| Summary: | 碩士 === 國立屏東教育大學 === 教育學系 === 98 === The study is conducted using an action research approach. The study objects were 29 elementary school students who were in the researcher’s class. The study was to investigate the combination of mind mapping used by the students with speaking teaching. The data collection strategy adopted in this study is extensive, such as observations, interviews, and documentation of class works. The results of the study are as follows:
1.Mind mapping is an effective learning tool for students.
2.The process of learning mind mapping is challenging and interesting.
3.The students give positive evaluation of mind mapping.
4.Mind mapping enhances the students’ speaking content.
5.Mind mapping helps the students to organize the frame of speaking content.
6.Mind mapping helps the students to describe a topic fluently.
7.Mind mapping might cause the students the problem of reverse the order of the words in a sentence.
8.The scaffolding of mind mapping can ease the students’ nervous on stage.
9.Mind mapping with speaking teaching increase a burden for teacher instruction and student learning.
After processing the instruction design, instruction and instruction analysis, for the researcher, there is still potential for improvement in teaching. Therefore, suggestions for teacher instruction, and future research are proposed so as to provide references for future studies of instruction design.
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