| Summary: | 碩士 === 大葉大學 === 工學院碩士在職專班 === 99 === Language proficiency is one of the main focuses in education in our nation. In the meantime, new curriculum also stresses the importance of the role of creation in elementary school education. If teachers can design more adequate pedagogy dependent on children’s individual difference to equip them with the abilities that stay with themselves into the future, this will help with children’s learning. Guiding students is the inevitable trend in pedagogy for future teachers.
The aim of this research is to investigate the differences observed in the second grade students who learn by the use of Mind Mapping and those who learn under traditional teaching pedagogy. To fulfill this aim, this research review previous literature and is primarily base itself on Mind Mapping theory of Tony Buzan. Subjects are from the second grade students in elementary school. This research is a quasi-experimental design. A total of 160 students are selected from four countryside school classes, four city school classes and those are classified into two groups. The experimental group use Mind Mapping lesson plans and control group use traditional lecture-style lesson plans.
From the results of data analysis, we found that the use of Mind Mapping seems to improve student language proficiency learning to a better level. Based on the results, this research hereby recommends the Mind Mapping as a teaching pedagogy to the education administration.
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