概念構圖理解策略在大學英文閱讀教學之成效

Effects of Concept Mapping Learning Strategy on College Students' English Reading Comprehension

劉沛琳(Pei-Lin Liu)

《課程與教學》 11卷4期 (2008/11) Pp. 137-162

https://doi.org/10.6384/CIQ.200811.0137

摘要

本研究目的為應用概念構圖理解策略，結合英文閱讀課程，期能帶給學生有效的學習。主要研究項目如下：（一）概念構圖理解策略對不同程度的學習者，其英文閱讀成就是否有顯著的差異。（二）探討此策略對學習者其他英文閱讀策略使用之影響。研究者將192位選修大一英文的學生，依前測之英文閱讀成績區分為強讀者及弱讀者兩組，並分別施以概念構圖理解策略之教學和傳統閱讀教學，藉以比較此策略對不同程度學習者之閱讀成效影響。從二因子變異數分析得知：此教學策略對弱讀者之閱讀成效影響顯著多於強讀者。以獨立樣本t檢定分析，發現學習者在接受概念構圖訓練後，對使用摘要、強化、及回顧等閱讀策略有顯著提升。由實驗結果得知，此策略對於英語閱讀及策略學習而言，均有實質的助益。

關鍵字

概念構圖 ； 英文閱讀教學 ； 閱讀策略

並列摘要

The purpose of this present study was to investigate the effectiveness of the concept mapping learning strategy on learners' English reading comprehension. The research questions were: (1) wWhat was the influence of the concept mapping learning strategy on different learners' English reading comprehension? (2) What was the influence of the concept mapping on learners' other English reading strategies use? One hundred and ninety four freshmen who took the English course were divided into low-level and high-level groups according to their English proficiency. The concept mapping strategy was introduced to learners in the class to improve their reading ability. Through the analysis of two-way ANOVA, it was found that the concept mapping learning strategy is more effective for the low-level group than for the high-level group, in terms of their performance on reading comprehension. Furthermore, according to the results of the independent sample t-test analysis, the learners made a great improvement in listing, enforcing, and reviewing reading strategies after they had received the concept mapping instruction.

並列關鍵字

concept map ； English reading instruction ； reading strategies

參考文獻

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