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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87143

    Title: 電腦輔助概念構圖學習策略對國中英語閱讀理解及學習態度之影響
    Other Titles: A study of using concept mapping with computer assisted learning on junior high school students' English reading comprehension and learning attitude
    Authors: 葉蕙禎;Yeh, Huei-Chen
    Contributors: 淡江大學教育科技學系碩士在職專班
    賴婷鈴;Lai, Ting Ling
    Keywords: 概念圖;鷹架式概念構圖;英語學習態度;英語閱讀;Concept Mapping;concept mapping scaffolding strategy;concept mappingself-constructing strategy;English Learning Attitude;English Reading
    Date: 2012
    Issue Date: 2013-04-13 10:45:39 (UTC+8)
    Abstract: 近年來,英語教學方式日益受到重視,研究發現國中生的英語閱讀理解能力不如預期,所以希望可以找到適合學生的學習策略來提升英語閱讀能力。本研究目的探討鷹架式概念構圖與自行建構概念構圖學習策略,對國中學生英語閱讀理解能力及英語學習態度影響。
    Recently, English teaching has received more attention. Some researches showing the English reading comprehension of junior high school students are not as expected. So It is hoped to find proper learning strategy to promote their English reading comprehension. The main purpose of this study is to explore the effect on students’ English reading comprehension and English learning attitudes by using Concept Mapping scaffolding strategy and Concept Mapping self-constructing strategy.
    The pretest-posttest nonequivalent group design of quasi-experimental method is adopted. The sample size is 90 students. The sample is selected from the students who are the 9th grade in junior high school students, and then distribute them into two groups with equivalent English competence; the first group included 43 students using the “Concept Mapping Scaffolding strategy”, and the second group included 47 students using the “Concept Mapping Self-Constructing strategy”. Both groups are instructed X-Mind concept mapping tool and asked to conduct 4 concept maps for reading assessments. At the end of the experiment, English reading comprehension and English learning attitude, concept mapping opinions survey are measured.
    The followings are the main findings of this study. By using concept mapping as the learning strategy performances significantly. The Concept Mapping Scaffolding strategy group performs significantly better than the Concept Mapping Self-Constructing strategy group on reading. There is no significant difference between the two groups on English Learning attitudes. The two groups’ students generally hold positive viewpoints to the concept mapping method.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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