(Sáng kiến kinh nghiệm) the effect of using mind mapping technique on enhancing nguyen huu canh high school students’reading skills

1
TRƯỜNG THPT NGUYỄN HỮU CẢNH
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SÁNG KIẾN
THE EFFECT OF USING MIND-MAPPING TECHNIQUE ON ENHANCING
NGUYEN HUU CANH HIGH SCHOOL STUDENTS’ READING SKILLS

Người thực hiện: Nguyen Phan Van Anh
Lĩnh vực nghiên cứu:
- Quản lý giáo dục



- Phương pháp giáo dục



- Phương pháp dạy học bộ môn: Tiếng Anh

☒

- Lĩnh vực khác: ....................................................... 
Có đính kèm:
 Mơ hình  Đĩa CD (DVD)

 Phim ảnh

Năm học:2019-2020

 Hiện vật khác

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TRƯỜNG THPT NGUYỄN HỮU CẢNH
Mã số: ................................

SÁNG KIẾN
THE

EFFECT

OF

USING

MIND-MAPPING

TECHNIQUE

ON

ENHANCING NGUYEN HUU CANH HIGH SCHOOL STUDENTS’
READING SKILLS

Người thực hiện: Nguyen Phan Van Anh
Lĩnh vực nghiên cứu:
- Quản lý giáo dục



- Phương pháp giáo dục



- Phương pháp dạy học bộ môn: Tiếng Anh

☒

- Lĩnh vực khác: .......................................................



Có đính kèm:
 Mơ hình  Đĩa CD (DVD)

 Phim ảnh

Năm học:2019-2020

 Hiện vật khác


3

CONTENTS
1.

Introduction

2.

Literature review

2.1.

Definitions of mind-mapping

2.2.

Characteristics of mind-mapping

3.

Methodology

3.1.

Research context

3.2.

Participants

3.3.

Research instruments

4.

Some basic types of mind maps

5.

Stages of using mind map in teaching reading

6.

Results

7.

Discussion and Recommendation

8.

Evaluation

8.1.

The novelty of the research

8.2.
reading skill

The effectiveness of using mind-mapping technique on enhanc

8.3.

The applicable practices of the research

9. Conclusion
Appendices
References


4

THÔNG TIN CHUNG VỀ SÁNG KIẾN
1.

Tên sáng kiến: THE EFFECT OF USING MIND-MAPPING TECHNIQUE

ONENHANCINGNGUYENHUUCANHHIGHSCHOOL
STUDENTS’READING SKILLS
2.

Lĩnh vực áp dụng sáng kiến: Ngoại ngữ

3.

Tác giả:

-

Họ và tên: Nguyễn Phan Vân Anh. Nam (nữ): Nữ

-

Trình độ chun mơn: Cử nhân

-

Chức vụ, đơn vị công tác: Giáo viên Tiếng Anh-Trường THPT Nguyễn Hữu Cảnh

-

Điện thoại: 0933095858 Email:

Tỷ lệ đóng góp tạo ra sáng kiến (%): 100%


5
THE

EFFECT

OF

USING

MIND-MAPPING

TECHNIQUE

ON

ENHANCING NGUYEN HUU CANH HIGH SCHOOL STUDENTS’
READING SKILLS
1.

INTRODUCTION

According to Barnett (1989), reading comprehension is considered as an essential part
of the teaching and learning process in second language acquisition. Not only does it
serve the important purposes in after the students’ completion language study at
school, it also promotes the literacy skills later. Moreover, the ability to analyze and
interpret written materials is an integral element of success at tertiary level (Ntereke &
Ramoroka, 2017). Nevertheless, in high school’s context, study about reading
comprehension suggests most students find it hard when dealing with reading texts.
They almost do not understand the texts and cannot complete the tasks due to their
ineffective and inefficient strategies (Wood, et al., 1998). L2 research also shows that
one effective comprehension strategy is the use of mind-mapping (Liu, Chen &
Chang, 2010). Generalizing the main ideas of the reading passage and vocabulary
acquisition

are

somehow

struggling

for

high

school

students.

Teachers,

conventionally, ask students to highlight new vocabulary and they will explain the
meaning of the words, make students learn by heart. The students have to memorize
new words immediately and follow the reading text, simultaneously. Therefore, I have
thought of a new way to help students to not only memorize new words in context but
have a thorough understanding of the reading text.

