心智圖融入專業英文字彙教學對學習態度與學習成效之影響 -以桃園市某高職為例

本研究採準實驗研究設計，旨在運用心智圖法融入專業英文字彙教學課程，瞭解其對於學生專業英文字彙能力及學習態度的影響。研究者以桃園市某高職電子商務科的兩班二年級學生共96人做為研究對象，以班級區分實驗組47人與控制組49人，實驗組學生接受心智圖融入專業英文字彙教學，控制組學生則採用講述教學與實驗組進行對照；兩組學生每週進行一節專業英文字彙課程，教學實驗共進行六週，所得資料以描述性統計和共變數分析進行統計分析學生之學習成效，輔以質性訪談深入瞭解學生的看法。研究發現一、接受心智圖教學法的學生在專業英文字彙「專業英語詞彙能力國際認證測評系統進行測驗」的後測成績得分明顯優於接受傳統講述式教學法的學生，證明心智圖教學法確實有其成效，但可能因為教學時數不足及學生樣本數不足導致無法顯著，特別針對實驗組的學習成效前測及後測成績統計量相依樣本T檢定，發現五個部分成績皆達顯著，表示實驗組學生經由心智圖融入專業英文字彙學習成效上有顯著，且所有測驗的效果量值皆在.14以上，表示此教學法對於學習成效上有一定的作用。二、至於在「學習態度量表」的後測回饋分數，接受心智圖教學法的學生優於接受傳統講述式教學法的學生，尤其在「學習方法」構面上，接受心智圖教學法的學生，顯著優於傳統講述式教學法的學生。三、學生多半對於心智圖法的運用都持有肯定的態度。

關鍵字

心智圖；學習成效；學習態度

並列摘要

This research adopted a quasi-experimental research design, which aimed to integrate professional english vocabulary teaching courses to understand its impact on students' professional english vocabulary ability and learning attitude with Mind Mapping Method. A total of 96 second-year students in two classes in a higher vocational e-commerce department in Taoyuan City were used as the research objects. and the experimental groups were divided into an experimental groups and a control group. The students in the experimental group accept the teaching of Mind Mapping into professional english vocabulary, and the students in the control group use the Didactic Teaching to compare with the experimental group; The two groups of students conduct a professional english vocabulary course every week, and the teaching experiment is conducted for a total of six weeks. The data are analyzed statistically by descriptive statistics and covariate analysis, and supplemented by qualitative interviews to gain a deeper understanding of the students' views. The results of the research are summarized as follows: (1) The students who received the Mind Mapping Method scored significantly better in the post-test scores of the professional english vocabulary by「Professional E nglish Vocabulary Proficiency International Certification Evaluation System」, which proved that the Mind Mapping Method really had its own effectiveness. However, it may not be significant due to insufficient teaching hours and insufficient student samples.Especially for the test results of the experimental group's pre-test and post-test scores that depend on the sample t test, it is found that the five parts of the score are all significant, indicating that the experimental group students through the mental map into professional english vocabulary learning effectiveness is significant, and all the tests The effect values are all above 14, indicating that this Teaching Method has a certain effect on the learning effect. (2) As for the post-test feedback score on the「Learning Attitude Scale」,students who accepted the Mind Mapping Method are better than those who accepted the Didactic Teaching Method. Especially on the「Learning Method」 structure, students who accepted the Mind Mapping Method are significantly better than those who followed the Didactic Teaching Method.(3) Most of the students have a positive attitude towards the use of Mind Mapping and are willing to learn.