構築寫作橋梁~概念構圖融入國小五年級寫作教學之行動研究

Build bridges for writing~An action research of infusing concept mapping into 5th-grade writing instruction

黃瓊儀(HUANG CHIUNG-YI)

指導教授 ： 蔡清田教授

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

構築寫作橋梁~概念構圖融入五年級寫作教學之行動研究
黃瓊儀
國立中正大學教育學研究所
摘 要
本研究以概念構圖融入寫作教學為研究主軸，依據情境分析結果發展概念構圖融入寫作教學課程，並藉由課程實施，評估課程實施之成效。
研究目的為：透過研究者擔任國小五年級普通班寫作教學，並實施概念構圖融入寫作教學課程發展行動研究，探討概念構圖融入寫作教學課程發展所遭遇的問題，並透過行動研究方案以進行省思。
主要研究問題如下：
一、如何針對概念構圖融入國小五年級寫作教學，進行課程情境分析與規劃省思?
二、如何針對概念構圖融入國小五年級寫作教學，進行方案設計與省思?
三、如何針對概念構圖融入國小五年級寫作教學，進行方案實施與省思?
四、如何針對概念構圖融入國小五年級寫作教學，進行方案評鑑與省思?
本研究結論如下:
一、情境分析有助於概念構圖融入寫作教學行動方案的規劃，有助於研究者瞭解脈絡與課程方案規劃與省思。
二、概念構圖融入寫作教學的設計與省思中發現：能力指標有助於建構教學目標，提供課程設計的具體方向，構築寫作橋梁，讓課文教學和寫作教學更密切。
三、概念構圖融入寫作教學的實施與省思中發現：以學生的生活經驗設計為寫作主題，更貼近學生學習；語文的基本能力，需要長時間的培養。
四、概念構圖融入寫作教學的評鑑與省思中發現:：概念構圖融入五年級寫作教學可提升學生在總分、文句表達、組織結構、創意表現之成績。

最後根據本研究之結論，分別對於教師與未來研究提出建議。

關鍵字: 概念構圖、寫作教學、寫作成效、行動研究

關鍵字

行動研究 ； 寫作成效 ； 寫作教學 ； 概念構圖

並列摘要

Build bridges for writing~An action research of infusing concept mapping into 5th-grade writing instruction

Huang Chiung Yi

Gradutae Institute of Education National Cheng Chung University

Abstract
This study is an action research on infusing concept mapping into writing instruction according the Situation Analysis developed the writing instruction. It was assessed the effectiveness by utilizing the writing curriculum infusing concept mapping.
Study purposes: As a 5th-grade teacher who implemented concept mapping into writing instruction, also took an action research on curriculum development and did some reflection through action research. The main research questions are as follows:
1. How to analysis the situation and reflect of infusing concept mapping into the 5th-grade writing curriculum development action projects in elementary school?
2. How to design and reflect of infusing concept mapping into the 5th-grade writing curriculum development action projects in elementary school?
3. How to implement and reflect of infusing concept mapping into the 5th-grade writing curriculum development action projects in elementary school?
4. How to evaluate and reflect of infusing concept mapping into the 5th-grade writing curriculum development action projects in elementary school?

Conclusions:
1. Learning situation analysis contributed to infuse concept mapping into the 5th-grade writing curriculum development action projects, but also to help researchers understand the context and course program planning and reflection.
2. In terms of the "design" of the action projects: Curriculum Competence Indicators were helpful for setting objectives and given the specific direction of the course design, and built the bridge to conect text teaching and writing instruction.
3. In terms of the "implementation" of the action projects: It would more close to the students' learning by using student’s life experience as the subject of writing; The perseverance of language basic training was needed.
4. In terms of "evaluation" of the action projects: In terms of "evaluation" of the action projects: Infusing concept mapping into 5th-grade writing instruction enhanced writing results in overall scores, content, organization structure and creativity.

Finally, according to the conclusions of this study, some suggestions respectively for the teachers and researchers.

Key words: concept mapping, writing instruction, writing effective, action research.

並列關鍵字

action research ； writing effective ； writing instruction ； concept mapping

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