A Study on the Influence of Mind-mapping Teaching Method for Junior High School Students’ Reading Comprehension

• Main Authors: Chia-Chun Ho, 何佳純
• Other Authors: Wen-Ying Liou
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/57677123551587120299

碩士 === 國立嘉義大學 === 教育學系研究所 === 103 === The purpose of this study was to investigate the influence of Mind-mapping teaching method for junior high school students’ reading comprehension. An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 64 ninth grade students in 2 classes drawn from a junior high school in Chiayi county. Thirty students in one class were assigned to the experimental group, and the experimental group received Mind-mapping teaching method. Thirty-four students in the other class were assigned to the control group, and the control group received Didactic teaching. After 12weeks of experimental teaching, the posttests scores of the two grouped students were hypothesis tested with two-way ANOVA and the mindmaps drawn by the students of the experimental group were analyized. The results indicated as follows: 1.The Mind-mapping teaching method can result in better efficiency for junior high school students’ reading comprehension than the Didactic teaching method. 2.The efficiency of the Mind-mapping teaching method for junior high school students’ reading comprehension was unaffected by individual comprehension ability. 3.Most students can determine appropriate theme and be aware of particular information in the “keyword” performance. However, they often showed contradiction in “logical relationship” or made mistakes in the extension of the branch concept. In addition, high- and middle-leveled students can illustrate their concepts by different colors, whereas low-leveled students depended on one kind of color. Moreover, most students used less “pictures or symbols” to illustrate their concepts.