An Action Research of Concept Mapping Instruction Strategies on Reading Teaching.

• Main Authors: Lichin Whan, 黃瓅慶
• Other Authors: 張啟超
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/85701034842616277583

碩士 === 國立花蓮教育大學 === 語文科教學碩士班 === 95 === Abstract The purpose of this study was to investigate the effect of experimental teaching about concept mapping. As concept mapping strategy, the researcher used it to enhance the reading ability of pupils. It summed up appropriate teaching method of concept mapping for our offered suggestions for future researches on the subject. In this research, the action research was adopted. The study focused on volume 9 of the Chinese language textbooks. The subjects were fourth-graders who needed to improve their reading ability. The methodology applied in this research is a recycle of the steps of action research, including action, observations, reflections, adjustments .Through the reflection on teaching approach, interviews, questionnaires, and concept mapping, Question-Answer Relationship, the author employed a qualitative description to record the learning and growth of the students. The conclusions drawn from the findings of the study were as follows: 1. As for pupils, the concept mapping could prompt the interest、reading ability, and monthly test achievement of the students. 2. The appropriate strategy of concept mapping teaching in our class were as follows: （1） It was easier for the pupils to understand the explanation of “Concept” and “conjunctive phrase” through the syntax of nouns corresponded with conjunction as guided-teaching strategy. （2） The arrayal of concept based on the arrangement of the sentences and the paragraphs corresponded with the objective of learning Chinese language. It helped students to retell the lesson of the textbook easily. （3） The pupils could deliberate upon the content of the textbook through reading complete constructive concept mapping. （4） Students could find out the wrong concept in the light of others and then amend their thought in the small group discussion. （5） Concept mapping teaching using a computer and a projector helped the students shift and combine the concept. Furthermore, they could review through the printed concept mapping. Finally, based upon the findings of this research, there were some suggestions. Furthermore, the researcher also discussed some suggestions for future research. Key words: concept mapping、reading class during morning study period 、reading ability