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(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) ỨNG DỤNG BẢN ĐỒ TƯ DUY ĐỂ HƯỚNG DẪN HỌC SINH TRUNG HỌC PHỔ THÔNG LẬP Ý CHO BÀI VĂN NGHỊ LUẬN(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) ỨNG DỤNG BẢN ĐỒ TƯ DUY ĐỂ HƯỚNG DẪN HỌC SINH TRUNG HỌC PHỔ THÔNG LẬP Ý CHO BÀI VĂN NGHỊ LUẬN(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) ỨNG DỤNG BẢN ĐỒ TƯ DUY ĐỂ HƯỚNG DẪN HỌC SINH TRUNG HỌC PHỔ THÔNG LẬP Ý CHO BÀI VĂN NGHỊ LUẬN
MINISTRY OF EDUCATION AND TRAINING HA NOI NATIONAL UNIVERSITY OF EDUCATION - - TRAN HOAI PHUONG APPLYING MINDMAP THEORY IN GUIDING HIGH SCHOOL STUDENTS TO SEEK AND ESTABLISH IDEAS FOF A DISCUSSION ESSAY SUMMARY OF DOCTORAL THESIS Ha Noi – 2016 INTRODUCTION 1 THE REASON FOR CHOOSING THE THESIS TITLE 1.1 The meaning of teaching how to write the discursive essay in general, make an outline in particular in the high schools Understanding the discursive essay to create the firm supporting ideas for the learners to express their political opinions, discussion, evaluate the emerged problem in life, and be able to give the arguments, evidences so that the listeners believe in their main ideas which helps them to take the right actions If the opinion of main ideas is the soul of the essay, making an outline of main ideas is the conscious process of thinking to anticipate what to create that soul The writer has to outline to make the basic and appropriate system of main ideas and supporting ideas which helps to clarify the issues mentioned Therefore, teaching how to write the discursive essay in general, to make an outline for the discursive essay in particular is extremely meaningful for the thinking development of high school students 1.2 The actual situation of the outline capability of discursive essay of high school students Though teachers spend the lessons returning the exams, correcting the exercises in the class, a lot of students repeat the basic mistakes such as lack of ideas, idea duplication and deviation, determining correctly the subject of the discursive essay but inappropriately the main ideas which does not clarify the subject of discussion A lot of students usually make logical mistakes when making an outline which makes the outline of the essay is not united Some students have no habit of making an outline before writing 1.3 The effectiveness of the application of mind map in teaching The initial success of application shows the deeper capacity of the application of mind map in teaching, which makes it become a thinking tool to stimulate the potential activities of students, an advanced mean of teaching which stimulates the learning passion and maintaining long selflearning activities Originating from the above remarks and opinion of applying the mind map in teaching as a tool, a mean which helps the teaching become more dynamic, abundant, we choose the Thesis title: “The application of the mind map to guide high school students to make an outline for a discursive essay” 2 THE RESEARCH PURPOSE 2 On the basis of researching and systematizing the key thinking content of mind map theory established by Tony Buzan from the idea establishing view for the discursive essay, researching to determine the applying ability of mind map in establishing the idea for the discursive essay, the dissertation to propose the procedure and ways of organizing so as to guide the students to apply the mind map to establishing the ideas for the discursive essay to affirm the value, advantage of this tool for thinking development of students, contributing to improve the quality of English teaching in general , quality of discursive essay teaching in particular 3 THE RESEARCH TASKS - Researching, collecting and creating the system of key thinking contents of mind map theory of Tony Buzan and its applications in teaching - Analyzing the appropriation and applying ability of mind map to teaching how to making an outline for the discursive essay of high school students - Investigating and surveying so as to research the situation of teaching how to making an outline for the discursive essay in high school according to the mind map theory - Proposing the procedure, teaching form, and building the idea establishing exercise system through mind map to train the students on skills of making an outline for the discursive essay - Conducting the pedagogical experiments to access the effectiveness of applying the mind map to guide high school students to making an outline for the discursive essay proposed in the Thesis title 4 THE SUBJECT OF RESEARCH Researching the mind map theory of Tony Buzan, applying this theory into teaching how to making an outline for the discursive essay in high schools and teaching procedure to train them in making an outline for the discursive essay according to applying the mind map theory 5 THE SCOPE OF RESEARCH The mind map theory promises to bring the certain effects to teaching literature, especially teaching how to create many different text modes However, in the frame of this dissertation, we determine the limited research: The discursive essay in high school programs, ensuring to choose the representative, possible, appropriate Thesis titles for the students, researching the way of organizing teaching, training and building the exercise system to train the students in making an outline through the mind map 6 THE RESEARCH METHODS 3 6.1 Investigating and surveying method 6.2 Document analyzing and synthesis method 6.3 Method of document processing and statistics 6.4 Pedagogical experiment method 6.5 Method of establishing a mind map 7 THE SCIENTIFIC HYPOTHESES If the similarity between mind map logic according to the view point of Tony Buzan and the outline logic for the discursive essay to propose the procedure which guides the students to outline for the discursive essay through mind map is established, the students