心智圖法融入英語閱讀教學方案之成效探究
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2012
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Abstract
本研究的主要目的在發展一套適用國中學生的英語閱讀心智圖法教學方案，探究使用英語閱讀心智圖法教學方案後，學生的英語閱讀學習成效，及研究者在本行動研究中的困境、解決之道、及專業成長。最後綜合研究結果，針對教師及未來研究提出具體建議。
本研究採行動研究之設計，進行應用「心智圖法」教學方案於英語閱讀教學之研究，對象為國中七年級攜手計畫班級12名學生。在行動、觀察、反省、修正的循環歷程中，透過教師教學日誌記省思札記、學生學習狀況回饋表、學生訪談、課堂學習單及課後作業評量等不同面向的資料收集方式，記錄教學活動實施歷程與實施結果，研究結果如下:
一、 心智圖法教學方案對於英語閱讀有促進之效果
二、 心智圖法教學方案能對學生字彙能力及記憶能力有促進之效果
三、 學生對心智圖法教學方案表示學習興趣
此外，研究者依據本研究結果，提出以下建議，以供教學之應用與參考：
一、 過程中需不斷的給予學生正向增強
二、 避免個人或小組間完成作業速度不一致
三、 確保小組內每個人都有參與
四、 設計具有挑戰的多樣課堂活動
五、 於課程開始時設計針對概念分層的活動
六、 加強對文法句型的補充
七、 可增加跟學生日常生活相關的教學活動
最後，本研究提供以心智圖法融入英語閱讀教學方案歷程之省思，提供英語教學者參考，並對未來研究提出建議。
The purpose of the study is to develop an English reading teaching model for junior high school students by adopting mind mapping skills. By practicing the teaching model, the researcher hopes to have a better understanding of students’ learning effects after the instruction and the difficulties, solutions, and professional growth the researcher met during the research. In the end, constructional suggestions for other teachers and studies are expected. The study uses methods of action research. The subjects of the study are seventh graders from remedial programs in a junior high school. Data was collected by teacher’s reflective journals, students’ feedbacks, interviews, worksheets and homework. Qualitative description was adopted to record the teaching activities and results. The result of the study is as follows: 1. The teaching model of mind mapping is good for English reading instruction. 2. The teaching model of mind mapping is good for students’ vocabulary and memory. 3. Students are interested in the teaching model of mind mapping. Based on the research, the following suggestion are proposed: 1. Consistent positive reinforcements are necessary during the teaching process. 2. The teacher has to coordinate different paces among individual students or groups in classroom tasks. 3. The teacher needs to ensure everyone’s participation in group. 4. Dynamical and challengeable classroom activities are suggested. 5. Activities on concept grouping are required at the beginning of the course. 6. There can be more focus on grammar and pattern. 7. Activities relating to students’ daily life experience are recommended. The research then provide reflections of the teaching process and the suggestions for future research through the teaching program for the future researchers.
The purpose of the study is to develop an English reading teaching model for junior high school students by adopting mind mapping skills. By practicing the teaching model, the researcher hopes to have a better understanding of students’ learning effects after the instruction and the difficulties, solutions, and professional growth the researcher met during the research. In the end, constructional suggestions for other teachers and studies are expected. The study uses methods of action research. The subjects of the study are seventh graders from remedial programs in a junior high school. Data was collected by teacher’s reflective journals, students’ feedbacks, interviews, worksheets and homework. Qualitative description was adopted to record the teaching activities and results. The result of the study is as follows: 1. The teaching model of mind mapping is good for English reading instruction. 2. The teaching model of mind mapping is good for students’ vocabulary and memory. 3. Students are interested in the teaching model of mind mapping. Based on the research, the following suggestion are proposed: 1. Consistent positive reinforcements are necessary during the teaching process. 2. The teacher has to coordinate different paces among individual students or groups in classroom tasks. 3. The teacher needs to ensure everyone’s participation in group. 4. Dynamical and challengeable classroom activities are suggested. 5. Activities on concept grouping are required at the beginning of the course. 6. There can be more focus on grammar and pattern. 7. Activities relating to students’ daily life experience are recommended. The research then provide reflections of the teaching process and the suggestions for future research through the teaching program for the future researchers.
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Keywords
心智圖法, 英語閱讀, 行動研究, mind mapping, English reading, action research