sif Dune Bflii flfi nr DUV TROHG HOHT BORG GIITI THIGU CHU ui^in VA Gidl THIEU BAI (PHAN MdN TAP OOC L^P 5) O NGUY§N THI DAO '''' Bdn do K/ duy (BDTD) edn gql Id so dd K/ duy, luqe dd tu duy Id hinh thue[.]
Trang 1sif Dune Bflii flfi nr DUV TROHG HOHT BORG GIITI THIGU CHU ui^in
VA Gidl THIEU BAI (PHAN MdN TAP OOC L^P 5)
O NGUY§N THI DAO '
Bdn do K/ duy (BDTD) edn gql Id so dd K/
duy, luqe dd tu duy Id hinh thue ghi chfp
nhdm tim tdi ddo sdu, md rfng mqt y
tudng, hf thdng hda mft ehu d l hoy mqt mqch
kiln thue bdng edeh kit hqp si} dyng ddng
thdi hinh dnh, dudng nft, mdu sdc, chit vilt vdl
sy hr duy tieh eye Ode bift, ddy Id so dd md,
khdng ySu cdu K If, ehi tilt ehdt chS nhu bdn dd
djo li; ed fhl thSm hodc bdt cdc nhdnh; gdm
nhllu kilu vS khde nhou; dung mdu sdc, hinh
dnh, ede cym K/ diln dqf khde nhou; cOng mft
chu d l nhung moi ngudi ed thi «//)#/i/fn'theo
edeh rISng VI vfy, BOTD s§ phdt huy duqe td'l
do khd ndng sdng too eua mdi ngudi
1 Hifn nay, BOTD duqe dp dyng vdo rd't
nhllu trnh vyc frong ddl sd'ng, ddc bift Id frong
gidng dqy vd hqe tdp d trudng phd thdng Co
chi hoqt dfng cua BDTD chu frqng tel hinh dnh,
mdu sdc, mqng ludi llSn K/dng (cdc nhdnh); Id
cdng ey dd hqo nd'l cdc hinh dnh ed llSn hf vdl
nhau Do dd, BOTD giup gido vISn (GV) vd hqc
sinh (HS) frinh bdy y tudng, nql dung bdi hqe,
mft chu d l , mqt chuong hoy ed mft cudn sdch
thdnh mft so dd mang Knh hf tho'ng, kich thieh
ndng lyc ehu ddng, sdng tqo vd tu duy logic,
mqch Iqc cuo HS quo cde phuong tifn dqy
hqe sdn cd nhu phdn mdu, biit mdu, bdng, gidy,
bia hodc ed fhl i/ng dyng edng nghf thdng
fln d l fhllt k l
Dqy - hqe bdng BOTD duqc ung dyng rfng rdi
d ede mdn hqe khde nhou, dl vdo h/ng bdi hqe ey
ihe cua mdn hqe dd, budc ddu thdy tinh thief thye
vd nhifrig k;ri ich md cdng cy hr duy ndy dem Iql
Vi vdy, su dyng BDTD frong dqy - hqe ede phdn
mdn Tling Viet d Irudng Hiu hqe ndl ehung vd Idp
5 ndl riSng cung hd nfn rd't edn thilt
d fllu hqe, bSn cqnh cdc phdn mdn Tqp Idm
vdn, Chfnh Id, Ki chuyin, Luy$n Kr vd cdu, phdn
mdn Tdp dqc rfn cho HS ede kT ndng dqc, nghe
vd ndl Thdng quo hf thdng bdi dqc theo ehu
dilm vd nhifrig cdu hdi Hm hilu bdi, Tdp dqc
cung cdp cho HS nhifrig hilu bilt v l thifn nhlSn,
xd hfl vd eon ngudi, eung edp vdn h>, tang cudng khd ndng diln dqt, frong bj mft sd hilu bilt ban ddu v l tdc phdm vdn hqe vd gdp phdn rfn luyfn nhdn edeh cho HS
Trong dqy hqc phdn mdn Tdp dqc ndl rISng
vd cdc mdn hqc d fllu hqc ndl chung, phdn gidl ihliu bdi cd vj trf rdt quan frqng, gdy hung thii
ban ddu eho HS nfn GV cdn fim cho minh cdch gidl thifu pho hqp nhd't, hay nhd't d l thu hCit sy ehu y cua ede em vdl bdi hqe mdi BOTD vdi nhifrig
h'nh ndng ndl bdt frong vlfe frinh bdy ^ h/dng,
fdm K^ vd hf thdng hda Kiln thirc bdi hqc, chuong hqc mft cdch rd rdng, mqch Iqe, vd logic s8 Id edng cy hi/u ich giup GV gidi fhlfu bdi vd chu dilm mft edeh d l cbng, don gidn, nhanh chdng
