| Summary: | 碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 105 === In the research titled “Action research on the application of mind mapping to local culture teaching activity”, the researcher teaches with self-compiled local culture materials and instructs the students to apply mind mapping to induce and organize lesson contents. The instruction is practiced on a G4 class.
The data collected from the school history room of Da-Feng Elementary School, the library, and Xindian Culture and History Exhibition are organized as the teaching materials. The course is practiced for 18 sessions, including two categories of “warm-up course” and “formal course”. Two sessions of “warm-up course” aim to have the students acquaint mind mapping, which is then applied to local culture teaching activity in 16 sessions of “formal course”. After each local culture teaching activity, the students, in groups, mind map with cooperative discussions. Local culture teaching activity in “formal course” contains (1)Knowing my school – Da-Feng, (2)Knowing Xindian – Nature, (3)Knowing Xindian – Humanities, and (4)Integration – Homeland reconnaissance.
Mind mapping, pretest/posttest questionnaire, researchers’ reflection records, peer teachers’ teaching observation records, and learning checklists are utilized in this study for understanding the students’ learning situations and evaluating the improvement of the instruction.
The research conclusion is summarized as below. (1) Local Xindian culture teaching activity is the students’ favorable course, in which “Knowing the school” receives the best interests from the students. In the learning checklist of “local Xindian culture teaching activity”, 67% students reveal the preference for the course of learning and knowing Xindian. Up to 52% students enjoy the first topic, “Knowing my school –Da-Feng”, among three topics in the local culture teaching activity. (2) The students need reinforce mind mapping, key word acquisition, and concept stratification. (3) The application of mind mapping could help learning and enhance learning outcome. In the learning checklist of “local Xindian culture teaching activity”, 78% students consider that they could easily comprehend the course content according to mind mapping. In the promotion of mind mapping, the students could orderly make presentation through the drawn stratified mind maps, under the contexts of main concept and sub concept.
Key words: mind mapping, local culture teaching activity, action research
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