電腦輔助概念構圖學習策略對國中英語閱讀理解及學習態度之影響

A Study of Using Concept Mapping with Computer Assisted Learning on Junior High School Students' English Reading Comprehension and Learning Attitude.

葉蕙禎(Huei-Chen Yeh)

指導教授 ： 賴婷鈴

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2012年)

https://doi.org/10.6846/TKU.2012.01118

摘要

近年來，英語教學方式日益受到重視，研究發現國中生的英語閱讀理解能力不如預期，所以希望可以找到適合學生的學習策略來提升英語閱讀能力。本研究目的探討鷹架式概念構圖與自行建構概念構圖學習策略，對國中學生英語閱讀理解能力及英語學習態度影響。
本研究採用準實驗研究法的「不等組前後測設計」，研究樣本為90位英文程度相近國中九年級學生隨機分為兩組，一組為鷹架式概念構圖組43人，另一組為自行建構概念構圖組47人。兩組學習者接受五週概念構圖教學後，進行四次實驗。實驗課程結束後，即對學生進行閱讀理解後測及對兩組學生實施英文閱讀學習態度量表測驗，並對兩組學生施予概念構圖意見調查表問卷。
本研究的主要發現1.應用電腦輔助概念構圖學習策略對學生的英文閱讀理解能力有顯著差異。2.使用鷹架式電腦輔助概念構圖學習策略的學生在英文閱讀理解測驗成績顯著優於自行建構組學生。3.兩組學生在英文閱讀學習態度的提升上並無顯著差異。4.兩組學生普遍對概念構圖學習策略持肯定支持態度。

關鍵字

概念圖 ； 鷹架式概念構圖 ； 英語學習態度 ； 英語閱讀

並列摘要

Recently, English teaching has received more attention. Some researches showing the English reading comprehension of junior high school students are not as expected. So It is hoped to find proper learning strategy to promote their English reading comprehension. The main purpose of this study is to explore the effect on students’ English reading comprehension and English learning attitudes by using Concept Mapping scaffolding strategy and Concept Mapping self-constructing strategy.
The pretest-posttest nonequivalent group design of quasi-experimental method is adopted. The sample size is 90 students. The sample is selected from the students who are the 9th grade in junior high school students, and then distribute them into two groups with equivalent English competence; the first group included 43 students using the “Concept Mapping Scaffolding strategy”, and the second group included 47 students using the “Concept Mapping Self-Constructing strategy”. Both groups are instructed X-Mind concept mapping tool and asked to conduct 4 concept maps for reading assessments. At the end of the experiment, English reading comprehension and English learning attitude, concept mapping opinions survey are measured.
The followings are the main findings of this study. By using concept mapping as the learning strategy performances significantly. The Concept Mapping Scaffolding strategy group performs significantly better than the Concept Mapping Self-Constructing strategy group on reading. There is no significant difference between the two groups on English Learning attitudes. The two groups’ students generally hold positive viewpoints to the concept mapping method.

並列關鍵字

concept mapping ； concept mapping scaffolding strategy ； concept mappingself-constructing strategy ； English learning attitude ； English reading

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