This study investigated whether mind-map is an effective learning tool to Nguyen
Huu Canh High school students’ reading skills and their perception towards the use
of mind-map.
Research objectives
The study is conducted to examine the effectiveness of mind-mapping on Nguyen
Huu Canh High school students (Grade 12)’ reading skills, following are the two
research questions:


6
1.

Does mind-mapping have an effect on students of Grade 12’s reading skills?

2.

What’s students’ attitude towards the use of mind-mapping on reading skills?

2. LITERATURE REVIEW
2.1. Definitions of mind-mapping
Mind-mapping refers to a cognitive tool which can be used to organize or summarize
information while people are learning (Hillar, 2012). The fathers of mind-mapping,

Buzan and Buzan, (1995) defined the Mind Map as an expression of Radiant Thinking
and is therefore a natural function of the human mind. They claim that mind map is an
influential graphic technique which can provide people with a unique key to
unlocking the potential of the human brain (Buzan & Buzan, 1995).

In general, those definitions consider mind mapping to be the application of
graphic or visual images to help our brains capture knowledge effectively. Mind
map’s rules are based on the fact that human beings can memorize the graphic or
visual information much more easily than the information presented in the form of
words or numbers.
2.2 Characteristics of mind-mapping
Buzan and Buzan (1995) described mind-mapping to be a powerful graphic technique
which provides a universal key to unlocking the potential of human brain. Moreover,
they also have emphasized that the Mind Map can be applied to every aspect of life
where improved learning and clearer thinking will enhance human performance.
According to Buzan and Buzan (1995), mind-mapping has four important features.
Firstly, the subject of attention is crystallized in a central image. This image concisely
reflects the theme of the whole mind map. Secondly, the main subject matters radiate
from the central picture like tree branches. Thirdly, on these branches or associated
lines grow various phrases carrying information directly relating to the central image.
Information of lesser importance will be presented on branches radiating from highlevel ones. The Buzan brothers also noted that mind maps’ liveliness and beauty can
be enhanced by adding pictures, signs or colors,


7
which is believed to encourage the process of information recall. Finally, branches
associated with a specific mind map will create a connected nodal structure. (p.59)
3.

METHODOLOGY

Research context
I chose to work with students of grade 12 since they are not only in need of being
equipped themselves with an effective learning technique before entering GCSE but
acknowledging about mind mapping skill before they are university students. They
also have a shortage of a good building repertoire of words. This is the reason why
they might acquire new lexis through the use of mind mapping technique.

Participants
The subjects involved in the research include 73 grade 12 students from Nguyen
Huu Canh High School. I chose class 12A2 and 12A10 for investigation. They are
my students, so it was convenient for me to ask them to complete the
questionnaires in class. All participants from class 12A2 and 12A10 are pre-tested
to assure that 90% of the target words are unknown.
Research instruments
In this study, the quantitative data is gathered through the pre-test, post-test and a
questionnaire. Teacher piloted the test and selected the reading part only to have
the final score in both tests. After finishing the test, the students are then distributed
a questionnaire to ask about their attitude towards the given learning tool- mindmapping for the reading skills. The three subscales of the questionnaire are: The
importance of mind-mapping in promoting students’ reading skills, The Students'
Roles in mind-mapping, Students' responses related to their attitude towards mindmapping. In this study, the questionnaire is in both English as the original version
and Vietnamese as translated version.
The qualitative data is to gain an insight towards the student’s attitude, and the
questions of the interview are built based on these thee subscales. For the interview, 3
students are chosen based on their academic performance from the test: 1 from the


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low level, 1 from the average level and 1 from the advanced level. The interview
questions were developed based on the questionnaire with detailed questions to

gather in-depth information from the students for the effectiveness of mindmapping.
4.
4. 1.

SOME BASIC TYPES OF MIND MAP
Venn maps

A Venn map is used to describe the possible logical relationship among different
components and compare the information. It might include two or more circles,
depending on the content. Teachers might use this kind of map for unit 2: Culture
Diversity or unit 12: Water sports. For instance, as it can be seen from unit 2, there
are 2 different points of view about marriage between Asian and American.
Asian's viewpoint
- Believe in contractual
marriage.

- Less concern with physical

attractiveness.
- Think that it is unwise to
share all the thoughts.
- Agree that women should
sacrifice more in marriage.
- Wife can demand a record
of her husband's activities.

American's viewpoint
- Believe in romantic marriage.
- Much concern with physical
attractiveness.

