An Action Research on Integrating Mind Mapping with Summary and Composition Instruction to Fourth Grader’ Reading Comprehension and Writing Ability

• Main Authors: Ching-i Chuang, 莊景益
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/94841346686536595120

碩士 === 國立屏東教育大學 === 教育科技研究所 === 96 === 　　The purpose of this action research is to explore how mind mapping can affect reading and writing at class. Viewing mind mapping as a tool, we want to know whether mind mapping can help the fourth grade students to summary the article and plan before writing a composition. As a result, they can read and write better. 　　The results are as follows： I. Mind mapping would be an efficient learning tool for the fourth grade students to read and write. it is also a practice of Multiple Intelligences. II. Learning the drawing of Mind Mapping needs a lot of practice. III. The students can distinguish the main idea of the article from the details of the article by mind mapping. IV. The students can take advantage of mind mapping to plan before writing a composition and to generate more ideas about the topic assigned by teacher. V. Mind mapping can associate reading with writing efficiently. VI. We can make use of the article of textbook to cultivate reading comprehension and writing ability of students.