心智繪圖融入國小低年級寫作教學之行動研究

陳淑娟

指導教授 ： 潘裕豐

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2004年)

摘要

摘 要
本研究以教育行動研究的方法，探討心智繪圖融入低年寫作教學之實施歷程。其主要在於結合理論與實際，設計出心智繪圖寫作教學的行動方案，並據以實施來探討學生寫作成效。在一個二年級的班級進行心智繪圖寫作教學，從教學過程中透過不斷地省思與改變，發展適切的寫作教學方案，希望透過多元活潑的教學活動及心智繪圖的教學策略，讓學生發揮創意，讓寫作更有趣，並改善學生寫作所遭遇到的一些問題。
因此研究重點為以下三項：
1、在我的班級如何實施心智繪圖寫作教學？
2、在實施心智繪圖寫作教學，其所可能面對的問題及解決知道為何？
3、實施心智繪圖寫作教學後，對寫作教學的影響為何？
本研究參考相關文獻來設計教材，由實際教學中，透過攝影、錄音、觀察、訪談資料、學生作品及師生互動的情形不斷地修改教材，並進行反思及資料分析。
在研究結果方面，則分別以下四方面分別說明：
1、課程設計方面
（1）心智繪圖融入低年級寫作教學由簡而繁，循序漸進，打好寫作的基礎。
（2）以能啟發多元智慧的活動，提高心智繪圖寫作的興趣與效果。
（3）依據寫作教學目標與重點，活用心智繪圖教學策略，適時適切的融入。
（4）心智繪圖寫作教學，應逐漸降低心智繪圖教學的鷹架作用，從被動模仿到自發建構到自行活用。
（5）在音樂靜思活動中，開啟心像的引導，寫作的創意思考。
（6）學習單、作文學習檔案的製作與評量，有助於提高寫作教學的效果。
（7）善加利用資訊、網路與多媒體教學。
2、心智繪圖寫作教學方面
（1）心智繪圖可作為閱讀重點整理與心得感想的筆記。
（2）心智繪圖可作為寫作材料的整理與呈現。
（3）心智繪圖可用於輔助寫作大綱的設計、段落的排序。
（4）心智繪圖可用於寫作的創意思考，有利於寫作的構思。
（5）心智繪圖中的中心主題加上關鍵字的使用，可用於寫作時的想法聚焦不致於離題。
（6）心智繪圖提供一覽無遺的視覺效果。
（7）藉由團體共做討論發表，有助於程度較差的學生提高學習效果。
（8）迷你心智圖妙用無窮。
（9）口述練習提供心智繪圖前與書寫作文前的橋樑並具檢視的效果。
（10）作文能力可藉由他人的評量與同學間的互相評量獲得提升。
（11）在產生寫作困頓時，心智繪圖的圖像、色彩、造型可改善寫作困境時的壓力。
（12）重視個別差異，實施個別化教學。
3、兒童寫作方面
（1）提供繪畫表達的空間，有助於提高寫作的興趣。
（2）學生漸漸把心智圖，當作他們生活的一部分。
（3）學生寫作表現無論在篇幅方面或內容方面都進步很多。
（4）學習心智繪圖對於部分低年級學生仍感到有些困難。
（5）另類表現的學生，老師應給予另類的指導。
4、寫作教學者方面
（1）充分的準備，快樂的教學。
（2）欣賞學生的真、善、美。
（3）完全的投入與學生「互為主體性」。
5、家長方面
教學者不時的給予家長親職教育與親師溝通，讓家長認識心智繪圖與學得指導孩子寫作的方法。研究結果，家長反映甚佳。
最後，根據本研究結果，研究者進一步提出國小實施心智繪圖寫作教學及未來研究之建議。

關鍵字

心智繪圖 ； 寫作教學 ； 行動研究

並列摘要

Abstract
This study used education action research methods to investigate the use of mind mapping for teaching elementary students writing. It brings together theory and practice. A plan of action for mind mapping writing teaching was designed, and based on the implementation of this plan, the effects on student writing were discussed. Mind mapping writing teaching was carried out with a grade two class. Through continual reflection and alternation during the teaching process, suitable writing teaching materials were developed. It was hoped that through a highly varied and lively mind mapping teaching approach, feel that writing is interesting because they can use their creative abilities, and the problems in student writing could be improved .
Therefore, the following three questions were proposed to guide the study, The outcomes of this study were presented in three parts :
1. How to use mind mapping strategy for the writing teach in my class？
2.How to improve the problems of mind mapping writing teaching in student writing？
3.What are the student writing effects for the Mind mapping writing teaching？
This project is designed in accordance with historic documents. By using the technic of video shooting, observing, audio recording, interviewing, students working and mutual interacting between teachers and students, I keep trying to revise the materials and proceed with reconsideration and data analysis.
The outcomes of this study were presented in four parts:
1. Writing curriculum.
（1）Mind mapping incorporated into the writing instruction must go from the simple to the complex in a proper sequence.
（2）Take the movement which might enlighten a diverse intelligence to enhance the interesting and effect for mind mapping and writings.
（3）According to the target and key-point for the writings instruction, make flexible use of the teaching strategy of mind mapping, and appropriately fit it in.
（4）Writing instruction of the mind mapping shall gradually decrease the “Scaffolding” function of mind mapping from the passive simulation to the initiative mechanism for nimble use himself.
（5）In the movement of music meditation, inspire the imaginative introduction and the originality contemplation of writings.
（6）Produce and assess the file of composition learning which may be in favor of enhancing the effect of writing instruction.
（7）Make the best of the information, network, and multi-media instruction.
2. Mind mapping writing teaching.
（1）Mind mapping can be used as the key-point’s management for readings and the note of learning and impression.
（2）Mind mapping can be used as a management and demonstration of the writing material.
（3）Mind mapping can be used as an aid to design the writing outline and the sectional sort.
（4）Mind mapping can be used as the originality thinking for writings and in favor of writing meditation.
（5）The exercise of key-words added on the centered theme of the mind mapping may prevent the focus of writing conception from digressions.
（6）The mind mapping may provide the visual effect with a panoramic view.
（7）By means of the seminar and publication made by group, assist the student in an inferior level to enhance the learning effect.
（8）Wonderful use of the mini mind mapping
（9）Oral practices may act as a bridge prior to the mind mapping and the composition, having a review effect.
（10）The composition ability may be enhanced through the judgments of third parties and of students.
（11）The image, color, and modeling of the mind mapping may improve the pressure occurred in the predicament of writings.
（12）Highlight the personal difference, and implement the individual instruction.
3. Children writing.
（1）Provide with a space to express the paintings for enhancing the writing interesting.
（2）Students may gradually take the mind mapping as a part of their life.
（3）Writing performance of the students has a great progress either in terms of space or of content.
（4）Partial students at lower grade remain puzzled in learning mind mapping.
（5）The teacher shall give a particular instruction to the students with an alternative performance.
4. Instructors for children writing.
（1）Sufficient preparation and happy instruction
（2）Appreciate the true, the good, and the beautiful of the student
（3）Devote yourself to the instruction completely, and act as an interactive role with students.
5. The parents of the students.
Instructors shall from time to time give student’s parent the intimate-relation education, and set up a communicating channel with instructors, having student’s parent know the mind mapping and learn the method to teach their children how to write a composition. The finding manifests an excellent response from student’s parent.
Based on these research results, this researcher proceeded to propose recommendations for the implementation of mind mapping writing teaching and for future research.

並列關鍵字

mind mapping ； writing teaching ； action research

參考文獻

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