淡江大學機構典藏:Item 987654321/87143
English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 62797/95867 (66%)
造訪人次 : 3732432      線上人數 : 327
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/87143


    題名: 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
    其他題名: A study of using concept mapping with computer assisted learning on junior high school students' English reading comprehension and learning attitude
    作者: 葉蕙禎;Yeh, Huei-Chen
    貢獻者: 淡江大學教育科技學系碩士在職專班
    賴婷鈴;Lai, Ting Ling
    關鍵詞: 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
    日期: 2012
    上傳時間: 2013-04-13 10:45:39 (UTC+8)
    摘要: 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。
    本研究採用準實驗研究法的「不等組前後測設計」,研究樣本為90位英文程度相近國中九年級學生隨機分為兩組,一組為鷹架式概念構圖組43人,另一組為自行建構概念構圖組47人。兩組學習者接受五週概念構圖教學後,進行四次實驗。實驗課程結束後,即對學生進行閱讀理解後測及對兩組學生實施英文閱讀學習態度量表測驗,並對兩組學生施予概念構圖意見調查表問卷。
    本研究的主要發現1.應用電腦輔助概念構圖學習策略對學生的英文閱讀理解能力有顯著差異。2.使用鷹架式電腦輔助概念構圖學習策略的學生在英文閱讀理解測驗成績顯著優於自行建構組學生。3.兩組學生在英文閱讀學習態度的提升上並無顯著差異。4.兩組學生普遍對概念構圖學習策略持肯定支持態度。
    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.
    顯示於類別:[教育科技學系暨研究所] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    index.html0KbHTML203檢視/開啟

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