運用心智圖教學法於國小五年級學童閱讀理解能力及寫作能力之行動研究

學生閱讀理解和寫作能力表現不佳，屢次呈現在國際評量中，因此，教育部積極推動閱讀理解及寫作能力的教育，而基層教師在教學上一直努力著手於此方面的指導，卻還是不見起色。知識經濟時代，閱讀理解與寫作是讀取與輸出的關鍵，對未來影響是非常深遠的，故研究者嘗試將心智圖納入教學中，以瞭解透過心智圖的擴散及聚斂思考，是否能提升學生的閱讀理解和寫作能力。本研究以行動研究為研究方法，因應學生的學習表現並透過研究者反思，進行兩次之循環修正。研究對象為研究者所任教之國小五年級班級學童，男生11人、女生14人，共25人。研究進行共24節課的教學，教學內容配合學校國語課程做心智圖的分析與統整。資料收集方法包括教室觀察、教師教學省思札記、學生及同儕教師訪談。研究結果顯示:(1)透過心智圖教學法，學生在閱讀時，能多加思考，並留意周邊訊息，而非片段資訊。(2)透過心智圖教學法，學生能更全面性思考，思考廣度及完整性也有所提升。(3)此學習策略，能有效提升閱讀理解及寫作之能力。(4)在行動研究中，研究者不斷進行反思並請教同儕教師，心智圖的引導及提問也更加精準，讓學生能更有效率的學會此策略，並運用在閱讀理解及寫作上。

關鍵字

心智圖；閱讀理解能力；寫作能力

並列摘要

Students' poor performance in reading comprehension and writing has repeatedly been presented in international assessments. Therefore, the Ministry of Education actively promotes reading comprehension and education in writing skills, basic level teachers have been working hard on teaching in this area but they are still missing improvement. In the era of knowledge economy, reading comprehension and writing are the keys to reading and output, and they have a far-reaching impact in the future. Therefore, researchers try to incorporate mind maps into their teaching to understand whether or not they can improve students through the diffusion of mind maps , agglomeration thinking , reading comprehension and writing skills. In this study, action research is used as a research method. In response to the student's learning performance and through the reflection of the researcher, the cycle correction is performed twice. The subjects of the study were the fifth grader students in the primary school taught by the researchers. There were 11 male students and 14 female students, 25 students in total. The study conducted 24 classes of teaching, and the content of the teaching complied with the school's Mandarin language curriculum to analyze and integrate the mind map. The data collection methods include classroom observations, teacher's teaching notes, and interviews with students and peer teachers. The results of the study showed that: (1) Through the mind map teaching method, students can think more when reading, and pay attention to peripheral information instead of segment information. (2) Through the mind map teaching method, students can think more comprehensively, and their breadth and completeness of thinking have also improved. (3) This learning strategy can effectively improve reading comprehension and writing skills. (4) In action research, researchers continuously reflect on themselves and consult peer teachers. The guidance and questioning of mind maps are also more accurate, allowing students to learn this strategy more effectively and apply it to reading comprehension and writing.