| Summary: | 碩士 === 國立臺灣師範大學 === 國文學系在職進修碩士班 === 100 === The purpose of this study was to investigate the instruction design of mind map applied in writing teaching in junior high school, and the effect on 9th students' writing ability. The approach of this study was action research, which experimented with 35 students who were taught by the researcher 9 weeks. Based on the data such as classroom observation, students' compositions, interviews and feedback, and reflective essays collected by action research analyses, the conclusions of this study were summarized as follows:
I. The Curriculum Design
1. To prevent the effect of teaching progress, teaching material was designed according to the course content.
2. Mind map , which presents the organization clearly, could help students to deduce and imitate from the model essay.
3. Respect individual differences when teaching.
4. Writing lyrical style by mind map has the limitation.
II. The Learning Condition and Problem Solved
1. Students had positive attitude toward the writing teaching scheme of mind map.
2. Students could master the skill of mind map.
3. The more practice of association was needed when choosing the materials and theme by mind map.
4. Mind map could assist in the design of composition outline and arrange appropriate paragraphs.
5. Oral guidance was needed when mind map were translated into compositions.
III. The Changes on Writing Ability
1. The writing teaching scheme of mind map could promote the writing expression of the 9th students effectively.
2. Students ability of choosing the materials and theme of composition had advanced .
3. Students' compositions had notable promotion at the integrity of organization.
According to the results of this study, the researcher proposes the direction of future research about mind map applied in writing teaching in junior high school.
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