本研究旨應用數位心智圖融入英文字彙教學,探討數位心智圖對高職學生在英文字彙記憶之影響,其英文字彙教學內容採用拆字法中的字根、字首、字尾等方式。 本研究以準實驗研究法,研究對象以台北縣某高職一年級學生,方便取樣選取兩個班級。隨機分派一班為「實驗組」,其學生有37名,另一班則為「控制組」,其學生有40名,兩班於前測之後,皆接受英文字彙教學。「實驗組」學生接受「數位心智圖法教學」,「控制組」學生接受傳統「講述教學法」,進行為期六週之教學實驗。教學實驗結束後,分別對實驗組與控制組進行後測,並於教學後一週進行第一次延遲性後測及教學後三週進行第二次延遲性後測,以瞭解使用數位心智圖法教學於英文字彙學習成就及英文字彙學習保留量之影響。研究結果如下: 一、經過六週教學實驗後,實驗組與控制組於英文字彙教學學習成就成績上,皆有明顯的進步,且數位心智圖教學法的教學模式,比講述教學法的教學模式,更能提升學生的英文字彙學習成就。 二、在後測的一週及三週後,實驗組與控制組於英文字彙學習保留效果均不佳。然而若就兩組的英文字彙學習保留量相比較,數位心智圖教學方式的字彙保留量優於講述教學方式的字彙保留量。
The study was to explore the effects of using mind mapping in English vocabulary instruction on vocational high school students’ vocabulary retention. Word formation including roots, prefixes and suffixes is used as the strategy in English vocabulary Instruction. A quasi-experimental method has been adopted to collect the data for this study. The participants were freshman students of a privet senior vocational school. They all received English vocabulary instruction. After implementing a pre test, 37 students were assigned to an experimental group and were taught using mind mapping teaching materials, and 40 students were assigned to a control group and learned through teachers’ lectures. The teaching experiment took place for six weeks. After the experiment, a post test, the first delayed vocabulary recall test and the second delayed vocabulary recall test were implemented to determine the effectiveness of mind mapping instruction on studnents’ English vocabulary acquisition and retention. The findings are as follows: Both the experimental group and the control group scored higher in the post-test than in the pre test. In addition, the results indicate that the students were taught using mind mapping teaching materials can impove vocabulary learning better than teachers’ lectures. The vocabulary retention for both groups as measured by the first and second delayed vocabulary recall tests was moderately low with the experimental group performing slightly better than the controled group.