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題名：概念構圖理解策略在大學英文閱讀教學之成效
書刊名：課程與教學
作者：劉沛琳
作者(外文)：Liu, Pei-lin
出版日期：2008
卷期：11:4
頁次：頁137-162
主題關鍵詞：概念構圖；英文閱讀教學；閱讀策略；Concept map；English reading instruction；Reading strategies
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(7) 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:7
  • 共同引用共同引用:193
  • 點閱點閱:68
本研究目的為應用概念構圖理解策略，結合英文閱讀課程，期能帶給學生有效的學習。主要研究項目如下：（一）概念構圖理解策略對不同程度的學習者，其英文閱讀成就是否有顯著的差異。（二）探討此策略對學習者其他英文閱讀策略使用之影響。研究者將192位選修大一英文的學生，依前測之英文閱讀成績區分為強讀者及弱讀者兩組，並分別施以概念構圖理解策略之教學和傳統閱讀教學，藉以比較此策略對不同程度學習者之閱讀成效影響。從二因子變異數分析得知：此教學策略對弱讀者之閱讀成效影響顯著多於強讀者。以獨立樣本t檢定分析，發現學習者在接受概念構圖訓練後，對使用摘要、強化、及回顧等閱讀策略有顯著提升。由實驗結果得知，此策略對於英語閱讀及策略學習而言，均有實質的助益。
The purpose of this present study was to investigate the effectiveness of the concept mapping learning strategy on learners' English reading comprehension. The research questions were: (1) wWhat was the influence of the concept mapping learning strategy on different learners' English reading comprehension? (2) What was the influence of the concept mapping on learners' other English reading strategies use? One hundred and ninety four freshmen who took the English course were divided into low-level and high-level groups according to their English proficiency. The concept mapping strategy was introduced to learners in the class to improve their reading ability. Through the analysis of two-way ANOVA, it was found that the concept mapping learning strategy is more effective for the low-level group than for the high-level group, in terms of their performance on reading comprehension. Furthermore, according to the results of the independent sample t-test analysis, the learners made a great improvement in listing, enforcing, and reviewing reading strategies after they had received the concept mapping instruction.
期刊論文
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5.Beyerbach, B. A.、Smith, J. M.(1990)。Using a Computerized Concept Mapping Program to Assess Preservice Teachers' Thinking about Effective Teaching。Journal of Research in Science Teaching，27(10)，961-971。  new window
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7.Clarke, J. H.(1991)。Using visual organizers to focus on thinking。Journal of Reading，34(7)，526-534。  new window
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11.Guastello, E. F.、Beasley, T. M.、Sinatra, R. C.(2000)。Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders。Remedial and Special Education，21(6)，356-364。  new window
12.岳美群、蔡長添(19930400)。高中生物科環境教材概念分析與學生學習成果評量之研究。科學教育，4，83-132。  延伸查詢new window
13.江淑卿、郭生玉(19971000)。不同學習過程的概念構圖策略對促進知識結構專家化與理解能力之效果研究。師大學報，42，1-16。new window  延伸查詢new window
14.Malone, L. D.、Mastropieri, M. A.(1992)。Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities。Expectional Children，58(3)，270-279。  new window
15.蔡麗萍、吳麗婷、陳明聰(20040600)。從概念構圖研究探討其在教學上之應用。臺東特教，19，48-55。  延伸查詢new window
16.Zephaniah, T. D.(199407)。Effects of prereading story mapping on elementary readers’ comprehension。Journal of Educational Research，87(6)，353-360。  new window
17.陳嘉成(19980600)。合作學習式概念構圖在國小自然科教學之成效研究。教育與心理研究，21(上)，107-128。new window  延伸查詢new window
18.Mayer, R. E.(1996)。Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive procession in knowledge construction。Educational Psychology Review，8(4)，357-371。  new window
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22.吳裕聖、曾玉村(20030300)。概念構圖教學策略對小五學生科學文章理解及概念構圖能力之影響。教育研究集刊，49(1)，135-169。new window  延伸查詢new window
23.Selinker, Larry(1972)。Interlanguage。IRAL: International Review of Applied Linguistics in Language Teaching，10(1-4)，209-232。  new window
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25.Novak, Joseph D.、Musonda, D.(1991)。A twelve-year longitudinal study of science concept learning。American Educational Research Journal，28(1)，117-153。  new window
26.Roth, Wolff-Michael、Roychoudhury, Anita(1992)。The Social Construction of Scientific Concepts or the Concept Map as Conscription Device and Tool for Social Thinking in High School Science。Science Education，76(5)，531-557。  new window
27.Novak, Joseph D.、Bob Gowin, D.、Johansen, Gerard T.(1983)。The use of concept mapping and knowledge vee mapping with junior high school science students。Science Education，67(5)，625-645。  new window
28.Kintsch, W.、Van Dijk, T. A.(1978)。Toward a model of text comprehension and production。Psychological Review，85(5)，363-394。  new window
