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題名：概念構圖多媒體教學對國中低閱讀理解能力學生社會領域教學成效之研究
書刊名：特殊教育與輔助科技學報
作者：洪榮照 引用關係／賴芹如
作者(外文)：Hung, Jung-chao／Lai, Jin-ru
出版日期：2010
卷期：2
頁次：頁71-97+99
主題關鍵詞：低閱讀理解能力學生；概念構圖多媒體教學法；教學成效；社會領域；Low reading comprehension；Multimedia concept mapping；Academic achievement；Social studies
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:286
  • 點閱點閱:110
本研究以台中市國中30 位低閱讀理解能力學生為研究對象，探討概念構圖多媒體教學對低閱讀理解能力學生社會領域學習成就之影響，採等組前後測設計，隨機分派控實驗組、控制組各15 人，實驗組採概念構圖多媒體教學，控制組採一般教學，分別各進行四週計八節課之教學。兩組學生均接受「社會領域成就測驗」前測、後測及追蹤測驗，以前測分數為共變數，對兩組學生 進行單因子共變數分析，本研究之結論如下： 一、「概念構圖多媒體教學法」能增進低閱讀理解能力學生社會領域教學成效，具有立即與保留成效。 二、「概念構圖多媒體教學法」能增進低閱讀理解能力學生社會領域「知識」、「理解」、及「分析」題型之解題能力。
This thesis attempts to investigate the effects of Multimedia Concept Mapping instruction based on the academic achievement of junior high students with low reading comprehension in the social studies and to identify the thoughts of students who participate in this program. The research measure used the pretest-posttest equivalent groups design. The research sample was 30 students with low reading comprehension from Taichung junior high school. The students are randomly divided into two groups, the experimental group and the control group. Then the two groups took the pretest, posttest, and tracing test. All the test data and evidences were analyzed, with the pretest used as covariance, and were utilized ANCOVA for analyzing the comprehension of the sample. The conclusion of the research was as follows: 1. Multimedia Concept Mapping can promote both the immediate and the reserved academic achievements of junior high students with low reading comprehension in the social studies. 2. Multimedia Concept Mapping can promote the problem solving ability of the junior high students with low reading comprehension on the different types of the tests on social studies, including the assessments on “knowledge”, “comprehension”, and “analysis”.
期刊論文
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4.葉瓊華、詹文宏、周台傑(20000700)。概念構圖、自問自答及畫重點策略對國小閱讀障礙兒童閱讀理解能力及後設認知能力教學成效之研究。特殊教育學報，14，189-231。new window  延伸查詢new window
5.Cliburn, J. W.(1990)。Concept maps to promote meaningful learning。Journal of College Science Teaching，19(4)，212-217。  new window
6.Jegede, Olugbemiro J.、Alaiyemola, Folusho F.、Okebukola, Peter A. O.(1990)。The effect of concept mapping on students' anxiety and achievement in biology。Journal of Research in Science Teaching，27(10)，951-960。  new window
7.Quillian, M. Ross、Collins, Allan M.(1969)。Retrieval time from semantic memory。Journal of Verbal Learning and Verbal Behavior，8(2)，240-247。  new window
8.Schmid, Richard F.、Telaro, Giovanni(1990)。Concept Mapping as an Instructional Strategy for High School Biology。Journal of Educational Research，84(2)，78-85。  new window
9.Briscoe, Carol、LaMaster, Sarah Ulerick(1991)。Meaningful learning in college biology through concept mapping。American Biology Teacher，53(4)，214-219。  new window
10.Horton, Phillip B.、McConney, A. A.、Gallo, M.、Woods, A. L.、Senn, G. J.、Hamelin, D.(1993)。An Investigation of the Effectiveness of Concept Mapping as an Instructional Tool。Science Education，77(1)，95-111。  new window
11.Novak, J. D.(1990)。Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning。Instructional Science，19(1)，29-52。  new window
