| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 98 === To motivate learning and enhance achievement, the researcher uses Concept
Mapping as teaching strategy to implement action research in history teaching. The first stage of the 21 weeks of teaching research on Concept Mapping is termed as the period of training. In this stage, students classify and sort out the concept terms given by the researcher. Then, they link these terms further to construct a complete concept map. The second stage is termed as the period of maturity. Students choose for themselves the concept terms out of the textbooks and complete their own Concept Map for certain chapters. In the last stage, students announce their inner concepts orally, and then these concepts are corrected and replenished by the teacher to complete the framework of concept. Due to the change in the way of extracting
concepts from the textbook, students enjoy the class atmosphere and the interaction, and they do make some progress in the achievement tests, in terms of ranking among peer classes. The researcher regards this stage as the period of breakthrough.
Important discoveries are as follows:
1. After the instructor starts teaching based on the learners’ specific preexisting experiences, the Concept Mapping method can really stimulate learning motivation and promote learning efficiency.
2. The mode of progress in Concept Mapping ability is a spiral advancing model, not a lineal one, and the selection of concept terms is the most important indicator of the ability on mapping.
3. Linking labels often become a heavy burden in Concept Mapping for learners who command only basic Chinese. Since omitting them does not affect the main purpose of Concept Mapping, linking labels are suggested as not indispensible.
Key terms: History teaching, concept mapping, class of low achievement
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