The Action Research of Enhancing the Reading Comprehension Of the Fifth-Grade Elementary School Students by Integrating Mind Mapping into NIE

• Main Authors: Yu, Chien-Yu, 余千玉
• Other Authors: Tseng, Jung-Hua
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/69356048853782752088

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 102 === This study adopted action research method to find out whether students improve their reading comprehension by receiving courses applying mind mapping to newspaper in education (NIE). Besides, the researcher resolved the difficulties she encountered through dialogues and reflections during the whole research process. There were 26 fifth-grade students of Xing-Xing Elementary School (a pseudonym) in this study. The researcher had carried out the reading courses which integrated mind mapping into NIE for 10 weeks. Data collection included observing, interviewing, the scores of reading comprehension test and analysis of documents during the whole research process. The results were presented as below: 1.The processes of mind mapping teaching: (1)Teacher offers the students an activity aiming to stimulate student to compose creatively. (2)Students observe the mind mapping example which the teacher provides and summarize the rules of mind mapping. (3)Students learn which words are keywords and are able to recognize these keywords. (4)Students learn the concrete steps of mind mapping used in the story of three little pigs. (5)The students practice how to draw the mind mapping in pairs. 2.The reflection of mind mapping teaching: (1)Materials with pictures and characters can help students learn mind mapping. 3.The processes of integrating mind mapping into NIE activities: (1)Students learn the components of layout on the newspaper. (2)Students have the games about the contents written on the newspaper. (3)Students number the paragraph and read the article on the newspaper. (4)Students search the keywords in articles and name the main parts of mind mapping in groups. (5)Students organize the article, make a conclusion and use these components in the article to conduct a mind mapping. (6)Students share the contents of mind mapping. 4.The reflections ofintegrating mind mapping into NIE activities: (1)The topics and contents of newspaper should be taught progressively so that students will have more motivation toward reading. (2)The courses of group discussion are helpful for students to complete mind mapping. (3)The auxiliary handouts can enhance the effectiveness of creating mind mapping, especially for students with low reading comprehension ability. (4)Students have the positive attitudes toward mind mapping. (5)Through the action research of integrating mind mapping into NIE, the researcher can enhance the professional skills of teaching and assessment. 5.The discoveries of the changes from students' reading comprehension: (1)There is no statistically significant difference between pretest and posttest after the courses of integrating mind mapping into NIE utilized. (2)There is evidence showing that applying mind mapping to NIE was beneficial to students’ reading comprehension, especially for students with low reading comprehensive ability. (3)Girls have higher grades than boys on the comprehension of newspaper content after the courses of integrating mind mapping into NIE utilized. Suggestions regarding method of teaching and research in the future were made based on the study’s conclusion.