would be aware of making an outline, ways of making an outline fully, tightly so as to improve the quality of the discursive essay, at the same time, develop effectively the thinking ability Therefore, the the quality of teaching how to write the discursive essay in particular, learn Literature in general is improved 8 THE CONTRIBUTIONS OF THE DISSERTATION 8.1 Systematizing the key ideological content of mind map theory established by Tony Buzan which is valuable to orient building making an outline logic for the discursive essay 8.2 Indicating the similarity between making an outline logic for the discursive and mind map logic, thereby, determining the appropriation and application ability of mind map theory to teaching how to make an outline the discursive essay 8.3 Giving initially the remarks, evaluations about situation of teaching how to make an outline the discursive essay in high schools, indicating the positivity and limitations to understand that it is effective and necessary to apply the mind map theory to teaching in general, how to make an outline in particular as the method in contributing to overcome the limitation 8.4 Proposing the procedure, form of teaching and the outline exercise system through mind map to guild and train the students in making an outline for the discursive essay effectively which helps the students to learn better, at the same time develop their thought Thanks to the above contributions, the dissertation can be considered the practical suggest, a word for new seeking direction in teaching how to make an outline the discursive essay in high schools 9 THE STRUCTURE OF THE DISSERTATION Except for the Introduction, the Conclusion, the Appendix and References, the main content of the dissertation is divided into 4 chapters: Chapter 1 The overview of research situation 4 Chapter 2 The theoretical and practical basis of the application of the mind map into teaching how to make an outline for the discursive essay in high schools Chapter 3 Teaching how to make an outline for the discursive essay in high schools through the mind map Chapter 4 Pedagogic Practice 5 CHAPTER 1 THE OVERVIEW OF RESEARCH SITUATION During the survey process, we have not seen the research which applies the mind map theory to teaching how to make an outline for the discursive essay So, it’s primary that the overview of the research review the highlights of making an outline for the discursive essay, mind map and applying it into the teaching 1.1 Making an outline and teaching how to make an outline for the discursive essay 1.1.1 The concept of making an outline and position and role of outline Surveying the research on the discursive essay and writing the discursive essay, we find that the authors such as Tham The Ha, Nghiem Toan, Le A, Tran Dinh Su, Nguyen Quang Ninh, Tran Thanh Dam … pay attention to the position, role of the outline for the text writing process But until now, determining the general conception has been not unified The outline is primarily recognized with analyzing the Thesis title and making an outline In the foreign document, I.M Vinogradov, V.P Cudomin have many researches about the ideas and idea division Meanwhile, the modern authors as T Hedge, A R Alves, A White, V Arndt use the relevant terms as “planning, “establishing ideas” to express the outline Confirming thereby finding the idea and connect them to each other according to the very necessary order before writing the text 1.1.2 Teaching how to make an outline in the schools The discursive essay is paid attention in the old exam form from the feudal period In this period, the school teaches how to make an outline for the discursive essay through the classic form The teacher chooses the form, expresses so that the students followed According to Duong Quang Ham, teaching how to make an outline actually help the learners to grasp the characteristics, layout of each text based on analyzing the available sample documents, not emphasizing the own creativity of the writer The text books and references of the recent half of century have many research pages of teaching how to understand, seek the ideas, outline However, not all the researches apply these 3 research steps to the frame of outline skills We can mention to the different opinions on making an outline of the authors such as Nghiem Toan, Le A, Tran Thanh Dam, Nguyen Minh Thuyet, Do Ngoc Thong … 1.2 The mind map and the application of mind map into the teaching 1.2.1 The conception of the mind map 6 Tony Buzan – who made “mind map” become the global tool had many direct speeches in TV and published the different books to offer the theory and the important instructions According to the summary statistics, 82 books of Tony Buzan were published in 25 countries and translated into 32 languages He expressed the conception of the mind map with the main contents related to relation between the central idea, line, color and connection in his all research Some authors as J Wycoff, J Deladriere, F Bihan, P Mogin, D Rebaud, A Khoo also expressed the knowledge of the mind map through reviewing the specific example 1.2.2 The application of the mind map in the teaching We can mention to the application of new thinking group (Vietnam National University, Hanoi), the research of the authors such as Tran Dinh Chau, Dang Thi Thu Thuy, Hoang Duc Huy when applying the mind map in teaching the specific subjects in high schools as Mathematics, Physics, Biology, Literature In the world, there are many research works of the application of the mind map to help the students to learn by themselves, write the mind map as the effective teaching practice technique, teaching how to analyze the social problems, teaching Literature such as the research works of C Rose, M Nicholl, S Edwards, N Cooper, J Newman, A Morgan, S Hdii Consequently, there have not been research yet which research deeply how to apply