國中綜合活動領域實施概念構圖教學之成效研究

The Effects of Appling Concept-Mapping into Integrated Activity Curriculum in Junior High Schools

陳惠娟(Hui-Chuan Chen)

指導教授 ： 洪久賢

國立臺灣師範大學/教育學院/人類發展與家庭學系在職進修碩士班/碩士(2002年)

摘要

本研究旨在以概念構圖整合單元之理論架構與教學，自編綜合活動領域教學方案，歷經八個單元的教學實驗，並驗證其增進國中生綜合活動領域學業成就與問題解決能力之成效，做為日後推廣教學之參考。本研究以臺北縣某中學國中部一年級學生為對象，分別以「閱讀專家概念圖」為實驗A組（34人）、「生手繪製概念圖」為實驗B組（35人）、與一般教學策略為對照組（34人）；教學成效係以「綜合活動學業成就」、「問題解決能力」為指標，採「綜合活動學業成就測驗」、「問題解決測驗」為評量工具，所得資料以t-test、單因子變異數分析、單因子共變數分析與皮爾遜積差相關分析進行統計處理，以考驗教學成效；並且以實驗A、B組學生繳交之學習知覺滿意問卷，以及實驗B組（繪製概念圖組）學生於學習前、學習後之概念構圖作進一步地分析。主要結果如下：
（一）國中生綜合活動之學業成就因採概念構圖教學策略或一般教學策略而有差異。
（二）國中生的問題解決能力不因綜合活動課程採概念構圖教學策略或一般教學策略而有差異。
（三）國中生的綜合活動學業成就與其問題解決能力存有正相關。
（四）國中生的認知結構因概念構圖教學策略而有差異。
（五）國中生對概念構圖策略持正向的知覺滿意度。
根據研究的過程及結果，茲提出建議，以供日後在綜合活動課程教學上的改進及研究時之參考。

關鍵字

綜合活動 ； 教學 ； 概念構圖 ； HASH(0xc3e53f0)

並列摘要

The purposes of this study were to develop the program of applying concept-mapping instruction in integrated activity curriculum at junior high school level. An experiment was conducted for eight units to evaluate the effects of the instruction. The result would be suggestive for the reference of future teaching strategies.The quasi-experiment design was applied to this study. The 103 subjects of this study were the 7th grade students of a high school who were sampled and divided into three groups. There were two experimental groups that were concept map reading group (34 students) and concept-mapping construction group (35 students); the other was the control group (34 students). Students’ problem solving abilities, integrated activity curriculum learning achievements, changes of cognitive structure and learning satisfaction were measured by problem solving test, integrated activity curriculum learning units achievement test, concept-mapping construction test and questionnaire of learning satisfaction. Collected data were analyzed by using t-test, ANOVA, ANCOVA and product-moment correlation. The major findings were as followings:
(1)The concept-mapping construction group obtained higher scores than the control group in integrated activity curriculum learning units achievement test.
(2)There was no significant difference between experimental groups and control group in problem solving abilities.
(3)There was significant correlation between the problem solving abilities and the learning achievements within the experimental groups.
(4)Cognitive structures of the concept-mapping construction group students were changed due to the concept-mapping instructive strategies.
(5)Students of experimental groups demonstrated the positive reaction to concept-mapping instruction.
According to the results of this study, there were some suggestions for teachers and further researchers.

並列關鍵字

integrated activity ； teaching ； instruction ； concept-mapping