The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation
碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 105 === The purpose of this study was to investigate the effect of mind-map teaching program on mild intelligent disabilities students in vocational high school for their creativity and learning motivation.Researcher used a quasi-experimental,nonequivalent pretest...
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ndltd-TW-105NTNU58080092019-05-15T23:46:58Z http://ndltd.ncl.edu.tw/handle/p2957z The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation 心智圖法教學方案對高職特教班學生創造力與學習動機成效之研究 Sung, Ting-Ting 宋婷婷 碩士 國立臺灣師範大學 創造力發展碩士在職專班 105 The purpose of this study was to investigate the effect of mind-map teaching program on mild intelligent disabilities students in vocational high school for their creativity and learning motivation.Researcher used a quasi-experimental,nonequivalent pretest-posttest control group design.The members of experimental group were 12 mild mild intelligent disabilities students in vocational high school in Taipei city,and the members of control group were another 9 mild mild intelligent disabilities students in vocational high school in Taipei city. The instruments included“Torrance Tests of Creative Thinking”and “mind-map teaching program motivation questionnaire”.The experimental group received mind-map teaching program for 10 weeks.Each week conducted two periods ,and each period lasted 50 minutes; whereas the control group received normal lessons.The data were analyzed by ANCOVA and t-test. According to the data analysis, the results of this study as follows: 1.The effect of mind-map teaching program on mild intelligent disabilities students in vocational high school could sometimes upgrade creativity tendency on originality and abstractness of titles. 2.Mind-map teaching program on mild intelligent disabilities students in vocational high school sometimes increased student’s learning motivation. The mind-map teaching program could upgrade the experimental group’s “Attention” and “Relevance” of the mind-map teaching program motivation questionnaire. 3.According to the student’s work and classroom feedback could realize more about the ideas and performance of experimental group’s students. 4.Based on the results of the study, it could provide some suggestions for education and relevant studies, and it offered the foundation of further following studies in academia. Pan, Yu-Fong 潘裕豐 2017 學位論文 ; thesis 133 zh-TW |
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碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 105 === The purpose of this study was to investigate the effect of mind-map teaching program on mild intelligent disabilities students in vocational high school for their creativity and learning motivation.Researcher used a quasi-experimental,nonequivalent pretest-posttest control group design.The members of experimental group were 12 mild mild intelligent disabilities students in vocational high school in Taipei city,and the members of control group were another 9 mild mild intelligent disabilities students in vocational high school in Taipei city.
The instruments included“Torrance Tests of Creative Thinking”and “mind-map teaching program motivation questionnaire”.The experimental group received mind-map teaching program for 10 weeks.Each week conducted two periods ,and each period lasted 50 minutes; whereas the control group received normal lessons.The data were analyzed by ANCOVA and t-test.
According to the data analysis, the results of this study as follows:
1.The effect of mind-map teaching program on mild intelligent disabilities students in vocational high school could sometimes upgrade creativity tendency on originality and abstractness of titles.
2.Mind-map teaching program on mild intelligent disabilities students in vocational high school sometimes increased student’s learning motivation. The mind-map teaching program could upgrade the experimental group’s “Attention” and “Relevance” of the mind-map teaching program motivation questionnaire.
3.According to the student’s work and classroom feedback could realize more about the ideas and performance of experimental group’s students.
4.Based on the results of the study, it could provide some suggestions for education and relevant studies, and it offered the foundation of further following studies in academia.
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author2 |
Pan, Yu-Fong |
author_facet |
Pan, Yu-Fong Sung, Ting-Ting 宋婷婷 |
author |
Sung, Ting-Ting 宋婷婷 |
spellingShingle |
Sung, Ting-Ting 宋婷婷 The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation |
author_sort |
Sung, Ting-Ting |
title |
The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation |
title_short |
The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation |
title_full |
The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation |
title_fullStr |
The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation |
title_full_unstemmed |
The Effects of Mind-map Teaching Program on Mild Intelligent Disabilities Students in Vocational High School for their Creativity and Learning Motivation |
title_sort |
effects of mind-map teaching program on mild intelligent disabilities students in vocational high school for their creativity and learning motivation |
publishDate |
2017 |
url |
http://ndltd.ncl.edu.tw/handle/p2957z |
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