An Investigation of The Mandarin Reading Comprehension Effects in Mind Mapping Teaching to Second Grade Student in Elementary School

• Main Authors: Huang Li Chen, 黃莉貞
• Other Authors: 康世昌
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/45811655676510087743

碩士 === 國立嘉義大學 === 國民教育研究所 === 95 === The aim of this research is to explore the effects of mind mapping on teaching reading ---whether it enhances the primary school children’s reading comprehension. Moreover, it explicates the possibility of applying it to teaching reading in elementary school and the research will serve as a further reference for teaching reading. The researchers employ quasi-experimental design ---the experimental group uses mind mapping to teach reading, 80 minutes per week for 8 weeks;the controlling group uses the traditional approach ---teachers teaching & students listening, reading the same materials as the experimental group . The major findings of the research are presented as follows. 1. Mind mapping teaching has obvious result on the reading comprehension to second grade student . 2. Mind mapping teaching has obvious result on the reading comprehension to second grade student of low reading ability. 3. Mind mapping teaching has obvious result on the reading comprehension to second grade student of medium reading ability. 4. Mind mapping teaching has obvious result on the reading comprehension to second grade student of high reading ability. 5. According to the survey of the feedback questionnaire on mind mapping teaching, the students have much preference and affirmation .