| Summary: | 碩士 === 國立彰化師範大學 === 財務金融技術學系 === 103 === This study aims to explore the process of integrating the concept mapping into the teaching of International Trade Practice in vocational high school courses, from which if different teaching methods have resulted in students’ different learning effectiveness and learning attitudes, and students’ differences in answering the basic questions and open-ended questions during the post-teaching of the integration of the concept mapping were discussed.
This study used the pretest and posttest quasi-experimental method and 71 first-year vocational high school students were the participatory subjects. The experimental teaching was implemented for six weeks, during which the concept mapping teaching method was applied in the Experimental group of 35 people, while the traditional narrative teaching method was applied in the Control group of 36 people.
The study used the results of the ITC practice midterm and final exam paper of the first-year vocational high school students in the academic year of 2013 and the questionnaire of students’ attitude toward the International Trade Practice concept mapping as the research instrument, and the independent t-test statistical methods was applied for the data analysis.
It was concluded from the data analysis:
First, the questionnaire indicated that the experimental group of students’ learning attitude toward the integration of the concept mapping teaching was positive.
Second, there was no significant difference in students’ learning effectiveness between the integration of concept mapping teaching method and the traditional narrative teaching method. It indicated the integration of concept mapping teaching method did not significantly increased students’ learning effectiveness in the unit of trade terms.
Third, there was no significant difference in students’ performance in answering the basic questions and the open-ended questions after the integration of concept mapping teaching method was applied. It indicated that the application of the integration of the concept mapping teaching method in the experiment did not increase the learning effectiveness in either basic questions or open-ended questions.
Based on the conclusion of the research and the reflection of the experimental process, some suggestions were provided for future researchers and teachers.
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