Improving the quality of thematic vocabulary english courses for students in grade 6 at dong tho secondary school through the use of mind maps

THANH HOA EDUCATION AND TRAINING DEPARTMENT 
THANH HOA EDUCATION AND TRAINING OFFICE
INITIATIVE
IMPROVING THE QUALITY OF THEMATIC VOCABULARY ENGLISH COURSES FOR STUDENTS IN GRADE 6 AT DONG THO SECONDARY SCHOOL THROUGH THE USE OF MIND MAPS
The implementer: Le Thi Thanh Tam
Occupation: Teacher
Group: Dong Tho Secondary School
Subject : English
THANH HOA 2016
A. BACKGROUND
* The reasons of selecting the topic:
  Congress of the X th National Party (4/2006) states: The first priority for improving the quality of teaching and learning. Program innovation, content, teaching and learning methods, improve the quality of teachers to strengthen infrastructure of schools to promote creativity and independent thinking of students ( 12/2007).
     Resolution of the National Party Congress XIth confirmed "Innovation basic, comprehensive education in the direction of standardization and modernization, socialization, democratization and international integration ''. Education and training can enhance people's mis- sion, develop resources, fostering talents, an important contribution in building the country, building the culture and people of Vietnam.
     Strictly implement the Resolution 40/2000-QH10 of the National Assembly and the Directive No14 10/2001 / CT-TTg of the Prime Minister, Ministry of Education and Training has been particularly focused on training for teachers gradually improve, innovative teaching methods, promote positive, initiative and creativity of students; whether this is an urgent task to fit just focus throughout the innovation process.
       In recent years, along with the renewal of the basic synchronization in education. English is the one of all languages has an important role in using to communicate with the countries in the world and is regarded as the main second language of teaching courses in schools.
   English has always been the concern of the grade school levels, parents and students to maintain and develop to suit the period of industrialization to modernize the country. Knowledge-based economy is developing contemporary rushing. Education requires training to employees dynamic, creative, teachers must know how to use multiple devices, including the means of modern teaching equipment. To promote the features of the device and works foremost teachers and students need to be familiar, master the operation, equipment operation and must know how to properly use the lesson content requirements. One of the effective methods of optimization " Mind mapping" in the process of effective teaching for learners. However, Mind maps are alluring and attractive.
        The most important thing in the reform of teaching methods that teachers help students how to brainstorm, altering the quality of the intellectual activity of the students, developing intelligence, their creativity . Currently, in the process of classroom teaching, mainly intellectual activity of students is to remember and reproduce. At home, as students study and do homework ... but basically has been directed in the class, so the intellectual activity of the students still heavy on memory training and the ability to reproduce. Thus, exercise ability, imagination and creativity development of wisdom, intelligence ... of students in general, is considered the main tasks, the most important task of the teaching process modern. So the crux of the innovative teaching method is to adjust the relationship between reproduction and innovation, to enhance creative approaches to innovation characteristics cognitive activities of students in the process teaching.
         Personally, I really agree with the method used in the schematic teaching process. Because not only charismatic, appealing to students, easy to remember, promote creativity, capacity, also see the whole picture. Mind maps used in teaching is very effective, very scientific and can be widely used in all stages of the process of teaching subjects especially English.
 As an English teacher , I always want my students to understand all the lessons fastest, most proactive, especially the children can apply the knowledge learned in real communication. For this, we need to renew teaching methods in class so that each student more interested in positive learning and memory training all right in class.
 We all know any languages ​​in the world, to communicate with it, requires us to have a vocabulary because the words are an indispensable component in the language. In English we can not train and develop the four skills of listening, speaking, reading and writing of students that are not based on the foundation of vocabulary.
 Indeed, without the necessary capital, they will not be able to develop good skills in listening, speaking, reading and writing whether they can master the sentence patterns and grammar. So, help students master the vocabulary to use in the training of skills is very important jobs. On that basis, I myself have chosen the theme of innovative teaching methods: "Improving the quality of thematic vocabulary English courses for students in grades 6 at Dong Tho Secondary School through the use of Mind Mapping".
