(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
Trang 1MINISTRY 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
Trang 21 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 ideasfor the learners to express their political opinions, discussion, evaluate theemerged problem in life, and be able to give the arguments, evidences sothat the listeners believe in their main ideas which helps them to take theright 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 tocreate that soul The writer has to outline to make the basic and appropriatesystem of main ideas and supporting ideas which helps to clarify the issuesmentioned
Therefore, teaching how to write the discursive essay in general, tomake an outline for the discursive essay in particular is extremelymeaningful 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, correctingthe exercises in the class, a lot of students repeat the basic mistakes such aslack of ideas, idea duplication and deviation, determining correctly thesubject of the discursive essay but inappropriately the main ideas whichdoes not clarify the subject of discussion A lot of students usually makelogical mistakes when making an outline which makes the outline of theessay is not united Some students have no habit of making an outlinebefore 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 self-
Trang 3On the basis of researching and systematizing the key thinkingcontent of mind map theory established by Tony Buzan from the ideaestablishing view for the discursive essay, researching to determine theapplying ability of mind map in establishing the idea for the discursiveessay, 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 forthe discursive essay to affirm the value, advantage of this tool for thinkingdevelopment of students, contributing to improve the quality of Englishteaching in general , quality of discursive essay teaching in particular
3 THE RESEARCH TASKS
- Researching, collecting and creating the system of key thinkingcontents of mind map theory of Tony Buzan and its applications inteaching
- Analyzing the appropriation and applying ability of mind map toteaching how to making an outline for the discursive essay of high schoolstudents
- Investigating and surveying so as to research the situation ofteaching how to making an outline for the discursive essay in high schoolaccording to the mind map theory
- Proposing the procedure, teaching form, and building the ideaestablishing exercise system through mind map to train the students onskills 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 anoutline for the discursive essay proposed in the Thesis title
4 THE SUBJECT OF RESEARCH
Researching the mind map theory of Tony Buzan, applying thistheory into teaching how to making an outline for the discursive essay inhigh schools and teaching procedure to train them in making an outline forthe 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 teachingliterature, 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.
Trang 46 THE RESEARCH METHODS
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 theprocedure which guides the students to outline for the discursive essaythrough mind map is established, the students would be aware of making anoutline, ways of making an outline fully, tightly so as to improve the quality
of the discursive essay, at the same time, develop effectively the thinkingability Therefore, the the quality of teaching how to write the discursiveessay in particular, learn Literature in general is improved
8 THE CONTRIBUTIONS OF THE DISSERTATION
8.1 Systematizing the key ideological content of mind map theoryestablished by Tony Buzan which is valuable to orient building making anoutline logic for the discursive essay
8.2 Indicating the similarity between making an outline logic for thediscursive and mind map logic, thereby, determining the appropriation andapplication ability of mind map theory to teaching how to make an outlinethe discursive essay
8.3 Giving initially the remarks, evaluations about situation ofteaching how to make an outline the discursive essay in high schools,indicating the positivity and limitations to understand that it is effective andnecessary to apply the mind map theory to teaching in general, how to make
an outline in particular as the method in contributing to overcome thelimitation
8.4 Proposing the procedure, form of teaching and the outlineexercise system through mind map to guild and train the students in making
an outline for the discursive essay effectively which helps the students tolearn better, at the same time develop their thought
Thanks to the above contributions, the dissertation can be consideredthe practical suggest, a word for new seeking direction in teaching how tomake 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
Trang 5Chapter 2 The theoretical and practical basis of the application of themind map into teaching how to make an outline for the discursive essay inhigh schools
Chapter 3 Teaching how to make an outline for the discursive essay
in high schools through the mind map
Chapter 4 Pedagogic Practice
Trang 6CHAPTER 1 THE OVERVIEW OF RESEARCH SITUATION
During the survey process, we have not seen the research whichapplies the mind map theory to teaching how to make an outline for thediscursive essay So, it’s primary that the overview of the research reviewthe highlights of making an outline for the discursive essay, mind map andapplying 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 thediscursive essay, we find that the authors such as Tham The Ha, NghiemToan, Le A, Tran Dinh Su, Nguyen Quang Ninh, Tran Thanh Dam … payattention to the position, role of the outline for the text writing process Butuntil now, determining the general conception has been not unified Theoutline is primarily recognized with analyzing the Thesis title and making
an outline
In the foreign document, I.M Vinogradov, V.P Cudomin have manyresearches 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 therebyfinding the idea and connect them to each other according to the verynecessary 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 thefeudal period In this period, the school teaches how to make an outline forthe 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 thecharacteristics, layout of each text based on analyzing the available sampledocuments, not emphasizing the own creativity of the writer
