The impacts of diverse memory strategies to the learning performance of students of the sixth grade in elementary schools in social science.

• Main Authors: Cheng,Ching-Wen, 鄭淨文
• Other Authors: Chaung,Ya-Jane
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/00649464365656311374

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 95 === This paper aims to explore the impacts of diverse memory strategies to the learning performance of students of the sixth grade in elementary schools in social science. The purposes are as follows: • To edit and compile a set of diverse memory strategies suitable to the students of the sixth grade in elementary schools; • To explore the impacts of diverse memory strategies to students’ learning performances in social science (in the terms of learning achievements, keyword memory and learning motivations); • To analyze the interaction between students and teachers and the strategies developed by both students and teachers under the diverse memory strategies; • To understand how students feel after their learning experiences. Toward these ends, the researcher gathers relevant literature for review and analysis, in order to construct the foundation of the structure of this study. In terms of empirical study, this paper studies the students of the sixth grade in Yonghe Elementary School, Taipei County. Three questionnaires, i.e. “Social Science Learning Achievement Tests” and “Social Science Keyword Memory Tests” compiled by this research and “Learning Motivation Questionnaire” produced by Chaung Ya-Jane (2004) serve as the research tools to conduct experimental teaching and tests, collect qualitative data, such as the mind maps of students, “Curriculum Learning Feedback Surveys” and “Teaching Observation Records”, in order to address teaching problems. The important conclusions drawn by this paper are as follows: 1. Experimental group who receives the teaching of diverse memory strategies reports higher post-test scores compared to the control group in “Social Science Learning Achievement Test”. 2. Experimental group who receives the teaching of diverse memory strategies reports higher post-test scores compared to the control group in “Social Science Keyword Memory Test”, 3. Experimental group who receives teaching of diverse memory strategies do not report higher post-test scores or report higher scores in part compared to the control group in “Learning Motivation Questionnaire”. 4. In terms of mind maps, teaching of diverse memory strategies helps students of the sixth grade to enhance their learning achievements and inspire most of them to be motivated in the study of social science. Therefore, this paper suggests that the teachers who are determined to implement diverse memory strategies should not resort to the traditional memorization methods that restrict creativity of students. 5. The analysis of Curriculum Learning Feedback Surveys and Teaching Observation Records finds that the vast majority of students in the experimental group are fond of and positive about the teaching of diverse memory strategies. The three most preferred memory tactics are memorization based on associations, similar phonetics and stories. They like these three tactics the most because they are interesting and these techniques are good fits for their levels. They feel they have learned a lot.