B. PROBLEM SOLVING
 I. RATIONALE. 
 1. Theoretical background.
     In recent school years, the use of Mind Mapping in teaching has become popular in all subjects like drawing maps or tables but at the simplest level applied infrequently. We record information on these characters, lines, numbers. With this note, we are only using half of the brain - left brain, but never use the right brain skills, which help us process the information on rhythm, color, space and dreaming. We often are only using 50% of their brain ability to record information. As for teaching methods with a mind map is a method currently being implemented with a high degree and advantages to promote the autonomy of student creativity in the search for, deepen or open wide an idea ... by using simultaneous images, lines and letters with positive mind. The same topic but can present as a mind map in a specific way, with the use of colors, images and phrases used to express different. It is from there that the mapping always promote creative abilities of each teacher and student. So what is the Mind maps? (MINE MAPPING) is the optimal tool to remember, is the secret of the points 10. An annotation tools are efficient to use difficult words as well as the principles of superior memory. With notes like the left brain and right brain, the vast majority of brain power will be shaken off so to provide optimum efficiency.
     Mind map is invented by Tomy Buzan (British). It is a great tool to help you notes to achieve all the above factors. It can be affirmed that the teaching methods by thinking maps in teaching vocabulary thematic subjects in English is one of the modern teaching methods. The inheritance diagrams, extended recording forms, using tables, diagrams at a higher level. It helps to remember, develop cognitive thinking ability, imagination, creativity, save time. We can review many of the words in a mind map. Diagrams make use of keywords, utilize the principles of superior brain, thereby increasing the ability to quickly acquire, remember all of the students quickly. Visualization, association with colors highlighting the size, diversity image. Chart colorful that students must apply creative imagination than her rich. Creating paintings strictly theoretical. This is a useful tool in the teaching process today.
       In teaching English, based on the images available, the connection vocabulary with images by mind mapping easy for students . Besides the more abstract vocabulary that students can not remember anything, but teachers can use mind maps to consolidate , the lessons will be brief and easy to understand. Through teaching I would give some small experiences in using of mind maps to teach vocabulary in the English subject.
2. The reality .
    Stemming from the practical needs of learners, mind map has been widely used throughout the country by the Ministry of Education launched in 2010-1011. However, to use the mind map effective, each staff of teachers and students to understand the effects of investment in teaching diagrams:
* For students:
   - When using a mind map that make students prefer, they can study hard and extreme focus all lectures; at home with the preparation for drawing diagrams in class or homework.
   - Still some indifferent students do not understand about schematic, or does not work with the teacher leading to low effectiveness.
        Facing this situation, for the students to understand the mind map and its efficient use, I myself research and guide students to learn how to promote proactive, creative students in learning English language.
*For teachers:  - Most of teachers use traditional mind mapping , and the use of diagrams do not widely, not fluent manipulation to create and channel letters on the computer image.
    - Some older colleagues almost no use diagrams to teach. The diagrams used in teaching in English vocabulary will help students learn appropriate methods and effectiveness, mind map is a graphical tool to talk about the pictures, vocabulary related. Using a mind map to teach new knowledge and consolidate old lessons, review all knowledge through each lesson, each thematic vocabulary.
    - Moreover, teachers can use mind map to guide students painted on cardboard, in pencil or paint on Powerpoint or specialized computer software designed to support the use of mind map.
    - The method of using mind map in English teaching will help students develop the intellectual capabilities through drawings, letters and imagine the color channel from which students draw back system of knowledge synthesis and easy to remember, easy to understand, avoid rote style, memorize mechanically.
3. Objects and sphere of research.
     The theme around the study of teaching and learning how to use of Mind Maps in teaching thematic vocabulary English subjects in secondary education establishments. Audiences research I applied for the six graders who learning experimental program of English at Dong Tho Secondary school.