The text books and references of the recent half of century have manyresearch pages of teaching how to understand, seek the ideas, outline.However, not all the researches apply these 3 research steps to the frame ofoutline skills We can mention to the different opinions on making anoutline 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
Trang 7Tony Buzan – who made “mind map” become the global tool had
many direct speeches in TV and published the different books to offer thetheory 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 maincontents related to relation between the central idea, line, color andconnection 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 throughreviewing 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 (VietnamNational University, Hanoi), the research of the authors such as Tran DinhChau, Dang Thi Thu Thuy, Hoang Duc Huy when applying the mindmap 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 themind map to help the students to learn by themselves, write the mind map
as the effective teaching practice technique, teaching how to analyze thesocial 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 deeplyhow to apply the mind map to form and train high school students inmaking an outline skills, especially, making an outline for the discursiveessay Therefore, this Thesis title expresses the newness, creativity andhighly practical value
Trang 8CHAPTER 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 thewriter 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 fromdifferent angles and easy-analyzing The idea division can be imaginedthrough 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 procedureincludes 3 contents: analyzing the topic, searching the idea and making anoutline Its nature is a mind activity First of all, it is created from thethinking of the people and can be written down in a form of outline on thepaper
In the process of writing the discursive essay, making an outline hasthe following roles: - helping the writer to become more active to cover thecontent as well as adjusting the time to write effectively; preventmisunderstanding the topic, not meeting the topic’s requirements
- Helping the writer to understand the topic’s requirementcomprehensively and deeper, not miss out, repeat or arrange the idea in anillogical order
- Helping the writer to know what the main and important content ofthe discursive essay is, what only the introduction, divide the time andinvest the intelligence and strength effectively in the whole implementationprocess
- Being the important stage which makes the first orientation becomespecific activity
2.1.1.3 The process of making an outline
Step 1 - Analyzing helps to understand the topic, detect the importantand 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
Trang 9and 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 createthe persuasion for the discursive essay, ensuring the system nature of theargument and expressing the writer’s logic thinking when he/she wants tohighlight 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 (mainideas)
- 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 andconnect
- The mind map takes advantage of elements which affects to thevision 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 andmacro view about the implemented problem -
- Helping he users organize the issues well, remember the developedthings 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 tohave the original feel of the layout
Trang 10Step 2 Calculating the time for reading and setting content whichneeds to be completed during that time.
Step 3 Making a mind map of knowledge of this documentunderstood by learners to create the imagining connection in thinking
Step 4: Identifying targets for learning, thereby fully making oneanother 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 inthe comprehensive step in order to add information into the mind map
Step 7: Reading in detail, adding specific information into the learningpicture which is becoming clearer and clearer
Step 8: Reading materials and the mind map again to know whetherthere is any outstanding problem or not
b Creative mind maps
Step 1: Establishing the quick-fire mind map burst by identifyingimages or center ideas and drawing branches immediately in the case of anymatters 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 carefullyand deliberately, thinking in-depth and allowing to spread more
Step 4: Re-establishing and editing mind maps on the second time toconsolidate and perfect mind maps
Step 5: Allowing performers to issue final products reflectingawareness, 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 exploitperspectives, find out main ideas and supporting ideas, organize and arrangethem 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 thecorrelation among ideas selected that provides essential suggestion aboutthe nature and the invention of ideas which have features suitable forapplying 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 stepscited the book “Writing” and comparing can realize:
Trang 11- 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 ofplans and the draft of ideas selected
- Mind maps can be performed in a variety of forms; nonetheless, themost basic form is to expand in multiple directions of space, allowingdesigners 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 withthe function of reflecting the awareness about the specific matter, it isnecessary for students to know how to apply the intellectual manipulationnamely 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 thepaper sheet and reflected modes of thinking of brains Considering mindmaps is therefore to consider the way students think, thereby finding thestrengths, 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 toestablishing 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 advancedboards) 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 andcreate
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 referendumvotes combined with interviews, attendance at some lessons at high schools,teachers have awareness of the importance of the teaching about thediscursive essays at high schools By this method or another, many teachershave experiences in mind maps; the majority of teachers believe in the