國文科心智繪圖教學法對國中學生國語文學習成就與寫作表現影響之研究
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2012
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Abstract
本研究主要探討國文科心智繪圖教學法對國文學習成就與寫作表現的影響。研究設計採用「不等組前後測準實驗設計」，研究者針對實驗組進行九週實驗教學活動，以學期成績、國中語文推理量表分數、心智繪圖課程回饋單與作文評分表進行t考驗與相關分析，得到以下結果：
壹、在國語文學習成就方面
兩組的學期成績在後測有顯著差異，兩組在國中語文推理量表的分數也達到顯著差異的情形。可知接受國文科心智教學的實驗組，其國文學習成就顯著高於對照組。
貳、在寫作表現方式
從作文評分表的分數得知，實驗組在寫作表現的評分向度「切合主題、組織結構、遣詞造句、錯別字與標點符號、總得分」與對照組有顯著差異，此表示實驗組的寫作表現顯著高於對照組。
最後，研究者根據結論，建議教師可採用心智繪圖教學，可提升學生的創造力。結合電腦使用，可以節省時間。延長心智繪圖的研究時間，以探討對學生更深遠的影響。
The purpose of this study are to investigate the status of junior high school students’ Chinese academic achievement and writing performance base on the teaching method of mind mapping. Researcher design a nonequivalent pretest-posttest experimentation to examine how it affected Chinese academic achievement and writing performance abilities of students in nine weeks. The materials researcher used :Writing scale, Feedback questionnaire, students’ mind mapping, Semester result. Statistics methods including description, t-test were used in data analysis. The major findings of this study are as follows: 1. Chinese academic achievement Chinese academic achievement of the students in the experiment group are better than the control group notably. 2. Writing performance The writing performance to keep the point, the wording uses the character, article organization construction and total score of the students in the experiment group are better than the control group notably. Finally¸ according to the results, researcher recommends provide some suggestions to mind mapping and research of future.
The purpose of this study are to investigate the status of junior high school students’ Chinese academic achievement and writing performance base on the teaching method of mind mapping. Researcher design a nonequivalent pretest-posttest experimentation to examine how it affected Chinese academic achievement and writing performance abilities of students in nine weeks. The materials researcher used :Writing scale, Feedback questionnaire, students’ mind mapping, Semester result. Statistics methods including description, t-test were used in data analysis. The major findings of this study are as follows: 1. Chinese academic achievement Chinese academic achievement of the students in the experiment group are better than the control group notably. 2. Writing performance The writing performance to keep the point, the wording uses the character, article organization construction and total score of the students in the experiment group are better than the control group notably. Finally¸ according to the results, researcher recommends provide some suggestions to mind mapping and research of future.
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心智繪圖, 國文學習成就, 寫作表現, mind mapping, Chinese academic achievement, writing performance