| Summary: | 碩士 === 大葉大學 === 資訊管理學系碩士班 === 104 === This study aims to explore how to implement the mind mapping strategy in mandarin teaching for elementary school students, and to understand it’s impacts on students’ reading comprehension and summarization abilities. In this study, an action research on mind mapping approach in mandarin classes was performed for ten months in a second grade class. Based on multiple data sources including teaching observation, students’ work sheets and interview records, the impacts of mind mapping on students’ mandarin reading performance was analyzed. Results of the action research were shown as follows:
1.Using mind mapping was conducive to organize the main points of texts and to embody thinking for students.
2.Cooperative learning helped students to draw their mind map structures.
3.Enabling students to see their own thinking appearances during the mind mapping processes.
4.Presenting the main points of texts by students that could effectively assist their oral summary of texts .
5.The outcomes of low-grade students’ mind mapping artifacts was below the expected levels, presumably due to their inductive ability still undeveloped.
According to the researcher’s reflection, using mind mapping enhance teacher’s competency of teaching reading comprehension. Practical suggestions for teaching reading comprehension with mind mapping are as below:
1.Using mandarin textbooks as teaching materials for training students’ reading comprehension.
2.When guiding students to summarize themes of paragraphs and reveal keywords from texts, teachers should
provide students sufficient time to practice.
3.Teaching mind mapping should be step by step.
4.Each student completes individual work of mind mapping after participating the group discussion.
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