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30.張子超、楊冠政(1997)。學生環境知識概念結構發展的研究。師大學報：科學教育類，42，31-48。  延伸查詢new window
31.Weisberg, R.、Balajthy, E.(1990)。Development of Disabled Readers' Meat-comprehension Ability through Summarization Training Using Expository Text: Results of Three Studies。Reading, Writing, and Learning Disabilities，6，117-136。  new window
32.Scanlon, D. J.、Duran, G. Z.、Reyes, E. I.、Gallego, M. A.(1992)。Interactive Semantic Mapping: An Interactive Approach to Enhancing LD Students' Content Area Comprehension。Learning Disabilities Research and Practice，7，142-146。  new window
33.Boyle, J. R.、Weishaar, M.(1997)。The Effects of Expert-generated versus Student-generated Cognitive Organizers on the Reading Comprehension of Students with Mild Disabilities。Learning Disabilities Research & Practice，12，228-235。  new window
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35.Novak, J. D.(1990)。Concept Maps and Diagrams: Two Metacognitive Tools for Science and Mathematics Education。Instructional Science，19，29-52。  new window
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38.Lipson, M.(1995)。The Effect of Semantic Mapping Instruction on Prose Comprehension of Below-level College Readers。Reading Research and Instruction，34，367-378。  new window
39.黃俊傑(2000)。概念構圖訓練在閱讀教學上的應用。教師之友，42，29-36。  延伸查詢new window
40.Darch, C. B.、Carnine, D. W.、Kameenui, E. J.(1986)。The Role of Graphic Organizers and Social Structure in Content Area Instruction。Journal of Reading Behavior，18(4)，275-295。  new window
41.Berkowitz, S. J.(1986)。Effects of Instruction in Text Organization on Sixth-grade Students' Memory for Expository Reading。Reading Research Quarterly，21(2)，161-178。  new window
42.Gordon, C. J.、Rennie, B. J.(1987)。Restructuring Content Schemata: An Intervention Study。Reading Research and Instruction，26(3)，162-188。  new window
43.張雪君(1993)。認知心理學在社會科教學的啟示。國教輔導，32(4)，18-21。  延伸查詢new window
44.Sinatra, R. C.、Stahl-Gemake, J.、Berg, D. N.(1984)。Improving Reading Comprehension of Disabled Readers through Semantic Mapping。Reading Teacher，38(1)，22-29。  new window
45.Reutzel, D. R.(1985)。Story Maps Improve Comprehension。The Reading Teacher，38(4)，400-404。  new window
46.Dlugosz, D. W.(2000)。Rethinking the Role of Reading a Foreign Language to Young Learners。English Language Teaching Journal，54(3)，284-290。  new window
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48.Clarke, J.、Martell, K.、Willey, C.(1994)。Sequencing Graphic Organizer Instruction on Fifth-grade Students。Journal of Educational Research，89(2)，98-107。  new window
會議論文
1.曾世杰(1999)。國語文低成就學童之工作記憶、聲韻處理能力與唸名速度之研究。學童閱讀困難的鑑定與診斷研討會。嘉義：國立中正大學心理學系。  延伸查詢new window
2.Troyer, S.(1994)。The Effects of Three Instructional Conditions in Text Structure on Upper Elementary Students' Reading Comprehension and Writing Performance。0。  new window
3.Pankratius, W. J.、Keith, T. M.(1987)。Building an Organized Knowledge Base: Concept Mapping in Secondary School Science。0。  new window
4.紀鳳鳴(1997)。探討比較良好與不良好高中閱讀者的閱讀過程。臺北市。19-31。  延伸查詢new window
5.李宗薇(1996)。教學策略及其在社會科的應用：邁向21世紀的師範教育。臺東縣臺東市。1-16。  延伸查詢new window
6.莊惠秀、楊思萱、蔣育霖(2006)。圖像化學習運用在國小五年級社會科教學及故事寫作教學之經驗分享。臺北市。39-61。  延伸查詢new window
7.劉平喆、彭雪茵、卓育箴、林桂垣(2007)。記憶拼圖－單字記憶策略教學。臺北市。39-61。  延伸查詢new window
研究報告
1.黃台珠(1995)。概念圖在國中生物教學上的成效研究 (計畫編號：NSC-84-2511-S-017-003)。高雄：高雄師範大學科學教育研究所。  延伸查詢new window
2.Seaman, T.(1990)。On the High Road to Achievement: Cooperative Concept Mapping。  new window
3.張國恩、蘇宜芬、宋曜廷(2000)。閱讀理解輔助系統之設計及其應用效果研究－以閱讀障礙學生為例（I）：統整式教學策略的設計。臺北市。  延伸查詢new window
學位論文
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4.劉玲吟(1994)。後設認知閱讀策略的教學對國中低閱讀能力學生閱讀效果之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
5.簡郁娟(2000)。"可預測故事"影響外語初學者口語與閱讀發展之探討(碩士論文)。淡江大學。  延伸查詢new window
6.黃藍億(2005)。概念構圖教學策略對大一學生英文閱讀理解能力之影響，0。  延伸查詢new window
7.Clark, D. P.(1985)。Metacognitive Awareness of Deaf Adolescents，0。  new window
8.Dyer, P. A.(1985)。A Study of Computer Assisted Reading the Effects of Pre-reading Mapping on Comprehension and Transfer of Learning，0。  new window
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10.Park, K.(1993)。A Comparative Study of the Traditional Calculus Course vs. the Calculus & Mathematical Course，Champaign, IL/ Urbana, IL。  new window
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12.楊純真(2003)。閱讀與寫作指引對臺灣高中生英文寫作的影響，0。  延伸查詢new window
13.陳淑芬、張國恩(1997)。概念構圖式學習系統，0。  延伸查詢new window
圖書
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