The Study of Applying Mind Map to Promote Elementary Students’ Storytelling Ability

• Main Authors: HUANG, WEN-CHI, 黃雯琪
• Other Authors: LIU, YING
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/e98kgd

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 103 === Due to the rise of blended teaching, “listening, speaking, reading, and writing” are integrated in the Chinese courses and taken those as the principle for the elementary school new course standard from 1975. Therefore, speaking courses would not be taught individually in the class anymore. However, most teachers focus on reading and writing, and they neglect listening and speaking. It leads to pupils cannot express oral sentences with organization and system, causing their oral expression abilities lower. In order to promote pupils’ speaking abilities, this research for elementary students designed a storytelling program. Pupils read story at first, and then they selected key words form the story. They collated those key words, and arranged those words into mind map. Pupils would internalize the mind map for their own, and to tell a brilliant story. This study used action research method to conduct 12 weeks. It analyzed by storytelling rating rubric, mind map rating rubric, researcher’s reflection journals, and students’ behavior observation records. A storytelling rating rubric was used for t test (pre-test and post test). This study has three findings: 1. Students’ storytelling abilities can promote through this research program. 2. Mind map can promote students’ storytelling abilities effectively. 3. After the implementation of this research program, researcher acquires reflection and improvement. Hoping through this study, it would provide an effective teaching program for promoting students’ storytelling abilities and teachers’ teaching strategy.