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The Study of the Teaching Effects of Applying The Reading Concept Map Teaching Strategy to Pictorial Drawing in Industrial Vocational High School
reading concept map
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.
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