TÍNH HIỆU QUẢ CỦA VIỆC SỬ DỤNG THỦ THUẬT SƠ ĐỒ TƯ DUY TRONG VIỆC PHÁT TRIỂN KỸ NĂNG ĐỌC HIỂU CỦA HỌC SINH LỚP 12

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Thị Thủy Thái

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2022

Mô tả vật lý: tr.590 - 597

Bộ sưu tập: Metadata

ID: 332058

Thêm vào giỏ Liên kết toàn văn

Các nhà giáo dục hiện đang cố gắng đổi mới phương pháp dạy học để đáp ứng nhu cầu của tình hình hiện nay trong dạy học tiếng Anh. Nghiên cứu này đã khảo sát việc thực hiện các kỹ thuật lập bản đồ tư duy để cải thiện kỹ năng đọc hiểu. Nghiên cứu được thực hiện thông qua phương pháp bán thực nghiệm với hai lớp tại trường Trung học phổ thông Phạm Ngũ Lão (lớp 12A1 là nhóm đối chứng và 12A2 là nhóm thực nghiệm), trong đó, các học sinh được làm bài kiểm tra đọc hiểu trước và sau để đo lường tính thực tiễn của việc sử dụng kỹ thuật sơ đồ tư duy trong việc nâng cao kỹ năng đọc hiểu. Kết quả chỉ ra rằng mặc dù có sự tiến bộ về kỹ năng đọc hiểu của học sinh trong nhóm thực nghiệm, nhưng hầu như không có sự cải thiện ở nhóm đối chứng. Kết quả mang lại lợi ích cho các nhà quản lý giáo dục trong việc đổi mới các chính sách liên quan đến việc áp dụng các kỹ thuật lập bản đồ tư duy. Giáo viên nhận thấy lợi ích thực tế của việc sử dụng kỹ thuật sơ đồ tư duy để nâng cao hiệu quả trong giảng dạy. Học sinh trung học tham khảo những phát hiện của nghiên cứu để điều chỉnh cách học của mình. Ngoài ra, các nhà nghiên cứu trong tương lai có thể dùng những kết quả này là tài liệu tham khảo để làm phong phú thêm các nghiên cứu của riêng họ.Educators have currently tried to renovate teaching methodology to meet the demand of the current situations in English language teaching and learning. This study investigated the improvement of implementing mind mapping techniques to improve reading comprehension skills. The study was conducted through a quasi-experimental approach with two classes at Pham Ngu Lao high school (12A1 functioned as the control group and 12A2 as the experimental group), in which the participants were given before-and-after reading comprehension tests to measure the practicality of using mind mapping techniques in improving reading comprehension skills. The results indicated that while there was a progress in reading comprehension skills of the students in the experimental group, hardly did the improvement occur among the twelfth-graders in the control group. The outcomes benefit the educational administrators to renovate the policies concerning the application of mind mapping techniques. Teachers can recognize the advantageous practicality of using mind mapping techniques to improve their efficiency in teaching. High school learners can consult the findings to adjust their learning styles. Additionally, future researchers can confer these results as the references to enrich their own studies.

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR