A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design
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 Map...
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ndltd-TW-107YUNT06770132019-10-18T05:21:36Z http://ndltd.ncl.edu.tw/handle/z8pgr2 A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design MAPS教學法在國小高年級國語文閱讀理解之應用 -融入UbD課程設計 Chung-Ta Chan 詹中達 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. Fei-Chuan Chen 陳斐娟 2019 學位論文 ; thesis 175 zh-TW |
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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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author2 |
Fei-Chuan Chen |
author_facet |
Fei-Chuan Chen Chung-Ta Chan 詹中達 |
author |
Chung-Ta Chan 詹中達 |
spellingShingle |
Chung-Ta Chan 詹中達 A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design |
author_sort |
Chung-Ta Chan |
title |
A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design |
title_short |
A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design |
title_full |
A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design |
title_fullStr |
A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design |
title_full_unstemmed |
A Study of MAPS Method in Reading Comprehension of Elementary School Students -Using UbD Curriculum Design |
title_sort |
study of maps method in reading comprehension of elementary school students -using ubd curriculum design |
publishDate |
2019 |
url |
http://ndltd.ncl.edu.tw/handle/z8pgr2 |
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