- Think that husband and wife
should share all the thought.
- Agree that marriage is a
partnership of equal.
- Wife trusts her husband to do
the right things because he
loves her

4.2. Tree maps
A tree map, with its branches, stimulate readers to move from general information
to the specific one, systematically. It starts with one central element and branches
out more information till the lines are exhausted. We can use this tree map in unit
16: The association of Southeast Asian nations.
According to author, it helps learners easily memorize the information, especially
numbers and events.


9

Made by Nguyen Thi Quynh Nhu’s group- 12A10 (school year: 2019-2020)
4.3. Buzan maps
It is voted for not only its popularity but its flexible usage as well. By mapping out
key words as well as colored pictures or lively photos for all the relevant
knowledge about a specific topic, leaners could easily memorize the lesson.
For example, we can use this kind of mind map in unit 10: Endangered species or
unit 14: International organizations.
The following works are made by students from class 12A2 and 12A10


10

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5. STAGES OF USING MIND MAP IN TEACHING READING
To accompany students with using mind map, teachers might follow the following
steps
5.1. Step 1: Set up the topic/ theme/ key words
Teacher should build up the topic or key word since memorizing key words helps
students to frame the content of the lessons. Moreover, key words / topic help
students to avoid a wandering from the subject.
5.2. Step 2: Set up the location of the topic/ theme/ key words
Teacher and students should always put the key words in the center of the mind map
no matter what shape it embraces; the main thought will be easier to discover if it


12
lays at the core. The central idea should be represented visually (using short phrases
in extensive mind maps or replacing words with symbols, emoji or illustrations) in a
way that grabs attention and makes it clear what you want to describe/ present.

5.3. Step 3: Add top-level themes (Set up the content of the reading)
Top-level themes mean the main information we have to remember from the text.
For example, in Unit 1 Friendship, there are 5 characteristics of friendship so we
have 5 main branches which are the top-level themes. We should start with the big
items, and then move into the detail.
Generally, the users might take advantage of “WH-question” in mind maps. “WHquestion” helps to build, memorize and connect information much easier in the
palaces of memory.
5.4. Step 4: Sub-branches and notes
This is where teacher and students outline the smaller details of the reading by

answering the abovementioned questions in details. Teacher and students should add
more colorful pictures or drawing as well as sketch notes to illustrate the mind maps.

Curvilinear branches are recommended to use.
5.5. Step 5: Presentation and Comment
A finished mind map should be outlined in the way the audiences could obtain the
main content of the reading, especially new vocabulary at the center of the map.
When teacher draws a mind map to present a content of a reading, she should
involve her students ‘ideas in the lesson and then compare their own ideas with the
paragraph in the textbook.
When students are asked to make a mind map, a representative of each group will
make a presentation in front of the class, which helps the students to better their
public speaking skills. After that, the other students will discuss and comment on
the presentation with teacher’s support.


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6.

RESULTS

6.1. The research sites
This study is conducted in Nguyen Huu Canh High School in Bien Hoa City, Dong
Nai Province, Vietnam.
6.2. Result
In the first research question, the researchers wanted to find out if there is a
significant difference in the pre- and post- test score. The results indicate that there
is a significant difference in the pre and post-test score, the null hypothesis is
therefore rejected and mind-mapping is shown to have effects on students’
performance.

I have divided each class into two groups for the tests. Group 1 accessed to the
reading in conventional way and Group 2 had to make some kinds of mind map
before learning a new lesson. After every unit, a test was delivered to the students
to check how much they could remember the lesson.

Group

1
2

The table suggests that there is a higher mark for those who used mind map to
systemize the lesson.
6.3 Further explanation in the questionnaire
The questionnaire emphasized on three main themes: The importance of mindmapping in enhancing students’ reading skills, students’ responses related to their


14
attitude towards mind mapping and their roles in mind-mapping. According to the
data collected after the questionnaire, the majority of respondents show positive
attitude towards mind-mapping as it is a useful tool for them to acquire the reading
skills easier and more thoroughly in terms of organizing the ideas and summarizing
the reading content.
6.4. Findings in qualitative data.
The findings from questionnaire were supported and clarified by using a structured
interview. The interviews were conducted with three students as samples. In this
part, the discussion of the data is about students’ perceptions and attitude towards
the use of mind-mapping in learning reading skills. Based on the interview, most of
the students generally had positive perceptions and attitudes towards the use of
mind-mapping in improving their reading skills. The specifically analyzed
elaborations, based on the students’ proficiency level, are as follows:

