心智圖法融入馬來西亞特輔班之華文閱讀深度理解教學——以朱自清〈背影〉為例

Abstract

本研究旨在探究心智圖法融入華文閱讀深度理解教學之可行性，並瞭解特輔班學生對心智圖法融入華文閱讀深度理解教學之看法。本研究以馬來西亞尊孔獨立中學初中一年級特輔班31名學生為研究對象，因疫情關係，教學施測主要以遠距線上教學進行，課文以朱自清〈背影〉作為教材，並以學生心智圖作品、心智圖評量表和問卷資料進行分析和討論，結果經歸納後得出以下結論：（一）於特輔班進行心智圖法教學是為一種激發特輔班學生思維與創造力之嘗試，以幫助在學習成就方面表現低落之特輔班學生能夠以不同學習管道深度理解課文。（二）心智圖法提供特輔班學生展現閱讀深度理解學習成果，研究者亦能透過心智圖作品檢視特輔班學生之學習成果。（三）學生經過心智圖法後對心智圖法應用閱讀深度理解持正面肯定態度。

The purpose of this research is to explore the possibility of assimilating mind mapping into linguistic teaching method on the reading deep comprehension, and to understand the views of students in special guidance classes on the assimilating mind mapping into linguistic teaching method on the reading deep comprehension. This research is based on 31 students from the form one special guidance class of Confucian Private Secondary School. Due to the pandemic situation, the teaching was carried out by online teaching. The text is uses Zhu Ziqing's " The Sight of Father's Back ", and the students' mind map works. The mind map rating scale and questionnaire data were analyzed and discussed. The finding of the research are summarized as following. First, the mind mapping teaching in the special guidance classes is an attempt to stimulate students' thinking and creativity, so as to help the students who might be suffered from low learning achievement to understand the text in different ways. Second, the mind mapping provides students of special guidance class to demonstrate the effectiveness of reading deep comprehension, and researcher can review the learning effectiveness of the students through the mind map works. Finally, students have a positive attitude towards the assimilating mind mapping into linguistic teaching method on the reading deep comprehension.