心智繪圖暨多元化記憶策略融入大學「課後托育與實務」課程之研究

Integration of Mind-Mapping in the After-School Programs in a Technological College

常雅珍(Ya-Jane Chaung)

《長庚科技學刊》 16期 (2012/06) Pp. 125-140

https://doi.org/10.6192/CGUST.2012.6.16.11

摘要

本研究主要在探討「心智繪圖暨多元化記憶策略」融入「課後托育」之教學中對學生之影響，研究目的在（一）編擬一套適合大學生學習的心智繪圖暨多元化記憶策略融入「課後托育」課程。（二）探討此一課程對學生課後托育學習表現（包括課後托育學習成就測驗、課後托育關鍵字回憶量測驗）之影響。（三）分析學生課程滿意度問卷及課程回饋問卷的結果。本研究對象為大學幼保系大三學生，學生接受為期一學期，每週兩節之融入心智繪圖暨多元化記憶策略教學之課程。研究者結果發現實驗表且在「課後托育學習成就測驗」並未顯著優於對照組；實驗表且在「關鍵字回憶量測驗」部分顯著優於對照組，實驗組學生對「心智繪圖暨多元化記憶策略融入課後托育課程」的滿意度均在4.5以上，介於滿意和非常滿意之間，學生對此一課程的幫助程度、喜愛度、應用度及再上課意願均高達九成以上。

關鍵字

心智繪圖 ； 課後托育

並列摘要

The purposes of this study were to blend diverse memory strategies and mind mapping into an after-school program curriculum for third-year university students, and to use quantitative methods to investigate the immediate effects of the curriculum. For these purposes, the subjects of this study were two groups of technological college students. There were 47 students in the experimental group, and 44 students in the control group. The experimental group had the blended course, while the control group had only the standard after-school program curriculum. The collected data were analyzed by one-way ANCOVA. The results of the study showed that for immediate effects, there were no significant differences between the two groups on the 1earning achievement scale, but there were differences between the two groups on the keyword memory test. The experimental-group students were satisfied with the curriculum, and the students' rate of acceptance of the curriculum was above 90%.

並列關鍵字

mind mapping ； after-school program