Using Mind Map Teaching Strategy to Improve Primary School Children in Paiwan Nationality Action Research on Scientific Reading Comprehension - Taking the Third Grade as an Example

• Main Authors: CHU, HUI-CHEN, 朱慧貞
• Other Authors: KAO, HUEY-LIEN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/gd8pwc

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 106 === 　　It is the teacher's most important responsibility to assist each student to have a happy and successful study. The key to success of the student's learning, in addition to igniting the child's learning enthusiasm, the teacher must provide effective teaching methods to help the student achieve the teaching goal. . The researchers use their own reading experience and the observation and needs of the aboriginal school children to read the current situation. I hope that the effectiveness of this study can be used as a reference for science reading teaching. 　　Scientific reading is a process of mutual construction through personal experience and reading of others' experiences. It is positive and valuable for reading development, and is full of self-confidence. It believes that reading can help to understand, complement and enrich personal experience, interests, needs, and help. Solve the problem. There are many reasons for the difficulty of reading. Many foreign studies have pointed out that the textbooks of the school do not distinguish the students’ reading motivation, because the school’s teaching materials are too much, too many difficult words are used, and there is no background knowledge of the students. There is no common myth concept, lack of logical structure, and lack of meaningful learning activities with concept development. 　　Reading comprehension is the basis for learning all subjects. This study aims to use the teaching strategies of mind maps to target third-grade Aboriginal children taught by researchers, through teaching observation records, teaching notes, and student interview records. Students learn mental map feedback forms and peer teacher observation records, etc., to collect and analyze data. The results of the comprehensive study are as follows: First, the mental map teaching strategy helps the children to learn the key points and the classification and organization of the keywords, and then Understand the scientific text. Second, the mental map teaching strategy has logical thinking, which can enhance the students' ability to retell the text and memory. Force. Third, the use of mental map teaching strategies can enhance the ability of students to express their expression and self-confidence. Fourth, the action research of the mental map teaching strategy can help teachers grow their professional ability. Advice for future researchers First, in response to the learning ability of schoolchildren, the flexible use of mental map teaching strategies. Second, make good use of information equipment to facilitate the teaching activities. Third, text textbooks are suitable for students to learn mental maps. 　　In the future, if teachers are interested, it is recommended to first find the text suitable for learners. On the one hand, teachers themselves should strengthen their own science teaching professions. On the other hand, they must prepare and make full use of the media and resources used in teaching. In the end, the flexible use of mental maps, you must not stick to the rules, to avoid falling into the mud of self-restraint. With the life experience of Aboriginal students, simplify, activate and fun the teaching materials, so that students can easily get started, so that students are willing to actively apply mental maps, generate learning interest and enhance learning achievements.