Using Concept Map and Image on Algebra Teaching in Junior High School: An Action Research

• Main Authors: LI, YI-LUN, 李宜倫
• Other Authors: CHAN, HSUN-GROW
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/80345588698240806690

碩士 === 國立屏東教育大學 === 數理教育研究所 === 101 === This study adopted action research as method. The subjects were the first grade students in junior high school. The study was mainly divided into two stages: First, a concept map teaching was implemented. We used the questioning approach as teaching method to achieve teaching objectives. The second stage we used the concept image and quasi mind map to observe eight students with different levels and to obtain teaching reflection and correction. The results show that the concept map for teachers is an effective but difficult teaching tool. In order to reach their advantages, teachers must be proficient in concept mapping instructional strategies and diverse forms. The concept map have positive impacts on all level students. Most medium and high level students accepted concept map teaching and used them in the review of old experiences to help integration. The concept map teaching can enhance the low-level students' interest and enthusiasm. The concept image and quasi mind map indeed are new learning strategies. Comparing different strategies of learning, they still can analyze students’ misconceptions as diagnostic teaching. They help the medium level students the most. High level students did not want to use the concept image and quasi mind map in problem-solving. The assistances for low-level students were relatively little.