An Action Research on Mind Mapping Applied in Reading Comprehension Strategy to Improve Reading Comprehension Ability of Sixth Graders in an Elementary School

• Main Authors: LIN, HAO-TSE, 林皓澤
• Other Authors: CHEN, YIH-FEN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/rv2295

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 107 === The purpose of this study was to explore the effectiveness of using mind mapping applied in reading comprehension strategy to improve the reading ability of children in grade 6th in an elementary school. This study adopted the action research method and the subjects were 25 sixth-grade students in Losin Elementary School (alias) in Taoyuan City. The researcher conducted a nine-week along with two-cycle of mind mapping and reading comprehension strategy activities. The researcher designed a two-cycle teaching phase, first establishing students’ knowledge of the mind map, and then using the mind map applied in reading comprehension strategy to design teaching activities. Based on the articles and tests in the “Reading Comprehension - Articles and Sample Questions” edited by the Ministry of Education, 25 students were tested pre-test and post-test. And the data was analyzed by the statistical software SPSS with independent-sample t test, to explore the effectiveness of reading ability of school children. For the research process, the degree of reading comprehension of the two teaching texts by the schoolchildren was examined by reading comprehension tests. In addition, the students mind map work in the study was assessed by a researcher-designed mind map critiria for examined students progress in their ability to draw mind maps. Using video recording and peer teacher’s observation and discussion, the researcher collected and analyzed the relevant qualitative information during the teaching period. The findings of this study were as follows: 1. The difficulties the researcher encounterd while implementing mind mapping applied in reading comprehension strategy activities had been solved. 2. The reading comprehension ability can be improved by mind mapping applied in reading comprehension strategy activities. (1)The performance in reading comprehension test of students can be improved by using mind map applied in reading comprehension strategy teaching. (2)The complex-level of reading comprehension ability of students can be improved by using mind map applied in reading comprehension strategy teaching. 3. Implementing the mind mapping applied in reading comprehension strategy teaching activities helps researchers to reflect and develop in the process. From the feedback and suggestions of peer teachers, the researcher’s professional knowledge of teaching is improved. In the teaching process, the importance of teaching time allocation, role of the scaffolding and learning strategies is recognized.