心智圖應用於國小四年級國語閱讀教學之行動研究

本研究旨在用行動研究探討心智圖應用於國小四年級國語閱讀教學，學生繪製歷程及閱讀理解能力歷程之改變。本研究以新北市某國小四年級學生為研究對象，主要以研究者任教的班級學生共二十三人為主，在兩個循環的行動研究中，經由教學計畫的擬定、教學活動的進行、觀察、教師的教學省思和教學活動後對教學策略的修正，及在實施教學活動時所蒐集的資料，蒐集資料包括教師觀察紀錄、學生作品、教師省思札記、教學現場錄影、學生訪談紀錄和教學回饋問卷，以提供多方面的資料回饋與檢證。並採用教育部出版「閱讀理解─文章與試題範例」測驗學生於心智圖教學實施前後的閱讀理解能力。研究結論如下：一、以心智圖法教學後能提升學生國語文閱讀理解能力二、多數學生能掌握心智圖技巧三、多數同學會將心智圖運用到其他學科四、團體實作可以讓學生學習分工合作、團隊互助，提升學習效果五、在應用心智圖法後，學生肯定心智圖法教學的幫助六、詞彙理解教學對於繪製心智圖極為重要。

關鍵字

心智圖；閱讀教學；行動研究

並列摘要

This study aims to use action research to explore the changes in the process of drawing and reading comprehension of the mind map applied to the fourth-grade Mandarin reading instruction. The participants were twenty three fourth graders in one class taught by the researcher in New Taipei City. In the two-cycle action research, the revision of the teaching strategy after the formulation of the teaching plan, the conduct of the teaching activities, the observation, the teacher's teaching thoughts and the teaching activities. The materials collected during the implementation of the teaching activities include the teacher observation records, student works, teacher reflective journal, video of teaching scene., student interview records and teaching feedback questionnaires, which provide various information feedback and verification. This study also adopted The Ministry of Education published the "Reading Comprehension-Articles and Test Questions" test to test students' reading and comprehension skills before and after the implementation of the Mind Map teaching. The conclusion of the study is as follows： I. Mind mapping used in Mandarin teaching could improve reading comprehension. II. Most students can master mind mapping skills III. Most students can apply mind mapping skill to other subjects IV. Group practice allows students to learn division of labor, teamwork, and improve learning outcomes. V. Students gave positive comments after applying the mind map teaching. VI. It is very important of teaching lexical comprehension in drawing mind map.