社會領域融入心智圖教學之行動研究-以國小四年級為例

Abstract

本研究透過社會學習領域融入心智圖的教學行動研究之循環歷程，不斷以計畫、行動、省思及修正、再行動的循環來進行教學，培養學生利用心智圖統整社會學科內容的能力。在研究的過程中，透過教學日誌、教學錄影、學生作品、學生訪談紀錄、心智圖小問卷、心智圖評量表等資料進行彙整，在透過歸納與分析後提出研究的結論。 本研究在歷經心智圖教學循環之後，分析歸納而獲得的結論如下： 一、 心智圖能提升學習興趣，進而幫助學生理解社會領域學習內容，教學者也能在心智圖呈現中了解學生的學習。 二、 徒手繪製心智圖較簡易學習，而數位心智圖在完成上較有成就感，除此之外，心智圖作品分享有助於提升運用心智圖的能力。 三、 學生喜歡小組學習，而小組學習也有助於手繪、數位心智圖的學習成效。 四、 根據研究結論，研究者就課程設計、心智圖教學方面以及對未來研究等三個方面提出建議，作為未來教學和研究之參考。

Through the course of action research (including planning, acting, observing, reflecting, revising, and reaction cycles), this study aimed at exploring the effects of mind mapping into social science on cultivating fourth graders’ability to integrate knowledge.In the course of this research ,teaching journals, teaching video, student works, interviews, learning review of mind mapping, and the evaluation of mind map were used to collect relevant information needed in the research. After the action research cycles of teaching mind map, the major findings are summarized as follows： 1. The interest in learning can be enhanced by mind map, which is used to help student to understand the knowledge in social science, and then the instructor also can realize the learning effect by mind map. 2. It is easy to learn mind map by hand painting, and it is more rewarding by drawing digital mind map. And then it is more effect in upgrading skill by share picture. 3. The student likes cooperative learning, which is be used to enhance the learning effect in mind map. 4. According to the conclusions, the researcher has the recommendation in subject planning, mind map teaching, approaching study.