vd hifu qud
2 Si> dyng BOTD frong hoqt dfng gidl thifu cho dilm
Trong dqy hqc Tdp dqc, nhifm vy cOa hoqt
dfng gidi thifu bdi Id nSu yfu edu edn thye hifn frong flit hqc vd gdy hung thu hqe tfp eho HS RiSng dd'l vdi bdi tfp dqc md ddu chO dilm mdi,
GV edn gidl thifu v i nfl dung ehO dilm sdp hqc Vdl cde eho dilm ndl chung, su dyng BOTD frong hoqt dfng ndy b edeh bm hay, chi Hit, cy the,
bl ngdn gqn, d l nhd; kich ihich duqc sy tfp frung, chuydHS
Vi dy: Chu
d i l m «Vlil Nam Td' qud'c em'
(Tl^ng Vift 5, tdp 1) duqe hqexuySnsu^
frong bo Kidn, gdm 24 flit (d
BDTD vi ndl dung chu diim
*Vlil Nam - Tdqudc em' ' Tn«ifti6iktc1lMfeCM|B-BaMililami
Tap ehi Glao due so 2 9 3 cid i • t/aoiai
Trang 2Hit tdp dqc, d flit luyfn Kr vd cdu, d flit tdp b m
vdn, 3 t i l t chinh td, 3 Hit k l chuyfn), GV cd f h l
su dyng BDTD sau d l gidl thifu eho HS
Thay vi ehi gidi fhlfu ehu d i l m bdng hinh dnh
vd Idi ndl thdng thudng, vdl vlfe kit hqp BDTD vd
ngdn Kr, hoqt dqng gidl thifu ehu dilm se frd
nSn sinh d f n g vd d l cbng hon rdt nhllu ddl vdl
GV vd ldi cudn HS Vol BDTD, HS bilt duqe nhifrig
bdi sS hqc d i u liSn quan d i n ehu dilm mdt edeh
tdng qudt nhdt GV ySu edu HS xem vd ndl Iql
nhCfrig d i l u dd thdy frong buc franh minh hqo
chu d i l m rdi khdng djnh: Hinh dnh Bdc Hd vd HS
cdc ddn tdc cung vdi Id cd Td qudc dang lung
bay, udn luqn hinh chifS gql ddng hinh dd'l nude
la cOng chfnh Id n^i dung chu diim Vi$t Nam
-Tdqudc em md cdc con si duqc Idm quen qua 3
hjdn hqc ddu tiin cua ldp 5 Trong chu diim ndy,
chung minh si duqc hqc cdc bdi hqc cd nqi dung
vi ddl nude, vi cdc anh hung ddn Idc nhu «Vlet
Nam thdn yiu", «Luong Ngqc Quyin", «Thugui
cdcHS"
Hay, mft BDTD khde minh hqo eho vlfe gidi
fhlfu chu dilm «Nhd ngudn":
Thay cho nhifrig Kr ngi) If nhqf don difu, BDTD
cho phSp GV
Idm ndl b f t
cde y trqng
tdm b d n g
vifc su dyng
nhC^ng mdu
sdc, kich ed,
hinh dnh do
dqng Dd'l vdl
ndo b f , BOTD
gid'ng nhu
mft bOc franh
kSn ddy hinh
dnh mdu sdc phong phu hon Id mdt bdi hqc khd
khan, nhdm ehdn
3 Si> dyng BOTD trong hoqt ddng dfin
nhdp ^ 1 ^9<^ " * d '
Dfin nhdp l^dl hqe mdi Kjy khdng phdi hoqt
d f n g chinh nhung ed vol frd quon frqng; thdnh
cdng cuo mft gid dqy - hqe chju dnh hudng khd
nhllu K> hoqt d f n g ndy Ngay h> hoqt dqng ddn
nhf p, n l u GV hjo duqc sy ehu y d HS thi gid hqc
sS cd hifu qud hon Cd f h l su dyng BDTD d l gidi
ihlfu bdi mdi bdng nhllu cdch:
1) Gidl lhl$u qua y nghTa, nql dung bdi hqc
Cdch dfin ddt ndy, GV gdn nhu dang khdl qudt
BDTD vi ndl dung chu diim
«Nhd nguSn"
cdc phdn kiln thirc ehinh frong bdi; quo dd, HS xdc djnh n f l dung kiln thuc cdn Hm hieu, gidl quylt trong mdt Hit hqe Chdng hqn, khi dqy bdi
Phong cdnh den Hiing (Tling V i f t 5, Kidn 25),
bdi md ddu cho chu dilm «Nhd nguon", GV cd
i h l su dyng ehinh BOTD dd dOng d l gidi fhlfu
