The Effects of Mind mapping Instruction on the Memory of Text Content of Students With Mental Retardation in Elementary School
碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 94 === The purpose of this research is to compare effects of the two types of instruction,mind mapping and ordinary,on the memory of text content for those students with mental retardation in elementary school. The research is designed to use single subject design....
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2005
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| Online Access: | http://ndltd.ncl.edu.tw/handle/79174003616208562434 |
| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 94 === The purpose of this research is to compare effects of the two types of instruction,mind mapping and ordinary,on the memory of text content for those students with mental retardation in elementary school. The research is designed to use single subject design. The procedures are evaluated by using the alternating treatment design and analyzing the data with visual inspection and t-test.After the teaching program,a questionnaire and interview are employed to investigate the effects of treatment.
The results of the research indicate that:(a)After giving students the mind mapping instruction in reading activity, there are remarkable progresses shown in students'learning performance.(b) There are individual differences between students.(c) The preceptors, parents and students participate this research also confirm the effects of mind mapping instruction﹐and display the positive effects of the mind mapping instruction on the memory of text content of students with mental retardation.
Implications for practice and further research are recommended on the basis of the finding of this study.
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