The Action Research of Integrating Mind Mapping Teaching into Poetry Writing forSecond Graders

• Main Authors: TUNG, HUI-CHI, 童惠琦
• Other Authors: LANG, YA-CHIN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/67437538999364763409

碩士 === 大葉大學 === 教育專業發展研究所 === 102 === This action research is based on the cyclic teaching process, which includes plan, action, observation, reflection, adjustments, and re-action. The purpose of this research is to explore whether employing mind mapping could enhance children’s ability of poetry writing by analyzing the teacher’s observation and reflection as well as evaluating professional development. Teacher’s class observation records and reflection journals, interviews of students, students’ learning feedbacks, and the presentation of students’works of poetry were collected and analyzed. The results were showed as follows: 1. Employing mind mapping into children’s poetry writing in teaching is positively feasible. After the pedagogy of mind mapping, children’s ability of writing poems was greatly improved. It proves that mind mapping is an effective learning tool for helping primary students to write poe. 2. Mind mapping helps students to concentrate on learning which in turn brings them greater willingness of writing poems. 3. Mind mapping helps the researcher to understand how and what students’ thinking. 4. The presentation of poems and feedbacks influence students’ attitudes toward poetry writing. 5. Throughout the process of this action research, such as problems identifying, reflecting and adjusting, the researcher was deeply convinced that mind mapping is an effective strategy to inspire children to write poems. The results of this study provide a reference for teachers who plan to teach poetry writing for primary school students. The researcher also proposes some suggestions for the future study.