| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 99 === Abstract
This study focused on the effects of applying minding mapping to instruction of picture books on first graders. With a view of realizing students’ learning condition and changing course, the researcher teached students to find keywords in picture books, and applying rules to draw mind mapping as the basis of recalling story in the future.
First graders in researcher’s class were participated in this study, and there’re 6 main objects of observation in class. Researcher collected and ordered the data of researching course in the action research, which comprising the records of observation, teaching reflective notes, interviews of students, and mind mapping and work sheets. Through qualitative analysis and discussion of these data, researcher explained the research questions, the predicament of implement and the coping strategies.
The conclusion and finding are as follows:
1. Mind mapping improves both students’ interest of reading and will of speaking.
2. Students have greater ability of finding keywords from stories.
3. Most students can complete the mind mapping with lines and keywords.
4. Partial students can tell the story with completed mind mapping.
Applying mind mapping to instruction of picture books has positive effect on students’ reading from the conclusion, and it will provide a reference for the future research.
Keywords: mind mapping, instruction of picture books, action research
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