運用MAPS教學法提升國小三年級學生 閱讀理解能力之行動研究

Action Research on the improvement of Reading Comprehension of the 3rd Grade Student by MAPS

蕭凡偉(Fan-Wei Hsiao)

指導教授 ： 詹惠雪

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2021年)

摘要

本研究旨在探究MAPS教學法的四項策略（心智繪圖、提問策略、口語表達、同儕鷹架）運用於國小三年級國語文領域後，對學生閱讀理解能力表現的影響。以新北市某國小三年級17位學生為研究對象，以坊間版本的文本教材設計MAPS課程方案並實行。行動歷程從110年2月到5月，進行二個循環，歷經六週約24節，研究過程蒐集質性與量化資料，分析並歸納本研究結論如下：
實行MAPS教學法後，學生整體閱讀能力的進步達顯著水準，從閱讀理解能力的四個層次來看，全班在「了解文章基本事實」、「抽取文章大意」與「推論」層面顯著進步，且低分組學生「抽取文章大意」、「推論」層次進步顯著。
MAPS課程教學後，多數學生贊同心智繪圖策略對其國語的學習有很大助益，尤其是「喜歡老師教學使用心智圖」、「心智圖對國語課程學習的幫助」得到最多學生肯定，並認為「提問策略」有助於課文的理解，可增進寫作與思考的能力，也認為「口語表達」有助於課文內容學習，聆聽同儕發表能激盪思考，並讓自己能衍伸更多想法。
最後，本研究根據研究結果進行討論並提出建議，以作為MAPS教學法進行於國語文領域教學與未來研究之參考。

關鍵字

MAPS教學法 ； 閱讀理解能力 ； 行動研究

並列摘要

The purpose of this study was to explore the four strategies of MAPS teaching, which include mind mapping, asking questions, presentations, and scaffolding instructions. These four strategies were applied to the third-grade students through Mandarin Courses in the elementary school to examine the effects of reading comprehension for students.
The research subjects of this study were targeted to the 17 third-grade students in New Taipei City. MAPS curriculum was designed and implemented on the basis of multiple editions of the textbooks from different publishers. The process of this research was implemented by 2 cycles from February to May in 2021, with a period of 6 weeks, which equals to 24 classes. In the research process, qualitative and quantitative data were all collected and analyzed. The conclusions of this study are as follows:
By using MAPS teaching method, the performance of overall reading comprehension is significantly improved. Regarding the four layers of reading comprehension, all students showed significant improvement on the layers of “understand the basic facts of the article ” , “direct extracting the concept of article” and “deduction”. The learners from low-achieving groups showed significant improvement on the layers of “direct extracting the concept of article”, and “deduction”.
After MAPS teaching, most students agree that the mind mapping strategies are very helpful to their Chinese learning. Especially the answers of” I like teachers to use the mind map in teaching” and “The mind map is helpful in Chinese learning” are affirmed by the most students. Besides, students believe that " "Questioning strategy" helps them to understand the text and can enhance the ability of writing and thinking. They also believe that "oral expression" is helpful to the content of the text learning. Listening to peers can stimulate thinking and allow oneself to develop more ideas and concepts.
At last, the recommendations are delivered by the conclusions of research, which will serve as a reference for the MAPS teaching methods in the field of Chinese language teaching and future research.

並列關鍵字

MAPS teaching method ； reading comprehension ； action research

參考文獻

壹、中文部分

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