chu diem d i v d o bdi mdi: Mddduchu Sim «Nhd
nguon" hdm nay, cdc con se ciing cd vi qui cha ddt td thdm cdnh dep din Hung, noi thd cdc vj vua cd cdng di/ng nin nude Viet Nam, id hen cua ddn Iqc Viit Nam
2) Gidi Ihliu bdi bdng cdu hdi tranh dnh, bdng hinh, vdt ihqt Vi dy, vdl bdi tdp dqc «Nhd tdi trq ddc biit cua
cdch mqng",
GV dua ra hinh dnh dng
0 5 Oinh Thifn Idm Kr
k h d o , g i d l fhlfu v l nhd
fu sdn ySu nude OS Dinh T h i f n (1904-1972), mft cdng ddn guong mdu sud't ddl ddng gdp cho edeh mqng, khdng ehlln md khdng
h i ddl hdi sy d i n ddp Vdy dd b nhifrig ddng gdp ndo, chung ta sS cung fim hilu qua bdi tdp
dqc «Nhd ldi hrq ddc bl^t cua cdch mqng" Cdch
vdo bdi nhu frSn sS kich ihich sy td md cuo HS, fhdl thuc ldng ham hilu bilt, tqo hung fhu cho HS
d l bdt ddu mft bdi mdi
3) Gidi ihliu bdi thdng qua xudt xif, /dc gid, hie phd'm, nhdn vdt trong bdi GV ddn ddt d l HS
thdy duqc sue hd'p dan cuo bdi hqe nhdm kich thieh HS fim tdi, phdt hifn Vi dy, bdi tdp dqc
«Ldp hqc h-in dudng' (Tling V i f t 5, tadn 34),
GV treo tranh ve cho HS quan sdf vdl ySu edu: Quon sdf tranh minh hqo vd md td nhirng
gi ve trong tranh Sou d d , GV duo ra BDTD
vd gidi fhlfu:
Bdi lap dqc
«Ldp hqc trin dudng" trich h-ong cud'n lieu ihuyet «Khdng gia dlnh" cua nhd vdn Phdp Hie-to Ma-Id,
ke vi mdt em t - - * 5 i - " " ^ f - ^ i * ^ '
Tap ehi Glao due s6 2 9 3 (ki i - >/aoia)
Trang 3be khdng cha me, khdng hq hdng thdn thieh, di
theo mqt dodn xiie chd, kh!, roi dan ddu dodn
dy di luu Iqc khdp nude Phdp Em bi Ri-ml dy
dd Idn lin trong gian khd Em da chung di/ng vdi
mqi hqng ngudi, sd'ng khdp mqi nai Dd cd khi
em lang thang sudt mdy ngdy khdng cd chut gi
h-ong bi/ng Dd cd khi em bj chdn trong mudi
mdy ngdy dim; bj mdc oan, bj gidi ra hvdc vd
bj Vd cOng cd khi em duqc nudi ndng ddng
hodng, no d'm Nhung dii d ddu, h-ong cdnh ngd
ndo, em van noi theo nip rin dqy cua cy gid
nhdn Kf Vi-ta-li giir phdm chdl Idm ngudi, ludn
ludn khao khdt vd quyit tdm hqc tap Cud'n lieu
thuyit «Khdng gia dinh" duqc gidl ihudng Viin
Hdn Idm Vdn hqc Phdp, nhiiu ngudi yiu thfch,
duqc djch ra nhiiu thu tling trin ihi gidi, cdc em
cung hqc bdi di hm hiiu xem to/ sao cdu chuyin
Iql cd sue Idi cud'n ngudi dqc nhu vdy
• * •
Su dyng BOTD de gidi thifu bdi Id edeh Idm
gdy duqe d'n tuqng eho HS v l mft bdi hqe mdi,
kich thieh duqc sy tdp frung, chu y d cdc em
Vlfe kit hqp BDTD vd ngdn h/, hoqt d f n g dfin
nhdp bdi mdi se frd nSn sinh d f n g vd d l ddng
hon rd't nhllu dd'l vdl GV vd ldi cud'n HS GV se
tilt klf m duqc fhdl glon, tdng sy llnh hoqt frong
bdi gidng, giup HS ndm duqc kiln thuc thdng
qua m f t «sa do" f h l hifn cdc llSn kit ehdt che
cuo fri thuc d eung ehinh Id mft frong nhi/ng cdch Idm thief thye friln khai n f l dung dqy hqe
cd hieu qud - mdt frong ndm nql dung cuo phong
frdo fhl dua «Xdy dung hvdng hqc thdn thl$n,
HS tich cyc'.Q
Tai lifu tham khio
