An Action Research on Mind Map of Writing Instruction in a Junior High School

• Main Authors: WANG, SHI-HAN, 王詩涵
• Other Authors: LIU, SHIH-MIN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/58b6fz

碩士 === 國立高雄師範大學 === 教育學系 === 106 === 　　The purposes of this study were to explore the design of the mind map applied to writing instruction plans and the influences on the eighth-graders’ writing skills. The study was conducted by the action research and the participants were 28 students. The subjects were the eighth-graders whose teacher was the researcher in Kaohsiung. The research time started from September 2017 to January 2018 and a total of 15 lessons were given to explore the students' learning process. The methods of data collection throughout the research included: observation records, students' mind map and writing works, students’ feedback forms, interviews and researcher's reflections, etc. After the data were collected and analyzed and the triangulation, the conclusions are summarized as follows: 1. The application of the mind map to writing instruction processes are: guiding, drawing the mind map, sharing with peers, and writing. 2. Students change their writing attitudes after the application of the mind map. (1)Students slightly increase the degree of preference for writing. (2)Students slightly increase the satisfaction with writing. (3)Students reduce their fear of writing. 3. There are some positive learning results among students after the application of the mind map. (1) Helping students improve their ability to choose materials. (2) Helping students improve their ability of the organizational structure. (3) Helping students increase the number of words in writing. 4. Students take positive attitudes toward the mind map. Finally, based on the results of this study, the researcher’s self-reflections during the research process and suggestions of the mind map applied to writing instruction for the future research are provided.