4. Research Methodology.
   To implement research projects I myself have done the following tasks:
- Look at the literature on "Methods of Teaching Foreign Languages ​​English"
- Sports instructors, colleagues take time to exchange lessons learned through each lesson.
- Study materials for teaching inspire English Languages.
- Research Psychologist document
- Textbooks, teachers of English books.
- Test and asses the student so that additional adjustments and reasonable.
- Empirical Method, and compare.
II. THE REALITY OF THE ISSUES:
           For recent years, in the process of teaching, we often use models, diagrams, charts ... to concise, overview of knowledge to students, especially in the "Looking back" after each lesson or Reviews. This approach can be said to have brought a certain practical results in study, consolidation, system knowledge to students by presenting neat, clear, logical. But, besides the advantages that, this approach still certain limitations, by first class presentation shared the same way of the teacher or of the document, not by students build your way out. The tables that are not paying attention to pictures, colors and lines. In this way is not really promote creative thinking, not really excited, attracted them in the active, actively explore, discover, and dominate the knowledge of lessons. Moreover, the narrow scope of use because we only use them in a number of lessons have summed up the properties section, the post, the array of subject knowledge or study alone, but all are not used used universally to all the lessons, the class time as well as the stages of the process unit.
 In recent times, we have started to have access to these methods, new teaching techniques, including the use Mind maps. We can say, this is a significant step in the renewal of the current Teaching Method when science and technology development as the legendary, especially the explosion of the Information Technology sector. The use of Mind Maps replace models, diagrams, charts ... outdated, obsolete to generalize, condensed knowledge to students is a necessity, because there are so many advantages from Mind maps. Therefore, the application Mind maps in the process of teaching English is not only attracted interest, as "resurrection" passion, favorite subjects at school children but also sparked a "style movement "launched into lectures Mind maps in teaching . According to Dr. Tran Dinh Chau, Director of Secondary II Project, Ministry of Education and Training, Mind Map is a tool to organize their thoughts by the author Tony Buzan (UK) thoroughly researched and disseminated throughout the world. In teaching, the use of mind maps to mobilize the maximum potential of the brain, which helps students to learn actively, to support innovative approaches to teaching effectiveness. Therefore, the use of mind maps in teaching English is not only attractive but also excitement revived passion, love their subjects. Students often make own themselves mappings to develop their abilities by the design aesthetic layouts it right color, the lines, the branch so beautiful, sort of scientific ideas, concise ...
 However, at present, the use of Mind maps as applications in teaching process for longer English courses is a problem, facing many difficulties and obstacles for teachers, specifically in the organization , design of teaching activities with the use Mind Maps. Through out of some lessons, to exchange professional experience with colleagues in the organization, in the school, I noticed, most new teachers just at the use Mind maps to codify knowledge after each lesson, or each post review, a meta-technical summary, a certain bit of knowledge only. They do not bring the diagrams on all stages of the teaching process. They do not promote the popularity and versatility of the mind map. Therefore, They do not adequately promote the use of Mind maps in the process of teaching in English.
 I was on duty teaching English in grade 6 in Dong Tho secondary school in school year 2014-2015. Before using the Mind Maps to help students learn vocabulary English courses at the beginning of school year's survey showed that:
Class
Number of students
Exellent
Good
Fair
Poor
No
%
No
%
No
%
No
%
6A
38
9
23.7
14
36.8
10
26.3
5
13.2
6B
38
8
21.1
13
34.2
11
28.9
6
15.8
6C
37
8
21.6
13
35.1
11
29.7
5
13.6
III. SOLUTIONS AND IMPLEMENTATIONS.
1. Organization of teaching by Mind mapping.
* For teachers:
 In addition to attending the training courses of professional training related to the renewal Teaching Methods, teachers need to study carefully the documents related to the user manual and software Mind Map to draw Mind Map basic knowledge about it (Understanding MIND MAP, composition, role, utility and methods to create, design, its use in the teaching process ...); at the same time, teachers need to invest time in the episode drawing, drawing both on paper and in computer software (Be sure to study carefully how to use software to perform the operation for agile, mature ). After carefully understand, understand the role and utility of Mind map, using fluent software, mastering the method of drawing a Mind map, then applying it to the teaching process is easy. (Of course, beautiful or ugly story Mind Map depends on the imagination, thinking, creativity and talents of each person).