1 Tony Buzan So df tu duy NXB Tdng hr/p TP
H6 CM Minh, 2009
2 Trin Dinh Chau "Su dyng bin df tu duy - mOt bifn
phap hifu qui h6 try hpc sinh hQC tfp mOn toan"
Tpp chf Gido dMC id 2 - thang 9/2009
3 Trin Dinh Chau D?ng Thj Thu ThOy D^iy ttft
-hpc t6i cac mAn -hpc b&ng bin dA twduy NXB Gido
d^cVietNam,\^ 20\\
4 NguySn Thi H^nh Day hpc dpc hi^u if tiiu hpc
NXB Dpi hpc qudc gia Hd Ndi- 2002
5 Nguyin Minh Thuyft (chO bien) TMing Vi$t 5
(tap 1; 2) NXB Gido difc, H 2007
SUMMARY
Using t^lnd map to lead in a new lesson will be a good way whk:h Impresses pupils and stlmukjtes their curiosity and attentions to the lessons Thanks to the combination between IVIInd map and Language use the lead In of a new lesson wlilbemore vMd and easier tor teachers themselves and It will t>e more attracttve to their pupils Thanks to this way, teachers can save time and enhance the flexibility In teaching, teachers can also help pupils understand the lessons with a 'map' Illustrating the concise links of knowledge
Glao due nep song
(Tlip theo h-ang 37)
2 Mai Huy Bich Ltfl stfng gia dinh ngay nay NXB Phv na, H 1987
3 NguySn Nhu ChiSn Nghiin ciiu hdnh vi ehdp hdnh lu4l giao thdng
dudmg b^ cua hpc sinh trung hpc casdkhi tham gia giao thdng Lu$n an
tiin si tam li hpc, 2009
4 VQ DOng (chii bien) Ti^di^n tftm U hpc NXB Khoa hpc xd hdi, H 2009
5 D6 Long(ctiu bien) Yfu ttf sinh hpc va y£u ttf xa hfi trong si^ pbit
tri^n tflm li ngubi NXB Khoa hpc xa h^i, H 1999
6 NguySn Thi Nghla - TOn Nd Quynh Tran Phat tri^n dO thf bin vflng
NXB Khoa hpc xd h^i H 2002
SUMMARY
In Ho Chi l^inh City, the high school students t^lelved that they have
performed the civilized t>ehavlor of urtxin living In high level, specially in
11 tiehavlors They have also expressed their dicislons In choosing the
way In some situations in which they have to do So many factors what
made Influence to students Is showing civilized tiehavlors in wNch hie
roles of family, school are very important In research, there are some
reasons atxjut this, some of them are: informations were not enough to
making chang in students conslous tn maklnh sett emage
In Increasing the civilized tiehavlor, the educahonal force would t>e
comkxned to get results
Dong cff hoc ngoai ngir
(Tlip theo trang 45)
and Teaching, 1, 153-174; 2007
12 Guilloteeaux, MI, & Domyei,
Z Motivating Language Learners:
A classroom-oriented investiga-tion of the effects of nuitivainvestiga-tional strategies on student motivation
TESOL Quartly, 42,55-77; 2008
SUMMARY
This paper presents a very Im-portant Issue in English language teaching: mohvahon Different definlllons of mohvahon, types of motlvahon and the significance
of motivation In English learning are reviewed Some ways of moti-vating English foreign kinguoge learners are suggested In the pa-per as welt
Tap ehi Glao due s6 2 9 3 (ki i • >/aoia>