the mind map to form and train high school students in making an outline skills, especially, making an outline for the discursive essay Therefore, this Thesis title expresses the newness, creativity and highly practical value 7 CHAPTER 2 THE THEORETICAL AND PRACTICAL BASIS OF THE APPLICATION OF THE MIND MAP INTO TEACHING HOW TO MAKE AN OUTLINE FOR THE DISCURSIVE ESSAY IN HIGH SCHOOLS 2.1 Theoretical basis 2.1.1 Making an outline for the discursive essay 2.1.1.1 The conception of the idea for the discursive essay The idea is a unit which creates the primary content of the writing It is usually the predictions, overview comments about the content of the writer to meet the need of the issue which is needed to be disserted; expresses the outlook, evaluation of the writer about that problem The ideas in the discursive essay are usually recognized from different angles and easy-analyzing The idea division can be imagined through the following illustrative map: 2.1.1.2 The conception of making an outline and role of making an outline in the process of writing the discursive essay Making an outline is the thinking activity, a dialectical procedure includes 3 contents: analyzing the topic, searching the idea and making an outline Its nature is a mind activity First of all, it is created from the thinking of the people and can be written down in a form of outline on the paper In the process of writing the discursive essay, making an outline has the following roles: - helping the writer to become more active to cover the content as well as adjusting the time to write effectively; prevent misunderstanding the topic, not meeting the topic’s requirements - Helping the writer to understand the topic’s requirement comprehensively and deeper, not miss out, repeat or arrange the idea in an illogical order - Helping the writer to know what the main and important content of the discursive essay is, what only the introduction, divide the time and invest the intelligence and strength effectively in the whole implementation process - Being the important stage which makes the first orientation become specific activity 2.1.1.3 The process of making an outline Step 1 - Analyzing helps to understand the topic, detect the important and necessary instructions for looking for the idea Step 2 - Searching the idea related to the determining the treatise, point, basis There are the ways to describe this search process as searching 8 and listing linearly, searching and applying the ideas to the Graph, searching and describe the ideas as the mind map Step 3 - Choosing and arranging the idea in a logical order to create the persuasion for the discursive essay, ensuring the system nature of the argument and expressing the writer’s logic thinking when he/she wants to highlight the topic The product of the outline is a draft which shows 3 levels: - Determining the key and embrace idea of the whole treatise - Determining the major idea system, clarifying the key idea (main ideas) - Determining the little idea in the great idea, clarifying each big idea (supporting ideas) 2.1.2 The theory of the mind map 2.1.2.1 The conception of the mind map On the basis of the available researches and our experience, we are brave to introduce the concept: the mind map is the nonlinear recording form in the extended chart which uses the color, line and image to express, develop or deepen some idea It shows the thinking process in the people’s brain, systematize the knowledge content, improve remembering activity and develop the boundless creativity ability 2.1.2.2 The characteristics and mechanism to create the mind map - The mind map shows how our brain is working: imagine and connect - The mind map takes advantage of elements which affects to the vision and memory of the people: image, line, key word and color 2.1.2.3 The good points of the mind map - Helping to make working plan easily - Make the users become more active - Saving the learning time but reflecting the dominant ideology - Helping the user to have both general and detailed, both micro and macro view about the implemented problem - Helping he users organize the issues well, remember the developed things quickly and long - The scope of the mind map about the theory is unlimited - Creating the excitement, stimulating passion of users when working 2.1.2.4 Some methods to create the appropriate mind map for teaching a The note of the mind map Step 1 Skimming through and look quickly the whole document to have the original feel of the layout 9 Step 2 Calculating the time for reading and setting content which needs to be completed during that time Step 3 Making a mind map of knowledge of this document understood by learners to create the imagining connection in thinking Step 4: Identifying targets for learning, thereby fully making one another mind map concerning all questions that need to be answered Step 5: Reading materials generally, table of contents, headlines, illustrations, essential diagrams or any sections attracted by readers Step 6: Reading subject matters in advanced and unread contents in the comprehensive step in order to add information into the mind map Step 7: Reading in detail, adding specific information into the learning picture which is becoming clearer and clearer Step 8: Reading materials and the mind map again to know whether there is any outstanding problem or not b Creative mind maps Step 1: Establishing the quick-fire mind map burst by identifying images or center ideas and drawing branches immediately in the case of any matters in the head appearing when thinking of the matter Step 2: Re-establishing and editing mind maps on the first time Step 3: Ponding opinions, considering problems deployed carefully and deliberately, thinking in-depth and allowing to spread more Step 4: Re-establishing and editing mind maps on the second time to consolidate and perfect mind maps Step 5: