期刊文章分类查询,尽在期刊图书馆EFFECTIVELY USE THE MIND MAP TO IMPROVE THE QUALITY OF TEACHING AND LEARNING GEOGRAPHY IN HIGH SCHOOL IN VIETNAM
Pham Huong Giang, Nguyen Phuong Lien, Nguyen Thanh Mai,
Nguyen Thi Huyen, Nguyen Thi Nham
Faculty of Geography, Thai Nguyen University of Education, Vietnam
Summary: In the process of innovating the teaching methods in the orientation of promoting the positive and the ability of learners in Vietnam, a method is considered to be very effective, because it brings benefits of teaching objectives (memory, cognitive development, thinking, imagination, creativity, etc.), that is the mind map. Geography in general and geography in high school in particular in Vietnam have many favorable conditions for the application of mind maps in the process of teaching geography. There are some suggestions for effective use of mind map in high school geography teaching in the classes. There will contribute to improving and enhancing the quality of teaching and learning geography in schools today.
Keywords: mind map, geography, high school, teaching process, effective.
1. The role of mind map in innovating teaching methods in high school
"Mind map is a form of recording that uses colors and images to expand and deepen ideas," said Tony Buzan, who first explored and created a mind map. The structure of the mind map is focused on images, colors, and associated networks. Mind map is a graphical tool that links related images. So, in education, the use of mind map helps students take the initiative in recording, comprehending and presenting ideas clearly, creative, self-conscious, summarize the information of a lesson or book, write articles, revise the knowledge you have learned, enhance your memorization, create new ideas, plan your learning, etc. The use of mind maps helps teachers to present knowledge in a systematic, scientific and logical way, and the content becomes intuitive, capturing the attention of students without fear of being overlooked. In addition, the use of mind map allows teachers to create different learning styles, use flexible teaching methods, coordinate the use of teaching equipment together, actively contributing to the innovation of teaching methods in the current schools.
2. Status of teaching geography by mind map in schools in Vietnam
In Vietnam, the application of mind map generally teaching and geography teaching particularly in high schools is still a relatively new problem and not all teachers and students are approached or know how to use effectively. We found some of the reasons why the mind map has not been used widely and effectively in teaching subjects in general schools in Vietnam, including Geography. (1) Because some of the lessons in the curriculum have a lot of knowledge, while a school hour only 45 minutes, it took 10-15 minutes for organizational stability, checking the previous lesson, instructing, doing homework, only about 30 minutes to teach, so most teachers choose to "read - copy" in time; (2) The self-recording ability of students is very slow and passive in learning so there are teachers who have difficulty in applying new teaching methods in order to develop the ability of students; (3) Some teachers are not aware of the innovation of teaching methods, so it is not difficult to invest in the design of teaching and organization of classroom teaching activities, the main teaching method of lecturing less time; (4) The facilities in most schools are insufficient or not available for active learning.
3. Some examples of the effective use of mind map help to improve the quality of geography teaching in high school
a) Use mind map for new lectures
Using mind map is a hint for how to present new lectures. Instead of highlighting the ideas presented on the board, the teacher will use the mind map to express the whole or part of the lesson in a very intuitive way. All content should be communicated to students captured on the map without being left unattended. Instead of slamming the students, they select important information, map them out in relationships, and replay them in their own way. For example: When learning "Geography of Transportation" (Unit 32, Geography Textbook 10), the content of this article is not difficult, but there are many contents and data to remember. If the teacher uses traditional methods, the main problem is still solved, but the effect is not high, because the problem will be spread out, leading to boring. At the same time, students do not see the knowledge relationship between the contents of the article, so there is also no overview of the type of traffic (characteristics, development and distribution) clearly and difficult to compare the advantages and disadvantages between the different types of transport together. If you use the mind map for this lesson, all the problems mentioned above will be solved simultaneously without wasting time, students are excited, easy to understand, easy to remember.
Figure 1. Example of using mind map in teaching Geography
(Lesson 32, Geography Textbook 10: "Geography of Transportation")
b) Use mind map to examine and evaluate previous knowledge
Since the time for checking the previous knowledgeis not much, only about 5-7 minutes, the teacher's test requirements are not too difficult, students do not require much analysis, comparison, ... Teacher ask students to reproduce part of the lesson by calling the students on the board to answer the question. Most grade markers will be graded according to the student's level of memorization, with little regard for understanding the nature of the problem. The use of mind map when examining the past has enabled teachers to check both student memory and comprehension by providing teachers with maps that lack information and ask students to fill in the missing information, and draw a comment on the relationship of the branches with the keyword. This approach, while avoiding the rote learning, accurately assesses the cognitive ability of students, thereby finding measures to improve the quality of teaching and learning. Example: After teaching the first section, lesson 10, geography textbook 11 (People's Republic of China: natural, residential and social), to move to the second section of this lesson, teacher can call one or more students to fill in the missing information on some of the branches on the "Natural, People, and Society" mind map. Completing the information for the main branches is a simple, time-consuming requirement, but if the student does not learn the lesson, it will not be able to draw and fill it or will fill it in, fill it incorrectly.
c) Use mind map to synthesize a chapter or multiple lessons
Using mind map can show a small or large information. Similarly, teachers and students may present part of a lesson, a lesson or a chapter of knowledge. The problem is that these contents, which have in common with each other, are related to each other through keywords. Depending on the purpose of using, it is possible to design mind map in a regular classroom, during the test hours, practice time, review or system of one chapter, partial knowledge. With the use of mind map, teacher and students can work together in the classroom or teacher can require students do homework. For example: After completing the "General characteristics of Vietnamese nature" (including 7 items, from lesson 6 to lesson 12, geography textbook 12), teachers can review and summarize this section to check out or to step into a new section by creating a mind map, which shows almost complete and logical the main contents of the articles without spending a lot of time. This makes it easier for students to revise and reinforce their knowledge.
4. Conclusion
Through the analysis above, it can be confirmed that mind map is a useful and intuitive tool in teaching and learning in high school, especially in high school. Mind map helps teachers and students improve their teaching style in a one-way, passive and boring way, in order to move on to a new, active, creative, and interactive way of teaching. Two-way communication between teachers and students during one lesson. Therefore, it can be said that the use of mind map is one of the effective and active methods for implementing the current teaching methodology.
References
[1]. Tran Dinh Chau, Dang Thi Thu Thuy (2010), Organization of Teaching with Mind Map, Education Newspaper and Times, No. 184 and 185.
[2]. Tran Dinh Chau, Dang Thi Thu Thuy (2011), Teaching good study subjects by mind map, Vietnam Education Publishing House.
[3]. Dang Van Duc, Nguyen Thi Thu Hang (2003), Positive Geography Teaching, Hanoi University of Pedagogy.
[4]. Vuong Thi Phuong Hanh (2014), Using mind map in geography teaching in junior high school, Journal of Education and Society.
[5]. Tony Buzan (2007), The Mind Map book, General Publishing House Ho Chi Minh.
论文作者:Pham Huong Giang
论文发表刊物:《成长读本》2018年11月总第36期
论文发表时间:2018/11/22
标签：期刊论文; 尽在论文; 文章分类论文; 图书馆论文; attention论文; capturing论文; fear论文; 《成长读本》2018年11月总第36期论文;