合作式概念構圖教學法對閱讀理解成效之研究

The Effects of Cooperative Concept Mapping Instruction on Reading Comprehension

林廷錩(Ting-Chang Lin)

指導教授 ： 洪銓修

國立中正大學/文學院/外國語文學系/碩士(2014年)

摘要

本研究旨在描述合作式概念構圖教學法運用於高中英語閱讀文章的教學，並探究此項教學如何改變學生的學習態度、學習行為、學習動機及閱讀理解。本研究採用立意選樣，共有三十八位綜合高中三年級的學生及二位英語教師參與本研究。本研究採用質性資料蒐集方式，包括課室觀察、小組的半結構性訪談、開放性問卷以及概念構圖講義等方式，輔以相關閱讀能力測驗，以測驗學生的英語閱讀能力的改變。本研究以內容分析法及持續比較法，進行資料的分析。根據三個研究問題，本研究分析的重點著重在: 一、合作式概念構圖運用在高中英語閱讀教學的構成要素; 二、影響英語合作式概念構圖運用在高中英語閱讀教學的情境脈絡因素; 三、學生及教師對合作式概念構圖運用在高中英語閱讀教學的認知。
本研究主要發現如下: 一、合作式概念構圖運用在高中英語閱讀教學架構，有七項構成要素: （一）、確認學生在閱讀上的弱點和迷思； （二）、設定教學目標； （三）、準備適當的閱讀材料； （四）、第一階段的教學前的概念構圖； （五）、第二階段的老師概念構圖教學示範及合作式小組概念構圖； （六）、第三階段的教學後個人概念構圖； （七）、評量採用合作式概念構圖後學生的表現。二、影響合作式概念構圖運用在高中英語閱讀教學的影響有四個要項: （一）、學習態度，願意使用合作式概念構圖教學法； （二）、學習行為，包含組員的相互依賴、組員面對面的互動增長、社交技能的使用以利小組合作過程順暢； （三）、學習動機，包含老師的鼓勵及具鼓勵性的閱讀環境; （四）、有組織性的概念圖。三、合作式概念構圖運用在高中英語閱讀教學的認知，包含學生對閱讀測驗、教學法、個人概念構圖的缺點、合作概念構圖的認知，以及教師對縮小學生之間的學習表現差距、及促進學生之間的合作關係的認知。
本研究依據資料分析的結果建構出的理論模式，稱為『內燃式引擎理論』。理論模式闡述合作式概念構圖運用於高中英語閱讀教學之七個決定性要素: 適當的閱讀材料、合作式的概念構圖教學法、教師的概念構圖教學、老師在合作活動中所扮演的角色、良好的學習態度、學習行為及學習動機。當這六個要素具備時，即會增強學生的閱讀能力表現。
整體而言，本研究結果顯示合作式概念構圖對於學生的情意、認知方面均有幫助。在情意方面，學生對閱讀自信提高了，他們比較喜歡做閱讀測驗。而且在課堂中，小組中的成員會互相分派彼此的任務，面對面的分享彼此所知道的訊息，進一步增進小組參與的主動性。在一個沒有壓力及充滿支持性的環境當中，學生的學習動機增加了。在認知方面，學生在概念構圖的分數、及閱讀測驗均有進步。

關鍵字

合作學習 ； 合作式概念構圖 ； 閱讀理解

並列摘要

The purpose of this study was to describe and explain the use of cooperative concept mapping instruction in a senior high school EFL context in general and further record in details how concept mapping strategy was implemented with cooperative learning skill in groups and its influence on EFL learners’ reading comprehension. By using qualitative method of purposeful grouping, the researcher purposely selected 38 senior high school students in 12th grade and two English teachers as participants. The students read an article once a week over a period of six weeks. The researcher collected multiple qualitative data which include classroom observations, group interviews, open-ended questionnaires, and review of concept mapping worksheets. In addition, numeric data, used as supportive evidence to the qualitative data, was collected by the Concept Mapping Scoring Rubric and reading comprehension tests. The various data was analyzed by using content analysis and constant comparative method. Based on the three research questions, the analysis was focused on (a) the elements constituting the use of cooperative concept mapping in reading contexts that attribute to enhance EFL learners’ reading comprehension; (b) the influences of using cooperative concept mapping on EFL learners; (c) students’ and teachers’ perceptions toward cooperative concept mapping.
The major findings of this study were discussed. First, seven elements were identified to describe the framework for implementing cooperative concept mapping in a senior high school EFL context. The seven elements included identifying students’ weaknesses and misconceptions, setting instructional goals, preparing reading materials, phase I: concept mapping before instructions, phase II: teacher’s demonstration and cooperative concept mapping within groups, phase III: individual concept mapping, and evaluating students’ effectiveness of cooperative concept mapping. Second, four influences of implementing cooperative concept mapping were identified. The four influences were learning attitude, learning behavior, learning motivation and concept maps. Third, students’ and teachers’ perceptions toward cooperative concept mapping were explored in various ways.
Based on the results of analyzed data, the study constructed a theoretical model entitled “Combustion Engine Approach”. This theoretical model described and explained seven crucial factors of the combustion engine approach to the instruction of applying cooperative concept mapping in senior high school EFL reading context. These factors were reading materials, cooperative concept mapping, teachers’ concept mapping instruction, teacher’s role as facilitators, learning attitude, learning behavior and learning motivation. Students’ learning performance was enhanced when these factors worked together.
In sum, the results of this study indicated that cooperative concept mapping benefits the students in affective and cognitive domains. In the affective domain, students’ confidence was enhanced. And their learning behavior was changed. Students are more inquisitive and active within interactions with peers. Under a tension-free and supportive environment, students’ motivation was enhanced and learning performance was improved. In the cognitive domain, students’ reading performance in concept maps and reading comprehension tests were improved.

並列關鍵字

cooperative learning ； cooperative concept mapping ； reading comprehension

參考文獻

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