| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所 === 107 === This study aims to use the MAPS teaching strategy as a basis for teaching activities which integrates the concept of Understanding by Design (UbD) into the courses. This study also explore the core elements of MAPS including the Asking Question and Mind Mapping that apply into the teaching of senior elementary students’ Chinese reading comprehension. In addition, the Progress in International Reading Literacy Study (PIRLS) were considered as the principle of question design to know the changes of student’s reading comphresion ability after executing the teaching plans.
There were 28 fifth-grader in Jien Kang (anonym) Elementary Schoold in Tainan City recruited as research subjects and two-stage teaching plans lasting 8 weeks were conducted in this study. The research materials acquired from researcher’s reflective dairies, recording video of teaching, teaching materials, and students’ feedback were explained and analyzed in this study. The research findings are as follows:
1. The Understanding by Design (UbD) can help teachers to focus on the expected learning outcomes for students while preparing lessons. It helps to design an appropriate assessment method to show the students’ learning performance and then arrange meaningful teaching activities.
2. The Asking Question in MAPS teaching strategy can assist students to capture and understand the books’ content and also be beneficial to reading comprehension.
3. The Mind Mapping in MAPS teaching strategy shows the highest level of learning performance for reading comprehension that can structure the viewpoints of books and improve the student’s learning motivation.
Finally, basing on the reach findings and results, this study concluded by proposing concrete suggestions for teachers and researchers.
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