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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73895

    Title: 整合後設認知及心智繪圖法為教學策略於國小五年級資訊教育課程之研究
    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
    Contributors: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-Ping
    Keywords: 後設認知;心智繪圖;電腦繪圖;資訊教育;Metacognition;Mind Mapping;Computer graphics;Information education
    Date: 2011
    Issue Date: 2011-12-28 17:27:31 (UTC+8)
    Abstract: 近年來,在教學現場發現,孩子變得被動,不喜歡反思,遇到問題,也不懂連結舊知識及經驗來解決,同理,在資訊教育之電腦繪圖中,孩子的作品,變的單調且構圖粗糙,連日常生活常經歷畫面,也都無法表現在作品中。
    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:[Graduate Institute & Department of Educational Technology ] Thesis

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