運用概念構圖策略於高中英文閱讀理解教學之研究

Abstract

本研究旨在探究運用概念構圖策略於高中英文閱讀理解教學之影響，期許能作為英文閱讀教學者和未來的研究者在應用概念構圖於閱讀理解教學時之參考。本研究的目的在探討運用概念構圖策略對學生英文閱讀理解學習的影響、學生在教學活動實施後的評價與建議以及教師在教學實施中遇到的困境及其解決策略。

本研究採個案研究的方式，以研究者目前任教高中三年級的一個班級為對象進行教學活動，藉由蒐集教師教學省思、學生的概念構圖作業和課後回饋、訪談和意見調查紀錄，進行質化為主，量化為輔的資料分析。 從各項資料的分析與歸納結果中，本研究的主要發現，茲分述如下：

一、運用概念構圖教學後，對於學生英文閱讀的學習態度具有正面的影響。 二、學生肯定概念構圖策略能夠提升描寫文與論說文兩種不同文體文章的閱讀理解能力。然而，不同文體文章的理解程度則依學生習性與教材特性而有差異。 三、多練習和閱讀教材選擇都是影響學生理解和構圖能力進退步的原因。 四、學生對於教師使用 Novak& Gowin (1984) 的概念構圖評分標準計分的方式持兩極看法。 五、學生對運用概念構圖、線上繪圖及其融入英文閱讀教學持正向的評價。

根據研究歷程中的發現，研究者歸納結論與建議，提供未來教學與後續研究之參考。

This study aims to explore the effects of using concept mapping strategies on senior high school English reading comprehension. The purposes of this study are to explore the effects on students’ English reading comprehension by adopting the concept mapping instruction strategies, to discuss students’ evaluation and opinions on the teaching activities implemented in their English reading courses, and to explore the difficulties the researcher encounters during the implementation and their solutions.This study adopts a case study research approach and the research participants are the high school students the researcher teaches. Data are collected from teaching reflection journals, students’ concept mapping exercises, the questionnaire of students’ feedback, and interview recordings. And they are analyzed through qualitative research methodology, supplemented by quantitative research approaches. The major findings of this study are, for example, that the use of concept mapping has positive effects on students’ attitudes towards English reading. Students generally hold positive viewpoints that concept mapping strategies can enhance comprehension in reading Descriptive and Argumentative articles. Based on the findings, the researcher draws conclusions and makes recommendations to provide reference for future teaching and research. It is hoped that this research can make practical suggestions for both reading instructors and future researchers on how to apply concept mapping strategies to English reading comprehension instruction.