概念圖對於英文閱讀能力的影響

Effects of Concept Map on English Reading Ability

曾偉庭(Wei-Ting Tseng)

指導教授 ： 鍾斌賢

中原大學/電機資訊學院/資訊工程研究所/碩士(2015年)

https://doi.org/10.6840/cycu201500472

摘要

本研究主要在探討概念圖對於學生英文閱讀能力的影響。本研究開發一個線上閱讀測驗系統讓學生透過概念圖的輔助進行練習與測驗，並於實驗後探討學生的學習成就、學習動機、英文焦慮、認知負荷及對概念圖滿意度問卷，以了解學生使用概念圖的狀況及對於概念圖的看法。
實驗結果為不同學習階段(英文閱讀練習及/或測驗時)給予概念圖輔助，都可以幫助學生學習，而且學生在學習成就、學習動機、英文焦慮都沒有顯著差異。實驗結果亦發現概念圖對於知識程度低與知識程度中的學生較有幫助，對於這些學生的負擔也沒有因此變大，此兩組學生對於概念圖的滿意度也比知識程度高的學生高；而知識程度高的學生有自己的學習策略，所以比較不願意使用概念圖，但實驗結果也指出學生若願意嘗試使用概念圖的話，對於學習成就是有正面幫助。

關鍵字

概念圖 ； 英文閱讀 ； 學習成就 ； 知識程度

並列摘要

This study explored students' English reading ability with concept map assisted. This study develops an online reading test system allows students to practice and test through assistance of concept map, and to explore students’ learning achievement, learning motivation, English anxiety, cognitive load and a concept map satisfaction questionnaire to understand the students’ feeling and status to the concept map after the experiment.

The results for the different stages of learning (English reading practice or/and test), to give the assistance of concept map can help students in learning achievement. Both students in learning achievement, learning motivation and English anxiety are no significant differences. The results also found that concept map are more benefit for the low level knowledge and medium level students, the burden of these students did not become larger. The Concept map satisfaction of these two group students is higher than the high level knowledge students; the high level knowledge students have their own learning strategies, it is more reluctant to use concept map, but the experiment results also indicate students who are willing to try to use concept map, then there is a positive influence for learning achievement.

並列關鍵字

Concept map ； English reading ； Learning achievement ； knowledge level

參考文獻

16. Huang, L. I. (2005). Using concept mapping as a strategy to improve the English reading comprehension. Unpublished master’s thesis, Tzu Chi University, Hualian City, Taiwan.

17. Huang, Z. J. (2000). The application of concept mapping training in teaching reading. Teacher’s Friends, 42, 29–36.

2. Ariel, A. (1992). Education of children and adolescents with learning disabilities. New York: Merrill.

3. Ausubel, D. P., (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.

5. Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students’ memory for expository reading. Reading Research Quarterly, 21(2), 161–178.