12.Wandersee, J. H.(1990)。Concept mapping and the cartography of cognition。Journal of Research in Science Teaching，27(10)，923-936。  new window
13.Chang, K.-E.、Sung, Y.-T.、Chen, I.-D.(2002)。The effect of concept mapping to enhance text comprehension and summarization。Journal of Experimental Education，71(1)，5-23。  new window
14.Chiou, C.-C.(2008)。The effect of concept mapping on students' learning achievements and interests。Innovations in Education and Teaching International，45(4)，375-387。  new window
15.Hadwin, A. F.、Winne, P. H.(1996)。Study strategies have meager support: a review with recommendations for implementation。Journal of Higher Education，67，692-736。  new window
16.Guri-Rozenblit, S.(1989)。Effects of a tree diagram on students’ comprehension of main ideas in an expository text with mutiple themes。Reading Research Quarterly，24，236-247。  new window
17.Liu, Z. F.、Lin, S. J.、Yuan, S. M.(2002)。INCOMAS: an item bank based and networked concept map assessment system。International Journal of Instructional Media，29，325-336。  new window
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19.Madrazo, L.、Vidal, J.(2002)。Collaborative concept mapping in a web-based learning environment: a pedagogic experience in architectural education。Journal of Educational Multimedia and Hypermedia，11，345-363。  new window
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21.Aidman, E. V.、Egan, G.(1998)。Academic assessment through computerized concept Mapping: validation a method of implicit map reconstruction。International Journal of Instructional Media，25，277-278。  new window
22.Blackorby, J.、Edgar, E.、Kortering, L.(1991)。A third of our youth? A look at the problem of high school dropout among students with mild handicaps。The Journal of Special Education，25，102-112。  new window
23.Boyle, J. R.、Weisharr, M.(1997)。The effects of expert-generated versus students-generated cognitive organizers on the reading comprehension of students with mild disabilities。Learning Disability Research & Practice，12，228-235。  new window
24.Merkley, D. M.、Jefferies, D.(2000)。Guidelines for implementing a graphic organizer。The Reading Teacher，54，350。  new window
25.Novak, J. D.(1984)。Application of advances learning theory and philosophy of science to the improvement of chemistry teaching。The Journal of Education，61，607-612。  new window
26.Cornoldi, C.(1990)。Metacognitive control process and memory deficits in poor comprehenders。Learning Disability Quarterly，13，245-255。  new window
27.Dowhower, S. L.(1999)。Supporting a strategic stance in the classroom: a comprehension framework for helping teachers help students to be strategic。The Reading Teacher，52，672-688。  new window
28.Griffin, C. C.、Simmons, D. C.、Kameenui, E. J.(1991)。Investigating the effectiveness of graphic organizer instruction on the comprehension and recall of science content by students with learning disabilities。Reading, Writing, and Learning Disabilities，7，355-376。  new window
29.Palincsar, A. S.、Anderson, C.、David, Y. M.(1993)。Pursuing scientific literacy in the middle grades through collaborative problem solving。The Elementary School Journal，93，643-658。  new window
30.Sherratt, C. S.、Schlabach, M. L.(1990)。The applications of concept mapping in reference and information services。RQ，30(1)，60-70。  new window
