本研究之主要目的在探討融入心智圖教學對國中學生自然學習成效的影響，採準實驗研究法，以新北市某國中八年級兩個班級的學生為研究對象，包含實驗組30人，運用心智圖融入自然科課堂來進行；控制組29人，接受傳統講述教學法。 研究以量化為主、質性為輔的方式進行，量化資料有學習動機量表、學習態度量表及自然概念理解測驗，並以SPSS 22.0版統計軟體進行分析；質性資料以學生文字回饋及半結構式訪談進行。結合這兩種方式，以瞭解學生的學習動機、學習態度、自然概念理解、以及對運用心智圖的感想。根據研究結果，本研究主要發現如下： 一、經由「自然科學習動機」問卷，研究顯示心智圖教學可顯著提升國中學生自然科學習動機。 二、經由「自然科學習態度」問卷，研究顯示心智圖教學可顯著提升國中學生自然科學習態度。 三、心智圖教學可顯著提升國中學生自然概念理解。 四、融入心智圖教學的國中生在學習動機與學習態度之間有高度正相關。 五、融入心智圖教學的國中生在學習動機與學習態度之間有中度正相關。 The purpose of this study was to understand the effects of mind mapping teaching on learning achievement of science in junior high school. This study adopted quasi-experimental research design. Two classes of eighth grade students as the object of study in New Taipei City. This study included 30 students in the experimental group (mental map into the natural science class) and 29 students in the control group (traditional teaching method). The main findings of this study are as follows: First, the study shows that mental map teaching can significantly improve the students’ natural science learning motivation. Second, the study shows that mental map teaching can significantly improve the attitude of students in natural science. Third, mental map teaching can significantly enhance the understanding of the natural concept of students in the country. Fourth, the students’ learning motivation and learning attitude were highly positive correlation in mental map teaching. Fives, there is a moderate positive correlation between the learning motivation and the learning attitude.
