國小資優生心智繪圖教學之成效研究~以社會學習領域為例

Abstract

本研究旨在了解研究者自編之心智繪圖教學課程對國小資優生之教學成效的影響，並將心智繪圖融入社會學習領域。 本研究採不等組前後測實驗設計，以立意取樣選取台南縣鹽水國小五年級20位、六年級22位資優生為樣本，並將之均分為實驗組及控制組。實驗組接受每週兩節課；每節四十分鐘；共為期十二週的心智繪圖教學；控制組則接受原資優班之教學，無實驗處理。 本研究所採用的研究工具為「社會學習領域學業成績」、「各學習領域學業成績」、「心智繪圖作品」，所得之資料以共變數分析及皮爾森積差相關來進行考驗。 本研究主要結果如下： 一、六年級實驗組與控制組在社會學習領域學習成效的差異達到顯著水準；但全部樣本及五年級實驗組與控制組在社會學習領域學習成效的差異則未達到顯著水準。 二、實驗組學生的心智繪圖概念構圖技巧能力與藝文、語文學習領域成 就相關達顯著水準。 三、實驗組學生的心智概念內涵與教學內容相較，其精熟程度達到90%以上；並可以評量到超越及不足的部分。 四、實驗組資優生對於心智繪圖教學課程多表示喜愛與肯定，且大多數 資優生不再認為心智繪圖構圖有難度了。

The main purposes of this study were to investigate the impacts of gifted students in the elementary school.And integrate mindmapping into social area. An nonequivalent pretest-posttest experimental design was employed. The samples included 20 fifth and 22 sixth grade gifted students in the Yan-shuei elementary school , Tainan County.Then separated them into experimental and control group.The experimental group received instruction of mind map teaching course two times per week and 40 minutes per course , totaling 12 weeks.The control group carried on their original course. The main instruments of this research were the score of social area , scores of all areas and mindmapping works.The data were analyzed by one-way ANCOVA and Pearson product-moment correlation. The main findings of this research were stated as follows: 1.There were significant differences between the experimental group and the control group in sixth grade.But there were no significant differences between the experimental group and the control group in fifth grade and whole samples. 2.There were significant correlation between art , linguistic areas and mindmapping skill of the experimental group students. 3.The concept of the experimental group students achieved the mastery criterion 90％. The beyond and insufficient parts were evaluated. 4.The experimental group students stated that they enjoy the mind map teaching course , and most of the students will never thought mindmapping was hard to learn.