The Action Research of Using Mind Mapping to Enhance Language Teaching for Elementary School Students with Learning Disabilities Students in Resource Room

• Main Authors: Huang,Shu-Chen, 黃淑真
• Other Authors: Yu Hsiao-Ping , Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/72919904022721168154

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 99 === This study used action research methods to investigate the use of mind mapping to enhance language teaching in elementary students with middle-grade learning disabilities students, and to explore the viewpoints of students, parents, teachers toward mind mapping instruction. Researchers constantly reviewed and modified teaching strategies to develop appropriate learning models for learning disabilities students. And, it used Torrance Tests of Creative Thinking and reading tests for comparison of the outcomes. At the same time by the students feedback and interviews, parents and co-teachers' observation and feedback, as well as the researcher's notes of observation and reflection, provided various information feedback and inspection certificate in order to analyze the mind mapping teaching to students with learning disabilities in language learning. The major findings of the study were summarized as follows: 1. Mind mapping can enhance the learning for students with learning disabilities: Mind map teaching can improve elementary students with learning disabilities in reading comprehension, promote their thinking and stimulate creativity. Students also promoted language competence through classroom discussion and publication. Besides, mind mapping can also train students’ attitude of respect and appreciation, the abilities of active exploration, problem-solving, and then, show their personal style, and enhance their creativity. 2. The elementary school students with learning disabilities, parents, and teachers held affirmative viewpoints and positive appraisal toward mind mapping instruction: Students, parents and teachers considered mind mapping can promote learning interests, increase the atmosphere of discussion. Mind mapping can also help students learning, such as simplifying the teaching materials, improving the concentration of learning and memory, helping students master the focus of the article and keywords to enhance the understanding of context and inspiring them imaginative and creative abilities. 3. Teachers got growth and changed after mind map teaching: The researchers observed the students reaction and developed teaching sensitivity, and enhanced abilities of self-awareness and teaching reflection. Besides, it also strengthened teaching beliefs and teaching practices. Finally, research conclusions and suggestions provided substantive reference for future teaching and researchers in mind mapping instruction. Key words: mind mapping , language teaching, action research