心智圖法應用在國民小學閱讀理解與寫作教學之研究

A Study on the Application of Mind-mapping in Reading and Writing Instructions in an Elementary School in Taiwan

劉長宗(Chang-Chung Liu) ； 饒見維(Jian-Wei Rau)

《兒童與教育研究》 10期 (2015/12) Pp. 207-252

摘要

本文旨在探討心智圖法應用在國小中年級的讀寫結合教學之成效。研究者以山山國小四年A班學童為研究對象，依研究目的進行兩階段的教學。本文分別呈現教學歷程，學生作品分析，及教學的省思，作為評估心智圖法應用在讀寫結合教學上，學生學習成效及改善的依據。研究結果有如下發現：一、心智圖法可提升學生的閱讀理解力。二、心智圖法可提升學生的寫作能力，尤其在寫作字數、結構組織、遣詞造句、立意取材等方面。三、學生喜愛心智圖法，心智圖法法能幫助學生提昇閱讀理解能力及了解寫作方法。四、採漸進式的學習方式，由團體合作學習到個人獨立寫作，可輔助學生由閱讀理解遷移至寫作能力，逐步使心智圖成為學生寫作時的「鷹架」。

關鍵字

心智圖法 ； 寫作教學 ； 閱讀教學

並列摘要

This paper intended to explore the learning effects of applying mind-mapping in reading and writing instructions. The subjects of this research were the students from a grade 4 class in an elementary school in Taiwan. There were two stages of experimental teaching. This paper presents the instructional process, the analysis of students' writing works and the reflections of the researcher in order to assess the students' learning outcomes and improvements. The research had drawn the following conclusions: 1. The application of mind-mapping in reading could improve the students' reading comprehension. 2. The application of mind-mapping in writing instructions could improve the students' writing capability, especially in the number of words written, the writing structures, the wording and the themes of writing. 3. The students liked the mind-mapping, especially group mind-mapping, which seemed to help the students more than the individual mind-mapping in terms of reading comprehension and writing methods. 4. The gradual process of learning mind-mapping techniques, from group cooperation to individual writing, could help the students transfer their reading comprehension to writing capability and enable the students to use mind-mapping as the scaffolds in writing.

並列關鍵字

mind-mapping ； writing instruction ； reading instruction