* For students:
 The old adage "Never learn to crawl, do not worry that school run". Indeed, to be able to use the good and promote an effective way of thinking in the diagram teaching process, first of all, we need for students to become familiar with some thinking diagrams available, so at least they have an overview of it (exposed it, understand it, and "mimic" drawing it). This step is very important to prepare. However, many teachers ignore this step or introduce a very sketchy way, through the speakers. Therefore, students have not detailed understanding, specifically about it, have not mastered methods of creating, no drawing skills Mind maps should lead to many lessons failed because they forever struggling with pen and paper without know what paint, draw how, where to start ... because they have not imagine Mind maps of lessons in their mind and do not know how the methods of drawing.
 So, in my opinion, we need to spend a reasonable time for them to "get acquainted" with Mind Maps, in the following manners:
 a. The Steps of manners:
 Step 1: "Getting Started"
 Teachers introduce some Mind maps drawn available to students acquainted (we should draw Mind maps on the learned lessons in the program to those who track facilities, acquire knowledge about Mind maps, simultaneously facilitate the generation codified knowledge, students will acquire more quickly because they have learned). Teachers introduce structured according circuits Mind maps knowledge holds lessons for students, and instructions on how to draw a Mind map (Give the children draw Mind map method).
 Step 2: "Reading"
 Teachers choose the simple structured Mind maps for students to observe. Then, ask them to rely on for presentations Mind maps lesson content (knowledge) is drawn in the diagram. (Preparation for the children logical thinking, systems thinking and presentation skills)
 Step 3: "Drawing"
 - Teachers given topic by keyword (or images) in the center of the screen (or on the blackboard). For example: "Key" is "My house". Have students practice drawing on paper or paperboard Mind map calendar or side table.
 - Teachers ask questions suggested to them to think and draw the branch level 1, level 2 and level 3 ... (Train Mind maps drawing skills)
* Note:
 + Teachers should choose their lessons learned, knowledge simple, easy to remember, easy to draw.
 + Teachers have the flexibility to students in groups to cover tourist draw, draw on paper notebooks or individual called me up drawing 2-3.
 + Note you do not use the phrase, paragraph too long, should be the standard in the short term.
 Step 4: "Decorate"
 - After you finish painting the side of Mind map, teachers suggested the children draw pictures insertions necessary to illustrate the content of the diagram, suggesting they edit lines, using color to distinction, highlighting network standard in the diagram. (painting skill - own creative mark)
* Note:
 + Teachers note students when they draw Mind map, they should be used in combination colors, contours, ... right in the drawing process to save time.
 + Do not use too many colors, not too garish colors, not too much focus on lines, the image as a waste of time.
 Step 5: "Sharing experiences"
 At this stage, the teacher collected some Mind maps from students on each type (Diagram not deploying enough of the gist, detailed diagrams to draw too petty, drawing diagrams incorrect knowledge focus, diagrams taking too many pictures, gaudy colors, ...)
 - Asks students to observe, comment, suggestion edits and additions.
 - Teachers listen, orient them to edit, added:
 As mentioned above, Mind map is a widely diagram . Therefore, teachers need to respect and promote the creativity of the children, because this is the "product" of their own. Teachers just edit them mainly in terms of knowledge. On the other hand, teachers also need to be encouraged, praised the draw ensures full Mind maps critical learning, beautiful, scientific presentation, balance and harmony of lines and colors.
 If it takes too much time for bold color in a branch, we can guide children to further slash, hit the plus sign, or polka dots in it. This is something very new, creative and save a lot of time.
 The teachers reminds the children need more good habits formed: to establish Mind maps in the process of preparing a new post at home