Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99320
Title: 閱讀概念圖教學策略應用於高工立體圖教學成效之研究
The Study of the Teaching Effects of Applying The Reading Concept Map Teaching Strategy to Pictorial Drawing in Industrial Vocational High School
Authors: 康鳳梅
黃寶鈿
陳憲章
Keywords: 教學策略
概念構圖
閱讀概念圖
立體圖
教學成效
teaching strategy
concept mapping
reading concept map
pictorial drawing
teaching efficiency
Issue Date: 2002
Abstract: 本研究旨在根據高級職業學校課程標準與教學時數之規定,編擬一套適合高職學生的「立體圖」單元概念圖教學方案,並經由四週的教學實驗,驗證使用此一方案對高職學生學習立體圖實習課程相關知識的影響,以做為日後推廣教學之參考。 本研究樣本取自臺北市立木柵高工製圖科一年級學生。其中,忠班學生為實驗組,接受閱讀概念圖的教學策略;孝班學生為控制組,即未接受實驗處理。教學成效以學生的「學習成就」與「學習狀況」為指標,以「立體圖單元學習成就測驗」與「機械製圖學習狀況問卷」為研究工具,所得的資料以t-test進行統計分析考驗教學的效果,並以積差相關探討實驗組學生學習成就與學習狀況的相關性。 經過一系列分析歸納,結果發現: 一、實驗組學生與控制組學生在立體圖單元學習成就之直接效果部分的表現沒有顯著差異。 二、實驗組學生比控制組學生在立體圖單元學習成就之記憶保留部分有較佳的表現。 三、實驗組學生比控制組學生在學習動機方面有較佳的表現。 四、實驗組學生與控制組學生在班級氣氛方面沒有顯著的差異。 五、實驗組學生之學習成就與學習狀況沒有顯著的相關。 根據上述研究結果,茲提出下列建議,以供教師教學、高職實習課程與未來研究之參考。 一、對教師教學的建議 (一)發展各單元的概念圖教材,以提供學生完整的認知鷹架。 (二)提供專家概念圖,讓學生依照自己的能力逐步探索,促使學習更加持久。 (三)嘗試採用「合作閱讀概念圖」之策略,藉著同儕討論、人際互動,增添學習的樂趣與成效。 (四)教導學生概念構圖的方法,對其個人日後的學習有正向助益。 二、對高職實習課程的建議 (一)教師課程設計,可使用概念構圖「排序理論」中之「次序分析」,分析新概念學習的先後關係。 (二)實習課程之設計,可著重概念間聯結,以利學生記憶與創新思考。 三、對未來研究的建議 (一)以「行動研究」的方式進行,由原授課教師接受相關教學訓練後進行教學,可提高研究之效度。 (二)為建構更完整的實驗教學,研究設計可考慮認知策略與學習動機間的交互作用。 (三)採取閱讀概念圖與繪製概念圖相間的方式,以提昇概念構圖的品質與成效。 (四)考慮個人認知風格(如視覺型、聽覺型、動覺型等)著手,進行各變項分析,以力求研究之嚴謹。 (五)教師進行概念構圖教學前要有詳細的說明,且實驗教學時間要充分。
This research was aimed at developing a series of teaching materials called Pictorial Drawing for vocational high school students. An experiment was conducted for four weeks to test the effect of the teaching materials by applying Reading Concept Map as the teaching strategy. The result would be suggestive for the reference of future teaching strategies. In this research, the first-grade students in class A and class B of Drawing Department from Taipei Municipal Mu-cha Vocational High School were chosen as the experiment subjects. Class A was the experiment group and class B was the control group. The former was taught by Reading Concept Map; the latter was not. This research was focused on students’ learning achievements and learning conditions, which were measured by Pictorial Drawing Learning Units Tests and Mechanical Drawing Learning Condition Questionnaire. The statistic data was collected and analyzed by t-test and F-test to get the effectiveness of the teaching program. Besides, Product-moment Correlation was used to discuss the correlation of learning achievement and learning condition in experiment group. The followings were the main conclusions. 1. There was no significant difference between experiment group and control group in learning achievement and learning condition. 2. Experiment group got higher scores than the control group in pictorial drawing unit. 3. Experiment group had stronger learning motivation than that of the control group. 4. There was no significant difference between experiment group and control group in classroom atmosphere. 5. There was no significant correlation between the learning achievement and the learning condition in experiment group. According to the above conclusions, there were some suggestions for teachers and further researchers. 1. Suggestions for teachers: (1)Develop teaching materials with Concept Mapping in each unit for helping students understanding. (2)Provide Expert Concept Mapping for students to study on their own ability step by step for steady long-term learning. (3)Try to use Cooperative Reading Concept Map, which was aimed to add more fun and efficiency while there were more discussions and interactions among students. (4)Teaching students the methods of using Concept Mapping because it is helpful for their future study. 2. Suggestions for vocational practicing courses: (1)Concept Mapping should be used to construct a teaching program, from which the order analysis of the Order Theory would be helpful to build up the order of new learning materials. (2)When constructing practicing courses, pay much emphasis on how the concepts are connected with each other, so that the students can be able to memorize materials easily and create new ideas freely. 3. Suggestions for future research: (1)Proceed the research toward Action Inquiry. Well-trained teachers in the research experiment would make the research more convincible. (2)To have more complete experimental teaching, research design should include discussing the interaction between the cognitive strategy and the learning motivation. (3)To get better quality and effectiveness in Concept Mapping ,it should consider arranging Reading Concept Mapping and Drawing Concept Mapping alternately. (4)To get a thorough research, personal cognitive styles(eg. vision, hear, and action) should be considered in the analysis of variance. (5)A specific introduction is necessary before using Concept Mapping in the experimental teaching, and plenty of time for experiment process is also important.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2002000064%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99320
Other Identifiers: N2002000064
Appears in Collections:學位論文

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