31.Sherman, R.、Alpert, M.(2003)。Abstraction in concept map and coupled outline knowledge representations。Journal of Interactive Learning Research，14(1)，31-50。  new window
32.Yuan, S. M.(2000)。Taiwanese high school science students’ view of using a WWW-Based concept map testing system。International Journal of Instructional Media，27，363。  new window
會議論文
1.Donovan, E. P.(1983)。Using concept mapping in the biology classroom。National Association of Biology Teachers National Conventtion。  new window
2.孟瑛如、游惠美(1998)。他不笨，他只是需要機會練習：從電腦輔助教學應用方式談國小低成就兒童ㄅㄆㄇ補救教學178-188。  延伸查詢new window
研究報告
1.Wagner, M.、D'Amico, R.、Marder, C.、Newman, L.、Blackorby, J.(1992)。What happens next? Trends in post-school outcomes of youth with disabilities。Washington, DC。  new window
學位論文
1.陳惠貞(2003)。以凱利方格技術探之學生知識概念圖--以高職數學為例(碩士論文)。元智大學。  延伸查詢new window
2.吳裕聖(2001)。概念構圖教學策略對國小五年級學生科學文章閱讀理解及概念構圖能力之影響(碩士論文)。國立中正大學，嘉義縣。  延伸查詢new window
3.林傳傑(2004)。資訊融入教學與評量--以「地球運動」為例(碩士論文)。國立屏東師範學院。  延伸查詢new window
4.林純年(1997)。概念圖對國小學童自我學習科學說明資料之影響(碩士論文)。國立台南師範學院。  延伸查詢new window
5.李秀娟(1998)。不同教學策略對國中生學習生物的影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.王薌茹(1994)。概念圖教學在國中生物學習之成效(碩士論文)。國立高雄師範大學。  延伸查詢new window
7.丘聖光(2000)。階層式超媒體概念圖系統在課程呈現上的應用(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
9.吳訓生(2001)。國小低閱讀能力學生閱讀理解策略教學效果之研究(博士論文)。彰化師範大學，彰化縣。new window  延伸查詢new window
10.謝真華(1999)。概念構圖教學對國小四年級學童在自然科學習成效之研究(碩士論文)。臺南師範學院，臺南市。  延伸查詢new window
11.陳嘉成(1997)。以概念構圖為學習策略之教學對小學生自然科學習之成效結果(碩士論文)。國立政治大學，台北市。  延伸查詢new window
12.蘇昭博(1999)。利用概念圖及V圖進行國中理化教學之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
13.張莉珍(2003)。故事構圖策略與摘要策略對增進國小六年級低閱讀能力學生閱讀理解之比較研究(碩士論文)。中原大學，桃園縣。  延伸查詢new window
14.林宜真(1998)。閱讀障礙學生與普通學生閱讀理解方式之比較研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
15.黃俊傑(1998)。網路合作概念構圖中互動過程之研究。國立臺南師範學院。  延伸查詢new window
16.黃宇辰(2000)。以概念圖作為合作學習分組策略之研究。中原大學。  延伸查詢new window
17.王士豪(2007)。應用概念圖教學探討國中生學習成效之研究--以「功」單元為例。國立高雄師範大學。  延伸查詢new window
18.羅豪章(1998)。設計具有自我建構特徵的互動式電腦輔助學習軟體。國立高雄師範大學。  延伸查詢new window
19.藍玉山(2002)。編序電腦輔助學習促進國二低成就學生對於空氣概念學習之個案研究。國立高雄師範大學。  延伸查詢new window
圖書
1.Beale, I. L.、Singh, N. N.(1992)。Learning disabilities: Nature, theory, and treatment。New York, NY：Springer-Verlag。  new window
2.柯華葳(1999)。閱讀理解困難篩選測驗。臺北：行政院國家科學委員會特殊教育工作小組。  延伸查詢new window
3.Catts, Hugh W.、Kamhi, Alan G.(1999)。Language and Reading Disabilities。Allyn & Bacon。  new window
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5.溫嘉榮、吳明隆(1999)。新時代資訊教育的理論與實務應用。台北市：松崗。  延伸查詢new window
6.Lemke, Jay L.(1990)。Talking science: Language, learning, and values。Ablex。  new window
7.Ausubel, David Paul(1968)。Educational Psychology: a cognitive view。New York：Holt, Rinehart and Winston, Inc.。  new window
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9.余民寧(19970000)。有意義的學習：概念構圖之研究。臺北：商鼎文化。new window  延伸查詢new window
10.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
11.吳武典、蔡崇建、胡致芬、王振德、林幸台、郭靜姿(1996)。扥尼非語文智力測驗普及版。臺北。  延伸查詢new window
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圖書論文
1.Duit, R.、Treagust, D. F.(1998)。Learning in science--From behaviourism towards social constructivism and beyond。International handbook of science education。Dordrecht：Kluwer Academic Press。  new window
2.杜正治(1993)。補救教學的實施。學習輔導：學習心理學的應用。臺北市：心理。  延伸查詢new window
3.錡寶香(1996)。學習障礙學生的後設認知教學。學習障礙有效教學。彰化：國立彰化師範大學特殊教育中心。  延伸查詢new window
 
 
 
 
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