The Use of Mind Map in Teaching Reading:The Case of the Sixth Graders in Elementary School

• Main Authors: Shao-Chien Yu, 游紹謙
• Other Authors: Jeng-fen Li
• Format: Others
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/753jqu

碩士 === 國立東華大學 === 中國語文學系 === 102 === This research aims to investigate the effect of the mind map instruction on the 6th graders’ reading comprehension. The research is conducted with the nonequivalent pretest-posttest design, one of the quasi-experimental designs. The research subjects are 59 pupils of two classes in an elementary school of Hualien county. In the 12 Chinese language lessons, the two classes were respectively taught with the traditional lecture-styled instruction and the mind map instruction. The research subjects’ performance in reading comprehension and Chinese language literacy was evaluated by a comparison between pre-test and post-test. The findings are: 1. After teaching, the traditional lecture-styled instruction and the mind map instruction have made outstanding differences in the 6th graders’ abilities in phrase-explication, proposition-assembly, sentence-understanding, prose-reading, Chinese literacy, and reading comprehension. 2. After teaching, the pupils of the control group achieved better in phrase-explication, proposition-assembly, and Chinese literacy, than they had before the teaching. It suggests that the control group made progress in some of Chinese language abilities after taught with the lecture-styled instruction. 3. After teaching, the pupils of the experimental group achieved better in phrase-explication, proposition-assembly, sentence-understanding, prose-reading, Chinese literacy, and reading comprehension, than they had before the teaching. It suggests that the experimental group made progress in all of the Chinese language abilities after taught with the mind map instruction. 4. The pupils, who were taught with the mind map instruction, had better performance in phrase-explication, proposition-assembly, sentence-understanding, prose-reading, Chinese literacy, and reading comprehension, than did those, who were taught with the traditional lecture-styled instruction. According to the research findings, the researcher offers suggestions to the educational institutes, the educational professionals, and the researchers interested in the related studies and issues. Keywords: mind map instruction, mind mapping, reading comprehension