心智圖教學策略應用於國小科普文本閱讀理解之行動研究

Abstract

本研究以心智圖（Mind－Map）繪製應用在國小中年級科普閱讀文本理解，探討心智圖對於孩童閱讀理解能力的影響。依據已有的研究，教師以教授學童繪製心智圖來進行閱讀理解輔助，有助於學童對文章結構、段落大意、心得發表、個人知識整合有所幫助，並且可將所閱讀訊息、關鍵字等整合。本研究以行動研究課程設計方式，指導學童繪製心智圖輔助於科普文本閱讀理解，並假設學童在學習繪製心智圖後，對於文章理解，有正面影響。本研究閱讀理解課程以國小四年級學生為實施對象，進行為期八個星期心智圖繪製課程，並施以閱讀理解評量前後測與回饋問卷瞭解學生學習情形的改變。研究結果發現：一、心智圖學習課程能增進學生對科普文章閱讀理解能力。二、學生在課程實施後，低分組學生在提取訊息能力，高分組在推論訊息能力有獲得提升。三、行動研究教學回饋問卷分析顯示「課程滿意程度」和「提問教學方法」、「課程滿意程度」與「知識學習理解」以及「提問教學方法」和「知識學習理解」有顯著的相關性。四、女生在閱讀理解前後測進步的情形優於男生。五、經濟弱勢學生與原住民學生閱讀理解能力在課程實施後有獲得提升。

This study uses Mind-Map drawing in the comprehension of science texts in elementary and middle grades to explore the impact on children's reading comprehension ability. According to existing research, teachers teach students to draw mind maps to assist reading comprehension, which can help students understand the structure of articles, the main ideas, different opinions, and integration of personal knowledge, and can also integrate the information, keywords, etc. they read. This study uses an action research course design method to guide school children to draw mind maps to assist in reading comprehension of popular science texts. This study's reading comprehension course targets fourth-year elementary school students and conducts an eight-week mind mapping course. Reading comprehension assessment pre- and post-tests and feedback questionnaires are administered to understand changes in students' learning situations. The research results show that: 1. Mind map learning courses can improve students’ reading comprehension of popular science articles. 2. Students in the low group have improved their ability to extract information, while students in the high group have improved their ability to infer information. 3. Analysis of the action research teaching feedback questionnaire shows that there is a significant correlation between"course satisfaction" and "questioning teaching method", "course satisfaction" and "knowledge learning and understanding", and "questioning teaching method" and "knowledge learning and understanding". 4. Girls improved better than boys in pre- and post-tests of reading comprehension 5. The reading comprehension ability of economically disadvantaged students and aboriginal students has been improved after the implementation of the course.