| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 96 === The paper intends to explore the progress of concept mapping in children picture book story comprehension education and effect of concept mapping in story comprehension education to enhance the comprehension of children in stories. The subjects are 25 children aged 4-6 at Sun Class at Affiliated Kindergarten of Hsianglin Elementary School in Banciao City, Taipei County. The children include 18 students in senior class and 7 students in intermediate class. The study period is between October 2007 and May 2008. Study methods include introduction of mapping, appreciation of stories, questions, and concept mapping in the spirit of action study. The story comprehension test assesses the difference in comprehension of children before and after story education. Analysis and conclusions are made based on the preceding information. The findings are:
1.The use of concept mapping questioning classification and stratum structure improves literal comprehension of children.
2.Cross-links of concept mapping and interviews after mapping in story comprehension education helps improve children’s comprehension.
3.Progress experience of concept mapping and interviews after mapping in story comprehension education enhance critical comprehension.
4.Sequence chart in storage comprehension education strengthens children’s understanding of story structure and helps improve children’s story grammar recall.
5.Concept mapping appropriate for children’s learning in story comprehension education models include concept mapping introduction activities, story appreciation, asking questions, and concept mapping
A.Concept mapping introduction activities are required in guiding children in concept mapping. Activities should cover introduction of concepts and conjunctions and understanding of concept mapping.
B.Learning forms in concept mapping introduction activities are the auxiliary teaching materials that help children understand concept mapping. They include drills of topic classification, stratum structure, cross links and conjunctions of concept mapping.
C.Children’s concentration in story appreciation affects their concept mapping performance.
D.Asking questions after story appreciation helps children recall story contents, enhances their thinking in causal relation of story events, and make value judgment of characters, events and results of the stories.
E.Education activities using concept mapping in picture book story comprehension shall be divided into teacher guided mapping by, group cooperation mapping, and individual mapping.
F.Interviews and sharing after concept mapping is a required and important enhancing activity, which helps strengthen children’s story comprehension.
6.Children’s cooperation and teamwork divided in groups improves the story comprehension of children with weaker ability.
7.Story comprehension education with concept mapping may encounter difficulties such as difficulty in distinguishing connection lines in concept mapping contents and failure of children to effectively use conjunctions.
Based on the findings, the research proposes suggestions of practical education for teachers in teaching and teaching design. The research also proposes feasible study direction for concept mapping courses for children’s learning in the future.
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