| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 98 === The main purposes of this research were to study the implementation of Concept Mapping applied in Elementary Reading instruction, to analyze the results of the reading instruction, and to compare the works and preferences of concept mapping between students with different reading ability.
Picture books were used as reading materials, and concept mapping were incorporated into reading instruction. The subjects of the study were the third grade students. Data was collected by analyzing students’ works, interview notes, opinion survey, parent’ feedbacks and the researcher’s self-reflections. Qualitative description was adopted to record the instruction activities and results.
The results of the study were as follows:
1. The applicable subject, instruction aid, instruction method and learning sheet will affect the effectiveness of the concept mapping instruction.
2. Incorporating color and the help from classmates can facilitate the learning of concept mapping.
3. Students like concept mapping more than writing essay after reading.
4. Concept mapping can strengthen students’ thinking ability.
5. Students’ preferences on concept mapping were influenced by the size of the reading material. Most students prefer spider web map.
Based on the research, the following suggestions were proposed:
1. Activities or class materials that had been experienced or read by students should be used as the introductory materials for concept mapping.
2. Using colors to emphasis the important points in the reading materials or different concept groups.
3. Using computer to facilitate concept mapping instruction, and help students to understand correct concept relation.
4. Using diversified media, such as concept mapping or sound recording, to compose what has learned after reading.
5. Establishing concept mapping workshop, and expanding the scope of the research to other grades, to study students’ performance with different instructors.
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