Allowing performers to issue final products reflecting awareness, decisions or optimal methods in the ultimate process 2.1.3 The ability to apply mind maps to the teaching to make outlines for discursive essays at the high schools 2.1.3.1 Mind maps are regarded as an effective tool during the process of establishing ideas The nature of building up ideas for discursive essays is to exploit perspectives, find out main ideas and supporting ideas, organize and arrange them in certain order consistent with the objective logic of matters as well as writer’s subjective thoughts It is the hierarchy in the division and the correlation among ideas selected that provides essential suggestion about the nature and the invention of ideas which have features suitable for applying mind maps, making them into an effective tool for establish ideas 2.1.3.2 The logic structure of mind maps can be applied effectively during the process of the student’s writing Considering the mode of the writing process including seven steps cited the book “Writing” and comparing can realize: 10 - Mind maps can be one of the elements to motivate students to write - Mind maps assists students find ideas and connect them together - Mind maps reflects outcomes of steps related to the building of plans and the draft of ideas selected - Mind maps can be performed in a variety of forms; nonetheless, the most basic form is to expand in multiple directions of space, allowing designers to establish, add, cut down and amend branches easily 2.1.3.3 The principles of building up mind maps are consistent with learner’s awareness during the process of establishing ideas for discursive essays To establish ideas for a discourse essay and build up a mind map with the function of reflecting the awareness about the specific matter, it is necessary for students to know how to apply the intellectual manipulation namely analysis, comparison, connection, system, imagination, comprehension, generalization 2.1.3.4 The steps for the building of mind maps and the establishment of ideas have a lot in common 2.1.3.5 The deployment of mind maps is an effective method to stimulate the intellectual ability of students Mind map is identified as an external manifestation, performed on the paper sheet and reflected modes of thinking of brains Considering mind maps is therefore to consider the way students think, thereby finding the strengths, weakness and solutions to improve each student’s ability 2.2 Practical basis 2.2.1 The contents of the teaching for discursive essays in the “Literature” at the high school According to the statistics, the proportion of lessons related to establishing ideas is unequal to the status and function of this skill (14.3% in the textbooks of basic boards and 18,2% in the textbooks of advanced boards) The ways to deploy textbooks follow the direction “idealizations”, only giving certain suggestions instead of not supplying various dimensions to deploy Thus, that does not make use of student’s ability to discover and create 2.2.2 The current situation of the teaching about the establishment of ideas for discursive essays at the high school According to the survey 72 of teachers at high schools by referendum votes combined with interviews, attendance at some lessons at high schools, teachers have awareness of the importance of the teaching about the discursive essays at high schools By this method or another, many teachers have experiences in mind maps; the majority of teachers believe in the 11 applicable ability of mind maps to instruct students to build up ideas for discursive essays On the other hands, many teachers cannot deploy the application in reality, just only proposing opinions by feelings on the basis of personal judgments 2.2.3 The situation about the use of mind maps and the establishment of ideas of students at high schools According to the outcome of the survey 365 about students at high schools, basically they are instructed to know mind maps during the studying process Therefore, despite not directing to use them regularly, the majority of students have awareness about the recognition and establishment of a common mind map, the assessment of advantages and disadvantages of each mind map as well as the satisfaction with lessons using mind maps The regrettable point is that with the opinions about building up ideas via using mind maps, most of the students use them unassertively, do not perform or do not know how to implement CHAPTER 3: TEACHING HOW TO MAKE AN OUTLINE FOR THE DISCURSIVE ESSAY IN HIGH SCHOOLS THROUGH THE MIND MAP 3.1 Building up student’s skills about using mind maps to invent ideas 3.1.1 The objective of the activity - Codifying the knowledge of students about mind maps - Helping students to grasp the nature of establishing ideas - Orienting students to know the way to build up ideas by mind maps via specific manipulations; comparison advantages and disadvantages when using mind maps to build up ideas with other technique 3.1.2 The implementation process 3.1.2.1 Supplying students the knowledge related to mind maps and consolidating knowledge about the building of ideas Step 1: Allowing students to expose texts Step 2: Identifying text’s treatise and giving the treatise in the center of mind maps Step 3: Finding main ideas, supporting ideas and identifying the braches for mind maps Step 4: Checking, comparing texts with mind maps and editing 3.1.2.2 Instructing students to build up ideas by mind maps Step 1: Reading the topic of discourse essay Assisting students to gain the general impression, initial feelings about the content and the method to address the matter proposed 12 Step 2: Using mind maps to analyze Analyzing the requirement of the topic with two criteria: content and form; identifying the requirements that are performed based on the points namely (1) key issues necessary for discussion, (2) the manipulation