Study on the Integration of Thinking Maps into Reading Comprehension and Writing - Taking Middle School Grade as an Example

• Main Authors: Sheng-Hung Jao, 饒聖宏
• Other Authors: Yu-Lung Wu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/m56yww

碩士 === 義守大學 === 資訊管理學系 === 106 === The purpose of this study is to explore the application of thinking maps in the third-grade Chinese language teaching scene, the improvement of reading comprehension ability of students, and the conversion of reading comprehension into an effective writing teaching strategy. This study was conducted using the action research method. The 25 third-grade students who were taught by the researchers were selected from February 2018 to June 2018 for a one-semester period to conduct a study of thinking and reading into the Mandarin language reading comprehension and writing teaching. After continuous observation, induction and analysis of the student''s abstract and writing performance, the results obtained are as follows: First, the use of thinking maps combined with abstract strategies in the teaching of Mandarin texts: 1. Help students deal with the message and connect the individual memory to achieve meaningful learning. 2. Effectively enhance students'' ability to extract important messages and organize their posts. 3. Help to promote students'' cognitive awareness. Second, think about the results of maps used in writing teaching: 1. You can use the circle map to focus on the theme and spread the imagination material. 2. You can use the bubble chart to control the narrative elements. 3. Can use the flow chart to clarify the sequence of event development and dynamic detail description. Third, the use of thinking maps in literacy teaching strategies 1. Teachers and students think about the map to construct the context of the text. 2. Use different types of thinking maps to set up a writing plan. 3. Collaborative learning. 4. Self-evaluation and mutual evaluation.