The first question related to the importance of mind-mapping in promoting
students' reading skills. The students were asked whether they found mindmapping an effective tool to improve their reading skills and whether it helps
motivate them to further practice reading skills. Most of the students generally had
positive perceptions towards the use of mind-mapping while some of them also
raised a few concerns.
The second question is about the students' roles in mind mapping. The students
were asked whether they interacted with other group members and whether this
interaction benefited them.
The last question is concerned with the students’ attitudes towards mind-mapping.
Most of the students affirmed that mind-mapping made reading lessons more
interesting to learn besides the traditional teaching method of translation and “ask
and answer question” style. Nevertheless, a few have expressed their negative
attitudes. Specifically, one student (lower-level) said that:


15
“I think I need more training on how to make mind-map more effectively. I cannot
identify the keywords and how to take note.”
One student (higher-level) said that:
“I think mind-map is useful for learning vocabulary instead of reading skills. For
reading, I think it just helps me memorize the gist, not the details. So, I still need to
go back to read the text.”
7.

DISCUSSION AND RECOMMENDATION

In general, using mind-map in teaching reading can help to enhance student
motivation in teaching reading. To be more specific, students can apply this
method to summarize the ideas of the reading passage, and to acquire new
vocabulary. Moreover, this application makes the lessons more exciting thus

stimulating the students to emerge in the lessons. Hence, this technique is
considered to be useful for students if they want to review their lesson later.
However, whether we should apply it in a team or individual remains unclear, as
some students still do not prefer drawing mind-map in groups, as they do not know
how to work effectively with their peers. Another drawback is that students do not
know how to draw a mind-map effectively to remember the information in the
reading passages.
From the above results, there are some implications that teachers should consider
when applying this technique for their students in reading classes.
First, teacher should encourage students to draw mind-map for their reading texts,
in order to remember the texts better as well as the new vocabulary presented in
each lesson. This, therefor, can motivate students to read more.
Second, as one of the students’ concerns is the grouping method, it is better to be
aware of group work. If teachers wish to let students work in groups, it is
recommended that teachers should be the one to supervise and ask students to work
together. Another method is to ask students to work in pairs or individual. In this


16
way, they can create their own mind-map with their own choice and at their own
pace.
Last but not least, as how to draw a mind-map can pose some difficulties for
students, it is suggested that teachers should train students on how to draw a mindmap. To be more specific, they should instruct students the basic notions and
organizations of a mind-map. Then they encourage students to select the essential
information drawn on the mind-map. Doing this can erase the initial confusion when
students encounter mind-maps and helps them to be more confident when employing

this technique in their reading lessons.
8.

EVALUATION

8.1. The novelty of the research
Mind-mapping technique has been applied on every field, especially on education
by many teachers and I am not an exception. No matter how hard the topic is, mind
map helps to systemize the ideas, which enable my students to see a bigger and
clearer picture. This is the first time my students have experienced using mind map
in enhancing reading skills.
8.2. The effectiveness of using mind-mapping technique on enhancing
students’ reading skill
Regarding the effectiveness of mind-mapping on reading skill and motivation, 3
students from all levels agreed that mind-mapping has effectiveness in their
studying reading skills. One student said that:
“Using mind map helped me get the overall understanding of the text. It made it
easier for me to remember the main points and learn new words.”
They also expressed that their motivation in reading has improved thanks to mindmapping. One student stated that:
“It helps me to review the lesson much faster and I like this about mind map. I can
also be creative in the way I design my mind-map, so it helps me remember the
information much longer.”
Nevertheless, a few students are uncertain of the effectiveness of mind-map and
thus are not strongly motivated. Two students (one from higher- and one from
middle-level of proficiency) expressed that:


17
“Well, I think the texts are quite short and the information is easy to understand, so
there is no need to use mind-map. For short simple texts, I think I have been used to
the traditional method and I can learn better this way. I think mind-mapping is more
suitable for longer and more condensed information-packed texts.”