used for gaining effectiveness, (3) the scope of materials and evidence mobilized Noting to direct is to help students identify clear perspectives via questions “How can you write your essay?” and “to whom do you write?” to choose languages, methods to express appropriately Step 3: Using mind maps to find ideas - Identifying main ideas (big ideas) through the question system with words “what”, “how”, “why”, “what meaning”,” what to do”… - Identifying supporting ideas (smaller ideas to clarify each big ideas above): Supporting ideas refers to arguments to explain, analyze, prove for each theoretical ideas, confirm or refute one main ideas in the writing There are three methods to help students write down ideas: Method 1: Finding all theoretical ideas before and then finding supporting ideas to clarify each main ideas (depending on the horizontal line of mind maps) Method 2: Finding each main ideas, then finding each supporting ideas for this main ideas This means that finding all main ideas and supporting ideas of this argument then switches to other argument (finding ideas on mind maps vertically) Method 3: Combining the method 1 and method 2; therefore students can find big ideas that are served to explain, analyze and comment treatise to write down this big idea quickly During the process of finding this big idea, provided that there is any small ideas to support any big ideas, write down them to become supporting ideas After that, you continue to find big ideas and small ideas until finding all ideas Step 4: Using mind maps to make outlines Making outlines closely connects with the chosen and arrangement of ideas From drafting mind maps to find ideas available, students are assisted to choose ideas or one approach consistent with their writings, ensuring that the most essential ideas to clarify contents and meet the size and time required are selected At the same time, it is important to classify and arrange ideas in certain order to keep logical and developmental Instead of drawing diagrams again to make outlines, students use figures, arrows, particular symbols to mark the order namely the front and back to clarify The number one, two, three… represents the order to deploy big ideas; the letter a, b, c… symbolizes small ideas 13 Step 5: Writing essays on the basis of the outline Students are allowed to write essays by teachers according to mind maps from the outlines Additionally, some sample essays prepared in advanced are given by teacher, which is regarded as the illustrations for outlines SOME COMMENTS a Making outlines for texts available is used in the theory lesson about inventing ideas, which assists students to understand what the building of ideas is and what the nature of this process is The restructure of one text has some objectives such as practicing finding ideas, identifying the logical relationship among ideas, assessing the rationality about building up writer’s ideas Materials Mind maps Students: reading materials, encoding, transferring text’s language according their own understanding Teachers: reading mind maps, encoding the language in mind maps, evaluating student’s understanding about texts available By using mind maps during the process of helping students to establish ideas, both teachers and students can be “direct beneficiaries” in which teachers assess the reading ability of students and usurp texts In term of students, they make acquaintance with a tool from the nature, the way to operate to the function Thus, collecting, establishing ideas and memorizing one text’s contents are becoming more convenient and easier b In comparison with the establishment of ideas based on the linear and the use of Graph, mind maps have particular characteristics about creativity, diversification and unique Teachers need to understand this point clearly to use mind maps appropriately 3.1.3 Some notes during the implementation process 3.1.3.1 With regard to the function of students and teachers during the teaching process, students establish ideas for essays themselves via 14 using mind maps all the time, teachers just only orient students to know the target that should be met after finishing their duties 3.1.3.2 Mind maps still have some disadvantages such as the expansion and the misuse about the form Teachers should note this point and find solutions to deploy and apply more effectively 3.2 Practicing students’ skill about the use of mind maps to establish ideas for discursive essays 3.2.1 Practicing skills about the use of mind maps to analyze Step 1: Teachers give students the topic and establish the problemoriented analytical framework by mind maps Step 2: Students deploy the problem-oriented analytical framework Step 3: Teachers finalize important ideas - The meaning of analyzing one topic of discursive essays - The basis to recognize the form of the topic - Four matters to analyze basically: form of topic, the content, the scope of material, the manipulation of discussion - The target of using mind maps to orient the analysis of topic During the learning, review and test process, students at high schools have to approach the floating and sinking subjects when sampling, teachers should supply the methods of analysis with two forms of subjects 3.2.2 Practicing skills related to applying mind maps to find ideas Step 1: Deploying this ideas (main ideas) Step 2: Deploying each big ideas (main ideas) into small ideas (supporting ideas) Step 3: Finishing to find ideas The process primarily illustrates the way to find ideas: at first, finding big ideas (main ideas) and then finding small ideas (supporting ideas) related The function: + Assisting students to find ideas for writing essays well, finding ideas in certain order + When students truly masters this skill, they can have be flexible in each manipulation, find every major and mini ideals then the next major ideals until the ending of