| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 97 === This research adopted teaching and drawing the concept mapping to assist underachievement students to read and study. The researcher recommended the basic composition key element of the concept mapping in a progressive way, and then demonstrated. Furthermore, teachers and students discussed together how to draw the concept mapping while reading. Finally, let the research subject learned drawing concept mapping while reading. The main purpose of the research was as follows:
1. Developing suitable concept mapping teaching strategy for underachievement students.
2. By the implementation of the course scheme, understand teacher's predicaments faced while implementing course.
This research was an action research. The researcher designed the teaching strategy which incorporated drawing concept mapping to teach the underachievement student in the fourth grade. The researcher adopted teaching reflection notes, interview, observation, studying portfolios and tests to collect materials, and probed into the underachievement student how to use the concept mapping to assist reading in the teaching course. Then made a thorough review on self- teaching and change teaching activity in teaching action, in order to help researchers to revise the next class action. The results of the study were as follows:
1. From the reflection of theory and practice, the researcher could construct an efficient instructional model suitable for the low-achievement student in the research.
2. Through concept-mapping training, the student had more progress in the performance of memory, so as in immediately effect and keeping effect of learning.
3. The student’s major reflection s and opinions about learning concept mapping were: the student thought that concept mapping could increase his academic achievement and it’s easier to comprehend and memory while reading the concept map than the whole article. But while drawing the concept map, he felt more difficult on looking for the concept.
4. The researcher’s major reflection were:
(1) When helping the underachievement student , the teacher should not only teach him the contents but also should teach the learning strategies to help the student to learn by himself besides relying on others.
(2) While choosing the reading materials, it could help the student’s successful experience on mapping by choosing the article with living of words, and accord with the student’s degree.
(3) Avoid falling into “ you should understand “ at the time of teaching but explaining carefully.
(4) Offering the underachievement student more time to answer can offer more opportunities for them to learn successfully.
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