conclusion, finding reveals that using mind-map in reading can help students grab the general idea of the reading text, review the text and new words as well as enhance motivation in reading However, the fact that whether we should apply it in a team or individual remains unclear Moreover, using mind-map as teaching reading raises some problems for students, such as ideas selection and creativity when creating a mind-map Therefore, teachers should be aware of this issue when applying this technique This research 100% belongs to the author download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills 19 Appendices Questionnaire Dear all learners, I am Van Anh – an English teacher of Nguyen Huu Canh High School I am conducting a survey to see if mind-mapping could help students to better their reading skills and students’ attitude towards mind-mapping I would be most grateful if you could take some time to answer the following questions Thank you very much for your help and cooperation PART 1: PERSONAL INFORMATION Gender: ☐ Male ☐ Female PART 2: Please read each statement and fill in the square of the response (1, 2) that tells YOUR ATTITUDE TOWARDS USING MIND MAP Agree Disagree Answer in terms of how well the statement describes you Do not answer how you think you should be, or what other people There are no right or wrong answers to these statements Questionnaire Teacher gives lecture of reading by using mind map ☐ ☐ Students are assigned to make mind map as their HW ☐ ☐ Mind map is equipped with illustrations, picture and colors ☐ ☐ Using mind maps helps students to understand words in context ☐ ☐ Using mind maps helps students to understand ☐ ☐ and memorize the content of reading text longer THANK YOU SO MUCH FOR YOUR COOPERATION! download by : skknchat@gmail.com skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills 20 Reference: Barnett, M (1989) More than Meets the Eye: Foreign Language Reading Language in Education: Theory and practice, no.73 CAL/ERIC Series on Language and Linguistics Englewood Cliffs, NJ: Prentice Hall, Inc Buzan, T., & Buzan, B (1993) The mind map book: how to use radiant thinking to maximize your brain's untapped potential New York: Plume Mind maps as classroom exercises Journal of Economic Education, 35 (1) (2004), pp 35-46 XMind software (2015) http://www.xmind.net Biên Hịa, ngày… tháng … năm… HỘI ĐỒNG CƠNG NHẬN SÁNG KIẾN TẠI CƠ QUAN, ĐƠN VỊ TÁC GIẢ SÁNG KIẾN (Ký, ghi rõ họ tên) NƠI TÁC GIẢ CÔNG TÁC (Xác nhận: công nhận không công nhận sáng kiến) Nguyễn Phan Vân Anh (Ký tên, đóng dấu) download by : skknchat@gmail.com 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skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills 21 SỞ GD&ĐT TỈNH ĐỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT THPT NGUYỄN HỮU CẢNH NAM Độc lập - Tự - Hạnh phúc ––––––––––– –––––––––––––––––––––––– Biên Hòa, ngày tháng năm PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: 2019-2020 Phiếu đánh giá chuyên gia đánh giá/giám khảo thứ ––––––––––––––––– Tên sáng kiến: The effect of using mind-mapping technique on enhancing Nguyen Huu Canh High School students’ reading skill Họ tên tác giả: Nguyễn Phan Vân Anh Chức vụ: Giáo viên Tiếng Anh Đơn vị: THPT Nguyễn Hữu Cảnh Họ tên chuyên gia/giám khảo: Phạm Ngọc Lan Hương Đơn vị: THPT Nguyễn Hữu Cảnh Số điện thoại chuyên gia/giám khảo: * Chức vụ: Giáo viên 0983097736 Nhận xét, đánh giá, cho điểm xếp loại sáng kiến: Tính Sáng kiến có cải tiến so với giải pháp có Điểm: ……7……./10 Hiệu Sáng kiến có chứng minh thực tế có độ tin cậy cao Điểm: ……8……./10 Khả áp dụng Sáng kiến có khả áp dụng cao Điểm: ……8……./10 Nhận xét khác (nếu có): Tổng số điểm: 23 ./30.Xếp loại: .Khá Phiếu chuyên gia đánh giá/giám khảo thứ đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thơng tin, có ký tên xác nhận thành viên thứ đóng kèm vào sáng kiến liền trước Phiếu nhận xét, đánh giá sáng kiến đơn vị CHUYÊN GIA/GIÁM KHẢO THỨ NHẤT (Ký tên, ghi rõ họ tên) Phạm Ngọc Lan Hương (đã ký) download by : skknchat@gmail.com 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skkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skillsskkn.chat.2020.the.effect.of.using.mind.mapping.technique.on.enhancing.nguyen.huu.canh.high.school.studentsreading.skills 22 SỞ GD&ĐT TỈNH ĐỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT THPT NGUYỄN HỮU CẢNH NAM Độc lập - Tự - Hạnh phúc ––––––––––– –––––––––––––––––––––––– Biên Hòa, ngày tháng năm PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: 2019-2020 Phiếu đánh giá chuyên gia đánh giá/giám khảo thứ hai ––––––––––––––––– Tên sáng kiến: The effect of using mind-mapping technique on enhancing Nguyen Huu Canh High School students’ reading skill Họ tên tác giả: Nguyễn Phan Vân Anh Chức vụ: Giáo viên Tiếng Anh Đơn vị: THPT Nguyễn Hữu Cảnh Họ tên chuyên gia/giám khảo: Nguyễn Ngọc Khánh Vân Đơn vị: Chức vụ: TTCM THPT Nguyễn Hữu Cảnh Số điện thoại chuyên gia/giám khảo: * Nhận xét, đánh giá, cho điểm xếp loại sáng kiến: Tính Sáng kiến có tính so với giải pháp có Điểm: ……7……./10 Hiệu Có hiệu triển khai thực tốt Điểm: ……8……./10 Khả áp dụng Có khả áp dụng trường đơn vị bạn công tác giảng dạy Điểm: ……8……./10 Nhận xét khác (nếu có): Tổng số điểm: .23 /30 Xếp loại: Khá Phiếu chuyên gia đánh giá/giám khảo thứ hai đơn vị đánh giá, chấm điểm, xếp loại theo quy định Sở Giáo dục Đào tạo; ghi đầy đủ, rõ ràng thơng tin, có ký tên xác nhận thành viên thứ hai đóng kèm vào sáng kiến liền trước Phiếu nhận xét, đánh giá sáng kiến đơn vị CHUYÊN GIA/GIÁM KHẢO THỨ HAI (Ký tên, ghi rõ họ tên) Nguyễn Ngọc Khánh Vân (đã ký) download by : skknchat@gmail.com 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HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM THPT NGUYỄN HỮU CẢNH Độc lập - Tự - Hạnh phúc ––––––––––– –––––––––––––––––––––––– Biên Hòa, ngày tháng năm PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN Năm học: 2019-2020 ––––––––––––––––– Tên sáng kiến: The effect of using mind-mapping technique on enhancing Nguyen Huu Canh High School students’ reading skill Họ tên tác giả: Nguyễn Phan Vân Anh Đơn vị: THPT Nguyễn Hữu Cảnh Chức vụ: Giáo viên Tiếng Anh Lĩnh vực: (Đánh dấu X vào ô tương ứng, ghi rõ tên môn lĩnh vực khác) - Phương pháp dạy học môn: Tiếng Anh ☒ - Quản lý giáo dục  - Phương pháp giáo dục  - Lĩnh vực khác:  Sáng kiến triển khai áp dụng: Tại đơn vị ☒ Trong phạm vi tồn ngành  Tính (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Khơng có tính lập lại, chép từ giải pháp có (2)  Có cải tiến so với giải pháp có với mức độ  (3) Có cải tiến so với giải pháp có với mức độ trung bình phạm vi quan, đơn vị; có tính phạm vi tồn ngành cấp huyện  (4) Có cải tiến so với giải pháp có với mức độ khá; có tính phạm vi tồn ngành cấp huyện; có tính phạm vi tồn ngành cấp tỉnh ☒ (5) Có tính cao sáng kiến hình thành lần hồn tồn phạm vi toàn ngành cấp huyện, cấp tỉnh; có khả tính phạm vi tồn quốc  Hiệu (Đánh dấu X vào ô  cuối 01 05 nội dung đây) (1) Khơng có minh chứng thực tế minh chứng thực tế chưa đủ độ tin cậy, độ giá trị để xác định hiệu quả; sáng kiến khơng có hiệu có hiệu quan, đơn vị  (2) vị  Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu đơn (3) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu mức độ trung bình tồn ngành cấp huyện; có khả mang lại hiệu trung bình cho tồn ngành cấp tỉnh ☒ (4) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến có hiệu nhiều tồn ngành cấp huyện; có khả mang lại hiệu nhiều cho toàn ngành cấp tỉnh  download by : skknchat@gmail.com 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