it; or find random ideals, unfollow to horizontal – vertical rules of mind map Mind map can be represented visually, it can be enough to be imagine in my mind, depending on the understanding level of each student 3.2.3 Training skills of mind map applications to make outline Step 1 Students observe mind map to find ideals 15 Step 2 Student organize ideals by logical orders by numbering on mind map Step 3 Complete mind map to set ideals 3.3 Building the lesson systems for skill exercises by using mind map to make outline for thesis 3.3.1 Principles of exercise system building Besides the general principles of building systems Vietnamese assignments, thesis complement other specific rules, in accordance with the construction of the exercise system for practicing skills of using mind map to make outline for thesis 3.3.1.1 Principle of consistency: content of teaching; exercises with teaching content; the relationship between the exercises which are used together 3.3.1.2 Diversity principle: Different types of exercises is made to affect many thinking aspects of students 3.3.1.3 The principle of giving power and creating power: matching the capacity of the student, as well as arousing the passion, excitement and learning desires in them 3.3.2 Describe in detail the system exercises (1) Orientated mind –map: Teachers deliver the topic of discursive essay and give orientation for students to make outline by an incomplete mind map Students can have a completed mind map based on guidelines (2) Make your own mind map Requirements: Mind map make ideals in coordinate to logic awareness on the contents of thesis, demonstrate ideological coherence and unity of selected ideals for deployment (3) Map mind has ill-logical ideal order or has duplicating, overlapping deployment Some contents may appear in more than one branch on the map outline that creator cannot detect Mind map exposes cumbersome, unfocused ideals, weak cohesion; requires students to detect and omit / merger / cornered inappropriate ideal before rearranging the order The thesis has built 24 exercises categorized above with in order to fit high school student’s capacity, close to the studying content at the class and to improve the different thinking level of student when approaching mind map to set ideals 3.3.3 Applying exercise systems for practicing of using skills for mind maps to making outline for essay Each type of incomplete mind map has a different effect for the training or assessment of outline making of student When teachers use 16 mind map to guide, train and test the skills of students, they should consider and clarify for students to understand the flexibility in the operation nature of mind map Teacher can also change from easy to difficult levels for making outline by paying attention to choose the absent elements on the map CHAPTER 4 PEDAGOGIC PRACTICE 4.1 Experimental purposes Firstly, experimental teaching is mainly towards clarifying the applicability of the mindmap theory into practical teaching of making essay outline in high school At the same time, assess the feasibility, potential effectiveness of the method, the way of teaching the theory, practical training by mindmap as proposed Secondly, through experiments, writer can get feedbacks from teachers and students – first and direct people to give out theoretical and scientific assumptions into practice Here, feedbacks concerned include: how is excitement to adopt new tool in the teaching of teachers and students? With this new toolkit, convey and reception quality can improve? Teachers and students use the thinking skills for effectively application? Thus, results and data obtained from experiments will yield much more convincing Thirdly, data and feedback during the experimental course will also suggest to the writer to make appropriate conclusions and find the right solutions and further in the teaching method proposed by mindmap 4.2 Subjects and experimental site 4.2.1 Selection of students - Students of grade 10, 11 in: Hanoi, Nam Dinh, Vinh Phuc, Phu Tho and Hoa Binh 4.2.2 Selection of teachers Teachers involved in experimental teaching are those with different teaching experience and ages, but must ensure teaching duration of at least 5 years, having mastered high school literature program, having college degrees or above and are assessed by faculty for at least fairly average specilized capability 4.2.3 Selection of expirical location We conducted experiments on relatively large geographical areas, from cities to midland plains, mountains, including Hanoi, Vinh Phuc, Phu Tho, Nam Dinh, Hoa Binh 4.3 Content and empirical way 4.3.1 Experimental content 17 In the implementation process of the project, we conducted experiments in two large contents: Firstly, experiment is to evaluate the possibility of using mind map when students make ideals Secondly, the experiment is to evaluate the studying quality of student, is conducted on the basis of a comparison between the experimental class and the control class 4.3.2 Method of experiment conducting Step 1 Develop test plans, talk to teachers teaching to the experimental uniform basic spirit of the activities will be implemented Step 2 Organization of teaching (designed lesson plans, suggestions modify lesson plans, conducting classroom training) The selected lessons include: 1 (Session 81) MAKING OUTLINE FOR THESIS (Literature 10, session 2, basic section) 2 (Session 87) ARGUMENT IN ESSAY (Literature 10, session 2, basic section) 3 (Session 7) ANALYSIS OF TITLE, MAKING OUTLINE OF THE ESSAY (Literature 11, session 1, basic section) Each lesson will be carried out simultaneously in both classes - one experimental class and control class As for experimental class, we build separate lessons, using mind map to give guidelines for student making ideals for discursive essay The choice of language as well as additional exercises will be conducted