心智圖法對國中生英語閱讀理解能力影響之研究

A Study of the Effect of Mind Mapping on English Reading Comprehension of Students in Junior High School

張本幸(Pen-Hsing Chang)

指導教授 ： 張嘉育

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6841/NTUT.2012.00535

摘要

本研究在探究心智圖法對國中學生英語閱讀理解能力影響之研究。研究目的有三：一、探討心智圖法對國中生英語閱讀理解能力之影響。二、探討心智圖法對國中生英語閱讀理解保留之影響。三、分析心智圖法對不同程度國中生英語閱讀理解保留之影響。
本研究之研究對象分兩組，實驗組及控制組。實驗組實施心智圖法教學，控制組實施講述教學法，分別將實驗組及控制組分為高分組及低分組，進行為期六週之教學實驗。研究方法採準實驗不等組前後測，以心智圖法為自變項，國中生英語閱讀理解能力及英語閱讀理解保留為依變項，研究結論如下。
ㄧ、接受心智圖法後學生之英語閱讀理解能力未優於接受講述教學法後之學生。
二、接受心智圖法後學生之英語閱讀理解保留優於接受講述教學法後之學生。
三、低分組學生，接受心智圖法後之英語閱讀理解保留優於接受講述教學法學生。
研究者根據上述的研究結果提出建議，以作為未來教學及研究之參考。

關鍵字

心智圖法 ； 英語閱讀理解能力 ； 英語閱讀理解保留

並列摘要

The main purpose of this research was to study the effect of mind mapping on English reading comprehension of the students in junior high school. The goals of this study were as follows:（1）To investigate the effect of mind mapping on English reading comprehension of the students in junior high school.（2）To investigate the effects of mind mapping on the retention of English reading comprehension of the students in junior high school.（3）To analyze the effect of mind mapping on the retention of English reading comprehension of Low-achievement and High- achievement students.
The subjects were divided into the experimental and the control groups. The experimental group was given mind mapping instruction, and the control group was given didactic instruction. And each group was divided into the High-achievement and the Low-achievement groups. The research lasted for six weeks and used the pre-post test nonequivalent quasi-experimental design of accurate experimental methodology. In this research, mind mapping was set as the independent variable, and students’ English reading comprehension and the retention of English reading comprehension were set as the dependent variable. The conclusions of the research are as follows:
1.Subjects given mind mapping instruction make no significant progress than subjects given didactic instruction in their English reading comprehension
2.Subjects given mind mapping instruction make more significant progress than subjects given didactic instruction as to the retention of English reading comprehension.
3.For the Low-achievement students, subjects given mind mapping instruction make more significant progress than subjects given didactic instruction in improving the retention of English reading comprehension.
Based on the result, suggestions made for teachers, schools, the educational administration and future studies are proposed in this study.

並列關鍵字

Mind mapping ； English reading comprehension ； the retention of English reading comprehension

參考文獻

吳訓生(2001)。國小低閱讀能力學生閱讀理解策略教學效果之研究。特殊教育學

林慧姿(2005)。新手教師應用繪本結合心智圖法於國小資源班閱讀教學之質性研究。國立臺北師範學院特殊教育學系碩士論文，未出版，臺北市。

蔡淑如(2005)。心智構圖對增進國小智能障礙學生文章內容記憶之成效。國立臺北教育大學特殊教育碩士論文，未出版，臺北市。

錢秀梅(2002)。心智圖法教學方案對身心障礙資源班學生創造力影響之研究。國

魏利真(2011)。圖像組織仲介閱讀理解策略之行動研究。國立臺北教育大學教育事業創新經營碩士論文，未出版，臺北市。