A Study on the Effects of Using Mind Mapping to Composition Teaching on the Writing Attitude and Writing Performance -A Case Study of the Seventh Grade Students in Taoyuan

• Main Authors: WONG, po-chu, 王寶珠
• Other Authors: HO, LI-HSING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/9b43kv

碩士 === 中華大學 === 科技管理學系 === 106 === In current new and ever-increasing education system, the traditional oral teaching in schools is more difficult to rely on. Under the pressure of further education, teachers will use one-way traditional teaching, but there are also school teachers to adopt different methods of teaching, such as Integrated Mandala, transforming teaching, multimedia computer aiding, cooperative learning, etc., and try better and more effective teaching strategies to conform to the trends and needs of the new era. In this study, the experimental research method is applied, mainly exploring the application of the composition teaching in the mind mapping on the writing attitude and writing performance of students at the junior high school. The research objects are students selected in two classes of the seventh graders at a certain junior high school in the Taoyuan District. One class is an experimental group with a total of 27 male and female students, participating in teaching method of the mind mapping. The other one is a control group with a total of 27 male and female students, participating in the general composition teaching method. From August 30, 2017 to December 16, 2017, the experiment lasted for 14 weeks; a weekly composition class, a total of 630 minutes of experimental teaching, writing attitude and writing performance respectively in the first-term test, and the second- term test as final one. The mind mapping writing teaching is self-variant. The writing attitude and writing performance are depending variables of the teacher, student level, teaching content, teaching progress teaching hours and writing title as control variables. The researcher wrote a design writing course from the lesson 1 to lesson 8 of the Chinese language as sample texts to extend the students' writing content, inspiring their motivation to improve the performance of the writing. The research tools include the “attitude scale for writing”, “composition rating scale”, “mind mapping assessment scale” and “writing teaching feedback sheet” to test the differences, and analyze the impact of mind mapping teaching on the writing attitude and writing performance of students at junior high school. According to the data analysis results, the results of this study are shown as follows: 1.The teaching of mind mapping writing has significant differences in the experimental group students ' writing affection and overall performance. 2.The teaching of mind mapping writing has significant differences in the experimental group students' writing intention, structure organization and overall score. 3.The teaching of mind mapping writing teaching and general writing will affect two groups of students' behavior, affection and overall performance. 4.The teaching of mind mapping writing teaching and general writing will affect two groups of students' diction, format punctuation and overall score. According to the above results and proposals may be used as reference for composition teaching and future researchers.