心智圖融入國中三年級作文教學之行動研究

王怡蘋(Wang Yi Ping)

指導教授 ： 李志宏

國立臺灣師範大學/文學院/國文學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在探討心智圖融入國中三年級作文教學之設計，及對國中三年級學生寫作能力的影響。本研究採用行動研究法，以研究者任教的班級之學生共三十五位為研究對象，進行九週實驗教學。研究過程中所蒐集到的資料如教學觀察記錄、學生心智圖作品與作文、學生訪談與回饋表、研究者省思紀錄等經過處理與分析後，得到下列結論：
一、課程設計方面
（一）配合課程內容進行教材設計
（二）心智圖能清楚呈現範文的組織結構，幫助學生類推模仿
（三）尊重學習的個別差異，進行指導
（四）心智圖運用在抒情文體有侷限性

二、學習情形與問題解決方面
（一）學生對心智圖寫作教學方案持正向態度
（二）學生能掌握心智圖的繪製技巧
（三）以心智圖練習立意取材，需要更多聯想練習
（四）心智圖可輔助作文大綱的設計及進行恰當的段落排序
（五）心智圖轉譯為作文需要口述引導的銜接過程

三、寫作能力改變方面
（一）心智圖寫作教學方案能有效提升國中三年級學生的寫作表現
（二）立意取材的能力進步
（三）結構組織的完整性有顯著提升
最後，根據本研究結果，研究者進一步提出國中實施心智圖寫作教學未來研究之建議。

關鍵字

心智圖 ； 作文教學 ； 寫作能力 ； 行動研究

並列摘要

The purpose of this study was to investigate the instruction design of mind map applied in writing teaching in junior high school, and the effect on 9th students' writing ability. The approach of this study was action research, which experimented with 35 students who were taught by the researcher 9 weeks. Based on the data such as classroom observation, students' compositions, interviews and feedback, and reflective essays collected by action research analyses, the conclusions of this study were summarized as follows:

I. The Curriculum Design
1. To prevent the effect of teaching progress, teaching material was designed according to the course content.
2. Mind map , which presents the organization clearly, could help students to deduce and imitate from the model essay.
3. Respect individual differences when teaching.
4. Writing lyrical style by mind map has the limitation.

II. The Learning Condition and Problem Solved
1. Students had positive attitude toward the writing teaching scheme of mind map.
2. Students could master the skill of mind map.
3. The more practice of association was needed when choosing the materials and theme by mind map.
4. Mind map could assist in the design of composition outline and arrange appropriate paragraphs.
5. Oral guidance was needed when mind map were translated into compositions.

III. The Changes on Writing Ability
1. The writing teaching scheme of mind map could promote the writing expression of the 9th students effectively.
2. Students ability of choosing the materials and theme of composition had advanced .
3. Students' compositions had notable promotion at the integrity of organization.

According to the results of this study, the researcher proposes the direction of future research about mind map applied in writing teaching in junior high school.

並列關鍵字

mind map ； writing teaching ； writing ability ； action research

參考文獻

王開府（2008）。心智圖與概念模組在語文閱讀與寫作思考教學之運用。國文學報，43。263-296。

陳龍安（2006）。創造思考教學的理論與實際。臺北：心理。

涂亞鳳（2006）。心智繪圖寫作教學法對國中生語文創造力及寫作表現影響之研究。慈濟大學教育研究所教學碩士論文，未出版。

陳盈達（2004）。心智圖法課程之學習成效研究——以南投縣政府社區大學為例。朝陽科技大學企業管理系碩士論文，未出版。

陳淑娟（2004）。心智繪圖融入國小低年級寫作教學之行動研究。國立臺灣師範大學特殊教育學系碩士論文，未出版。