In addition, one student (low-level) said that:
“I think mind map is useful but I found it difficult to identify keywords and which
information I should note. I need more training on using mind-map.”
A few expressed that they did learn new vocabulary from their peers. One student
(lower-level) said that:
“When I don’t understand the words, I ask my classmate for help. My friend also
helps me how to make mind-map.”
On the other hand, most of the students raised concern about the idea of pairwork/group-work in mind-mapping. One student (higher-level) stated that:
“I think it requires all the members to know how to work in groups. Otherwise, this
is not effective - only one student does all the work while others are not involved.”
Similarly, one student (middle-level) expressed that:
“I think I work alone better than in group. I can look up words on the internet if I
want to know the meanings. If the text is difficult, I will ask my friends for help.”
8.3. The applicable practices of the research
Mind-mapping technique can be applied for every field as well as every subject.
Moreover, learners do not need any modern facilities but at least paper and pen.
After applying this technique for Grade 12 in Nguyen Huu Canh High School, I
find it effective for my students. They could memorize the reading easier and
longer, which helps them do better in tests.


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9.

CONCLUSION

In conclusion, finding reveals that using mind-map in reading can help students
grab the general idea of the reading text, review the text and new words as well as
enhance motivation in reading. However, the fact that whether we should apply it
in a team or individual remains unclear.

Moreover, using mind-map as teaching reading raises some problems for students,
such as ideas selection and creativity when creating a mind-map. Therefore,
teachers should be aware of this issue when applying this technique.
This research 100% belongs to the author.


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Appendices
Questionnaire
Dear all learners,
I am Van Anh – an English teacher of Nguyen Huu Canh High School. I am
conducting a survey to see if mind-mapping could help students to better their
reading skills and students’ attitude towards mind-mapping. I would be most
grateful if you could take some time to answer the following questions. Thank you
very much for your help and cooperation.
PART 1: PERSONAL INFORMATION
Gender:

☐ Male

☐ Female

PART 2:
Please read each statement and fill in the square of the response (1, 2) that tells
YOUR ATTITUDE TOWARDS USING MIND MAP

1. Agree

2. Disagree

Answer in terms of how well the statement describes you. Do not answer how you
think you should be, or what other people do. There are no right or wrong
answers to these statements.
Questionnaire

1. Teacher gives lecture of reading by using mind m

2. Students are assigned to make mind map as their
3. Mind map is equipped with illustrations, picture

4. Using mind maps helps students to understand w
5. Using mind maps helps students to understand
and memorize the content of reading text longer

THANK YOU SO MUCH FOR YOUR COO


20
Reference:
Barnett, M. (1989). More than Meets the Eye: Foreign Language Reading. Language

in Education: Theory and practice, no.73. CAL/ERIC Series on Language and
Linguistics. Englewood Cliffs, NJ: Prentice Hall, Inc.
Buzan, T., & Buzan, B. (1993). The mind map book: how to use radiant thinking to
maximize your brain's untapped potential. New York: Plume.
Mind maps as classroom exercises
Journal of Economic Education, 35 (1) (2004), pp. 35-46
XMind software (2015). .

Biên Hòa, ngày… tháng … năm…..

HỘI ĐỒNG CÔNG NHẬN SÁNG
KIẾN TẠI CƠ QUAN, ĐƠN VỊ

TÁC GIẢ SÁNG KIẾN
(Ký, ghi rõ họ tên)

NƠI TÁC GIẢ CÔNG TÁC

(Xác nhận: cơng nhận hoặc khơng
cơng nhận sáng kiến)
(Ký tên, đóng dấu)

Nguyễn Phan Vân Anh


21
SỞ GD&ĐT TỈNH ĐỒNG NAI

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM

THPT NGUYỄN HỮU CẢNH

Độc lập - Tự do - Hạnh phúc

–––––––––––

––––––––––––––––––––––––
Biên Hòa, ngày

tháng

năm

PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN
Năm học: 2019-2020
Phiếu đánh giá của chuyên gia đánh giá/giám khảo thứ nhất
–––––––––––––––––
Tên sáng kiến: The effect of using mind-mapping technique on enhancing Nguyen Huu Canh
High School students’ reading skill

Họ và tên tác giả:

Nguyễn Phan Vân Anh

Chức vụ: Giáo viên Tiếng Anh

Đơn vị:

THPT Nguyễn Hữu Cảnh

Họ và tên chuyên gia/giám khảo: Phạm Ngọc Lan Hương
Đơn vị:

Chức vụ: Giáo viên

THPT Nguyễn Hữu Cảnh

Số điện thoại của chuyên gia/giám khảo:

0983097736

* Nhận xét, đánh giá, cho điểm và xếp loại sáng

kiến: 1. Tính mới
Sáng kiến có cải tiến so với giải pháp đã có.
Điểm: ……7……./10
2. Hiệu quả
Sáng kiến có chứng minh thực tế và có độ tin cậy cao.
Điểm: ……8……./10
3. Khả năng áp dụng

Sáng kiến có khả năng áp dụng cao.
Điểm: ……8……./10
Nhận xét khác (nếu có): ..................................................................................
.....................................................................................................................................
Tổng số điểm: ....23........./30.Xếp loại: .............................Khá..............................
Phiếu này được chuyên gia đánh giá/giám khảo thứ nhất của đơn vị đánh giá, chấm
điểm, xếp loại theo quy định của Sở Giáo dục và Đào tạo; ghi đầy đủ, rõ ràng các thơng tin, có
ký tên xác nhận của thành viên thứ nhất và đóng kèm vào mỗi cuốn sáng kiến liền trước Phiếu
nhận xét, đánh giá sáng kiến của đơn vị.
CHUYÊN GIA/GIÁM KHẢO THỨ NHẤT
(Ký tên, ghi rõ họ và tên)
Phạm Ngọc Lan Hương (đã ký)


22
SỞ GD&ĐT TỈNH ĐỒNG NAI

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM

THPT NGUYỄN HỮU CẢNH

Độc lập - Tự do - Hạnh phúc

–––––––––––

––––––––––––––––––––––––
Biên Hòa, ngày

tháng

năm

PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN
Năm học: 2019-2020
Phiếu đánh giá của chuyên gia đánh giá/giám khảo thứ hai
–––––––––––––––––
Tên sáng kiến: The effect of using mind-mapping technique on enhancing Nguyen Huu Canh
High School students’ reading skill

Họ và tên tác giả:

Nguyễn Phan Vân Anh

Chức vụ: Giáo viên Tiếng Anh

Đơn vị:

THPT Nguyễn Hữu Cảnh

Họ và tên chuyên gia/giám khảo: Nguyễn Ngọc Khánh Vân
Đơn vị:

Chức vụ: TTCM

THPT Nguyễn Hữu Cảnh

Số điện thoại của chuyên gia/giám khảo: .........................................................................................
* Nhận xét, đánh giá, cho điểm và xếp loại sáng

kiến: 1. Tính mới
Sáng kiến có tính mới so với giải pháp đã có.
Điểm: ……7……./10
2. Hiệu quả
Có hiệu quả nếu được triển khai thực hiện tốt.
Điểm: ……8……./10
3. Khả năng áp dụng

Có khả năng áp dụng tại trường và các đơn vị bạn trong cơng tác giảng dạy.
Điểm: ……8……./10
Nhận xét khác (nếu có): ......................................................................................................
...........................................................................................................................................................
Tổng số điểm: .......23............/30. Xếp loại: ............................Khá.....................................
Phiếu này được chuyên gia đánh giá/giám khảo thứ hai của đơn vị đánh giá, chấm điểm,
xếp loại theo quy định của Sở Giáo dục và Đào tạo; ghi đầy đủ, rõ ràng các thơng tin, có ký tên
xác nhận của thành viên thứ hai và đóng kèm vào mỗi cuốn sáng kiến liền trước Phiếu nhận xét,
đánh giá sáng kiến của đơn vị.
CHUYÊN GIA/GIÁM KHẢO THỨ HAI
(Ký tên, ghi rõ họ và tên)
Nguyễn Ngọc Khánh Vân (đã ký)

23

SỞ GD&ĐT TỈNH ĐỒNG NAI

CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM

THPT NGUYỄN HỮU CẢNH

Độc lập - Tự do - Hạnh phúc

–––––––––––

––––––––––––––––––––––––
Biên Hòa, ngày

tháng

năm

PHIẾU ĐÁNH GIÁ, CHẤM ĐIỂM, XẾP LOẠI SÁNG KIẾN
Năm học: 2019-2020
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Tên sáng kiến: The effect of using mind-mapping technique on enhancing Nguyen Huu Canh
High School students’ reading skill

Họ và tên tác giả:

Nguyễn Phan Vân Anh

Đơn vị:

THPT Nguyễn Hữu Cảnh

Chức vụ: Giáo viên Tiếng Anh

Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác)

☒

- Quản lý giáo dục



- Phương pháp giáo dục 

- Lĩnh vực khác: ........................................................ 

