心智圖融入對外華語寫作教學之行動研究

本研究旨在探討以心智圖融入對外華語寫作教學是否對學習者之寫作興趣及寫作能力有所提升。本研究主要採取行動研究法，以9位華語學習者為研究對象，於15週正式語言課程中，進行5次與正式課程結合之心智圖融入寫作之實驗教學。實驗進行期間所運用之研究工具以質化資料為主，輔以量化工具客觀印證研究結果。歷程中所使用的量化工具為「寫作興趣量表」與「作文評定量表」；質化部分的資料則包括教學省思札記、學生作品分析、訪談紀錄等。以上資料經由彙整、分析後，歸納出下列結論：一、學生參與心智圖融入寫作教學後，於「寫作興趣量表」所得之總分有顯著提升，證實寫作前藉由心智圖構思、選材，確實能降低學生對寫作的恐懼與焦慮感，提升其寫作興趣。二、學生參與心智圖融入寫作教學後，於「作文評定量表」所得之總分及「標點及文字」、「詞彙及語法」、「內容思想」、「組織結構」等四個向度之分數皆有顯著提升。三、通過行動研究的循環歷程，教師與學生可將每次心智圖融入寫作教學課程中所遇到的問題與困難提出討論，經由反思，於下一次的課程中修正教學方案。四、通過行動研究的循環歷程而逐步修正的心智圖融入寫作教學之策略（流程），有助於掌握參與本研究學生的寫作過程及需求，以提供適切的協助。五、心智圖法融入寫作教學對學習成效具有正向的影響，但心智繪圖的品質與寫作能力並不是絕對相關的，有些寫作能力強的學生不畫心智圖也能寫出不錯的文章。最後，筆者者綜合研究之結果，提出相關教學建議，以供未來研究之參考。

關鍵字

心智圖；對外華語教學；寫作教學；行動研究

並列摘要

The purpose of this study was to investigate whether using Chinese writing instruction with mind mapping can increase a learner’s interest in writing and writing ability. The primary method of this study was action research. Nine Chinese learners subjects were involved in a 15-week formal language course, during which mind mapping writing experiments, corresponding to the class, were conducted five times. The main research tool used in the experimental course was qualitative data; secondarily, the results of the study were objectively proved with quantitative tools. The quantitative tools used over the course of the study were a Writing Interest Questionnaire and Composition Assessment Form. Qualitative data included teaching journals, analysis of student work, and interview records. After the data were collected and compiled, the results were as follows: (a) After participating in Chinese writing instruction with mind mapping, students showed significant improvement on their Writing Interest Questionnaires. It proved that mind mapping before writing could reduce fear and anxiety, and increase a student’s interest in writing. (b) After participating in Chinese writing instruction with mind mapping, students showed significant improvement on their Composition Assessment Forms, in these four dimensions: punctuation and characters, vocabulary and grammar, content/concept, and organizational structure. (c) Through the cyclical process of action research, teachers and students were able to discuss and any problems or difficulties encountered in the Chinese Composition with Mind Mapping classes. After reflecting on these problems, the curriculum for the next class could be adjusted and improved. (d) The cyclical method of progressive correction used in Chinese writing instruction with mind mapping is a useful strategy (process) for understanding the writing process and needs of the study participants, in order to provide the most appropriate assistance to them. (e) The use of mind mapping in Chinese writing instruction brought upon positive learning results amongst students. But the quality of the mind mapping and writing skill are not absolutely related. Some highly-skilled students can compose fairly well without drawing mind maps. Finally, the findings of this study propose educational suggestions which may serve as a reference for future research.