An Action Research of Using Mind Mapping to Enhance Reading Ability of Fifth-Grade Underachieving Students

• Main Authors: Chung, Shu-chuan, 鐘淑娟
• Other Authors: Yin-hsia Lin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/76682170214921172611

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 100 === This study adopted action research method to development the mind mapping teaching strategies for underachieving students, then they can use mind mapping to enhance their reading ability. There were three fifth-grade underachieving students of Ching-shan Elementary School (a pseudonym) in this study. The researcher carried out 10 weeks of reading program in a progressive manner. First, the researcher introduced the basic architecture of mind mapping to the underachieving students, then guided them to draw mind map with peer cooperation and repeat practice, and finally the students can draw a mind map independently after reading. Data collection included the researcher teaching observation records, teaching recordings, reflection journals, learning sheet, and reading comprehension test scores. The results were as follows: 1. The researcher reflected on theory and practice of teaching and then constructed a suitable teaching model for underachieving students in this study. The teaching model was divided into two themes: understanding the architecture of mind mapping and drawing mind maps. The teaching process was from “keyword selection” to “get to the bottom of the article”. The researcher asked participants to repeat the exercise: “selecting keywords”, “identifying meaningful paragraphs”, and “distinguishing primary and secondary concepts” to help underachieving students to draw the mind maps. 2. The participants enhanced the ability of “focus on and retrieve explicitly stated information”, “make straightforward inferences”, “interpret and integrate ideas and information”, and “examine and evaluate content, language, and textual elements” after using mind mapping to assist learning to read. 3. Through this action research, the researcher enhanced the teaching knowledge and obtained professional growth. In order to improve the course participation and concentration of underachieving students, researcher reflected to changing teaching content, reducing difficult words and article length, and using individual guidance. Through observation and teaching, the researcher realized the difficulties of learning to read of underachieving students. Therefore, researcher can give underachieving students more care, assistance, and encouragement, to enhance their self-confidence of reading comprehension.