- Phương pháp dạy học bộ môn: Tiếng Anh

Sáng kiến đã được triển khai áp dụng: Tại đơn vị

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Trong phạm vi toàn ngành 

1. Tính mới (Đánh dấu X vào ơ  ở cuối 01 trong 05 nội dung dưới đây)

(1) Không có tính mới hoặc chỉ lập lại, sao chép từ các giải pháp đã có



(2) Có cải tiến so với giải pháp đã có với mức độ ít 
(3) Có cải tiến so với giải pháp đã có với mức độ trung bình trong phạm vi của cơ quan, đơn

vị; có tính mới trong phạm vi tồn ngành cấp huyện 
(4) Có cải tiến so với giải pháp đã có với mức độ khá; có tính mới trong phạm vi tồn ngành

cấp huyện; có tính mới trong phạm vi tồn ngành cấp tỉnh

☒

(5) Có tính mới cao hoặc là sáng kiến được hình thành lần đầu tiên hồn tồn mới trong
phạm vi tồn ngành cấp huyện, cấp tỉnh; có khả năng là tính mới trong phạm vi tồn quốc 
2. Hiệu quả (Đánh dấu X vào ô  ở cuối 01 trong 05 nội dung dưới đây)
(1) Khơng có minh chứng thực tế hoặc minh chứng thực tế chưa đủ độ tin cậy, độ giá trị để

xác định hiệu quả; sáng kiến khơng có hiệu quả hoặc có hiệu quả rất ít trong cơ quan, đơn vị

(2) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến chỉ có hiệu quả tại đơn

vị 
(3) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến đã có hiệu quả mức độ trung bình

trong tồn ngành cấp huyện; hoặc có khả năng mang lại hiệu quả trung bình cho tồn ngành cấp tỉnh

☒

(4) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến đã có hiệu quả nhiều

trong tồn ngành cấp huyện; hoặc có khả năng mang lại hiệu quả nhiều cho toàn ngành cấp tỉnh



24
(5) Có minh chứng thực tế đủ độ tin cậy, độ giá trị để thấy sáng kiến đã có hiệu quả nhiều trong
tồn ngành cấp tỉnh; hoặc có khả năng mang lại hiệu quả nhiều cho toàn ngành cấp quốc gia


3. Khả năng áp dụng (Đánh dấu X vào ô  ở cuối 01 trong 05 nội dung dưới đây)
(1) Sáng kiến có khả năng áp dụng rất ít trong cơ quan, đơn vị 

(2) Sáng kiến có khả năng áp dụng ít trong cơ quan, đơn vị



(3) Sáng kiến có khả năng áp dụng nhiều trong cơ quan, đơn vị; có thể phổ biến áp dụng ở
một số đơn vị khác trong ngành cấp huyện; có thể triển khai áp dụng tồn ngành cấp tỉnh ở mức
độ trung bình ☒

(4) Sáng kiến có khả năng áp dụng cao trong tồn ngành cấp huyện; có thể triển khai áp
dụng tồn ngành cấp tỉnh ở mức độ khá 
(5) Sáng kiến có khả năng áp dụng cao trong tồn ngành cấp tỉnh; có thể triển khai áp dụng

nhiều trong tồn ngành cấp quốc gia 
Xếp loại chung: Xuất sắc 

Khá

☒

Đạt 

Không xếp loại 

Cá nhân viết sáng kiến cam kết và chịu trách nhiệm không sao chép tài liệu của người khác
hoặc sao chép lại nội dung sáng kiến cũ của mình đã được đánh giá cơng nhận.
Lãnh đạo Tổ/Phịng/Ban và Thủ trưởng đơn vị xác nhận sáng kiến này đã được tác giả tổ
chức thực hiện, được Hội đồng công nhận sáng kiến hoặc Ban Tổ chức Hội thi giáo viên giỏi của
đơn vị xem xét, đánh giá, cho điểm, xếp loại theo quy định.
Phiếu này được đánh dấu X đầy đủ các ơ  tương ứng, có ký tên xác nhận của tác giả và
người có thẩm quyền, đóng dấu của đơn vị và đóng kèm vào cuối mỗi cuốn sáng kiến.
NGƯỜI THỰC HIỆN SÁNG
KIẾN
(Ký tên và ghi rõ họ tên)

Nguyễn Phan Vân Anh