國中生心智圖運用對閱讀理解能力之影響－以八年級國文科為例

The Effect of Mind Mapping on Junior High Students' Reading Comprehension－An Example of Chinese Teaching in the Eighth Grade

林宛儀(Wan-Yi Lin)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2015年)

https://doi.org/10.6840/cycu201500173

摘要

本研究旨在探討運用心智圖法於國文科教學對八年級學生閱讀理解能力的影響。實驗設計採用單組前後測實驗設計，以桃園縣某國中33位八年級學生為實驗對象，受試學生接受為期15週，每週一節課(45分鐘)之實驗教學課程。所編製之研究工具包含閱讀理解能力前測與後測試題、心智圖法教師評量表、心智圖法課後回饋問卷、教師教室觀察紀錄等。以前後測驗量化數據客觀探討全體受試學生歷經實驗教學之成效，並進一步探究不同學習能力的學生是否在接受心智圖教學法後能有所差異，同時對學生心智圖作品進行內容分析，以作為探討學生學習成效的輔助資料。本研究的結果如下：
（一）心智圖教學對受試全體學生之閱讀理解表現成效有顯著影響。
（二）心智圖教學對學生在「特定訊息」、「推論或詮釋」以及「組織結構」閱讀理解能力均具有提升效果。其中以對「特定訊息」歷程的幫助最大。
（三）全體受試者與高、中、低國語文程度學生之閱讀理解能力俱有提升，其中進步幅度最大的是中等國語文程度學生。
（四）國語文能力的高低反映相對的心智圖作品優劣。
（五）學生對心智繪圖抱持正向喜歡的態度。
　　最後，研究者根據結果，建議教師可採用心智圖法來提升學生的閱讀理解能力，並將心智圖學習策略融入國文課或閱讀課程當中，以探討對學生更深遠的影響。

關鍵字

心智圖法 ； 閱讀理解能力 ； 心智圖法實驗教學課程

並列摘要

This research focused on the effects of applying mind mapping to the Chinese course instruction, and how it worked for the eighth graders' reading comprehension. This study adopted one group pretest-posttest design as the research method. In total, 33 eighth graders in a public junior high school in Taoyuan participated in this study. All participants took a 15-week experimental classes (45 minutes per class; one class per week). The instruments used in the present study included a pretest and a posttest for reading comprehension ability, mind-mapping grading scales for teachers, a feedback questionnaire from students, and the record of classroom observation from the instructor. The purposes of the study were as follows: (1) To investigate the learning effects of mind mapping on experimental group with the quantitative pretest and posttest. (2) To explore whether there were different learning effects of mind mapping on learners with different Chinese abilities. Students' mind-mapping creations were further analyzed to investigate the effects of mind mapping.The results were as follows:
1. Mind-mapping teaching showed significant effects on all participants’ reading comprehension.
2. Mind-mapping teaching promoted students’ specific message, inference or interpretation and organizational structure. Among these three progresses, mind-mapping teaching promoted “specific message” most greatly.
3. There were positive effects of mind mapping on the reading comprehension ability for students with different learning abilities (i.e., high-achievers, mid-achievers, and low- achievers ), among which the mid-achievers improved the most.
4. The Chinese language ability could reflect the quality of mind mapping creations.
5. The students held positive attitude toward mind mapping.
　　Finally, the researcher suggested that teachers can use mind mapping instruction to promote students' reading comprehension ability and integrate mind mapping strategy in Chinese class or reading class to further investigate the effects of mind mapping instruction on students.

並列關鍵字

Reading Comprehension ； Mind Mapping ； Mind Mapping Teaching Instruction

參考文獻

吳清山（2002）。知識經濟與教育發展。初等教育學刊，12，1-18。

陳昭智（2013）。運用心智圖法對國中生國語文閱讀理解影響之探究。國立暨南大學課程教學與科技研究所碩士論文，未出版，南投縣。

張貴琳、黃秀霜、鄒慧英（2010）。從國際比較觀點探討臺灣學生PISA 2006閱讀素養表現特徵。課程與教學季刊，13(1)，21-46。

王開府（2008）。心智圖與概念模組在語文閱讀與寫作思考教學之運用，國文學報，43，263-296。

黃文瑾（2008）。心智繪圖教學對國小一年級學童閱讀理解能力效應之研究。國立臺北教育大學課程與教學研究所碩士論文，未出版，臺北市。