SỬ DỤNG SƠ ĐỒ TƯ DUY TRONG VIỆC DẠY NGỮ PHÁP TIẾNG ANH CHO HỌC SINH LỚP 10

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Thị Yến Trần

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:

Bộ sưu tập: Metadata

ID: 408125

Thêm vào giỏ Liên kết toàn văn

Tóm tắt
Chủ đề

Giáo viên ngoại ngữ đã sử dụng sơ đồ tư duy để khuyến khích học sinh học từ vựng. Mục đích của nghiên cứu này là điều tra tính hiệu quả của việc sử dụng sơ đồ tư duy trong việc dạy và học ngữ pháp của học sinh lớp 10. Đối tượng nghiên cứu bao gồm 20 học sinh lớp 10 trường THPT Chuyên Thái Nguyên, được chia thành hai nhóm (thực nghiệm và đối chứng). Nghiên cứu được thực hiện dựa trên các phương pháp thực nghiệm, định tính và định lượng. Trước hết, một thực nghiệm đã được tiến hành để kiểm tra tác động của sơ đồ tư duy đối với trình độ ngữ pháp của học sinh lớp 10. Kết quả thực nghiệm cho thấy có sự khác biệt không nhỏ trong điểm trung bình của nhóm thực nghiệm và nhóm đối chứng trong bài kiểm tra ngữ pháp vì việc sử dụng sơ đồ tư duy trong việc dạy và học ngữ pháp đã có tác động tích cực lên nhóm thực nghiệm. Cùng với thực nghiệm, việc quan sát lớp học cũng được thực hiện để thu thập dữ liệu liên quan đến phản hồi và thái độ của học sinh trong các bài học ngữ pháp. Cuối cùng, bảng hỏi được sử dụng trước và sau thực nghiệm nhằm thu thập khó khăn liên quan đến việc học ngữ pháp cũng như phản hồi của người học đối với việc sử dụng sơ đồ tư duy trong các lớp học ngữ pháp. Dựa trên kết quả điều tra, nghiên cứu đã đưa ra những gợi ý giúp học sinh và giáo viên sử dụng sơ đồ tư duy trong học tập và giảng dạy ngữ pháp một cách hiệu quả., Tóm tắt tiếng anh, Language teachers have already employed mind mapping techniques to encourage their students to learn vocabulary. The current study aimed at investigating the effectiveness of using mind mapping on grade-10 students' grammar learning. The sample of the study consisted of 20 students from grade 10 at Thai Nguyen High School for Gifted Students, who were equally divided into two groups (experimental and control). The research was conducted based on mixed methods since it employed experimental, qualitative and quantitative methods. First of all, an experiment was carried out to examine the impact of mind maps on grade 10 students' mastery of English grammar. The results of the experiment showed that there are statistically significant differences in the mean scores of the experimental and control groups in the grammar posttest due to the use of mind mapping in favor of the experimental group. Along with the experiment, classroom observation was carried out to gather data related to students' reaction and attitudes in grammar lessons. Finally, questionnaires were administered before and after the experiment to collect learners' problems related to learning grammar as well as their feedback toward using mind maps in grammar classes. Based on the findings, the research provided suggestions that help students and teachers use mind maps in learning and teaching grammar successfully.

Tạo bộ sưu tập với mã QR