TỔ CHỨC HOẠT ĐỘNG TRẢI NGHIỆM SÁNG TẠO TRONG CHƯƠNG TRÌNH TIẾNG ANH TẠI TRƯỜNG MẦM NON DPA

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Tác giả: Danh Nam Nguyen, Thi Hong Minh Nguyen, Thi Linh Nguyen

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2020

Mô tả vật lý: tr.25 - 31

Bộ sưu tập: Metadata

ID: 311946

Thêm vào giỏ Liên kết toàn văn

Dạy và học tiếng Anh trong những năm gần đây có nhiều đổi mới. Phương pháp dạy học truyền thống đóng khung việc học ngoại ngữ trong bốn bức tường của lớp học đã và đang được thay thế. Các hoạt động học tập trải nghiệm được đưa vào chương trình tiếng Anh, tạo cơ hội cho người học được sử dụng ngôn ngữ đích trong một môi trường thực và thân thiện. Nghiên cứu thực nghiệm này điều tra ảnh hưởng của hoạt động trải nghiệm sáng tạo trong chương trình tiếng Anh đối với kĩ năng nói của học sinh 6 tuổi trường Mầm non DPA trong năm học 2018-2019. Các hoạt động trải nghiệm sáng tạo được tổ chức ở trường Mầm non DPA trong khuôn khổ nghiên cứu này là: Ngày hội kịch, Rung chuông vàng (hoạt động mô phỏng một chương trình truyền hình), và Thi hùng biện tiếng Anh. Nghiên cứu được dựa trên phương pháp định lượng. Đối tượng nghiên cứu là 68 học sinh 6 tuổi của trường Mầm non DPA, thành phố Thái Nguyên, Việt Nam. Điểm kiểm tra kĩ năng nói trước và sau thực nghiệm của học sinh được xử lý và phân tích bằng phần mềm SPSS 20. Kết quả cho thấy có mối liên hệ quan trọng giữa việc tổ chức các hoạt động trải nghiệm trong việc dạy và học tiếng Anh đối với sự cải thiện trong kĩ năng nói của học sinh 6 tuổi ở trường Mầm non DPA. Những học sinh tham gia các hoạt động trải nghiệm sáng tạo đều có điểm số cao hơn trong bài kiểm tra kĩ năng nói. Từ đó có thể đưa ra khuyến nghị rằng cần tổ chức các hoạt động trải nghiệm sáng tạo trong chương trình tiếng Anh cho học sinh mầm non để nâng cao kĩ năng nói của trẻ.In Vietnam, there have been some practices in English teaching in recent years that learning should not limit within the class hours but include experiential activities where students gave opportunities to use English in a more realistic and comfortable environment. This experimental research investigates the impact of experiential activities in English teaching on speaking performance of the 6-year-old students at DPA Kindergarten during the school year 2018-2019. The experiential learning activities implemented in DPA Kindergarten in the mentioned time included Drama Show, Ring the Golden Bell (a quasi TV game show), and English Presentation Contest. The study employed a quantitative method. The participants were 68 students aged 6 at DPA Kindergarten, Thai Nguyen city, Vietnam. The results of the students’ speaking pre and post-test were processed and analyzed through SPSS version 20. The findings indicated that there is a significant relationship between the implementation of experiential activities in English teaching and the improvement in 6-year-old DPA students’ speaking performance. Students who participated in experiential activities in their English study at the kindergarten demonstrated higher scores in the speaking test. In light of the findings, it should advise that experiential activity implemented in English learning for children to enhance their vocal performance.

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