through the exchange with experimental teachers After class, students do the following test: Students in experimental class do 30-minute test in class Question 1 Check the skills of using mind map to make ideals for available text Question 2 Check the skills of using mind map to make ideals for the topic of essay + At the same time, students in both experiment class and control class do 30-minute test to assess the capacity for making ideals for the topic of essay Step 3 Synthesis, process data and evaluate experimental results 4.4 Evaluation experimental results 4.4.1 Assessment criteria 4.4.1.1 Qualitative - Assessment of the influences of mind map on teaching hours of making essay, compared to teaching hours of traditional methods through the consideration of transfer- reception excitement of teachers and students 18 - Assess the possibility of using mind map in teaching for making essay in general, teaching for making ideals in particular of teachers and students through: + Assess the ability to master knowledge and understanding of the knowledge of student + Assess the certainty of students in acquiring knowledge and understanding has been applied to solve specific problems 4.4.1.2 Quantitative If qualitative assessment criteria has been tested primarily through observing lessons, interviewing teachers and students, the quantitative assessment criteria can be verified through tests of student after class Based on the scale of 10 and specific criteria, the results will be an important basis for assessing effectiveness 4.4.2 Some case studies 4.4.3 Experimental results The parameters listed above shows: Most students achieve medium to fairly points Cumulative of excellent and good students in the experiment class is 57.97%, higher than the 45.86% of control class The average mark of students of experiment class achieve is higher than that of control class Also, the standard deviation S has low corresponding value so the data obtained is less scattered, making the average value has a certain credibility The ability of students in experimental class to apply knowledge into practice is relatively uniform, and has less gap than the ability of students in control class 4.4.4 The comments drawn from the experimental process 4.4.4.1 Regarding to teaching of teachers - Analysis of examples, guidelines of students on theoretical knowledge for making ideals for essay are presented briefly, scientifically, obviously - Make mind map to allow teachers to observe the class activity progress, see that the students are paying attention to studying, and student are doing their private things - Teachers control the analysis process in language and find solutions of exercise more actively by the results obtained as a result discovered by students rather than imposed by teachers - Teachers check the level of creativity, logical thinking, as well as fast / slow reflexes in students Thus, studying speed is adjusted reasonably Through making mind map, students initially become the organization who instructs student to act Students freely express their own personality and your opinions 19 4.4.4.2 Regarding students' studying - Students have a new learning tool so they are excited, more actively participate in school hours; the spirit of cooperation and mutual criticism is greatly enhanced - Students knows how to analyze and develop effective problems, takes less time, but demonstrate the ability of finding and creation of themselves - How to memorize concepts quickly through examples because each mind map of language analysis is already a vivid image built by students The ability to retrieve knowledge after school is recognized to significantly increase - Some students face the difficulty in the process of looking for keywords, less choice of valuable words so that they use long phrases or sentences 20 CONCLUSION 1 In this era of rapid development of science and technology in present, innovation of contents and teaching methods is inevitable trend As the advanced and modern education of school will contribute significantly in making the citizens have knowledge, practical capacity and meet the increasing demands of society Radical and comprehensive innovation requires to change educational activities into self-education activities; changing role of students from guests who receive knowledge into active people who are initiative, independent and creative and develop their own knowledge We can say the application of mind map in teaching is one of the important suggestions for approaching the goals Mind map is no longer theoretical but actually new in Vietnam in general and in school education in particular, but finds a way to rationalization of teaching this theory to teach and practice it and promises to bring many changes to the teaching process The main purpose of mind map is to develop capacity and innovative thinking in every student 2 The thesis has summed up the views of the national and foreign researchers to on making ideals, the position and role of the making outline, teaching of it in the school Thereby, we believe that although many existing concepts are not very uniform but studies have confirmed the importance of making outline in the writing process Good outline is a prerequisite to create a good text and thinking capacity development for authors The thesis also creates many different opinions about mind map and its application in teaching We also proposed our own view of mind map and analyze the advantages of mind map; confirmed mind map as a useful tool, capable of enhancing the quality of thinking and creative exploration in learners On that basis, we researched deeply the applicability of mind map in teaching for making outline of essay in high school, from the logical structure research to implementation processes, from creation to the principle mode of stimulus like thinking ability of students This is an