思考地圖融入閱讀理解與寫作之研究-以國小中年級為例

Study on the Integration of Thinking Maps into Reading Comprehension and Writing - Taking Middle School Grade as an Example

饒聖宏(Sheng-Hung Jao)

指導教授 ： 吳有龍

義守大學/電機資訊學院/資訊管理學系/碩士(2018年)

摘要

本研究目的在探討應用思考地圖於三年級的國語科教學現場上，對於學童閱讀理解能力之提升，以及將閱讀理解轉換為有效的寫作教學策略之表現。
本研究採用行動研究法進行，以研究者任教之25位三年級學童為對象，自2018年2月至2018年6月，為期一學期，進行以思考地圖融入國語科閱讀理解及寫作教學研究。透過持續觀察、歸納及分析學生的摘要及寫作表現後，獲得研究結果如下：
1. 運用思考地圖結合摘要策略於國語課文教學之成效
1. 有助於學生對於訊息的處理，並連結個體記憶，達成有意義的學習。
2. 有效提升學生摘取重要訊息並整理摘要後訊息之能力。
3. 有助於促進學生之後設認知。
2. 思考地圖運用於寫作教學之成果
1. 能運用圓圈圖聚焦主題，擴散發想寫作素材。
2. 能運用泡泡圖掌控敘事要素。
3. 能運用流程圖釐清事件發展次序及動態細節描寫。
3. 運用思考地圖於讀寫教學之策略
1. 師生以思考地圖共構課文脈絡。
2. 運用不同類型思考地圖訂定寫作計畫。
3. 同儕合作學習。
4. 自評與互評。

關鍵字

閱讀理解 ； 思考地圖 ； 寫作教學

並列摘要

The purpose of this study is to explore the application of thinking maps in the third-grade Chinese language teaching scene, the improvement of reading comprehension ability of students, and the conversion of reading comprehension into an effective writing teaching strategy.
This study was conducted using the action research method. The 25 third-grade students who were taught by the researchers were selected from February 2018 to June 2018 for a one-semester period to conduct a study of thinking and reading into the Mandarin language reading comprehension and writing teaching. After continuous observation, induction and analysis of the student's abstract and writing performance, the results obtained are as follows:

First, the use of thinking maps combined with abstract strategies in the teaching of Mandarin texts:
1. Help students deal with the message and connect the individual memory to achieve meaningful learning.
2. Effectively enhance students' ability to extract important messages and organize their posts.
3. Help to promote students' cognitive awareness.
Second, think about the results of maps used in writing teaching:
1. You can use the circle map to focus on the theme and spread the imagination material.
2. You can use the bubble chart to control the narrative elements.
3. Can use the flow chart to clarify the sequence of event development and dynamic detail description.
Third, the use of thinking maps in literacy teaching strategies
1. Teachers and students think about the map to construct the context of the text.
2. Use different types of thinking maps to set up a writing plan.
3. Collaborative learning.
4. Self-evaluation and mutual evaluation.

並列關鍵字

reading comprehension ； writing teaching ； thinking map

參考文獻

一、中文部分

1. 王瓊珠（2004） 。故事結構教學與分享閱讀。臺北市：心理。

2. 王慕瑄(2006) 。帶孩子到沙灘上築城堡─談閱讀與組織能力。國教新知，53(3)，53-63。

3. 余民寧(1997) 。有意義的學習─概念構圖之研究。台北市：商鼎文化。

4. 朱似萼（2007）。國民小學閱讀教育政策執行情形及其影響因素之研究—－以桃園縣深耕書田追求卓越專案計畫為例（未出版之碩士論文）。國立臺北教育大學教育政策與管理研究所，臺北市。