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|Other Titles: ||Integrating metacognitive and mind mapping strategies into the instruction of computer course for fifth graders' learning of graphic composition|
|Authors: ||吳佩芬;Wu, Pei-Feng|
|Keywords: ||後設認知;心智繪圖;電腦繪圖;資訊教育;Metacognition;Mind Mapping;Computer graphics;Information education|
|Issue Date: ||2011-12-28 17:27:31 (UTC+8)|
In recent years, students in class tend to be more passive and they often answer the question without thinking thoroughly. Even when they are facing the problem, they do not know how to solve it with their previous knowledge or experiences. Same situation happened in primary school’s computer graphics classes; the works of students are dull and rough. They have hard time to portrait the image of their daily life situation.
Therefore, integrating metacognitive strategies and Mind mapping strategies into the instruction of computer course based on the "2010 Taipei International Flower Expo." is provided in this study. By doing so, the students can connect the social issues in learning. They will be able to rethink their previous experiences by using the informative technology tools, and reflect their thinking into computer graphics works. The purpose of the study is to plan, design, and implement the integrating metacognitive and Mind mapping strategies into the instruction of computer course. By running the teaching activities, the result of advancing the students’ computer graphics and metacognitive abilities is expected . The results of this study show the following:
1.By Integrating metacognitive and Mind mapping strategies into the computer course instruction for students'' computer graphic composition, it is found that students’ ability of "subject expression," "feeling and emotion expression," "imagination, or idea expression," and " composition of picture " are significantly improved after the instruction.
2.The teaching activities in this study enhanced students'' metacognitive ability which includes planning, monitoring, and self-evaluation.
3.The teaching in this study created more interaction between the teacher and the students. It also facilitated students'' learning and increased students'' self-confidence.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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