important theoretical basis for proposing research contents 3 The thesis conducts practical investigation in many different aspects Regarding to teaching content to make outline for essays in high school literature textbooks, the survey results showed that the rate of 21 lessons relevant to making outline is not satisfied; illustration of language, the deployment method is generally poor, different implementation approaches are not provided to students which easily fall into the stalemate of ideas On the status of teaching to make outline for essays in high school, investigation of the situation of teaching of essay making by teachers and use mind map pointed out that basically, most teachers all approaches mind map, highly appreciates applicability in teaching in teaching of making outline for essay However, how to use it efficiently is still concerned The embarrassing of this teaching content makes unattractive and unlively lessons For high school students, the survey results reflect the reality that many children do not have the habit of making outline before writing, if they do, they still face problems due to many different causes At the same time, the majority of students have never been used mind map to make outline 4 The thesis has shown the organization method for teaching of making outline for essay in high school by mind map through three major points: forming for student to use mind map to make outline; training skills for students to use mind map in essay; building the system of exercise practice skills of mind map to make outline in essay In each section, we have specific instructions, vivid illustration by topic system and mind map in each subject analysis, brainstorming, and outline As for content building of exercise system, the thesis has defined the specific guidelines, which recommended three main forms of exercise: oriented mind map, independent mind map and unreasonable mind map Approaching to different directions of thinking, these exercises will contribute into the diverse of the forms of teaching and training skills to set up the high school students In the presentation, the thesis has always posed analysis for the comparison of mind map value with traditional teaching tools such as pictures, charts, models Thereby it affirmed mind map has some special advantages, which is called “dual engines” Because if the above means are available, students observed to have visual images, contribute to detect problems in mind map, students have to create new products and find solutions of the problem based on that product “Dual Engine” means creating tools and tool use Because the tool is to made up for themselves in the process of operation, student cannot rely on teachers or other classmates and must be “self-advocacy” In other words, student are forced to manage, brainstorm for themselves to find solutions to your problems Thus, creative and logic thinking are promoted continuously, meet the requirements for active 22 learning of the renovation process of teaching and learning methods in schools In addition, if they meet all outstanding features of a normal map such as the flexible use of colors, lines, drawing, typography, writing literature lessons of student will not be heavy, hard and dry but livelier, more attractive Compared to many other teaching methods, teaching with mind map brings a relatively new and attractive atmosphere, students are free to develop their interests, thoughts, and ideas, personal, show their creation The knowledge that students will actually be achieved is theirs and automatically detect brain The confirmation of sense in each student in teaching will contribute to form a sense of confidence, initiative for the students in our lives From this perspective, teaching for making outline for essay with mind map by allowing the development of general capacity blocks required by students such as problem-solving ability, creative energy, energy cooperation and language use capacity 5 Experimental teaching took place in seven high schools in different regions The results showed that the quality and effectiveness of experiment class is higher than that of control class The most noticeable thing is the enthusiasm, positivity, initiative increased by both the teacher and the student Experimental activities take place in the locality but not very spaciously, but the initial results, the data has allowed us to believe in the feasibility of topics In general, the selected methods include survey methodology; methods of analysis, synthesis of document; statistical methods, data processing; experimental method and mapping method of thinking promote the values which help us to analyze and assess the problems of teaching of making outline, teaching of making outline with mind map in high school currently Thereby, the thesis achieved initial intended purpose, confirmed scientific hypothesis 6 Although– specifically, teachers and students in the teaching process of making outline potentially bring many benefits to the users but the application of mind map also causes some specific difficulties First of all, this is unexplored theories in the field of Literature teaching in our country To be able to apply this theory effectively, it requires much time and effort as well as the coordination of the human factor In addition, because mind map only initially acts as supporting tools so the deployment time of mind map in class cannot be extended Limitation of time led to both teachers and students hardly makes conditions created by the deep and open map For resolution, teachers should guide necessary techniques for students, take samples and for them to self-study with mind map The 23 inquiry and application of new studying methods and tools will face difficulties initially, but if persistent, remarkable results for process innovation content and teaching methods will certainly be achieved 24